Directional style Essay Example | Topics and Well Written Essays - 250 words

Directional style - Essay Example This turned away, for example, neorealism of the 40, where the world was shown as it was, without manipulation. In many films of Alfred Hitchcock we may notice something in common, which makes these movies together, making them look alike, to distinguish from the films of other directors and, thus, allow us to speak about the auteurs style of Hitchcock. Hitchcock Style manifested in the fact that in his motion pictures are often repeated certain plot motifs, method of presentation the audience, the technique of shooting, type of actors and so on. Some films of Hitchcock (especially early ones) are out of the general track - so they can be called unusual, in style, in contrast to the typical, "real" films of Hitchcock. From his first film Hitchcock had already demonstrated the ability to transfer all the details of the plot with the help of purely cinematic techniques. For example, in the film "The Tenant" is a scene in which the hostess points out that her new lodger nervously walks to his room on the second floor and it is suspicious. Hitchcock shoots the landlady, gazing somewhere upstairs. Then he shows us hanging on the ceiling chandelier, swinging from side to side. Then he inserts a frame in which the ceiling is made of glass and through it can be seen the pacing from one side to the tenant. With this ingenious receiving the viewer sees that is a heroine of the

Just say Know! Essay Example for Free

Just say Know! Essay Intelligent consideration of the war on drugs may lead one to believe that it is inexplicable, irrational and unsustainable. It is none of these. It is a rational subterfuge perpetrated for a particular purpose, namely, the profits resulting from the importation and distribution of huge quantities of heroin and cocaine, and those who are behind the war on drugs are the same as those who are responsible for the widespread use of these addictive and life-destroying drugs. Unless they are stopped the war on drugs and all its attendant horrors will continue to ruin America. Just one CIA drug ring, that of Rafael Caro Quintero and Miguel Angel Felix Gallardo based in Guadalajara, Mexico was smuggling four tons A MONTH into the U. S. during the same period! Other operations including Manuel Noriega (Panama), John Hull (Costa Rica), Felix Rodriguez (El Salvador), Juan Ramon Matta Ballesteros (Honduras) and elements of the Guatemalan and Honduran military were dealing close to two hundred tons a year or close to 70% of total U. S. consumption at the same time! All of them have been connected to CIA by documentation and testimony which already exists! This coke was smoked, snorted and injected by people of every race and in every state; in the cities and on the farms. — http://www. radio4all. org/crackcia/sjmn. html The CIA smuggling cocaine? U. S. covert action organizations responsible for flooding the U. S. with addictive drugs? Farfetched? Far from it — the evidence is now overwhelming. Put simply, in order to keep making enormous profits, those responsible for the distribution of addictive drugs in the U. S. (and it is not only the CIA) must keep the use of these drugs illegal. Were drug use legalized their profits would disappear overnight. So how to keep drugs illegal? Simply buy up enough legislators to block any steps toward revealing the facts of the matter or toward reversal of the present state of prohibition. The profits of the drug lords, and the corruption of the legislators, makes this possible. So drug use is demonized, those who use drugs are turned into criminals, and to make it appear that the authorities are sincere in their attempts to combat the drug problem hundreds of thousands of drug users are arrested and thrown into jail for up to forty years. Those responsible for this, and for the addiction of millions of Americans and others for the sake of profit, can only be described as evil. Not only are users of the life-destroying drugs heroin and cocaine caught up in this pogrom but also users of non-addictive life-enhancing drugs such as LSD, THC (marijuana), psilocybin (mushrooms) and MDMA (ecstasy). The users of such substances are often some of the kindest and most non-violent people youll ever meet (Ive met plenty of them), but for the sake of perpetuating the profits of the drug lords (both American and foreign) many of them have had their lives ruined and most of the rest live in fear of persecution. Its about time that Americans woke up to the fact that it is the prohibition of drugs which is making possible these profits, is corrupting their government and which is likely (if not corrected) to be the ruin of their country. The information regarding who is profiting from the illegal status of drug usage is available now, and no-one will be able to say, as the good Germans of the Nazi era said, we didnt know. Just say Know! On 1997-05-22 the late Terence McKenna said, on the Art Bell radio talk show, in response to a callers question as to why psychoactive drugs are illegal: Let me say this I mean, Im a bit of a pessimist on this subject. Because I take psychedelics so seriously, I cant imagine them ever being really legal unless theres a total social transformation because my analysis of it is, the reason everybody from a Marxist state to a Christian oligarchy to a high-tech industrial democracy can get together and agree that psychedelics are a terrible terrible thing is because the social effects of psychedelics being taken by large numbers of people is a kind of deconditioning from the cultural myths, whatever they are. Its no knock on any given society, its just that if people start taking psychedelics, they start questioning what theyve been told about reality. And culture is in the business of keeping you inside a set of predetermined answers to those questions. Although McKenna had some interesting to say about drug usage (and called for the legalization of all drugs), here he missed the main point entirely. It is true that psychedelics are de-conditioning agents, and that they lead to questioning of mainstream premises defining reality (and perhaps even contribute to the dreaded questioning of authority — though no drugs are needed for this), but this is not the fundamental reason that the Drug War continues. The fundamental reason is money. As stated above, it is the enormity of the profits from the international illicit drug trade that requires drugs to remain prohibited. Nothing much can be done to end the Drug War until this fact is recognized (recognition will come more quickly to those who read James Mills book, The Underground Empire). To assert, as McKenna did, that prohibition continues because legislators are afraid of youth questioning authority, suggests that the solution is to reassure and re-educate those legislators so that they see the light. Such a re-education is certainly desirable, but it will do very little to bring an end to the Drug War as long as the fundamental economic basis for prohibition is not recognized and acknowledged. In the meantime the insanity continues †¢ The late Peter McWilliams wrote: Prisons are filled to capacity and beyond. In most areas an early-release program has been instituted which, of course, fails to differentiate between prisoners whose crimes had innocent victims [e. g. theft, assault and rape] and prisoners whose crimes did not [e. g. marijuana smokers]. This puts truly dangerous criminals out on the street sooner, giving them extra months, and in some cases years, to rape, rob and plunder. Due to overcrowding caused by the War on Drugs, prisons (not enjoyable places under the best of conditions) have become intolerable. Some of them violate the constitutional guarantee against cruel and unusual punishment. With the overcrowding, any hope of rehabilitation, job placement, counseling, therapy, or achieving any other high-minded goals is completely derailed. — Aint Nobodys Business If You Do, p. 242. And the carnage continues †¢ P. B. Floyd: Weighing The Harms In 1980, Californias prisons held 23,511 inmates or 1 in 1006 residents. By 1994, about 125,000 were incarcerated, or 1 in 256. By the year 2000, the California Department of Corrections projects that 1 in 146 people in California will be in prison. Drug offenses were responsible for 25 percent of the US prison population in 1995, up from only 8 percent in 1980. About 220,000 drug prisoners were held in state prisons in 1995, up 1070 percent from 1980. Over 70 percent of the arrests have been for possession of drugs, not sale or manufacture. Over 200,000 prisoners of the Drug War in the State of California alone — victims of a vicious and depraved pogrom occurring right under the noses of the citizens, most of whom are willing to look the other way, like the good Germans of the 1930s. As regards state persecution of minorities there is no difference between sending a person to prison for smoking pot and sending a person to a labor camp for being a member of a group which lights candles in memory of deceased relatives on Friday evenings. In both cases the imprisonment is done by Nazis or those with the mentality of Nazis. And if you think this comparison of drug warriors to Nazis is far-fetched, just take a look at the book mentioned above, R. L. Millers Drug Warriors and Their Prey: From Police Power to Police State. If you read this book you wont be able to say to your children, I didnt know what was happening. Jonathan Blumen: What I Learned From Auschwitz The article by P. B. Floyd discusses the following harms resulting from the war on drugs: o Incarceration Boom and Lives wasted in prison o Addicts cant get effective treatment o Increased AIDS Cases o Civil Liberties Lost o Increased street and organized crime o Waste of billions o Third world dictators supported Yet this War has been going on for twenty years and is still being promoted by the U. S. and other cryptofascist governments despite the massive evidence of its harm. What is really going on that this can happen? †¢ U. S. Prison Population Sets New Record in 1996 [Page removed from Yahoo and also from the Wayback Machine. ] The U. S. prison population increased by about 55,900 inmates last year, reaching a record 1,182,000 at the end of 1996 and posing new problems with overcrowding, the Justice Department reported Sunday. The report attributed the increase in the state prison population over the decade to more black drug offenders and more white violent offenders behind bars. Other factors included a sharp increase in the number of people imprisoned for drug offenses. — Reuters, 1997-06-23 †¢ U. S. Prison Population Slowed in 96 [Page removed by the L. A. Times] Counting both prison and jail inmates, more than 1. 6 million adults were behind bars as of last June 30, an incarceration rate of 615 inmates for every 100,000 U. S. residents. That rate of imprisonment put the nation second only to Russia, which had a rate of 690 inmates per 100,000 residents in 1995, the last available figure. The two countries imprison a far higher proportion of their citizens than any other country in the world. — Los Angeles Times, 1997-06-23 †¢ STATE PRISONS EXPECTED TO GROW 37% BY 2003 Californias already crowded prisons are projected to add 57,733 inmates by 2003, a 37 percent increase, state officials said Wednesday. The Department of Corrections said the states adult prisons now house 155,687 prisoners, compared with 66,965 in 1987. Officials predict that the population will reach 202,855 in 2002 and 213,420 the next year. — Orange County Register, 1997-12-11, page 4.

Womens Misleading Magazines Essay -- Media Self Image Beauty Advertis

Women's Misleading Magazines I was flipping through some channels on the television set one day and came across a woman's talk show, "The View." It caught my attention when one of the hostesses asked the audience of mostly women to raise their hand if they thought they were truly beautiful. Much to my surprise the audience did not respond with very many show of hands. The hostess then introduced a study done by Dove, the makers of the body soap. Dove polled over 6,000 women from all over the country and only two percent of the women polled said they feel beautiful. Women are surrounded by images screaming physical beauty is more important than their talents and accomplishments. Women are deriving their self worth from an ideal of how they think they should look and how they think everyone else wants them to look instead of focusing on their sense of who they are, what they know, and where they are going in life. In "Help or Hindrance?: Women's Magazines Offer Readers Little But Fear, Failure," Mary Kay Bl akely states, "Instead of encouraging women to grow beyond childish myths and adapt to the changes of life, women's magazines have readers running in place, exhausted." She goes on to say, "This is a world we have 'made up' for women, and it is a perilous place to exist." One of the biggest culprits feeding women's insecurities are the popular women's magazine that line the book shelves of grocery stores, gas stations, and waiting rooms. They supply readers and the occasional innocent passerby with unrealistic images of what women should be instead of showing diverse age groups and women with natural beauty. Reading through a couple of magazines, Cosmopolitan, Elle, and Shape, I found nothing but hidden agendas and... ...ce in society. And the effects of the ideals behind these magazines are all the more powerful because of their subtlety." Women walk away from these magazines with an empty feeling and feelings of many inadequacies and they really don't know exactly why. The subtle undermining of women's intelligence and cause strips away their sense of worth ever so slowly and leaves them feeling depressed and in search of something that really can't exist together. Growing old while staying young takes many years of complete and internal happiness not many years of collagen injections and the added stress of having to stay unattainably perfect. While some consider these journalists for women's magazines talented writers, I consider them horrendous displays of talent in which they sell out the naturally beautiful women of the world for a quick buck and a popular magazine.

Common core skills Essay

The key areas in current legislation which relate to the safeguarding of children (1.1) .2.Evaluate the effectiveness of a range of activities that can be used to encourage children to protect themselves (1.2) 3.Explain at least 3 different types of transitions that children can experience over the age range birth to 16 years. Analyse the impact of the transition on children at a particular stage of development. (2.1 and 2.2) . Analyse the importance of play in supporting a child’s development.5. For this task you need to identify 3 play activities for children of different ages. We want you to evaluate their effectiveness, identify the materials you need, why you have chosen the materials selected and any health and safety implications. (3.1, 3.2, 3.3 and 3.4) 7. Why is it important that you consider the health and safety implications for both the play activity and the materials used? 9.When communicating with children you need to ensure that your communication is suitable for their stage of development. How can you do this? Please give examples in your answer. (4.2) .10.During your training you explored different communication methods. Select some of these methods and evaluate their effectiveness. (4.3) .11.Explain the main functions of a multi agency team. (5.1) .12.What are the benefits of a multi agency team? 13.Why do you, as a nanny, need to be aware of multi agency working and team working? (5.3) .14.As a nanny you may need to be working with a range of other professionals. How would working in this way ensure the needs of the child are met? (5.4) 15.Using the table below analyse which professionals you would need to be involved with and their role.

The Indigo Spell Chapter Fourteen

SUNDAY ROLLED AROUND, and the day started off quietly. We were nearing the point when Veronica might strike again, and my stomach was in knots over what her next step would be . . . and how stuck we were on how to stop her. Then I received help from an unexpected source when my phone rang with an unknown number on the display. Normally, I wouldn't answer something like that, but my life was hardly normal these days. Besides, it was a Los Angeles area code. â€Å"Hello?† â€Å"Hi! Is this Taylor?† It took me a moment to remember my secret identity. I did not, however, recall giving my actual number to any of the girls we'd warned about Veronica. â€Å"Yes,† I said warily. â€Å"This is Alicia, from Old World Bed-and-Breakfast.† â€Å"Hi,† I said, still puzzled as to why and how she'd be calling me. Her voice was as cheery and bright as when we'd met her. â€Å"I wanted to know if you'd thought any more about getting a room for your anniversary.† â€Å"Oh, well . . . that. We're still deciding. But, uh, probably we're going to go with something closer to the coast. You know, romantic beach walks and all that.† â€Å"I can totally understand,† she said, though she sounded disappointed at the loss of a sale. â€Å"If you change your mind, just let me know. We're running a special this month, so you could get the Bunny Suite at a really good price. I remember you saying it reminded you of your pet rabbit. What was his name?† â€Å"Hopper,† I said flatly. â€Å"Hopper! That's right. Such a sweet name.† â€Å"Yeah, awesome.† I tried to think of a polite way to phrase my next question but simply chose directness. â€Å"Look, Alicia, how did you get this number?† â€Å"Oh, Jet gave it to me.† â€Å"He did?† â€Å"Yup.† She'd apparently gotten over her disappointment and now sounded bright and chirpy again. â€Å"He filled out an info card while you guys were here and put down your number.† I nearly groaned. Typical. â€Å"Good to know,† I said. I wondered how often Adrian gave my number out. â€Å"Thanks for following up.† â€Å"Happy to. Oh!† She giggled. â€Å"I nearly forgot. Your friend is back.† I froze. â€Å"What?† â€Å"Veronica. She checked back in yesterday.† My first reaction was excitement. My second one was panic. â€Å"Did you tell her we were asking about her?† â€Å"Oh, no. I remembered you saying you wanted to surprise her.† I nearly sank in relief. â€Å"Thank you. We, uh, wouldn't to ruin that. We'll have to stop by and visit – but don't tell her.† â€Å"You can count on me!† We disconnected, and I stared at the phone. Veronica was back. Just when we thought we'd lost all leads on her. I immediately called Ms. Terwilliger but was sent to voice mail. I left a message and then followed up with a text, saying I had urgent news. My phone rang again, just as I was about to call Adrian. I almost hoped Alicia had more to tell me, but then I saw that it was Stanton's number. After first taking a deep breath, I tried to answer in as calm a way as possible. â€Å"Miss Sage,† she said. â€Å"I received your message yesterday.† â€Å"Yes, ma'am. Thank you for calling me back.† I'd called her yesterday, just before meeting up with Adrian. Ms. Terwilliger's magical training had taken priority at the time, but I hadn't forgotten my deal with Marcus. â€Å"I have a, um, favor to ask,† I continued. Stanton, who was rarely surprised, was clearly surprised now. â€Å"You're certainly entitled to ask . . . but you're just not usually the type who does.† â€Å"I know, and I feel bad. So, if you have to say no, I understand.† In truth, if she said no, I would have a number of problems on my hands, but it was best not to sound too eager. â€Å"Well, I've been thinking about how I have to spend Christmas here – with the Moroi. And I definitely understand that, ma'am. It's part of the mission, but . . . well, I'd be lying if I said that didn't bother me. So, I was wondering if there's any way at all I'd be allowed to go to one of the big holiday services. It would make me feel . . . oh, I don't know. More connected. Purified, even. I'm just always surrounded by them here, by that taint, you know? I feel like I can't even breathe half the time. That probably sounds ridiculous.† I cut my rambling off. When Marcus had first suggested taking advantage of knowing someone in St. Louis, I'd immediately thought of Ian. Then I realized that wasn't enough. Alchemists on assignment couldn't just ask for casual time off to visit friends. Time off for something more spiritual and group-oriented – say, the Alchemists' annual holiday services – was a different matter. Lots of Alchemists were given clearance to travel and attend those services. They were tied to our faith and group unity. In fact, Ian had even brought it up at the wedding in the hopes of luring me to visit him. Little had he known his trick would pay off. Kind of. â€Å"It doesn't sound that ridiculous,† Stanton said. That was promising, and I tried to unclench my fist and relax. â€Å"I was thinking maybe I could go before we're out for winter break,† I added. â€Å"Jill can stay within the confines of the school, so there shouldn't be too much risk. And Eddie and Angeline are always with her. I could just hop over to St. Louis for a quick weekend trip.† â€Å"St. Louis?† I could almost see her frown through the phone. â€Å"There are services in Phoenix as well. That would be much closer.† â€Å"I know, ma'am. It's just. . . .† I hoped being genuinely nervous would help me sound convincing. â€Å"I, uh, was hoping I could also see Ian again.† â€Å"Ah. I see.† There was a long pause. â€Å"I find that more surprising than you wanting to attend services. From what I saw at the wedding, you didn't seem to be that charmed by Mr. Jansen.† So. I'd been right that Stanton had noticed his crush on me. However, she'd also noticed I didn't return his affection. She was observant, even to little details, which brought Marcus's warnings back to me, about how the Alchemists paid attention to everything we did. I started to understand his fears and why he pulled his recruits out of the Alchemists so quickly Was I already attracting attention? Were all the little things I did – even asking for this – slowly building a case against me? Again, I hoped my anxiety simply made me sound like a flustered, love-struck girl, one Stanton would feel sorry for and shake her head over. St. Louis wasn't that much farther away by plane, and the end result was the same. â€Å"Well, that was business, ma'am. I didn't want to get distracted from our goal.† â€Å"Of course.† Her next pause was only a few seconds long, but it felt like an hour. â€Å"Well, I see no reason why you can't go. You've done an admirable job in your work, and – from a personal point of view – I can understand why you'd want to be with familiar faces again. You've spent more time with the Moroi than many Alchemists ever will in their lives, and you didn't hesitate when that Ivashkov pushed himself onto you at the wedding.† I didn't really hesitate when he pushed himself onto me at the sorority, either. Or did I push myself on him? â€Å"Thank you, ma'am.† She authorized me to go next weekend and said I could use Alchemist funds to book my travel arrangements. When we got off the phone, I contemplated calling Ian but then decided on a more impersonal approach. I jotted out a quick email telling him that I'd be in town and that I hoped we could meet up. After a few moments of thought, I then texted Marcus: Arrangements made. Lunchtime came around, and Eddie texted to ask if I could meet Jill and him in my dorm's cafeteria. I headed downstairs at the appropriate time and found a glum Eddie sitting by himself at a table. I wondered where Angeline was and noted he hadn't mentioned her in his text. Rather than bring that up, I focused on who he had mentioned. â€Å"Where's Jill?† He nodded toward the opposite side of the cafeteria. I followed his gaze and saw Jill standing near a table, laughing and talking. She held a tray and looked as though she'd been stopped on her way back from the food line. Micah and some other guys were at the table, and I was happy to see he did indeed seem comfortable with being her friend again. â€Å"That's nice,† I said, turning back to my own food. â€Å"I'm glad she's getting along with everyone.† Eddie stared at me in amazement. â€Å"Don't you see what's going on?† I'd been about to bite into an apple and stopped. I hated these kinds of loaded questions. They meant I'd missed out on some social subtlety – something that wasn't my strong suit. Glancing back at Jill, I tried to make my best guess. â€Å"Is Micah trying to get back together with her?† â€Å"Of course not,† said Eddie, like I should've known. â€Å"He's going out with Claire Cipriano now.† â€Å"Sorry. I can't keep track of everyone's dating lives. I'll add it to my to-do list after, you know, busting Alchemist conspiracies and finding out whether the Warriors are after Jill.† Eddie's gaze was locked on Jill, and he nodded, making me think he hadn't actually heard a word I'd said. â€Å"Travis and Juan want to ask her out.† â€Å"So? She learned her lesson about human and vampire dating.† I wished I had. â€Å"She'll tell them no.† â€Å"They still shouldn't be bothering her,† he growled. Jill didn't seem to be particularly bothered by their attention. In fact, I liked seeing her bright and smiling for a change. Confidence suited her and emphasized her royal status, and she clearly was enjoying whatever banter was going on. One thing I'd learned in my social education was that flirting wasn't the same thing as going out with someone. My friend Julia was an expert at the difference. If it made Jill happy, I certainly had no problems with it. Honestly, it looked like the person who was most bothered by Jill's suitors was Eddie. He theoretically had the excuse of wanting to protect her, but this seemed pretty personal. I decided to bring him back to his own romantic life, the one he should actually be concerned about. â€Å"Where's Angeline?† Jill began walking toward us. Looking relieved, Eddie turned back to me. â€Å"Well, that's what we wanted to talk to you about.† Whenever anyone wanted to talk to me, it meant something weird was about to happen. Actual emergency issues were never given an introduction. They were just delivered immediately. This premeditated stuff was a wild card. â€Å"What's going on?† I asked once Jill sat down. â€Å"With Angeline?† She exchanged a knowing glance with Eddie. â€Å"We think Angeline's up to something,† she said. A moment later, she clarified, â€Å"Something bad.† Not this again. I turned to Eddie. â€Å"Is she still being distant?† â€Å"Yeah. She had lunch with us yesterday.† He frowned. â€Å"But she was acting weird. She wouldn't explain why she's been so busy.† Jill concurred. â€Å"She actually got really upset the more we kept questioning her. It was strange. I think she's in some kind of trouble.† I leaned back in my chair. â€Å"The kind of trouble Angeline gets into is usually spontaneous and unexpected. You're talking like she's masterminding something in secret. That's not her style. At worst, she's harboring an illicit wardrobe.† Eddie looked like he wanted to smile but couldn't quite manage it. â€Å"True.† Jill apparently wasn't convinced. â€Å"You have to talk to her. Find out what's going on.† â€Å"Can't you talk to her?† I asked, looking between their faces. â€Å"You live with her.† â€Å"We tried,† protested Jill. â€Å"I told you. She just got mad the more we talked.† â€Å"Well, I can understand that,† I snapped. â€Å"Look, I'm sorry something weird is going on with her. And I don't want her in trouble, believe me. But there's only so much hand-holding I can do with her. I fixed her math problem. My job is to make sure she stays in school and doesn't blow your cover. Everything else is extraneous, and I just don't have time for that. And if she wouldn't talk to you, why on earth do you think she'd talk to me?† I'd spoken a bit more harshly than I intended. I really did care about them all. I also didn't want trouble in the group. Nonetheless, it was always a little frustrating when they came to me with dramas like this, as though I were their mother. They were some of the smartest, most competent people I knew. They didn't need me, and Angeline was no criminal genius. Figuring out her motives couldn't be that difficult. Neither one of them had an immediate response for me. â€Å"You just always seem to get through to people,† Jill said at last. â€Å"You're good at communication.† That certainly wasn't a compliment I heard very often. â€Å"I don't do anything special. I'm just persistent. Keep trying, and maybe you'll get through.† Seeing Jill start to protest, I added, â€Å"Please. Don't ask me to do this right now. You both know I've got a lot going on.† I gave each of them a meaningful look. Both knew about Marcus, and Jill also knew about Ms. Terwilliger's sister. After a few moments, that knowledge set in, and they both looked a little embarrassed. Eddie gave Jill a gentle nudge. â€Å"She's right. We should keep working on Angeline ourselves.† â€Å"Okay,† said Jill. My relief was short-lived. â€Å"We'll try a little more. Then, if it still doesn't work, Sydney can step in.† I groaned. When I parted ways from them later, I couldn't help but think again about Marcus's comments in San Bernardino about how Alchemists got caught up in menial tasks. I tried to reassure myself that Jill and Eddie would take care of this on their own, meaning I wouldn't actually have to intervene. Presuming, of course, Angeline really wasn't planning something catastrophic. Unfortunately, those doubts were soon shaken when I got on the shuttle that would take me to main campus. On weekends, there was only one bus that looped between all buildings, and this one had just picked up at the boys' dorm. I found Trey sitting in it, staring out the window with a happy expression. When he saw me, his smile vanished. â€Å"Hey,† I said, taking a seat beside him. He actually looked nervous. â€Å"Off to study?† â€Å"Meeting with Angeline, actually.† There was no escaping her today, but at least if she was working on math, it seemed unlikely she'd be staging a coup or committing arson. His troubled expression concerned me, though. â€Å"She . . . she didn't hit you again?† I didn't see any noticeable marks, but with her, you could never tell. â€Å"Huh? No, no. Not recently.† He hesitated before speaking again. â€Å"Melbourne, how long are you going to need me to do this?† â€Å"I don't know.† Mostly I'd been focusing on getting her through the present, not the future. One thing at a time. â€Å"She'll have her final coming up before break. If she passes, then I guess you're home free. Unless you want to keep up with it after break – I mean, provided she doesn't wear you out.† This startled him a lot more than I would have expected. â€Å"Okay. Good to know.† He looked so forlorn when he left to go to the library that I wondered if those chemistry answers had really been worth it. I liked Trey. I'd never thought inflicting Angeline on him would so radically alter his life. I guessed that was just the kind of effect she had on the world. I watched him walk away for a few more seconds and then turned toward the science building. One of the teachers, Ms. Whittaker, was an amateur botanist who was always happy to supply Ms. Terwilliger with various plants and herbs. She thought Ms. Terwilliger used them for home craft projects, like potpourri and candles, and I frequently had to pick up the latest supplies. When I walked into her classroom today, Ms. Whittaker was grading exams at her desk. â€Å"Hi, Sydney,† she said, barely looking up. â€Å"I set it all over there, on the far counter.† â€Å"Thanks, ma'am.† I walked over and was surprised to practically find a spice cabinet. Ms. Terwilliger had requested all sorts of leaves, stems, and clippings. It was the most I'd ever had to pick up for her. â€Å"She sure had a big order this time,† Ms. Whittaker remarked, as though sensing my thoughts. â€Å"Is she really using garlic in potpourri?† â€Å"Oh, that's for some, um, cooking she's doing. You know, holidays and all.† She nodded and returned to her work. One thing that often helped in Alchemist affairs (and witch ones) was that people rarely expected supernatural reasons for weird behaviors and phenomena. I almost considered visiting Trey and Angeline at the library, just to assess her behavior myself, but decided it'd be better to not get involved. Eddie and Jill would handle it. With nothing else to do, I dared to hope I might actually just be able to stay inside and read today. But, when I returned to my dorm, I was greeted with the astonishing sight of Marcus sitting outside on a bench, playing an acoustic guitar. A group of four girls stood around, listening in awe. I walked up to the circle, my arms crossed over my chest. â€Å"Really?† I asked. Marcus glanced up and shot me a grin. One of the girls actually cooed. â€Å"Hey, Sydney.† Four sets of eyes turned to me, displaying a mix of both disbelief and jealousy. â€Å"Hey,† I said. â€Å"You're the last person I expected to see here.† â€Å"I never do what's predictable.† He tossed his hair back and started to put his guitar back in its case. â€Å"Sorry, girls. Sydney and I have to talk.† I got more of those stares, which kind of annoyed me. Was it really that unbelievable that a good-looking guy would want to talk to me? His followers dispersed reluctantly, and Marcus and I strolled around the grounds. â€Å"Aren't you supposed to be in hiding?† I asked. â€Å"Not panhandling with your guitar?† â€Å"I never asked them for money. Besides, I'm incognito today.† He tapped his cheek, and I noticed the tattoo was barely noticeable. â€Å"Are you wearing makeup?† I asked. â€Å"Don't judge,† he said. â€Å"It lets me move around more freely. Sabrina helped color match me.† We came to a halt in a relatively private copse of trees. â€Å"So why are you here? Why didn't you call or text?† â€Å"Because I have a delivery.† He reached into his shirt pocket and handed me a folded piece of paper that looked like it had traveled around the world before reaching me. When I opened it and managed to smooth it out, I saw several painstakingly drawn diagrams. I jerked my gaze back to him. â€Å"Wade's floor plans.† â€Å"As promised.† A little of that self-satisfaction faded, and he actually looked impressed. â€Å"You've really got a way to get to St. Louis?† â€Å"Sanctioned and everything,† I said. â€Å"I mean, aside from the part where I break into their servers. But I've got a few ideas on how to pull that off.† He laughed. â€Å"Of course you do. I won't bother asking. Every girl's got her secrets. Maybe someday you'll share yours.† From the tone of his voice, he might have been talking about non-professional secrets. â€Å"Once this is all over.† â€Å"Is it ever over?† I asked. I meant it as a joke, but it came out sounding a bit more melancholy than I would've liked. He gave me a long, level look. â€Å"No, not really. But getting the tattoo sealed in Mexico is kind of fun. I hope you'll go with us. At the very least, we can take in some beaches and margaritas while undoing insidious magic. Do you own a bikini?† â€Å"No. And I don't drink.† â€Å"Well, maybe one of these days we could go out for coffee. I know you drink that.† â€Å"I'm pretty busy,† I said, thinking of everything weighing on me. â€Å"And you know, I also haven't decided if I'm going to do the first phase of tattoo breaking.† â€Å"You should, Sydney.† He was all business again and tapped my cheek. â€Å"If nothing else, do that. Don't let them have any more control over you than they have to. I know you think we're a little out there, but this is one thing we're absolutely serious about.† â€Å"Hi, Sydney.† I glanced over and saw my friend Julia Cavendish carrying a huge stack of books. A couple seconds later, Marcus looked up at her too. Her eyes went wide, and she stumbled and dropped everything she was carrying. She flushed. â€Å"Oh, God. I'm such an idiot.† I started to help her, but Marcus was by her side in a flash, his movie star grin firmly in place. â€Å"Happens to the best of us. I'm Dave.† â€Å"J-Julia,† she said. In all the time I'd known her, I'd never seen her flustered around a guy. She usually ate them for breakfast. â€Å"There we are.† He handed her the books, all neatly stacked. â€Å"Thank you. Thank you so much. You didn't have to do that. I mean, it was my own fault. I'm not usually that clumsy. And I'm sure you're busy. You must have lots to do. Obviously.† I'd also never heard Julia ramble. Marcus patted her on the back, and I thought she might pass out. â€Å"Always happy to help a beautiful damsel in distress.† He nodded in my direction. â€Å"I've got to go. Sydney, I'll be in touch.† I nodded back. As soon as he walked away, Julia dropped the books again and hurried over to me. â€Å"Sydney, you have to tell me who that is.† â€Å"He already did. Dave.† â€Å"Yes, but who is he?† She gripped my arm and seemed on the verge of shaking answers out of me. â€Å"Just a guy I know.† I thought about it more. â€Å"A friend, I guess.† Her breath caught. â€Å"You guys aren't – I mean – â€Å" â€Å"What? No! Why would you think that?† â€Å"Well, he's gorgeous,† she said, as though that were enough to make us soul mates. â€Å"Don't you want to just rip his clothes off?† â€Å"Whoa, no way.† â€Å"Really?† She scrutinized me, like I might be joking. â€Å"Not even a little?† â€Å"Nope.† She stepped back and started picking up her books. â€Å"Jeez, Syd. I don't know what to think of you sometimes. I mean, I'm glad he's available – he is available, right? – but I'd be all over that if I were you.† Jill's words came back to me, about how he was human and had â€Å"that rebel Alchemist† thing going for him. Maybe I should start considering him or another ex-Alchemist as a romantic option. Having someone who wasn't a forbidden vampire in my life would make things a lot easier. I tried to dredge up the same reaction other girls had around Marcus, but nothing happened. No matter how hard I tried, I just didn't have that same attraction. His hair was too blond, I decided. And his eyes needed a little more green. â€Å"Sorry,† I told Julia. â€Å"Just not feeling it.† â€Å"If you say so. I still think you're crazy. That's the kind of guy you'd follow to hell and back.† All romantic musings disappeared, and I felt a sinking feeling in my stomach as we slowly headed back toward the dorm. Hell was a good analogy for what I would be walking into. â€Å"You actually might be closer to the truth on that than you realize.† She brightened. â€Å"See? I knew you couldn't resist.†

Joel Kovels - The Enemy of Nature

Joel Kovels - The Enemy of Nature Free Online Research Papers Book Review: Joel Kovel’s The Enemy of Nature: The End of Capitalism or the End of the World? Joel Kovel’s book The Enemy of Nature presents a unity of red and green, socialist and environmental respectively, critiques of capitalism. Split into three sections, Kovel takes us through capitalisms responsibility for eco-catastrophe, domination of nature and critiques of eco-socialism and possible future paths, inextricably linking domination of nature and domination of labour as both under the heavy foot of capitalism. Presented as a â€Å"cold-blooded killer† (Kovel 2007 p6), the horror of the capitalist system and its effect on the ecological stability of our planet in its entirety is of such all-encompassing magnitude that it causes people to resist practical and radical intervention. An intervention that is desperately needed in order to divert impending global ecological catastrophe. An apathy is produced by the sheer weight of the problem, a condition even Kovel admits almost being tempted by (ibid. pp14-23). However, as Kovel argues, there is too much worth fighting for, a whole world, literally, in our hands to save. Thus Kovel dispels the myth that nature is ‘other’ to human kind and he critiques the illusion of our ownership of the Earth to state that we, and our fates, are utterly intertwined with and as a part of nature (ibid. p14). Therefore we are a victim of our own persecution of nature via the advancement and sustaining of capitalism. He then takes the argument one step further by marking the difference between capital as ecodestructive and as being anti-ecological, as capital â€Å"violates the whole sense of the universe, not just parts of nature† (ibid. p95). The plundering of natural resources, the destruction of forests to make way for farm-land and cars, and the polluting effects of industry are all due to the commodification of human beings in the form of labour. Economics is now about the trade itself, not the produced object in question. Thus money and capitalism is a monster that feeds off the destruction it creates, turning it around and making a profit out of it. This is why Kovel critiques voluntarism, because the notion of ‘buying green’ is a singular act that is not connected to the need for fundamental social change. It is, as Kovel succinctly writes, â€Å"ecopolitics without struggle† (ibid. p169). Whilst individual acts, such as using energy-saving light bulbs or using a bicycle instead of a car, are not without some merit, capitalism will tolerate any number of green initiatives and policies as long as the relentless drive for profit is protected and allowed to continue (ibid. p180). A radical ov erhaul of the current system is needed if we are to stem the impending global ecological disaster. Whilst Kovel extrapolates and conjoins the radical aspects of Marxism and green politics and offers practical solutions and aims for achieving ecosocialism, he says little on the subject he claims as integral to the means out of capitalism, what he himself names as ecofeminism. Due to the â€Å"gendered bifurcation of nature† (ibid. p125) and the need for capitalism to be propagated by violence and domination particularly in the control over the production and reproduction of future workers by controlling womens’ bodies to sustain the system – â€Å"any path out of capitalism must also be ecofeminist† (ibid.p194). Why, then, devote so little to the synthesis of ecosocialism and ecofeminism when it is so integral to the radical overhaul of societies in order to avoid impending eco-catastrophe? Also, the brevity of the critiques of other ecosocialist and green politics may alienate some readers who are entrenched by those belief systems (Gates, L.A. Unkn own); thus diffusing the importance of his message somewhat, specifically with those affliated with groups that he needs to attain a synthesis with to strengthen his form of ecosocialism. In Kovel’s idea of his future ecosocialist society, he envisions that large-scale rail and communication, powergrids and cities, would still exist yet neglects to discuss how this is possible whilst preserving the environment when the global population is at the highest it has ever been and is set to rise from six to eight billion by 2028 (GeoHive 1998). In fact, he touches very little upon the problem of population pressure and the possiblity of new demand on already overstretched and limited resources. It could be that as we feel more strongly the negative effects of climate change we could see an increase in war and fighting over the scarce resources. As one writer put it: â€Å"Precisely when, between now and doomsday, do the masses finally revolt?† (Dace, T. Unknown) Despite these criticisms, The Enemy of Nature is an extremely insightful and important book. The minimum that Kovel claims is required to halt the crisis is that we must get rid of private ownership of the commons and productive resources and we must liberate our productive powers so that we can see and determine our own effect on nature (Kovel 2007 p160). However, from a historical perspective Kovel recognises the dangers of extremist radical change such as the abolition of money and market systems and alludes to the radical communist change that took place in Russia. Whilst such actions may create a Stalinist regime, Kovel also gives much weight to his earlier observation that the eco-catastrophe overwhelmingly surrounds us with such totality that people are practically blinded to it. Therefore, enforcing an immediate radicalisation of society would be like waking someone from the deepest sleep (ibid. p183). This is precisely the problematic quality of Kovels’ book and of the ecological quandry we find ourselves in; radical change cannot be immediate due to the social problems it could cause, yet it must be soon if we are to survive. Ultimately Kovel is people-based rather than nature-based as, for example, he neglects to discuss population pressure and his desire to preserve contemporary cities and lifestyles. Nature has a way of adapting and has existed long before human-kind and will survive long after. What is truly ultimately the case is if we are to retain habitable conditions on Earth for humans and other present wildlife, we must have a social system that lives within and as a part of nature – not outside and therefore free to destroy nature as capitalism does. â€Å"Humanity is not just the perpetrator of the crisis, it is its victim as well† (ibid., p.23). It is not nature, as something ‘other’ and separate to us, that finds itself the ene my of capitalism, but it is in fact ourselves as we exist entwined in nature. Research Papers on Joel Kovel’s - The Enemy of NatureGlobal Distributive Justice is UtopianGenetic EngineeringCauses of the 2008 Financial CrisisIntentism The Resurrection of the AuthorAmerican Central Banking and OilThe Gnostic JesusDefinition of Export QuotasProject Management 101Combating Human TraffickingThe Mechanics of Grading Grading Systems

How to Use Multimedia to Bolster Your Marketing Strategy [PODCAST]

How to Use Multimedia to Bolster Your Marketing Strategy [PODCAST] Some people learn best from reading, but others prefer to watch or listen to content. Although you probably put a lot of time into your blog, website, and other written marketing products, multimedia content is becoming increasingly more popular. Knowing where to begin and how to make the process more efficient just might be the key to your success as a marketer. Today, we’re talking to Ander Frischer, the marketing educator at Instapage. He’s going to share his insights on how he handles the process of creating multimedia content, plus a whole lot more. You won’t want to miss today’s episode! Some of the highlights of the show include: Information about Instapage, including their impressive conversion rate. A few tips on landing page advertising personalization and why A/B testing is so important. Why it’s so important to include multimedia content in any marketing strategy. How Ander integrated interactive multimedia content into the marketing strategy at Instapage and what he was hoping to achieve. How personalization has helped boost project results at Instapage. Some insights on the process for launching a webinar. Ander’s process for organizing a podcast. Tips for getting quality engagement from your listeners or readers. Ander’s best advice for someone who wants to get started with adding multimedia content to their marketing strategy. If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Ander: â€Å"I like to hold back from giving one-size-fits-all optimization tips because every business is different.† â€Å"A podcast is a great opportunity to cultivate relationships.† â€Å"The most rewarding thing about what I do is hearing from people.†

How to Style Titles of Print and Online Publications

How to Style Titles of Print and Online Publications How to Style Titles of Print and Online Publications How to Style Titles of Print and Online Publications By Mark Nichol The rules for formatting titles of compositions and their constituent parts may seem complicated, but they follow a fairly straightforward set of guidelines, outlined below. Capitalization Titles of compositions are generally formatted in headline, or title style. In this system, the first letters of the following words are capitalized: The first and last word of the title, regardless of part of speech Nouns, pronouns, verbs, adjectives, adverbs, and subordinating conjunctions (such as although, because, and than) In titles, the following words are lowercased: Prepositions (except when they are used adjectivally or adverbially (in such phrases as â€Å"off day† and â€Å"come down†) To when it is part of an infinitive (for example, â€Å"to exercise†) All articles, prepositions, and coordinating conjunctions (such as and, but, and or) Emphasis Italics are used for titles of books, periodicals, films, television specials and series, and both series titles and episode titles for anthology programs like Masterpiece Theatre, though episodes of regular series, as well as titles of book chapters and magazine, newspaper, and online articles, are enclosed in quotation marks. Some publications, including most newspapers and some magazines, use quotation marks for titles of all compositions as well as parts of compositions, but italics are almost always employed for this purpose in books, and I highly recommend maintaining this distinction in periodicals and online. Titles of many nonfiction books include a subtitle following a colon, and except in informal usage, the full title should be used on first reference; the title alone the part preceding the colon can be used thereafter. Note that magazine and similar descriptive words should be capitalized and italicized only if they are part of a publication title: refer to â€Å"the New York Times Magazine,† for example, but â€Å"Time magazine†; in the former case, magazine is officially part of the publication’s name. (In a context in which it is obvious that Time, for example, refers to the publication with that title, the word magazine can be omitted.) Also, as shown in this example, do not capitalize or italicize the before a publication name, whether or not it is part of the title. Various publications differ in self-identification, even when their titles share a word for example, the New York Times bills itself as â€Å"The New York Times,† while the Los Angeles Times omits the article and this rule is designed to save writers the trouble of having to check individual publications for specific usage. Titles of plays and of poems long enough to be published in book form are italicized; titles of poems short enough to be included in a collection in a book are formatted, like chapter titles, in quotation marks. To determine how to treat titles of websites and their components, compare them to print equivalents: A website that sells products and/or services, even if it features content related to those offerings, is an online store, and the site name should not be formatted as a composition title. But titles of sites that emulate books and periodicals, and their articles and essays, should be treated like them; the same standard applies to blogs and blog posts. What about titles of videos posted online? Many such videos, especially those posted to video-sharing sites such as YouTube, don’t have titles or lack well-thought-out titles so they can just be referred to generically (â€Å"See Smith’s video about wombats†), with a link. For those with traditionally composed titles, however, use either italics or, especially for short videos, quotation marks. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Using "a" and "an" Before WordsTaser or Tazer? Tazing or Tasering?Comment, Suggestion, and Feedback

Business Law Written Assignment Research Paper Example | Topics and Well Written Essays - 500 words

Business Law Written Assignment - Research Paper Example An offer Is made with respect to the monetary value and a counter offer is made in return to the offer. The present facts of the case pertains to a minor entering into a contract, since any person below the age of 18years is a minor and cannot take part in a contract. Since Ty is below the age of 18 years, Roes are entitled to disaffirm Ty’s â€Å"agreement† to sell the Van-Damm artwork to Rem, obtaining the artwork back from Rem. According to the commercial lease code, every lease document has to be in signing since it is a document of contract and therefore to invoke any legal action such document must be in written format. Rem cannot invoke his rights of lease until and unless his lease is signed with the parties. Without having signed the lease agreement, he has not become party to such contract and therefore it cannot be ascertained whether he considered entering into the contract or not. The clause to terminate the document is not improper and does not curtail the rights of the individual. Every individual is given a right to exit the contract which is mentioned within the terms of the contract and such right is part and parcel of the existing structure of the contract. No, Rem would not win as there is no written agreement which has been signed between the parties. Since there is no written agreement between the parties it would be impossible to ascertain whether such a contract existed, and therefore it is impossible for Rem to prove such a fact before the court of law. If Rem were to sue Ms. Relief to enforce the terms of the Commercial Lease document (Exhibit â€Å"A†, attached) to allow Rem to lease the Beverly Hills space for his Van-Damm exhibition, would Rem

The Situation of Horace and Wynona Essay Example | Topics and Well Written Essays - 1750 words

The Situation of Horace and Wynona - Essay Example Further, the parking lease of Nicola is for ten years and according to the section for where a lease for more than seven years is granted, it is compulsory for the title to be registered. Since Horace had failed to do so the title had, in fact, become defective. Also as the title has not been registered Simon would not be obligated to pay any rent to either his parents or to Pavel, Simon would also be able to claim that he has an ownership interest in the property as he is Horace and Wynona’s heir. Wynona is also entitled to take Horace to the court of law over questions regarding his ownership rights, as the title is unregistered and there is no single owner of the property, and since she has also made payments towards to the purchase of the property she is the real owner of the property and hence entitled to an equal share in the income generated from the sale. Under such big circumstances, where the property, which has been transferred, is in dispute any transfers so made a re not considered legal. Horace has also neglected to inform Pavel of any material defect in the contract, and by not doing so has failed to uphold his duties and obligations as a seller. Under such circumstances, Pavel may hold the sale to be void. It has also been established that the sale of the property by Horace to Pavel is a fraudulent one, therefore Pavel may either hold the sale as void or may sue Horace for damages. On his part, Pavel failed to exercise due care and did not inquire about the title.

Breakthrough of Electricity-Powered Vehicles and their Potential Essay

Breakthrough of Electricity-Powered Vehicles and their Potential Benefits - Essay Example So it must be the decision of everyone to at least consider partaking in the prevention of increasing consequences of environmental pollution that affects the local, regional, and global environment. It is in this reason that the United States should consider looking for alternatives that will totally eliminate driving fuel-based motor vehicles. Driving electric cars in the future is a good alternative due to the following economic and environmental reasons. Electric cars will decrease America’s dependence on foreign fuel â€Å"Oil is the lifeblood of modern civilization† (Pollack 278). It could not therefore be contested that America’s modern economy rely heavily on foreign fuel. However, one essential advantage in driving electric cars is to minimize the dependence of countries like the United States on countries which can produce substantial amount of oil for global consumption. Unfortunately, the impacts that electric-powered cars have to offer and all of the benefits that are derived from them are not appropriately communicated to the public. The United States is without question highly dependent on oil that has become a major source of worldwide conflict. With the utilization of the electric-powered car, countries like the United States will be able to achieve independence on imported oil. Reaching this ambition appears to be so close yet so far considering â€Å"a real, permanent solution to deal with the economic pain and strategic vulnerability inflicted on every American as a result of the collective foreign oil addiction† (Huffington Post). Purchasing oil is outrageously expensive, and the United States is already in debt with the Middle East leaving vulnerability to manipulation. The United States should not be dependent on any country, let alone the Middle East, especially not for a resource that has ultimately led to war. Electric cars using renewable energy will sort out this mess once and for all. As President Obama s tates in his speech, â€Å"our economic prosperity should not be beholden to the Middle East, or anywhere else† (Huffington Post). This addiction cannot be easily solved by turning to other countries for drilling but can be resolved by the government urging Americans to be in control of the future energy consumption. This could not be possible without the uprising usage of electric vehicles. â€Å"Using domestically-generated electricity rather than relying on foreign oil, we can achieve energy independence and will no longer need to engage in costly wars in the Middle East to secure energy supply† (Papercut Films). Electric cars will decrease emission of green house gases Every fuel-powered car releases massive amount of dangerous gases, rapidly adding to the buildup toxins in the atmosphere. Specifically, the combinations of Carbon, Nitrogen, and Sulfur Oxides, and Hydrocarbons [question: are these words capitalized?] emitted from the exhaust pipe. Besides solid evid ence, these scientific terms hold no significance, unless one is aware of the everlasting affects these gases have on the environment. In the midst of the car’s fumes merging into the air that people breathe, the destruction of the ozone layer is also intensifying, which in turn increases global warming. Inhaling Carbon Monoxide impairs the flow of oxygen to the brain, lung problems including cancer, birth defects, and ultimately can lead up to damaged

Instructional Pacing Essay Example | Topics and Well Written Essays - 750 words

Instructional Pacing - Essay Example In the scenario provided for this assignment, the matter is further complicated by the addition of ELL students - those who are from other countries and who do not speak English as their native language. Such students often suffer from slow processing. Many educators often mistaken believe that slow instructional pacing better suites such students. However, ELL and other students with learning disabilities are capable of performing at a normal pace providing certain elements are included in pacing decisions. "It has been shown that for most students with learningproblems, relatively fast-paced instruction is most useful (assuming they are familiar with the instructional routine" (Ylvisaker, 2006, p. 1). If the pace is too slow, students will lose interest and their attention will wander, making it even more difficult for ELL students. Students need to be actively engaged in the learning process so consideration should be given to making the lesson varied and engaging. It will also be easier to avoid loss of interest and wandering attention if the class operated on a routine that all students are familiar with. Ylvisaker (2006) likens this to a video game. When the game is new, it proceeds so fast that it is hard to keep up with it much less make progress. However, as the player becomes better acquainted with the routine of the game, progress can be made and the game eventually won. The same holds true in the classroom which is why educators put such effort into designing policies and procedures for their classrooms. The need to fit in a variety of learning trials is intricately linked to routine as well. Instructional pacing will also vary depending on the kind of material being presented. New material should be presented at a relatively slow pace. Once the material is taken in, pacing should be regulated according to student response to learning trials. By carefully attending to student performance, educators can determine when a slow review is needed, when students need to engage in guided practice, and/or when the students are ready for individual practice. Educators can tailor the learning trials so that the pace progresses from slow to the fastest pace allowed and ultimately the final assessment for that learning objective. It is here - student response - that teachers of ELL students must pay careful attention. Student response is often determined by behavior in the classroom. Zehler (1994) points out that "[d]ifferences in language and culture are often subtle but affect students' classroom participation in several ways" (p. 2). Educators often gauge student interest and attention from eye contact and asking of questions. However, some cultures such as the Japanese consider eye contact with elders to be disrespectful. Other cultures consider it disrespectful to ask questions of an elder. Plus an often misunderstood need for ELL students it the need for silence. These students often need to focus on listening rather than speaking and their silence can be misunderstood for inattention or disinterest (Zehler, 1994). Once students understand the routine, material, and instructions well enough to attempt work, "errors can actually have a positive meaning" (Zehler, 1994, p. 4). The willingness of

How does Social learning theory positively impact the training program Literature review

How does Social learning theory positively impact the training program - Literature review Example In resolving the main research problem, the following objectives will be addressed as a guideline: 1. The definition and distinctiveness of adult learning theory. 2. An assessment of Adult learning processes and systems in educational institutions. 3. An evaluation of organizational learning in relation to adult learning. Definition & Differentiation of Adult Learning â€Å"Adult Learning Theory often known as Andragogy is distinct from teacher-led or content-led systems of traditional learning, which is known as Pedagogy† (Yaafi, 2012 p1). Scholars in most educational fields prefer to examine the concept of adult learning in relation to the traditional method of teaching and learning, which is the classroom type of learning whereby the teacher leads students through a given course. Beich describes some important components of pedagogy or child learning (2011 p26). First of all, the instructor is viewed as an expert. This is because there is often a huge noticeable gap between the experience and skills of the instructor and the students. Secondly, the instructor is responsible for the learning process. In other words, the instructor is in the centre of affairs and s/he takes charge of the activities within the classroom. Thirdly, the learning content is structured. There is a clearly defined goal and a logical sequence. Fourthly, the motivation in a pedagogic learning environment is external. Students sit in class because they have to move on to the next level, pass exams or graduate. Knowles identifies some important components of adult learning that makes such learners distinct (1973). They include: 1. Adults need to know why they should learn before investing time to learn. 2. Adults enter learning situations with self directing motives. The trainers just guide. 3. Adults come into the learning environment with a wealth of experience. 4. Adults have a readiness to learn things that help them to cope with their daily lives. 5. Adults devote more energy to learn things that help them to perform a task or solve problems. 6. Adults are more responsive to internal motivation like self esteem rather than extrinsic motivators like promotion and the like. Beich (2011) goes on to draw a distinction between the two concepts. This is tabulated below: Andragogy Pedagogy Learners are called 'participants' or 'learners' Learners are called 'students' Independent learning style Dependent learning style Objectives are flexible Objectives are predetermined It is assumed that learners are experienced Learners are often inexperienced Active training methods are used Passive training methods are employed Learners influence training pace Trainers control the learning pace Participants' involvement is vital for success Learning is content centred Learning is real-life and problem centred Learning is theoretical In spite of the relativism in the definition of adult learning or andragogy, there are some absolute definitions which seem to provide an ind ependent view of the concept. According to Isenberg, â€Å"... andragogy is the art and science of helping adults learn† (2007 p9). This means that it involves the necessary actions and activities that come together to support the upgrade of knowledge amongst adults. This definition has not been without its criticism. Rachal makes a significant analysis of andragogy and identifies its shortfalls. He stated that â€Å"Due to the elasticity of meaning of andragogy and the consequent variability of

Instructional Pacing Essay Example | Topics and Well Written Essays - 750 words

Instructional Pacing - Essay Example In the scenario provided for this assignment, the matter is further complicated by the addition of ELL students - those who are from other countries and who do not speak English as their native language. Such students often suffer from slow processing. Many educators often mistaken believe that slow instructional pacing better suites such students. However, ELL and other students with learning disabilities are capable of performing at a normal pace providing certain elements are included in pacing decisions. "It has been shown that for most students with learningproblems, relatively fast-paced instruction is most useful (assuming they are familiar with the instructional routine" (Ylvisaker, 2006, p. 1). If the pace is too slow, students will lose interest and their attention will wander, making it even more difficult for ELL students. Students need to be actively engaged in the learning process so consideration should be given to making the lesson varied and engaging. It will also be easier to avoid loss of interest and wandering attention if the class operated on a routine that all students are familiar with. Ylvisaker (2006) likens this to a video game. When the game is new, it proceeds so fast that it is hard to keep up with it much less make progress. However, as the player becomes better acquainted with the routine of the game, progress can be made and the game eventually won. The same holds true in the classroom which is why educators put such effort into designing policies and procedures for their classrooms. The need to fit in a variety of learning trials is intricately linked to routine as well. Instructional pacing will also vary depending on the kind of material being presented. New material should be presented at a relatively slow pace. Once the material is taken in, pacing should be regulated according to student response to learning trials. By carefully attending to student performance, educators can determine when a slow review is needed, when students need to engage in guided practice, and/or when the students are ready for individual practice. Educators can tailor the learning trials so that the pace progresses from slow to the fastest pace allowed and ultimately the final assessment for that learning objective. It is here - student response - that teachers of ELL students must pay careful attention. Student response is often determined by behavior in the classroom. Zehler (1994) points out that "[d]ifferences in language and culture are often subtle but affect students' classroom participation in several ways" (p. 2). Educators often gauge student interest and attention from eye contact and asking of questions. However, some cultures such as the Japanese consider eye contact with elders to be disrespectful. Other cultures consider it disrespectful to ask questions of an elder. Plus an often misunderstood need for ELL students it the need for silence. These students often need to focus on listening rather than speaking and their silence can be misunderstood for inattention or disinterest (Zehler, 1994). Once students understand the routine, material, and instructions well enough to attempt work, "errors can actually have a positive meaning" (Zehler, 1994, p. 4). The willingness of

The Role the Bible in Regards to Ethics Essay Example | Topics and Well Written Essays - 1750 words

The Role the Bible in Regards to Ethics - Essay Example The Bible gives Christians the answers to different morality aspects that often bring up arguments and disagreements. Such matters include: abortion, immorality, drug abuse, homosexuality, alcoholism, divorce and the family among other aspects of life that often bring up dilemmas. (London, 2009) The Bible talks about morality and ethics in specific and general terms. In the Book of Mark 7:20-23, the Bible specifies that it is what comes from inside of Christians that causes them to sin. The heart directs us to steal to kill and to rob; to be jealous to be immoral and to commit any form of sin against the Lord. The verse mentions specifically the acts that are known to be immoral and unethical in accordance to the Bible. In Romans 1:25-32 the Bible goes ahead into specifications that when men sin against the Lord and are involved in worshiping the creations of the Lord and not God himself; it results into acts such as homosexuality where men have a strong passion for each other instead of the natural relationships created by God. In verses 29-30 it goes ahead and specifies the evils that the Lord is against including: slander and malice, disobedience of parents, being proud and not keeping promises among others. (Clapp, 1996: pg 36) In the Book of 1 Peter 4:3, the Bible continues to specify on aspects such as drunkenness which it depicts as evil. In the same chapter, it is also stated that for every wrong that is committed, the Lord is going to judge human beings accordingly. Therefore, it is clear from the Bible that the wrong doers will be punished and those who are strong and they suffer physically for the Lord will be saved. II. Nature of the Relationship between the Bible and the Church in regards to Ethics Churches of the world regard the Bible not as a collection of verses by the ancient people but as the word of The Lord. The Bible is taken as God's voice speaking directly to us. It is the voice of the Lord to the congregation and to the entire world. This is an act of faith and is what interconnects the Bible to the church. The main purpose of the church is to interpret the word in the Bible to the congregation and let it known to individuals what is right and wrong in the eyes of the Lord. The church serves as an institution of direction to the believers on the path to follow in order to be righteous and to live a holy life and waiting on the Lord. In the book of Isaiah 40:8, the Bible states that all other things in this world will come to pass but the word of the Lord will stand forever and ever. The message of the Bible that was intended by God to guide our every step and our day's activities is preached in churches. What is right or what is wrong (ethics) is emphasized in the c hurch using the wordings of the Bible. (London, 2009) In the Book of Nehemiah 8:1-16, the people of Israel are gathered in the Watergate to listen to the word that the Lord had given to Moses for them. Ezra the priest at that time read the scripture out loud to the people and they listened attentively to every word. They stood up in respect of the word and they bowed down to the Lord and worshipped Him in song and Praise. Ezra discouraged them from being sad and he told them that the joy of

Order Qualifiers and Order Winners for Toyota Essay Example for Free

Order Qualifiers and Order Winners for Toyota Essay Order Qualifiers can be described as aspects of competitiveness where the operation’s performance has to be above a particular level to be considered by the customer. Order Qualifiers may not be the major competitive determinants of success but are important in another way. (Jones, Robinson 2007) Order Winning Factors are those things which directly and significantly contribute to wining business. They are regarded by customers as key reasons for purchasing the product or service. Raising performance in an order wining factor will either result in more business or improve the chances of gaining more business. For Automotive industry, major order qualifiers could be defined as price, quality and variety. Toyota, Ford and GM are leading companies within that sector, which manufacture correspondent cars with these order qualifying factors mostly. However, due to high level of competitiveness, companies are struggling to keep their sales high. Even little problems within car or company may impact company’s future sales dramatically. Toyota is one of example that experienced reliability and quality problem with its cars lately likely Ford and GM experienced before. As result of upcoming reliability issue, if we look over market share of Toyota within North America, which takes place of its most sales in comparison with other regions around world, has faced with a serious decline in market share within 2008-2009 . Ford and GM also try to improve their market share within North America, while Toyota loses customers during 2008-2009 . On the other hand, Order winners for Toyota are continuous innovation of Toyota and standardized quality. People, who choose Toyota, are mostly satisfied with innovative internal and external features of Toyota’s cars. Since, Toyota always spares huge amounts of money about research and innovation for car manufacturing as explained in deeper within Toyota and Innovation section below. For Example, Prius, first mass production hybrid car in the world, is clear indicator of innovative mindset of Toyota Motor Corp. In terms of quality and flexibility, Toyota Quality Management is one of well known systems in world for car manufacturing quality control, which is still functioning and reason to buy a Toyota.

Education Essays Bilingualism United States

Education Essays Bilingualism United States Bilingualism United States The United States Children Growing Up Monolingual Understanding, Identifying, and Examining Bilingualism in the United States: An Interdisciplinary Approach Why do so many children in the United States grow up monolingual? The United States is regarded as â€Å"a melting pot†, in which people of different cultures, races, and religions are joined together so as to widen a multi-ethnic society. Americans have had various beliefs about whether or not English should be the official language in this country. There have been diverse decisions in English Only acts throughout the United States’ history. These English Only acts demonstrate some of the reasons why so many of the United States’ children grow up monolingual. It’s no wonder that immigrants to this country are swayed to lose their mother tongue or even their entire customs and traditions. It is difficult to understand the close ties that language has with certain group ethnicities (Gerstle, 2001). Language is one of the major ingredients of individuals’ identities and ethnicities. The United States should consider a proposal that would include a more enhanced plan for the welfare of certain groups, so that they could fully contribute in our society and encourage a more bilingual or multilingual society that would prepare Americans for a more expanding global society. The United States should consider itself to be at an advantage when it comes to bilingualism. There is a flood of immigrants coming into this nation every year and every immigrant brings with them a unique idiom. Throughout American history, the typical pattern of language usage among immigrants has been a rapid shift from non-English monolingualism to bilingualism to English monolingualism in the third generation (Fishman, 1980). Americans have more of an advantage, because of their high percentage of immigrants, to encourage bilingualism to its citizens. The United States could benefit from the advantage because bilingualism could better prepare the U.S. citizens for an ever-expanding global society (Sheriff, 2007). Major Reasons for Bilingualism in the U.S. One significant element to bilingualism in the United States begins with providing better welfare of specific groups of people who cannot, because of language barriers, contribute fully in our social organization. Another reason for bilingualism in the U.S. is the interest of professional second language groups, who find it essential to continue their support for language study development (Roeming,1971). In addition to the significant elements to increase bilingualism, native speakers might find it meaningful to continue their mother tongue, traditions, and cultures. One important reason for this is that there have been findings that concluded â€Å"a foreign language facilitates mastering the higher forms of the native language† (Lambert Tucker, 2007). Bilingualism could better prepare the U.S. citizens for an ever-expanding global society (Sheriff, 2007). American citizens need to examine outside their borders and learn from the mistakes and successes of other countries, furthermore countries that are thriving with developed citizens with bilingual or multilingual proficiency (Pufahi, 2001). It is essential that the United States’ citizens become a society with multicultural character and reflect as the â€Å"melting pot† nation, so which as they are regarded (Safty, 1988). Why an Interdisciplinary Approach There are many factors that contribute to bilingualism in America. It is important that it be examined for the reasons listed above. The information must be explored from multiple viewpoints, in order to successfully develop a system of improvement. By applying an interdisciplinary approach to the issue, the viewpoints from specific disciplines can be investigated and integrated to provide successful modifications. While disciplines can blind or sway, they become, when used relevantly, our keenest lenses on the world. The disciplines are the most useful means for illuminating those generative issues that have perennially engaged the curiosity of thoughtful human beings (Gardner and Boix-Mansilla, 1994). The interdisciplinary process involves integrating disciplinary insights into a particular problem and it does not attempt to integrate disciplinary perspectives. However, before one can identify insights, one must first identify the disciplines relevant to the problem (Repko, 2005). Bilingualism influences many divisions of this nation. It is difficult to apply only one study of discipline to this multifaceted crisis. The issue needs to be analyzed in more areas of disciplines, so that all factors are considered. This complete examination of bilingualism in the United States could help render all major concerns that affect Americans and their legal citizens. Significant Disciplines There are several disciplines that could contribute to the concerns of bilingualism in America. The disciplines that are considered to be the most critical are Education, Sociology, and Modern Languages. The goal of this investigation is to consider the most important welfare of the United States’ citizens concerning bilingualism. There are several other disciplines that contain factors involving bilingualism, but these disciplines may only briefly be illustrated in this paper. The disciplines that may be briefly studied are Economics, History, Linguistics, Political Science and Psychology. The investigation concentrates mainly on the most critical disciplines. Education, Sociology, and Modern Languages are the disciplines that will be fully investigated for the purpose of the problem at hand. Discipline 1: Education The discipline of Education contains methods that can assist in teaching a system. Teaching techniques can have effective implications to address specific issues. It is important to understand well enough specific structures in order to effectively acknowledge them. The purpose of teaching techniques is to have a sound knowledge base, so that students can build as they are exposed to different life experiences. If a student is well educated, then they are able to interpret good judgment, experience and wisdom (Britannica, 2006). These are the reasons why it is essential that students at an early age be instructed in the issues of foreign languages. Students are able to acquire two languages simultaneously almost â€Å"with the same ease [he] learns his first one because he is doing so at a stage of mental development which proceeds parallel to the mechanisms of language acquisition.† The influence of Education has been proven to be an effective way to promote a Bilingual society ( Safty, 1988). The discipline of Education would allow students to further understand and comprehend the structures of bilingualism and promote the importance of the issue in America’s society. Discipline 2: Sociology The discipline of Sociology contains methods of how and why people are structured in society. Societies are structured as individuals or as part of associations, groups and institutions. Societies are examined to reveal how and why people are structured in specific ways (Britannica, 2006). It is essential to include this discipline’s insights to the issue of bilingualism in the U.S. It should be researched why certain societies do not fully contribute in our society, because of language barriers. Also, it should be examined why certain members continue to contribute to the support of language study. Professional linguists observed evidence of behavioral function in two languages with enthusiasm without recognizing that the disparate cultural levels of the two languages may cause serious individual socio-psychological problems (Roeming, 1971). It is essential to understand how or why people are structured in societies, so that there can be a greater awareness of how Americans can gain a higher participation in bilingualism. Discipline 3: Modern Languages The discipline of Modern Languages involves the structure of languages, syntax formation of languages, and learning capabilities of second language learners. The structure of languages can in some cases be transformed from one language to another. Positive cognitive gains should be expected from bilingualism if the second language is introduced after the child has achieved a certain threshold level of competence in his first language (Diaz, 1983). The syntax-formations of languages are sometimes similar in structure. In an intensive investigation it revealed that exposure to French facilitated the comprehension of certain English syntactic structures (Safty, 1988). Also, the learning capabilities of second language learners can sometimes be very diverse from that of native language learners. It is essential to understand the formalities of Modern Languages, so that the proper proposal can be assessed of bilingualism in the United States. Significant Disciplines Other disciplines that should be briefly studied are Economics, History, Linguistics, Political Science and Psychology. Economics involves the set of principles and techniques by which a society decides and organizes the ownership and allocation of economic resources. History includes the social structures and the interaction of different group in society rather thatn affairs of state. Linguistics encompasses semantics, syntax, and phonology. Synchronic linguistic studies aim to describe a language as it exists at a given time; diachronic studies trace a language[s historical development. â€Å"Political Science contains the nature of states, the functions performed by governments, voter behaviour, political parties, political culture, political economy and public opinion. Psychology illustrates the concerns of personalities, attitudes, motivations, and behaviour of an individual or a group† (Political Science, 2008). The disciplines listed above may be briefly included in this investigation for the purpose of the United States’ citizens examining the importance of increasing bilingualism or multilingualism. Purpose of Interdisciplinary Studies The purpose of this investigation is to understand, identify, and examine bilingualism in the United States. The issue of bilingualism in America is a major concern that needs to be reviewed with more than one aspect of discussion in order for all Americans to agree on the topic at hand. The interests of specific groups of people who are not able, because of language barriers, to contribute fully in our social organization should be reviewed. Also, it is ethically accurate for native speakers to maintain their mother tongue, traditions, and cultures studies. It also should to be reviewed why beginning foreign language study early supports achievement of higher levels of language proficiency and why bilingualism can enhance certain cognitive skills and intellectual development. If the issues listed in this paper are understood, identified and examined then the United States could better prepare the U.S. citizens for an ever-expanding global society with specific groups’ interest included. Background The United States was founded on diverse cultures unifying to establish a new nation of opportunities. The history of America has demonstrated the struggles of diverse cultures trying to create a multicultural nation. One of the major concerns in the United States has been bilingualism. In the beginning Americans tried to define what the nation stood for and what customs and cultures were considered American. President Theodore Roosevelt once said, We have one language here, and that is the English language, and we intend to see that the [assimilation] crucible turns our people out as Americans. These events in American history resulted in federal and state laws, judicial decisions and administrative regulations which were largely sympathetic to the idea of language rights. Official English Movement In the nineteenth century of the United States there were languages other than English that were widely spoken, a strong â€Å"English only† struggle developed at the turn of the century as a flood of immigrates from Southern and Eastern Europe increased xenophobic feelings in Americans. The â€Å"Americanization† movement that grew between 1900 and 1920 demanded national unity upon cultural homogeneity and a common language (Citrin, Reingold, Walters, Green, 1990). The planned drive for â€Å"official English† in the 1980s was what started change in America. Senator Hayakawa (Republican, California) feared that if the United States failed to promote a common language then they would create instability and polarization similar to Canada, Belgium, and other linguistically divided countries. Hayakawa first proposed an amendment to the Constitution to declare English the official language to the United States in 1981. Hayakawa established the â€Å"U.S. English,† the organization which quickly became the leading advocacy group of the â€Å"official English† movement. Today there are 44 states and numerous countries and municipalities that have considered laws or initiatives that declare English to be their sole official language (Citrin, Reingold, Walters, Green, 1990). There are organizations that fight to make English the official language of the United States. ProEnglish is a member-supported, national, non-profit organization founded in 1994. ProEnglish is one of the organizations dedicated to making English the official language of the United States. They disapprove of such orders such as the Executive Order 13166, which states that any entity which receives federal funds must provide whatever services it offers in any foreign language spoken by anyone likely to receive those services. It says failure to do so is likely to constitute discrimination on the basis of national origin as prohibited by Title VI of the 1964 Civil Rights law (ProEnglish Activism, 2008). The â€Å"English only† movement and the immigrants struggling to strive in American societies demonstrates the diverse viewpoints that their citizens hold about bilingualism. Bilingual Education The United States has had bilingual education since the 1840’s. It was believed that a form of bilingual schooling originated in Cincinnati in 1840. Cincinnati was one of the many communities in which the majority or a large minority of the population was German-speaking. German immigrants were coming to America in huge numbers during the ladder decades of the 19th century. There were private and parochial German schools established, furthermore German parents had to pay tuition and school taxes. As a result of the German schools the native-born Americans became concerned that speakers of other languages would be assimilated into their speech and way of life. They decided to unite the German schools with the public schools and swayed the students to aspire to learn the German language. This resulted in students learning German and English languages together (Andersson, 1971).† The 20’s, 30’s, and 40’s were a low period for foreign languages in general, which almost disappeared from the elementary-school curriculum. On January 17, 1967, a historic bill was introduced in the Senate of the U.S. by the senior senator from Texas together with seven other senators as co-sponsors. The bill was to ensure that students whose native tongue was not English would be better assisted in school. On January 2, 1968, President Lyndon B. Johnson signed into law the Bilingual Education Act, with the words, â€Å"Thousands of children of Latin descent, young Indians, and others will get a better start- a better chance in school (Andersson, 1971)†. Federal policy in bilingual education since 1960 has been made to ensure equal educational opportunity for minority-language children of limited English proficiency (LEP). They began because of court decisions enforcing civil rights legislation such as the Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA) of 1974 (Secada, 1990). There is a debate for Bilingual Education in which there are those who believe that the goal of the program should be to assimilate LEP students into the mainstream as quickly as possible. Then there are those that believe that the program should help develop dual language competence and literacy, multicultural awareness, and enhanced self concept which could lead to other desirable goals (Secada, 1990). In the 1960s the concept of a federal bilingual education program revealed to be politically popular, and there were more than three dozen bilingual education bills introduced into the House of Representatives. On January 17, 1967, Texas Senator Ralph Yarborough and six cosponsors introduced S. 428, the American Bilingual Education Act (BEA), an amendment to the Elementary and Secondary Education Act of 1965. This amendment was to ensure a better education to â€Å"the special educational needs of the large numbers of students in the United States whose mother tongue is Spanish and to whom English is a foreign language (Lyons, 1990)†. The 1974 amendments lengthened the formation and operation of the BEA, they also supported the law’s focus on English-language development and neglect of native-language development. The amendments also excluded federal support for two-way bilingual-education programs like the Coral Way model. Title VI of the 1964 Civil Rights Act prohibited discrimination on the basis of race, color, or national origin in federally aided programs and activities and entailed on grant-making agencies accountability for guaranteeing compliance. In 1974 the United States Supreme Court delivered its first and only response to the legal responsibilities of schools serving LRP students. The case was Lau v. Nichols, a class-action suit by the parents of nearly 3000 Chinese pupils in the 16,500 students San Francisco public school system. There were only a small percentage of students that received special instruction and the remainder received none. The plaintiffs alleged that the school district’s conduct violated both the Fourteenth Amendment to the Constitution and Title VI of the Civil Rights Act of 1964. The plaintiffs requested that the laws be improved and the school districts policies ensure quality instruction for bilingual students. Multilingual-multicultural programs were even more determined in providing instruction in and development of English and at least two other languages (Lyons,1990). In the 1980s the Regan administration cut funding to the bilingual education programs and at the time there was an increase in the number of LEP children needing BEA-funding services. There were at least 3.6 million LEP students that were attending schools in the Unites States. The LEP school-age population was expected to increase, through the year 2000, two and one half times as fast as the general school-age population (Lyons, 1990). During Regan’s term in office he appointed William J. Bennett to be his successor. Secretary Bennett announced to his citizens: Early study of foreign languages makes sense. The imitative capacities of young children give them natural advantages as language students. And language study is good for them. It allows children a taste of the size and diversity of human experience and helps them to distinguish similarities and differences between their own and other cultures and peoples. It may even have a positive effect on their command of English (Lyons, 1990). Integrated Disciplines The disciplines discussed in this investigation are Education, Sociology and Modern Languages. They are essential for the complete investigation of bilingualism in America. Education contains the major aspects of bilingualism in America. Education is the major reason for bilingual studies. Education is the primary reason that American citizens gain comprehensive understanding of a second language. This is the reason that Education is reviewed first in this intense study. Sociology is the next discipline viewed. It is essential to the issue of bilingualism because societies determine what kind of community they desire to exist in. They vote and protest the issues that concern their communities, furthermore determine the idioms used in their societies. The last discipline that is viewed is Modern Languages because of the importance of language structures and facets. These disciplines are viewed in this order due to their importance in the issues concerning bilingualism in America. Other Bilingualism Historical Events Beginning in the 1990s there was a clear presence of xenophobic culture in the California citizens. The California Proposition 277 in 1998 was designed to dismantle bilingual education. Also the Proposition 187 was created to make English the official language of the state. Governor Pete Wilson and other politicians made speeches using a kind of language that demonized the so-called â€Å"illegal† immigrants (Macedo, 2000). These events lead to other states trying to mimic California’s actions. The presence of xenophobic culture was seen much earlier in American history. It can’t be forgotten the English re-education camps designed primarily to yank Native Americans mother tongues. Native American children were taken form their parents and sent to boarding schools with the main objective of cutting them off from their â€Å"primitive† languages and â€Å"savage† cultures (Macedo, 2000). The historical events that have taken place in the Unites States history have brought us to the nation you see today. Bilingualism is still a major issue among American citizens. The issue is still a major debate among our new electing partys nomination for presidency. The recent debate among the two running Democratic Partys nomination, Hillary Rodham Clinton and Barack Obama, were asked about bilingualism in the United States. Their responses to the question are below. Clintons comments: I think its important for as many Americans as possible to do what I have never been able to do, and that is learn another language and try to be bilingual because that connects us to the rest of the world. I represent New York. We have 170 languages in New York City alone. And I do not think that we should be, in any way, discriminating against people who do not speak English, who use facilities like hospitals or have to go to court to enforce their rights. But I do think that English does remain an important part of the American experience. So I encourage people to become bilingual. But I also want to see English remain the common, unifying language of our country (Clinton, 2008). And Obamas: Well, I think it is important that everyone learns English and that we have that process of binding ourselves together as a country. I think thats very important. I also think that every student should be learning a second language. I want to make sure that children who are coming out of Spanish-speaking households had the opportunity to learn and are not falling behind. If bilingual education helps them do that, I want to give them the opportunity. But I also want to make sure that English-speaking children are getting foreign languages because this world is becoming more interdependent and part of the process of Americas continued leadership in the world is going to be our capacity to communicate across boundaries, across borders, and thats something frankly where weve fallen behind (Obama, 2008). The controversy between these two Democratic presidential candidates about bilingualism reveals the major importance of bilingualism in America today. The problem requires a full investigation with the most comprehensive understanding of the issue. The issue should be viewed by all aspects of the problem. The disciplines of Education, Sociology and Modern Languages could give a full investigation on many facets of bilingualism in America. The concerns of bilingualism need an interdisciplinary approach due to the many aspects of the issue. The interdisciplinary approach would allow many viewpoints to be examined and ideas to be fully understood (Repko, 2005). A look back of the history of bilingualism in America is an important aspect to viewing the problems that we see today. It is essential to acknowledge the events that have taken place in America history in order to fully understand the elements of bilingualism in this nation. Reference List Andersson, Theodore (1971). Bilingual Education: The American Experience. The Modern Language Journal, 55, 427-440 Berriz, Berta (2006). Unz Got Your Tongue: What Have We Lost with the English-only Mandates? Radical Teacher, 10-15 CAL:Digest (Pufahi, I., Rhodes, N., Christian, D.). (2001). What We Can Learn From Foreign Language Teaching in Other Countries. Center for Applied Linguistics. Retrieved September 18, 2007, from http://www.cal.org/resources/digest/0106pufahl.html Citrin, J., Reingold, B., Walters, E., Green, D. (1990). The â€Å"Official English† Movement and the Symbolic Politics of Language in the United States. The Western Political Quarterly,43, 535-559 Clinton, Hillary (2008, February 21). The importance of bilingualism in America. Lecture presented for the American public in the United States. Diaz, Rafael (1983). Thought and Two Languages: The Impact of Bilingualism on Cognitive Development. Review of Research in Education, 10, 23-54 Encyclopedia Britannica (2006). Encyclopedia Britannica Incoporated, Merriam-Webster’s Online Dictionary, Retrieved February 6, 2007, from http://www.britannica.com Gardner, H., Boix-Mansilla, V. (1994) Teaching for Understanding Within and Across the Disciplines. Educational Leadership, 14-18 Garica, E., Bryant, J. (2007). Helping Young Hispanic Learners. Educational Leadership, 34-39 Gerstle, Gary (2001). Beyond the Melting Pot. New Leader, 28 Leonard, K. (2007). English Only Is English Lonely. American Libraries, 3 Lyons, James (1990). The Past and Future Directions of Federal Bilingual-Education Policy. Annals of the American Academy of Political and Social Science, 508, 66-80 Lubell, M., Zahran, S., Vedlitz, A. (2007). Collective Action and Citizen Responses to Global Warming, Political Behavior, 29,391-413 Macedo, Donaldo ( 2000). The Colonialism of the English Only Movement. Educational Researcher, 29, 15-24 Muhlko, C. (2007). Too Cool for School. New York Times Magazine, 125,126 Obama, Barack (2008, February 21 ). The importance of bilingualism in America. Lecture presented for the American public in the United States. Pease-Alvarez, L., Hakuta, K. (1992). Enriching Our Views of Bilingualism and Bilingual Education. Edcuational Research, 21(2), 4-6+19 Political science. (2008). In Encyclopà ¦dia Britannica. Retrieved February 27, 2008, from Portes, A., Lingxin, H. (1998). E. Pluribus Unum: Blingualism and Loss of Language in the Second Generation. Sociology of Education , 71(4), 269-294 Pratt, Mary Louise ( 2002). What’s Foreign and What’s Familiar? Modern Language Association, 117(5), 1283-1287 Roeming, Robert (1971). Bilingualism and the National Interest. The Modern Language Journal, 55(2), 73-81 Safty, Adel (1988). French Immersion and the Making of a Bilingual Society: A Critical Review and Discussion. Canadian Journal of Education ,13(2), 243-262 Secada, Walter (1990). Research, Politics, and Bilingual Eduation. The Annals of the American Academy, 508, 81-106 Sheriff, S. (2007). Nuestros Amigos. Teaching K-8, 46-47