Big Brothers Big Sisters Mentoring Activities --Savannah, GA Essay

Big Brothers Big Sisters Mentoring Activities --Savannah, GA - Essay Example The organization is undoubtedly one of the best charitable organizations in the area. The chapter is highly effective considering most of the activities the organization offers here. Its impact is widely felt through the contribution it has made to the children of this area. Firstly, volunteers are deployed through a highly rigorous process. This is done by thoroughly screening everyone coming in to offer services. This is done through interviews as well as background investigations. This way the organization is able to provide top-notch level of services to the children. In addition, most of the reports from the officials indicate that there is a notable positive effect among youth (Stone, 2009). Looking at the programs offered by the organization, I would more likely classify them as prevention measures than diversion. This is so because, the services provided by the volunteers are focused in making the young people gain good values that are generally acceptable in the society. The y are keen in coaching the youth on how to keep away from harmful behavior such as using illegal drugs and criminal activities. Although there are other programs that aims at helping this generation of kids become more diverse as far as their careers is concerned, the main goal is to bring up children of high morals (Jano, 2008). Another reported outcome of the program is bringing up self-confident young people who can easily mingle with other people. BBBS Chapter Programs / Competition The local chapter offers a variety of programs that have become so successful in achieving positive results. The mentoring programs are set up based on the needs of the children. The mentors in different programs come from all walks of life and the organization matches these experts with the requirements of the young people seeking guidance. One of the most common programs is the academic mentoring. Here, an experienced college professor participates in mentoring a student through a particular projec t. Secondly, there is the career mentoring that aims at guiding youth through career choices and along the path of career chosen. Lastly, there is the personal development mentoring that provides counseling to young people when they are experiencing personal crisis (To’angutu, 2005). This also helps children with less privileged lives. The activities of the programs mostly leave other social service organization with less to offer, due to their wide support in terms of funds and staff, the BBBS has the competitive edge. The organization has reduced expenses since they do not incur staff expenses; they also have so many experts at their disposal who mostly volunteer their services to the program (Stone, 2009). The other organizations should try to specialize with offering social services that are not covered by BBBS. This will decrease the level of competitions that would otherwise arise from offering the same services as BBBS. BBBS versus Juvenile Justice System BBBS goals di ffer from those of the juvenile justice system. The latter is determined in rehabilitation of children accused of committing criminal offences. This is very different from the goals and the role of BBBS, which is guidance and counseling. The juvenile justice system only focuses with helping the children who are on the wrong whilst the BBBS focus on every child. Another difference is that the Juvenile justice system has the interest of the community at large where they aim at

An Evaluation of the Economy of the United Kingdom Based On the Dissertation

An Evaluation of the Economy of the United Kingdom Based On the Consequences ofthe Credit Crunch - Dissertation Example In the summer of 2011, the financial crisis that shook the global economy knocked the doors by jolting the economy of the United States and other European Nations (Oxlade (2011). The global markets were miffed by the possibility of another financial setback and probably another recession to deal with (Franklin, Douglas, 2007). The research highlights the current credit crunch scenario prevailing in the United Kingdom through a thorough analysis of past and present literature along with understanding and analysing the key reasons behind the rise of recession in different parts of the world (Lowery (2011). The information collected from different sources and resources helped in developing aims and objectives of the research along with understanding the present financial crisis rising from the ashes of the past crisis that once thwarted the financial progress and stablisation in different parts of the world. The research methodology helped in analysing the primary and secondary data in an analytical manner through logical research methods, approaches and ideologies. Findings of the research were compared with the analysis of literature in order to identify a common trend or relationship in a logical manner. Primary reasons behind the credit crunch have been highlighted well to support the proposed aims and objectives of the research. The research also discusses ethical issues and logical considerations that helped in presenting the research in an ethical and honest manner. The conclusion part is based on the overall analysis of the data and information collected from different sources along with relating with the literature in a significant manner TABLE OF CONTENTS Section 1.Introduction 1.1 Background of the Topic 6 1.2 Research Aim 7 1.3... The paper tells that the financial crisis of the 2007 strongly affected the economics of the global world in a negative manner. The financial crisis of the 2007; often considered as one of the worst credit crunches after the Great Depression of the 1930s changed the financial structure and image of the global economy. It resulted in the collapse of few of the financial institutions across the globe with the likes of Lehman Brothers and Northern Rock falling prey to the financial turmoil. The bailout of banks by the governments across the globe did not revamp the financial health of the financial institutions and the whole world suffered with the loss of money, investments and jobs. The financial crisis was triggered by the liquidity crunch faced by the banks of the United States because of the housing bubble that raised issues and questions over the sub-prime crisis. Investors across the world were skeptical in terms of investing their money and banks were facing credit crunch that b locked the equilibrium between the inflow and outflow of funds driven by the demand and supply of funds. A number of measures including governments’ initiatives to bail out financial institutions and improvement in the liquidity position of banks played an important role in stablising the credit crunch but the impact and influence was too hard that up to some extent changed the financial position of the global economy.

Indo-pak relations

Indo-pak relations CHAPTER VII INDO-PAK RELATIONS Background 1.Indo-Pakistan relations are grounded in the political, geographic, cultural, and economic links between the Republic of India and the Islamic Republic of Pakistan. The two countries share much of their common geographic location, and religious demographics yet diplomatic relations between the two are prefaced by numerous military conflicts and territorial disputes. However, attempts to improve relations have been made. 2.Since independence, Pakistan owes much of its identity to its distinctness from India. It has engaged in three sizable wars with India, plus several major border skirmishes. The struggle over Kashmir has contributed to most of these conflicts. Pakistan has sponsored decades of proxy paramilitary operations undertaken in the name of freedom fighting designed to right or take revenge for cumulative wrongs. It has developed amd deployed nuclear weapons whose sole strategic purpose relates to India. And it has used its relations with other countries, particularly Afghanistan and China to promote its anti India interests. Recently also its perceived participation in the US led war on terror has been cunningly exploited to continue the proxy war against India with perpetual immunity from worldwide criticism.  Ã‚  Ã‚  Ã‚   3.Most of South Asia came under direct control of Great Britain in the late 18th century. The British rule over the Indian subcontinent lasted for almost 150 years. 95% of the people living in South Asia practiced either Hinduism or Islam. The Muslim League, headed by Jinnah, proposed the Two Nation Theory in the early 20th century. According to the theory, Muslims and others shared little in common, and British India should be divided into two separate countries, one for the Muslims and the other for the Hindu majority, which he feared would suppress the Muslim minority. The campaign gained momentum in early 1940s and by the end of World War II, British Indias partition was inevitable. The Partition of India in 1947 created two large countries independent from Britain: Pakistan as two wings in the East and West separated by India in the middle. After Independence, India and Pakistan had established diplomatic relations. Subsequent years were marked by bitter periodic conflict, and t he nations went to war four times. The war in 1971 ended in defeat and another partition of Pakistan. The eastern wing split off as a new country named Bangladesh, while the western wing continued as Pakistan. Stumbling Blocks 4.The Debris of partition of India in 1947 has clouded Indias relations with Pakistan. Pakistans tendency to assume the role of guardianship of Indian Muslims is one of the major irritants between India and Pakistan. Another matter which became source of irritant between two countries was the distribution of river waters. The divergent perception of both the countries on Indian Ocean as a zone of peace was yet another irritant including the sir creek issue. Pakistan threat perception, inspite of assurances by India, coupled with party syndrome gave shape to a proposal for Nuclear Weapon free zone in South-Asia (N.W.F.Z.S.A.); for it is believed that internal security will give the external powers an opportunity and justification to futher enhance their presence and prestige in the Indian Ocean region. So this perception of Pakistan and India on the Indian Ocean as a zone of peace led to differences in their strategic perception. 5.Another major issue which emerged between the two countries was the question of political status of the three princely states Junagarh, Hyderabad and Kashmir. But the most important issue which has marred the relations between the two countries has indeed been Kashmir. The dispute over Siachin glacier is an offshoot of the same problem. 6.Alleged interference in each others internal affairs is an irritant in Indo-Pak relations which has raised its head very seriously in the recent years. India considers Pakistan responsible for fomenting terrorism in Punjab and Kashmir. 7.Pakistan has always viewed Afghanistan through the prism of antagonistic relationship with India, attempting to use Afghanistan as its defence in depth and cultivating its Mujahedeen as paramilitary reservists against possible Indian threats. Subsequent to the fall of Taliban in Afghanistan, Indian humanitarian aid and development activity in the war ravaged country appeared to Pakistan as a threat to its support in Afghanistan and that inimical interests will have free reign in the country. Pakistan has viewed this activity with dismay, its fear of encirclement compounded by Indias establishment of a new airbase at Farkhor in Tajikistan. Current Challenges 8.A year after the Mumbai attack, two questions have persisted: was the ISI or any other state element of Pakistan an accomplice in the attacks? If ISI which had nurtured LeT to wage a proxy war against India, has cut itself from the group as claimed and was not involved in the attack, what stops Pakistan from effectively cracking on it? 9.In weeks after the attacks, the Pakistan government, under immense international pressure and scrutiny, took several steps. A raid on Lashkar camp at Muzaffarabad led to the arrest of Commander Zuikur Rehman Lakhvi. This is possibly also where Abdul Wajid, whose alias has been shown as Zarar Shah, was picked up. Both are alleged master minds of the attack. Next it placed Hafiz Saeed, LeT founder and leader of its front organization, Jammat ud Dawa (JuD), under house arrest. 10.Some other corners of establishment may still hold the view that the LeT can be viewed as a strategic asset. The Pakistani governments reluctance to go all the way against LeT is too obvious. After six months of house arrest, Hafiz Saeed is a free man, and the government says it cannot act against him unless New Delhi provides concrete evidence linking him to Mumbai attacks. All other JuD activists have been released. The organization has not yet been banned and now operates under the name of Fallah-i- Insaniyat and was noticed in relief operations among the internally displaced in the Swat valley during the military operations there. 11.As the arrest of David Headley and Tahawwur Hussain Rana in the US has shown, the LeT also retains operational capabilities. The two men are said to have been in communication with the LeT, and though they were arrested for an alleged terror plot against the Danish newspaper, they were also said to be planning attacks on National Defence College at New Delhi. Latest probes in Mumbai have revealed their definite links with the Mumbai terror attacks and many such incidents across India in the past. Further arrest of a Pakistan army Major for his links with Headley and Rana are bound to raise questions on LeTs continuing links with the military as an institution, but with the sections within it, especially because the Major retired only two years ago. 12.Home Minister Chidamarams words point us in the direction of just why these issues need to be taken seriously: another major terrorist attack on India could have consequences that would destabilise both the countries and could conceivably precipitate a regional crisis. In both Islamabad and New Delhi Mr. Chidambarams speech was interpreted as warning that India would respond to future mass casualty attack by targeting jihadist bases and logistical facilities in Pakistan. That, in turn could snowball into a conflict that would bring misery to all the people of South Asia. 13.It is now accepted within the Pakistan Military that Al Qaeda, Taliban and their allies among Punjabi jihadis operate as a syndicate. But while they have included the Jaish-e-Mohammed, along with Lashkar-e-Jhangvi and the Sipah-e-Sahaba, in the syndicate, the LeT is still not considered part of it. 14.The threat to Indias security from Islamic fundamentalism and globalization of terror is immense. It is feared in some quarters that Pakistan is sending fundamentalist groups to Bangladesh as well. The Dhaka based extremist Islamic group, Harkatul-Jehad- Al-Islam (HJAI), is believed to be financed by Osama Bin Laden. The evidence suggests that ISI and Taliban are involved with Harkatul operations in Bangladesh. 15.On the other hand Pakistans Foreign Minister Shah Mehmood Qureshi  Ã‚   says Pakistan is compiling hard evidence of Indias involvement in terrorist attacks on Pakistans public and its armed forces 16.The Indian External affairs minister Mr SM Krishna assured of the fact that India has clean hands with respect to Baluchistan and Afghanistan. He also mentioned that Islamabads suspicion s of Indias ulterior motives in Afghanistan were unfounded. The only motive is to restore peace and stability in the war-torn country 17.During the period of excessive tension, India and Pakistan have growled at each other while meaningfully pointing towards their respective nuclear arsenal. Most recently following the Mumbai massacre, Pakistani troops were moved out of NWFP towards the eastern border. Baitullah Mehsuds offer to jointly fight India was welcomed by the Pakistani army. 18.India should derive no satisfaction from Pakistans predicament. Although religious extremists see ordinary Muslims as Munafiqs (hypocrites) and therefore free to be blown up in markets and mosques they hate Hindus even more. In their calculus, hurting India would buy even more tickets for heaven than hurting Pakistan. They dream about ripping apart both societies or starting a war preferably nuclear between Pakistan and India. 19.A common threat needs a common defence. But this is difficult unless Pakistan India conflict is reduced in intensity. In fact the extremist groups that threaten both countries today are an unintended consequence of Pakistans frustration at Indias obduracy in Kashmir.

Steve Jobs :: essays research papers

Steve Jobs Born 1955 Los Altos CA; Evangelic bad boy who, with Steve Wozniak, co-founded Apple Computer Corporation and became a multimillionaire before the age of 30. Subsequently started the NeXT Corporation to provide an educational system at a reasonable price, but found that software was a better seller than hardware. Steven Paul, was an orphan adopted by Paul and Clara Jobs of Mountain View, California in February 1955. Jobs was not happy at school in Mountain View so the family moved to Los Altos, California, where Steven attended Homestead High School. His electronics teacher at Homestead High, Hohn McCollum, recalled he was "something of a loner" and "always had a different way of looking at things." Going to work for Atari after leaving Reed College, Jobs renewed his friendship with Steve Wozniak. The two designed computer games for Atari and a telephone "blue box", getting much of their impetus from the Homebrew Computer Club. Beginning work in the Job's family garage they managed to make their first "killing" when the Byte Shop in Mountain View bought their first fifty fully assembled computers. On this basis the Apple Corporation was founded, the name based on Job's favorite fruit and the logo. Steve Jobs innovative idea of a personel computer led him into revolutionizing the computer hardware and software industry. When Jobs was twenty one, he and a friend, Wozniak, built a personel computer called the Apple. The Apple changed people's idea of a computer from a gigantic and inscrutable mass of vacuum tubes only used by big business and the government to a small box used by ordinary people. No company has done more to democratize the computer and make it user- friendly than Apple Computer Inc. Jobs software development for the Macintosh re-introduced windows interface and mouse technology which set a standard for all applications interface in software. Two years after building the Apple I, Jobs introduced the Apple II. The Apple II was the best buy in personal computers for home and small business throughout the following five years. When the Macintosh was introduced in 1984, it was marketed towards medium and large businesses. The Macintosh took the first major step in adapting the personal computer to the needs of the corporate work force. Steve Jobs was considered a brilliant young man in Silicon Valley, because he saw the future demands of the computer industry. He was able to build a personal computer and market the product. His innovative ideas of user-friendly software for the Macintosh changed the design and functionality of software interfaces created for computers. The Macintosh's interface allowed people to interact

Chapter One: Introduction

United States of America, with its rich history of immigrants, is a land of diverse cultures and civilizations. Classrooms have students from many different racial and linguistic groups like White Americans, African Americans, Caucasians, Hispanics, Vietnamese etc. According to the various analysis done by the National Centre for Educational Statistics, the academic performance of the minorities continue to be below standard. Illiteracy or poor schooling background is a common phenomenon not only in rural areas but also in urban areas in many Latin American countries. Although there has been a rise in the number of such students being enrolled in public schools, but as a group they have the lowest level of education and highest dropout rate. Let’s view the present status of the Hispanic students. They make up 15% of the elementary school-age people and will possibly comprise 25% of the total school-age population by the year 2025. It is noticed that over past 20years, their enrollment have risen by 150 %( U.S. Department of Education, 2000). The U.S. Hispanic population is varied in terms of their countries by birth, economic and social status, language skills, family background and education. They have different academic needs as well. They make up 75% of all the students enrolled for limited English proficiency program (LEP), including English as second language program (ESL) and bilingual educational program. As for their academic achievements, the 1996 National Assessment of Educational Progress (NAEP) shows that 17 year old Hispanic students were quite below in comparison to other White students in science, mathematics and reading (National Centre of Educational Statistics, 1996). It also brought to light that their drop out rate was very much high as compared to other minority groups and ranked lowest in the comparison of high school completion rate. Furthermore, Baker & Hakuta (1998) state that the number of English language learners (ELL) in the U.S. has grown dramatically in the last decade. According to a 1991 national study, over 2,300,000 students in grades K through 12 are English language learners. This number has grown by over 1,000,000 since 1984. The majority of these students are Spanish-speakers (73%), followed by Vietnamese-speakers (3.9%). Because of the overwhelming proportion of ELL students is Spanish speakers, the issue of bilingual education is largely a Latino one. No other language group makes up more than 4% of limited English proficient students. This fact makes education a complicated issue for language minority students with low socioeconomic status. Most educators and school administrators in American classrooms overlook that English language learners with minimal formal schooling have difficulties managing information input, organizing learning material, following verbal and written instructions, and processing large chunks of new language. Thus, the findings of Ramirez (1991) indicate that Latino students who received sustained L1 instruction throughout elementary school have better academic prospects than those who have not received instruction in their first language or those who received instruction only in English. Consequently, first language illiteracy in Spanish speaking students has negative consequences in the United States as it retards economic and social development. According to the 1993 U.S. Census Bureau, many Hispanic children living in the United States are likely to be from lower socioeconomic backgrounds, particularly those whose families have recently arrived and are depending in minimum-wage jobs. Approximately 40% of Hispanic children live in poverty, compared to the 13% of non-Hispanic white children (Holman, 1997). Similarly, data from the 2003 U.S. Census Bureau shows that 58.4% of Hispanic students have completed high school level compared to 85.8% of White and 80.6% of Black population. Eighty percent of ELL are poor and most attend schools where the majority of students also live in poverty and are English language learners. Such schools are poorly maintained due to lack of funds and fail to provide technologically updated class room environment and well qualified teachers. Poverty and socio economic status have many implications for educational achievement on Hispanic students. For example, parents' income levels and parents' educational achievement is highly linked to that of their children's. They belong to families where the parents themselves are not educated, and therefore lay less importance to schooling and education of their children. Inadequate participation by parents in their child’s education has many other reasons too. They have less time to spend with their family due to heavy load of work taken up to make both ends meet and inability to communicate in English themselves Lack of proficiency in English is another important hurdle for Hispanic students. This is assumed to be the major reason why they fail to graduate from the high school. In typical classrooms, Hispanic students fail to understand the course taught due to the inability to understand the medium of instruction. Thus, their performance always remains low and at times such negative educational experience acts as a reason for their early dropouts and absenteeism .There are various programs installed for teaching English as second language (ESL) in schools yet the dropout rate is on a rise. Terrence (1997) says that state and federally funded bilingual education programs reach only a fraction of eligible students. Three quarters of limited English proficient students receive ESL instruction, while only one-third to one-half of these students receives any instruction in their native language. After working with ESL Hispanic students 9-12 grades at Vance High School in Charlotte, NC for two years, I became aware of the academic underachievement some students were experiencing even after being in the same grade in some cases for up to three consecutive years. Even though the teachers, administrators have put in a lot of effort, but their situation doesn’t seem to be improving. This scenario touched me very much and i developed a particular interest in finding out the causes behind their failures in the classroom and the methodologies which could be implemented to improve the situation. My research will examine and analyze in depth the weaknesses these students bring to the classroom based on the causes of their illiteracy. In addition, I will describe the negative effects of illiteracy in relation to the alarming increase of the growth of Hispanics in the U.S. It is worthwhile to cite Huntley (1992) as she says, â€Å"The problem of illiteracy seems to be increasing and programs to remedy that situation are still inadequate.† Spanish speaking students are not well versed in their native language. Most of the programs already being used don’t stress the importance on reducing first language illiteracy. This in turn has a great influence in learning English as a second language. Illiteracy in the first language causes hurdles in learning a second language. Polishing the first language itself will support and ease the process of learning a second language. There are basically four types of literacy in the first language (L1), which has an impact in English learning (Huntley, 1992). These include literate learners, semi-literate learners, non-literate learners and pre-literate learners. Such kind of L1 literacy backgrounds are usually overlooked by teachers. This research explains the different levels or types of illiteracy in detail and their relative importance in learning English as a Second language for Spanish speaking students. One can say that learning a second language is hard, but it is even harder when there is a lack of literacy skills in the first language. McGee (1978) says, â€Å"We acknowledge that being an adult learner is difficult, that being an adult second language learner is even more difficult, and that being a pre-literate adult second language learner must be nothing short of a painful situation.† Difficulties arising in an individuals' second language learning cannot be properly understood without simultaneous attention to the socio linguistic and socio cultural framework within which learning a second language is occurring. Another major cause of illiteracy in Hispanic students in the United States is attributed to the rate of dropout; this document includes an analysis of a study done by Crawford & Egemba (2003), about the factors that contribute to abandon school on Hispanic students of grades 9-12. They based their analysis on demographic factors, academic ability, family background, school experiences and social influence factors. The variables in this research include academic ability, family socioeconomic status, student gender, employment status, repeating a grade, citizenship status, English proficiency, truancy, urbanicity, gender, friends’ and siblings’ status, substance use, and pregnancy/fatherhood. It is also noticed that the drop out students eventually take part in criminal activities. According to Cassel (2003), â€Å" Today in America one million of the two million prison inmates are high school dropout students and the primary reason for their dropping out of school is a general lack of personal development† (p. 1). This shows how much of a serious issue this ESL drop out learners pose. In addition, this part describes the alarming statistics of Hispanic youth as the fastest growing minority segment in America. It is since 1960s, that many researches have been done to identify the main causes behind such a high drop out rate of Hispanic students. The researches were based on the logic that once the core issue is identified, it would become lot easier to devise measures to resolve it. This theory was termed as deficit theory and has guided much work in this field. The theory assumed that the cultural differences were a reason behind their academic failures. However, in 1970s the trend shifted and many more reasons were highlighted and worked upon. Many researches have been carried out to see what will prove helpful in improving this scenario. Most of the educators believe that such educational crisis can be dealt with the help of better teachers and teaching methods. My research explores the different methodologies to teach preliterate or limited formal schooling ESL Spanish speaking students grades 9-12. Although there are several programs designed to teach English as a Second Language, they mostly promote the use of English as a media of instruction. Few programs neither consider the capacity for literacy in the students’ first language nor promote the study of the student’s native language. Therefore, it is necessary to take into account that English language learners have different literacy levels and come from a diverse socioeconomic background. The research brings to light what could be effective for improving the situation. It will explain how teachers should be educated about the need and use of various teaching tools, seeing which helps the learning better. Curriculum should be designed in a way that provides equal opportunity for such minority students to read and write. It explains how and why the teachers should understand the cultural difference, and use it positively while imparting education. More resources and effective language teaching practices should be adopted for the students who have limited knowledge of English language. It will prove how the adoption of technologically updated teaching methods may go long way in facilitating teacher in meeting the special learning requirements of such students. This includes the usage of visual aids, computers and multimedia, recorders, audio tapes and language masters while teaching students. It is also important that primary or native language is used for the purpose of instructions. Such method, if adopted, would help in concept development and better understanding. It is only through their primary language that the students will effectively learn how to read and write well. This method will also ensure that students don’t fall behind academically while they learn English. For this the teachers themselves have to be fluent and bilingual. Not only this, they also need to be certified to teach ESL students. Only the possession of certificates like BCC (Bilingual Certificate of Competence) or B.-C.L.A.D. (Bilingual-Cross-Cultural, Language and Academic Development Certificate) makes them eligible to teach such students. Teachers with other certificates like L.D.S. can team up with fully certified bilingual teachers to help such students. Overall, this study underscores the importance of L1 instruction as a crucial tool for illiterate Spanish-speaking students in U.S. schools and the need to master literacy skills in their native language before they acquire a second language in order to achieve academically in the mainstream classroom.   According to Cummins (1981), the capacity for literacy in the first language affects in a dramatic fashion the ability to acquire a second language because metacognitive skills are transferred across languages. For the purpose of this research, I present the two main methodologies Bilingual Education and English-Only instruction and their effects in learning a second language being a preliterate in the native language. In bilingual classrooms, interaction is split between the primary language and English language, whereas, in English-only classes English is the only medium of instructions. Various studies have proved that students in such bilingual classrooms are at various academic and linguistic benefits as opposed to the other method. Especially if such method is used for students in pre-school and lower grade levels. This paper discusses in depth the advantages and disadvantages of both methods of instruction. Eventually, my study shows that good bilingual programs should be designed for illiterate ESL learners so as to provide literacy in native language first, so that the input they provide in the target language is comprehensible for them. Being a very controversial topic, its importance deserves more research to determine the effectiveness of each methodology, considering all the variables and the students’ needs. It also shows that Transitional programs (where primary instruction decreases the more English students learn) or Developmental programs (where primary language instruction continues throughout the entire study program) can be used according to the requirement of the students. This research also shows that parental involvement in a child’s education is of utmost importance. This can be done by meeting parents regularly to discuss the academic progress and performance of their child. Not only this, they should also be convinced to encourage their children for higher studies. This will help in reducing the premature dropouts and may also guarantee higher attainment of education. It was proved through various researched how the lack of involvement was a reason behind early drop outs of such students. Thus, if parents become more aware about their role as their child’s partner in learning, they would themselves become the first teachers of their children. It also shows how government can play their role in improving the situation. It can help in establishing special schools for Hispanics, where the fee structure is affordable. Monetary and technological funds can be provided to such schools. Teaching program there should be designed with special care to address the needs and issues of students. At such schools, proper career guidance should be provided and scholarship programs should be introduced. Moreover, government should allocate more funds for the continued research in this area so that better methodologies can be formulated. But it should be remembered that the success of all of these programs depends upon their proper implementation. Not only this, they need to be monitored and upgraded as and when required. Then only can they help in increasing academic achievements of Hispanic ESL students. Improvement in their situation will allow them to make meaningful contribution towards the society. It will prove helpful in social interaction and boost up their confidence. Not only this, better education would open many earning opportunities for them with which they can improve their economic status. English is an official language through out the nation, and having a good command over it means better position to work in. Moreover, know how of another language brings along with it many intrinsic advantages. Various changes come within one’s personality. It gives a better insight to life, brings about tolerance for different life styles, and gives a better ability to express  well. It provides ability to comprehend other cultures. Second-language skills help in providing maximum enjoyment while traveling as well. However, there have been researchers and educationalists have pointed out few drawbacks of bilingualism. But they in no way outstrip its benefits. Being literate doesn’t only mean to possess the ability to read, write, listen and speak. But it means doing all this to a certain adequate level. Certain educationalists go as far as including the abilities to face and solve daily problems and make some contribution towards the society as important requisites of being a literate person.   Standard for what actually is literacy vary from society to society. Literacy rate determines the standard of living and progression of any state. Thus, it is important for all states to address the educational needs and issues of its minorities so that they add up to the success of the nation. References: National Center for Educational Statistics. (1996). NAEP 1996 long-term summary. Washington, DC. Alexander, D., Heaviside, S., & Farris, E. (1999). Status of education reform in public elementary and secondary schools: Teachers’ perspectives. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Huntley, H. S. (1992). The new illiteracy: A study of the pedagogic principles of teaching English as a second language to nonliterate adults. Unpublished manuscript. (EDRS No. ED356685). Terrence, G. W. (1997). Myths about language diversity and literacy in the United States, SuDoc ED. Miriam, B., Joy, P. (Feb, 2003) Reading and Adult English Language Learners: The role of first Language, National Centre for ESL Literacy Education. Grabe, W., & Stoller, F. L. (2002).Teaching and researching reading. Harlow, England: Pearson Education. Burt, M., Peyton, J. K., & Adams, R. (2003). Reading and adult English language learners: A review of the research. Washington, DC: Center for Applied Linguistics. Fillmore, L.W. and Snow, C.E. (2000). â€Å"What teachers need to know about language.† U.S. Department of Education: Educational Research and Improvement. ERIC Digest No. ED-99-CO-0008 Birch, B. M. (2002). English L2 reading: Getting to the bottom. Mahwah, NJ: Erlbaum.

Schindler s List Essay Jayden

When the Jews started to be tortured and arced to work for the government and treated horribly Oscar took them in and saved them. He had to do something. During the war the Jews were killed without hesitation by the Nazi's. If people, like Oscar Schneider, had done nothing the Jewish population would have been much smaller. Ideologically, whoever wrote this source assumes not only that Oscar Schneider is a good man, but also that there is a such thing as a good person. The Bible says that all men are evil sinners at heart in saying, â€Å"for all have sinned and fall short of the glory of God†.The source is Ritter by a left wing person it would seem because they are assuming that some people are good (good from birth and then you control if you are evil or not) while right wing people believe people are born evil. The strange thing is that the source focuses on individual people to do something about a problem and not people as a whole. This source is most likely written by a left wing person who has analyzed the situation that was the Nazi's and decided that these people chose evil.Also they only way for the people who chose to do good that were individuals, of whom they must accept existed, as for them to act individually, and they did make a difference. Left wing people, such as this source, must accept that there are individuals in the world that make a difference for the better without hurting society. Now that it is established that there is not such thing as a good person, we must question what these people are then. These people are people who are sinful people, but they are doing good deeds.Although they are naturally sinful, they choose to do good either for the good of humanity or for their beliefs. If you define the source like this, then this would be a true statement. Evil will rule the world if us as individuals do not do something about it. Oscar Schneider saw something evil and he went and made a difference. He bought these people as sla ves and took good care of them. Although he was rich, he was still only able to buy a portion of the people.It was sick and horrible how it all went down. In the end, Oscar Schneider wept. He wept over the lives he could have saved if he had just sold some of his earthly possessions. We must see this and keep ourselves in check, for the Bible says in Matthew 6:19-21 , â€Å"19 Do not lay up for yourselves treasures on earth, here moth and rust destroy and where thieves break in and steal, 20 but lay up for yourselves treasures in heaven, where neither moth nor rust destroys and where thieves do not break in and steal. 1 For where your treasure is, there your heart will be also. † Oscar Schneider not only made a difference, but also learned that we need to not hold on to our possessions. To make a difference in the world we must not be focused on our own possessions. Instead of agreeing that the only thing necessary for evil to succeed is for good men to do nothing, we should say something else.We must say that the only thing necessary for evil to succeed is for us to let our hearts and minds go to whatever pleases us, whether that be rampant murder, child pornography or Nazism. Therefore we must push back. We must fight our desires and fight for a better world, no matter who you are, what gender, race, age or religion. A Christian has a better reason than an atheist, for the Christian has a reason to live for, but We must still push on and do what is best for our country and our nation, or we may be doomed to destruction.