Differences Between Intergovernmentalism And Constructivism Regarding The Eu Politics Essay

Contrasts Between Intergovernmentalism And Constructivism Regarding The Eu Politics Essay While thinking about these two speculations in characterizing ways to deal with depict the European Union, we face the discussion of specialists versus structures. A constructivist approach implies that it considering singular entertainers inside the structures in which they work to significantly affect molding their personality and conduct. Besides, constructivism imagines structures as material, yet additionally social. Moreover, these structures are not just limitations on conduct. Entertainers condition constitutively affects on-screen characters personalities based on which they imagine their inclinations (Sedelmeier, 2005). Plainly, constructivism at that point considers the social factor, the one disregarded by levelheaded hypothesis of most extreme utility. For the EU, this implies it isn't just a financial situation, one dependent on a materialistic methodology. Truth be told, it is a social and social condition which shapes on-screen characters personalities and interests ( Sedelmeier, 2005). For constructivists the case is that they study the joining of the European Union as a procedure (Cini, 2007). For constructivists then the center turns into the development, inceptions and advancement of personalities, conduct identified with dialects and its job in political talk, the job of social establishments and so forth. At the point when we talk about constructivists we should perceive how the conduct with respect to development of monetary units, political establishments and so forth rises not due to material contrasts rising in the economy but since of the way toward rising European personalities (Cini, 2007) and the job social factors, for example, language , thoughts and cultural standards in these rising characters. The liberal intergovernmentalist (LI) approach depends on political dealing of states between governments, as on account of settlements and changes. In this methodology, the force doesn't rest in social conduct or operators; in truth it is the political tip top which has the ability to improve interstate relations. The communication at that point is between two powers; the part states and the EU Councils. At the end of the day, This for the most part includes a two-phase procedure of exchange. In the first place, governments must purpose the arrangement issues that face them; producing choices to that results; and simply after that do they attempt to agree on institutional instruments which would permit them to actualize those choices (Cini, 2007). As referenced previously, the political tip top, which means the administrations of the part states are the fundamental entertainers and the EU stays a gathering for haggling (Akiba, Fukuda, 2003). This hypothesis holds that lone the part state governments have the independence and can structure the institutional arrangement of the EU (Akiba, Fukuda, 2003). The constraints that this methodology faces, particularly when contrasted with constructivism is the way that the two hypotheses somewhat subvert the pace and the degree of the coordination procedure and the self-rule that the EU has increased throughout the years as in it has been progressively sanctioning bargains which have given more capacity to the Union. References: Cini, M. (2007). European Union Politics. Oxford University Press. Fukuda, K., Akiba, H. (2003). European Governance After Nice. Routledge. Sedelmeier, U. (2005). Developing the Path to Eastern Enlargement. Manchester University Press. How do Multi-Level Governance understandings of the EU depict, and clarify the appearance of, the current EU political framework? While talking about the mix of the EU as a foundation, the contentions among intergovernmentalists and constructivist, just as supranationalist, federalist and confederalist approaches are fairly reduced by the hypothesis encompassing staggered administration of the EU; to be sure, it has offered path to the way that the EU works more as a solitary European Regime or European nation (Akiba, Fukuda, 2003). Staggered administration considers the job of the State in dynamic as significant, yet not whole. Actually, dynamic skills are shared by entertainers at various levels instead of cornered by national governments (Hooghe, Marks, 2001). This obviously implies the dynamic rests with the supranational establishments the European Parliament, European Commission and the European Court. These foundations have free impact in strategy making (Hooghe, Marks, 2001). The two other significant components which are considered by staggered administration are the aggregate dynamic procedure; for ex ample approaches implemented over the EU without wholehearted from all the national states and the sharing of control and self-rule identifying with household legislative issues between national governments and supranational foundations. This clearly alludes to the way that legislative issues at the worldwide and residential level are extraordinarily interconnected, a hypothesis on which the staggered administration model is based. One of the instances of staggered administration and the apparent constrained self-rule of the country state in the EU is shown by the larger part casting a ballot framework in the EU Council of Ministers. This democratic can be on issues identifying with inward exchange, the earth, examine approach (Hooghe, Marks, 2001). So corresponding to the definitions talked about above, how might a staggered administration framework clarify the EU of today, and besides, for what reason would such a framework be upheld thinking about that it is removing power from national entertainers and putting it with bodies at a supranational level? The appropriate response is to consider different entertainers present in country states who may on one hand influence strategy making, on-screen characters, for example, pressure gatherings and intrigue gatherings. The Council of Ministers is just spoken to by governments, not different on-screen characters. This may be looked on as a bit of leeway by national governments in strategy requirement. Also, the EU itself has tremendous fields of strategy making and guideline under its umbrella, a most significant one being exchange. The exchange benefits that part states get are a consequence of more noteworthy combination of the European market. The idea of staggered administration is corresponding to that of joining yet examined distinctively in light of the fact that it concentrates more on the different regional levels approach making has extended over and how authority has moved. There has been a float of power from the national to the European level which compels us to consider it a political framework over different levels including national and subnational fields of activity just as the institutional condition of Brussels (Cini, 2007). Corresponding to mix, we can see that the administration itself rests with numerous assortments of approach making and enactment, as the development of the EU from a unimportant monetary body to that of its very own association comprising Parliament, a Court (ECJ) and a Council of Ministers, all sweeping foundations that a solitary settlement building up an European Coal and Steel Community. The thought behind this contention rests in the structure with which Europeanization researchers characterize the procedure of incorporation and the institutional changes occurring in the EU. The center has moved from postulation characterizing the system to intently examine the causal relationship encompassing the procedural changes, for example, that of EUs local effect. It may be named as a second era of European examinations (Gualini, 2004). The pressure notwithstanding, has as of late moved from strategy at the universal level to the manner by which mix has influenced national governments (Archer, 2008). The method of reasoning behind this move is the issue that how European coordination has influenced local regulatory practices and structures (Archer, 2008). This is to a greater degree a top-down methodology toward Europeanization (Borzel, Risse, 2003). It is important to see the manner in which Europeanization has influenced household strategies and organizations since it help s in understanding the incorporation procedure better in light of the fact that as indicated by one hypothesis, arrangements established by the European Union must make some maverick in the authoritative approaches on a local level and this I one motivation behind why change or adaotaion happens on the local level (Borzel, Risse, 2003). This sentiment is upheld by balanced decision institutionalism, straightforward that the procedure of progress is started by more prominent conveyance of intensity among the local managerial forces since intrigue gatherings may discover openings in EU approaches which could furnish them with approaches to seek after their own advantages, if just they perceive such chances. Furthermore, it likewise recommends that Europeanization prompts residential change through a differential strengthening of entertainers coming about because of a redistribution of assets at the household level (Borzel, Risse, 2003). The dissemination of intensity is one motivation behind why scholars have moved from breaking down Europeanization in principle just, yet indeed, have packed as of late to perceive what degree change at the residential level has been brought around by the procedure of Europeanization. The second manner by which local change has been investigated is through the viewpoint of the constructivist point of view or rationale of propriety. For this situation, European strategies and standards influence local procedures by applying adaptational weights (Borzel, Risse, 2003) through change specialists and other casual entertainers in the political procedures. This is additionally bolstered by the aggregate learning process and interfaces more with the assessment of how new characters are shaped through aggregate learning and social change. Basically note that Europeanization as an arrangement offers new principles of approach to be executed on the household level through political procedures of usage which thusly influences country which influences residential level foundations, for example legal executive, open organizations, financial foundations and so forth. As one investigator puts it, The issue is no longer whether Europe matters yet how it is important, to what degre e, in wh

Personal Essay for English Class free essay sample

Vigneswaralingam ENG4U1-06 Friday, February 22nd, 2013 Love Thy Stealing Neighbor Can you envision your bike abruptly vanishing when you forget about it before your home for only a couple of moments? Bikes are advantageous, and when I was youthful I was in that time where they were the most mainstream vehicles. On the off chance that you carried your bike to class you consequently turned into the â€Å"coolest† kid in school. Regardless of how the bike was. It could’ve been old, new, costly, pink, or had brilliant gold lightning jolts imprinted on the barsâ€you were still piece of the â€Å"cool† kids crew. I read that around one billion individuals on the planet own a bike, that’s a great deal thinking about that there is an expected populace of somewhat more than seven billion individuals on Earth. I was a piece of that one billion individuals on the planet who claimed a bike until my neighbor took my bike. We will compose a custom article test on Individual Essay for English Class or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Presently just 999,999,999 individuals own a bicycleâ€drastic change isn’t it, on the grounds that my neighbor chose to take my valuable bicycle. I’ve had numerous bikes in the past yet none of them resembled the one I had when I was just nine years of age. It wasn’t rich or anything, only an old used bike, however when I rode it I felt exceptional! It was splash painted with a dull metallic blue that sparkled in the night sky during late night rides. The bike handles had this brilliant yellow elastic star covers that contained bits of dark, which would clarify that it was old. The seat was simply faultless, it was anything but difficult to jump on and get offâ€it was cozy and caused me to feel truly elevated up from the beginning. That bike I had was phenomenal it truly caused me to feel like a sovereign when I sat on itâ€but not Queen Elizabeth could’ve conceivably had the astounding bicycle I had. It was during maybe early June when I was around nine years of age, when my bike vanished from my eyes. It was a blistering summer day and I had quite recently returned home to get a brisk supper in the wake of playing in the recreation center with a few companions. I review there was where my companions and I would race each other on bicyclesâ€I consistently came in first! So I arrived at my home to get supper and later my companions and I would return back to the recreation center so I simply forgot about my bike in the front of the house, inclining toward my carport entryway. At the point when I normally forget about it in the front my folks would consistently shout at me saying â€Å"one day someone’s going to take your bicycle† and constrained me to secure it up in the backyardâ€but I figured I was just going in for two or three minutes, no one would take it. I immediately ate down my supper. As I completed and was going to take off the entryway I heard my most loved show’s subject songâ€who lives in a pineapple under the ocean? SpongeBob Squarepants! My sister was viewing SpongeBob Squarepants in the front room with the volume extremely uproarious, how would I be able to conceivably decline to watch my preferred show? So I pushed my tennis shoes off and ran into the family room. A couple of moments later my companion had called inquiring as to whether we were all the while returning yet she said that she was worn out and that we will return tomorrow. I was in full SpongeBob Sqaurepants zombie mode so all I was stating was â€Å"uh-huh, uh-huh, uh-huh, OK bye. † As soon as the show completed I reviewed I had forgotten about my bike and shortly my dad would come back from work and see it out there. I headed out to carry it to the patio yet as I approached the front of my carport it was no more! At that point I had no clue what to do. I ran into my terrace to check on the off chance that it was there in light of the fact that perhaps my mom took it back for meâ€but no it wasn’t there. I realized somebody took my bike now, I thought perhaps they couldn’t have gotten far. I had an exceptional bike so it is anything but difficult to track down. So I ran towards the recreation center to check whether anybody was riding it and in the event that anybody had it some little child battles would go downâ€it wasn’t in the recreation center either. I needed to confront the way that it was goneâ€gone until the end of time. I strolled over from the recreation center and everything I could consider was the manner by which I would tell my folks and how they would react. I imagined that they’d give my a gigantic embrace and resemble â€Å"aw, its alright! You’re the coolest child and the coolest child merits another bike! † Well that’s not exactly what occurred. They were simply pointing their fingers at me, censuring me for my bike being taken. Their reaction was in no way like I imagined, â€Å"you’re a total idiot! How often do we need to advise you not to forget about your bicycle! Presently you have no bike and don’t think once that we would get you another one. † Why couldn’t they perceive the torment I was experiencing in the wake of losing my bike. Days had passed and I was as yet denied of a bike. Every one of my companions wanted to do was ride their bikes so I generally got a handle on left. I quit going out much since I couldn’t discover a lot to manage without a bicycleâ€I took a stab at jabbing gaps in the soil with a stick yet wound up flicking earth into my face. There was literally nothing to do. One day as I was sitting dining with my family my dad referenced how he saw my bike. Out of shock I let out my food from my mouth, which arrived into my sister’s plate, which she beat me up for after. I started to ask him the five w’s and a h questions. To summarize every one of those inquiries the appropriate responses all came to I. Saw. Our. Neighbor. With. Your. Bike. I was truly astonished and I thought my dad recovered my bike back however amazingly he didn’t in light of the fact that he thought it was my duty in the event that I needed it back. You realize you live in a dismal world when your neighbor takes your bike. I recollect one day I was getting back home from the recreation center with my grandmother and cousin and I saw my neighbor’s little girl. I ran the quickest I have ever ranâ€I could’ve even beat Canada’s women’s 1992 3,000 meters Olympic medalist Angela Chalmers, that’s how much adrenaline was going through me. I approached her, tapped her on the shoulder and as she pivoted I attempted to get my inhale and started hollering. She looked befuddled and had a touch of dread all over. I hollered saying that her dad was a stealer who took my bike and that I needed it back. Everything she could answer to after all that shouting was â€Å"I don’t recognize what you’re talking about†. How might she be able to not hear what I’m saying? I made it clear her dad took my bicycle. She at that point answered, â€Å"my father didn’t take your bicycle†. I would go on and holler some more however I saw my grandmother and cousin had made up for lost time and was close by. My neighbor’s little girl left and my grandmother made up for lost time to me and asked â€Å"are you alright? † I answered, â€Å"I’m fine† yet as we strolled home everything in my psyche was stating, â€Å"no I simply need my bike back! † My neighbor’s little girl knew precisely what I was discussing. It was about seven days after my bike was taken when she came to class on my bicycleâ€my metallic blue splash painted with brilliant yellow elastic star covers, bike. She referenced that her dad had â€Å"bought† this bike for her, which just got me offended in light of the fact that he took it from me. I needed to go up to her and take my bike back however for reasons unknown I couldn’t. She wouldn’t accept it’s mine and give it back. Or then again her dad wouldn’t concede he took my bike and talented it to his little girl. I just didn’t do anything and strolled into schoolâ€but on the most recent day of school when I brought heavenly chocolate chip treats, I didn’t even give her one. That’s how abhorrent I got. So I let her keep the bike, perhaps she delighted in it as much as I cherished it. I was presently one of the typical school kids who had no bike at school, or had no bike at all for my circumstance. It was difficult for me to overlook that bike yet my life went on and inevitably my folks presented to me another bike. The new bike wasn’t as extraordinary as the one that got taken or caused me to feel like a sovereign when I sat on it, yet it was a bike. It got me to places I expected to go and I was up and hustling in my friends’ bike races once more. When taking a gander at this memory now it despite everything makes me distraught. At the point when re-living this memory in my mind I can see my neighbor and I can perceive the amount I loathed him for taking my bike. In the book of scriptures it says â€Å"Thou shalt love thy neighbor as thyself†Ã¢â‚¬well even now I ain’t adoring thy neighbor. I’ve moved houses quite a while back so I’ve never observed my old neighbor in years yet in the event that I could simply pose one inquiry to him it would be, â€Å"Why? For what reason did you think it was a smart thought to take my bike? † I simply need reality to that question since that bike implied a great deal to me and we experienced much together. One thing I’ve gained from this pitiful memory was not to leave my things sticking around. Since I forgot about my bike when I should’ve secured it in the patio, it got taken. Since the time that occurrence you could see I developed a piece around then by not forgetting about my things where it could get taken. I’ve been substantially more cautious with my possessions than I was around eight years prior. My bike I presently have is constantly secured up my patio or I lock it up in my carport so I don’t rehash a similar scene. I’m now back ready for action as an individual who claims a bike which brings the aggregate of individuals who own bikes on Earth to about a billionâ€I do have any kind of effect

Mentally Manipulated Holden Caulfield and PTSD - Literature Essay Samples

One Johns Hopkins Study determined that 81% of young adults have been exposed to a traumatic event, while 8% of those exposed have developed Post-Traumatic Stress Disorder (â€Å"Blog†). The symptoms of PTSD can be divided into three groups: intrusive, avoidance, and hyperarousal (â€Å"Post-Traumatic Stress Disorder†). Psychological trauma of exactly this sort often appears after the death of a loved one. Holden Caulfield, the protagonist of The Catcher in the Rye, is drastically affected after the deaths of his younger brother and of a school friend. Within J.D. Salinger’s narrative, it is clearly shown that the terrible events Holden Caulfield has been exposed to throughout his life have lead him to be affected by Post-Traumatic Stress Disorder. Holden displays intrusive symptoms of PTSD, especially flashbacks. At the beginning of the novel, Holden introduces the reader to his younger brother, Allie: â€Å"My brother Allie had this left-handed fielder’s mitt. He was left handed. [] He’s dead now. He got leukemia and died when we were up in Maine, on July 18, 1946† (Salinger 43). Holden’s story about Allie is a flashback to when Allie was alive and well. This shows that Holden does not want to believe that Allie has passed away and chooses to focus on the positive memories instead. Holden is in denial. Another flashback Holden has during the novel occurs when he becomes depressed. â€Å"I felt so depressed, you can’t imagine. What I did, I started talking, sort of out loud, to Allie. I do that sometimes when I get very depressed† (Salinger 110). Holden is still speaking to Allie as if he is alive, remembering a better time. Later in the novel, when Phoebe tells Holden to think of something he truly enjoys, Holden can only think about an old memory of his, flashing back to the time his friend committed suicide while wearing his sweater. He remembers this vividly, thinking, â€Å"There was this boy I knew at Elkton Hills, named James Castle, that wouldn’t take back something he said about this very conceited boy, Phil Stable. [] Finally what he did, instead of taking back what he said, he jumped out the window† (Salinger 188). This event has a significant effect on Holden; James Castle, someone whom Holden considers a friend, appears dead on the sidewalk wearing one of Holden’s sweaters, which is now covered in blood. This traumatic moment is forever ingrained in Holden’s head, and it creeps up on him when he is trying to recall pleasant memories. These events show how flashbacks, a symptom of PTSD, affect Holden on a regular basis. Holden also displays the avoidance symptoms of Post-Traumatic Stress Disorder. Feeling strong guilt, depression, and worry and having trouble remembering events are symptoms of avoidance that Holden Caulfield experiences as an effect of PTSD. A prime example of Holden having trouble remembering events as well as worrying excessively happens when Stradlater arrives home from his date. â€Å"Some things are hard to remember. I’m thinking now of when Stradlater got back from his date with Jane. [] I probably was still looking out the window, but I swear I can’t remember. I was so damn worried, that’s why† (Salinger 45). Holden’s anxiety is far above normal levels for a healthy person because it is affecting his daily habits, such as using the restroom. An instance where Holden feels strong guilt is when he starts talking to Allie as if he is there with him. Holden does this when he feels extra depressed, and it is always about the day where he did not let Allie come along with him and his friend, Bobby. An example is when Holden says, â€Å"So once in a while now, when I get very depressed, I keep saying to him, ‘Okay. Go home and get your bike and meet me in front of Bobby’s house. Hurry up’† (Salinger 110). The fact that Holden often recalls this moment displays his feelings of guilt pertaining to Allie. Holden also has strong feelings of depression along with suicidal thoughts. When Holden is trying to fall asleep in his hotel room, he writes, â€Å"What I really felt like, though, was committing suicide. I felt like jumping out the window† (Salinger 116-117). The one factor holding Holden back from jumping is that people will have to see his dead body on the pavement, and he does not want to make other people go through the same situation he experiences when James Castle commits suicide, which still has a traumatic effect on him. Even more intense than Holden’s symptoms of avoidance are his symptoms of hyperarousal pertaining to PTSD. Prevalent especially during the end of the novel, Holden Caulfield experiences all of the symptoms of hyperarousal that are present with Post-Traumatic Stress Disorder, which are angry outbursts, trouble sleeping, and being on edge. Most alarming is what happens immediately after Allie dies. Holden goes into a fit of rage, remembering, â€Å"I was only thirteen, and they were going to have me psychoanalyzed and all, because I broke all the windows in the garage. I don’t blame them. I really don’t† (Salinger 44). Holden’s reaction to his brother’s death is far beyond what is normal during times of grief, especially for a thirteen year old boy. When Holden says that he does not blame his parents for having him psychoanalyzed, it shows that Holden acknowledges that something is wrong with him and that he knows his reaction is abnormal. An e xample of a time where Holden has trouble sleeping occurs when Holden is in the hotel in New York. â€Å"It was still pretty early. I’m not sure what time it was, but it wasn’t too late. The one thing I hate to do is go to bed when I’m not even tired† (Salinger 74). Before arriving at his hotel in New York, Holden has been awake all day and been active, causing a normal person to become exhausted. In addition, once Holden has been in his hotel room for a while, he decides to go out and visit multiple clubs, as well as go dancing, before he returns to his hotel room and attempts to sleep. A situation where Holden is on edge occurs when he visits Mr. Antolini’s apartment. Holden is finally able to fall asleep, only to be awakened by something strange: â€Å"I woke up all of a sudden. I don’t know what time it was or anything, but I woke up. I felt something on my head, some guy’s hand. [] Boy, I’ll bet I jumped about a thousand feet† (Salinger 211). Holden is distressed and leaves Mr. Antolini’s apartment immediately after this incident occurs. He doesn’t give Mr. Antolini a chance to explain himself, and is paranoid, assuming the absolute worst about the situation. Although many critics believe that Holden Caulfield is suffering from a mental illness such as PTSD, some commentators have argued the opposite. One of the most common objections to the claim that Holden has a mental illness is that the emotions he is feeling are normal for a teenager. While some of Holden’s actions are normal, his emotions are far beyond the realm of anyone who is sane. Another argument against Holden’s abnormal mental state is that Holden is just trying to make the transition from boy to man and does not approve of the phoniness and cruelty he sees in the world he is trying to embrace. The novel begins and ends with Holden in a mental institution, which is obviously not a place for someone who is emotionally stable. Holden also displays problematic symptoms such as depression, suicidal thoughts and the inability to concentrate. The most common objection to the presence of a mental illness affecting Holden is that Holden is just whiny and insecure. Yet Holden’s angry and pessimistic views towards the world connect with PTSD symptoms, such as feeling on edge. Depression also triggers negative thoughts, which is another symptom of Post-Traumatic Stress Disorder. While critics try to argue that nothing is wrong with Holden Caulfield, evidence from the novel clearly proves that he is struggling with serious mental instability. Holden Caulfield consistently shows symptoms of Post-Traumatic Stress Disorder as a result of the horrific events he has been exposed to throughout his life. He experiences intrusive, avoidance and hyperarousal symptoms which negatively affect his outlook on life. It is also important to point out that J.D. Salinger was diagnosed with PTSD, since authors often reflect their personal lives within their work (â€Å"J.D. Salinger had PTSD†). No matter how far Holden attempts to run from his problems, he can not escape them because they are inside of him. While some critics argue that Holden is a normal teenager, facts and evidence directly from Salinger’s novel prove the theory that Holden Caulfield is, in fact, suffering from Post-Traumatic Stress Disorder.

Success For A Business Analyst - 956 Words

Success for a Business Analyst is not that easy to understand. This is because, when a project goes well, he takes a back seat. But, when there is even the smallest of problems, he is the one in the firing line. The role of the business analyst is to bring clarity to the project outcomes and getting the business to own the solutions. The success of a Business Analyst can be measured by answering the following questions: a. Does the project deliver the anticipated value and meet the objectives of the business case? Is the business happy with the value that is delivered? b. Are the stakeholders aligned around the project concept? c. Are the stakeholders convinced that the solution being developed is the best possible solution to the problem†¦show more content†¦Every person’s suggestions are taken until management is satisfied that all has been done to rectify the situation. Everything is on track and the project is coming together. Teams are coordinating with each other and everything is going according to plan. Just then, at the last stage, it all falls apart. Nothing is as it seems. The project has failed to accomplish what it set out to do.† In this scenario, the business analyst is left hung out to dry, he is blamed and every finger starts pointing at him. This is exactly the kind of scenario that a business analyst fears. A business analyst must make sure that such a situation never arises. Some reasons that cause such failures are: a. Incomplete requirements: There are situations when, the requirement provided by the business are not complete and contain holes. Such holes must be filled by questioning and covering all possible scenarios. A business analyst must make sure that the requirements are clear, scope clearly defined and all loopholes covered. b. Lack of user requirement: There are certain scenarios when there is uncertainty in the primary and secondary users that are involved in the implementation of a requirement. This could be due to poor communication. A business analyst must make sure that he identifies the correct stakeholders and engages with them by asking the correct questions. c. Unrealistic expectations: Not every requirement can be met by the implementation team in terms of cost, design,

No Child Left Behind - 2624 Words

Introduction to this Paper The No Child Left Behind Act has stacked the deck against schools with special needs. At this point in time with the 2004 elections right around the corner, it seems that this Act is taking a lot of criticism for its rigid approach to the educational progress of our children today. No Child Left Behind has some wonderful goals and aspirations: to close the student achievement gap, make public schools accountable, set standards of excellence for every child, and put a qualified teacher in every classroom. (http://www.NCLB.gov) In this paper I will be discussing how this new law closes the student achievement gap and setting standards of excellence for every child using some of the psychological†¦show more content†¦The NCLB Act has a goal of closing the student achievement gap. (http://www.NCLB.gov) This gap is being measured by age or grade skill knowledge leading to what is called adequate yearly progress. (http://www.NCLB.gov) There are test given yearly in math, r eading and soon science to measure this progress. According to Piaget some children may not be cognitively ready for the type of assessment that these exams are measuring. So teachers feel the need to teach for the test. This creates a repeated experience therefore after time the practice of the test gets assimilated into the childs cognitive structural base. The test is therefore learned and not the subject matter. This in turns creates a false structural base in which new knowledge is built upon. Thus the student achievement gap is not closed it is widened. There are other areas where NCLB Act is flawed. The goal of setting a standard of excellence for every child (http://www.NCLB.gov) in this flawed because equality of family situations is assumed and that is not always the case. As teachers we can guarantee these standards in the classroom but we cannot do it in the family situations in the home. 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NCLB is a program designed to minimize the differences in the level of education that white or rich people get to poor African-American, HispanicRead MoreNo Child Left Behind555 Words   |  2 Pagesschools and their mission to build the mind and character of every child, from every background in every part of America.† Pr. George W. Bush. The No Child Left Behind Act has plenty of advantages such as: helping students with disabilities, guiding teachers and parents so that they can help the child, and push the child to succeed. Students with language disabilities will be at a disadvantage in reading. The No Child Left Behind has provides students with tutors and extra help with homework. PresidentRead MoreNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 PagesKentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of its passage, NCLB was the most dramatic and aggressive legislation enacted in decades and afforded theRead MoreNo Child Left Behind Essays1062 Words   |  5 Pages LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In thisRead MoreNo Child Left Behind Act1418 Words   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the studentsRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities’ school boards. Proponents of the NCLB believed that lax oversight

Culture in Urban Schools - Paper on the Movie Precious free essay sample

Culture in Urban Schools SOSE 3306 Final Exam Directions: Choose movie from the list below to answer the following questions. Answer the questions within the framework of the Culture in Urban in Schools 3306 class. Each question is 20 points each. Suggested Movies or Books: Slumdog Millionaire CRASH Freedom Writers The Secret Lives of Bees Save the Last Dance To Kill a Mockingbird Precious Name of Movie: _____________________Precious___________________ 1. Describe the movie/book setting by using Sociocultural Theory. Look at the dominant and marginalized groups, the structural inequality of the systems in the story, and the power/privilege of the characters. How does the author tell their story or stories? The setting of the movie â€Å"Precious† shows the main character, Claireece, struggling to find her identity and self-worth in the midst of oppression and abuse. She is surrounded by abuse in her home life and oppression at school. She loses her self-identity but never loses the will to find out. She grows up living in an environment where she is constantly labeled and called out of her name. The dominant groups in the movie, her father and mother, was abusive and enslaved Claireece, and this was offset by other dominant group, the teachers and the counselor, who pushed to deposit positivity and self-worth into her. The movie demonstrated Claireece’s inner desire to find herself, her belief that there was hope, a wish, for change, by her inner thoughts, daydreams, and her mental escapes during her moments of abuse. The movie gives a small glimpse the students, the marginalized group, in the education system. The public school represents a system where the learning approach is typical, bureaucratic and mono-cultural. It was evident that the majority of the students were not being reached, there was a disconnect between teacher and students. The opposite was the alternative school Claireece enrolled in. â€Å"Each One, Teach One† demonstrated more of a Critical Pedagogy approach, where the curriculum was based around the student’s experiences and was fueled by their regular input. The author/director told Claireece’s story by showing how she grew as she was around a support system that included teachers and peeps, instead of inclusion among the midst of decay. Other characters used their power/privilege in a positive light. Even though Claireece’s junior high school principal was directly tied to an oppressed system, which suspended Claireece from school, not because of academic or behavioral problems, but simply because she was pregnant, at no fault of her own. This was a clear example of structural inequality, however, her principal, with help from her math teacher, used her power to reach out to Claireece and offer her an avenue of escape. Also the male nurse, Nurse John, went beyond the set parameters of his job to show Claireece kindness and genuine concern. 2. Identify the characters in the story. How do the characters identify their cultural identity? Utilize the cultural markers or elements that we have discussed in class. I will focus on three characters of the movie. Claireece (Precious). She possessed a foundation of love and acceptance, which was now covered in low self-esteem and self- worth. My her name alone, Precious, is proof that in the beginning up to some point she was loved and felt loved by her mother, and possibly her father. She continued to reach back to that love that once experienced, hoping it would resurrect her from the bondage she is experiencing. Her home environment shaped her language, social skills, and personal outlook. Mary Jones (Claireece’s mother). Her mother is an interesting character because she portrays both a dominant and marginalized group. She both uses her power and also presents herself powerless. Her cultural identity is portrayed in her work and moral ethics. Instead of encouraging Claireece to attend school, learn to read, or even to find work to help support her children, the constant advice was to forget school because she was â€Å"too stupid to learn† and to sign up for welfare. This was advice lived because Mary avoided work by scamming the public assistance program. Blu Rain (Claireece’s alternative school teacher). Claireece’s alternative school teacher offers hope and fills the social and emotion voids in Claireece’s life. Blu goes beyond classroom curriculum to reach Claireece. She pushes Claireece to begin to learn to read and write and to open up and become vulnerable. Blu opened her home to Claireece, exposed her own controversial lifestyle to her and displayed unconditional love to her. Blu also struggled to find Claireece somewhere to live when she finally left home. Blu’s cultural identity is seen in her relationship, and her personal and professional morals. . Are the characters using their culture to acculturate, assimilate, or isolate from the dominant culture? Claireece’s used her culture to acculturate from the dominant culture. This was practiced at home for reasons of self preservation. She took on traits of her mother to appease her and attempt to lessen the episodes of abuse. In society, Clair eece’s used her culture to isolate herself. She often commented about loneliness and feelings of isolation. Claireece’s mom, Mary used her culture to assimilate from the dominant culture, all for the purpose of obtaining public assistance. She used her dominance over Claireece’s to manipulate the system of the dominant culture and used it to her advantage. In my opinion Rain used her culture to isolate from the dominant culture. Her isolation is critical for her to provide educational and cultural opportunities for marginal groups. Even though Claireece was sent to the alternative school, it was not a recommendation as part of dominant group program or system; in contrast, it was because of the extra effort of her junior high school’s principal. 4. What was the author’s purpose for writing/creating this story? The author had a two-fold purpose for writing this story. First, the obvious story on the surface, which is the story of a person who struggles to rise above the ashes of the decay surrounding her life to provide a better opportunity for not only herself, but for the children. One of the poignant moments of the movie is when Claireece declares that she is actually the best option for her son, her children. Despite the void of the usual things needed, she is determined to give her children a different life, which means a different life for her. I also think the other story in the movie is about those people who sacrifice of their own life to provide hope for the marginalized group. Blu Rain, and also Mrs. Weiss, the social worker, shows the passion and dedication needed to reach students and those in need. Mrs. Weiss could have simply followed the Q A protocol at her dress and push the necessary paperwork through for Claireece, all in the name of â€Å"doing her job†, but instead she went through great pain and discomfort to get Claireece to open and face her own reality; to step outside of the protective shell she created. . What are your connections to this story? My connections to this story are about those with power and privilege stepping out of the structural inequality of the system and giving me opportunities. In kindergarten I demonstrated an academic advancement that the other students did not portray. I showed clearly that I was beyond the regular class curriculum. Instead of allowing the system to oppres s and arginalize me, I was given an opportunity to study with the first grade class while I was still in kindergarten and by the time I graduated from kindergarten I had already complete the first grade curriculum, therefore I was allow to go directly to second grade and therefore I was able to be challenged academically and socially which provided me with growth opportunities. Also, as a basketball coach of high-school aged boys in the urban neighborhood, I was given the opportunity to often step outside the normal parameters of a sports coach, and often life lessons to the boys on the team. Each boy had his own unique story and therefore I had to use a different method to reach each boy. As being the one with power and privilege and part of the dominant group vs. the marginal groups, I was sensitive to the fact that I did not suppress their uniqueness, nor did I minimize their cultural contributions they brought to the team, because there was more than just black kids on the team. In the end, I provided a platform where each teammate was able to contribute to the success of the team beyond just their performance on the basketball court.

Lets Write a Winning College Application Essay!

Why is it that most students freeze up when it comes to writing the college application essay? Its an essay about a topic you know very well: yourself. Many students think that in order to write a great essay, they have to be a straight-A student or a star athlete or have done volunteer work in a Nicaraguan orphanage over the summer. In fact, the beauty of the college application essay is that its not about what youve done its about how well youre able to write about yourself. Anyone can write a great essay if they focus on the right things. Heres a step-by-step guide to writing the best college application essay you can: Brainstorm The essay is a chance for the college application officers to get to know you better. Think about something that you wish to communicate about yourself. If you already know what you want to write about, great! If not, sit down and make a list of your personality traits, activities, strengths and passions. Talk to your friends, teachers, coaches or parents and ask them if they would add anything to the list. Sometimes an outside perspective can help you see things you werent aware of. Identify your strengths If you are a star athlete, straight-A student, class president, or some other form of superlative, then the essay will probably be made infinitely easier. But most people arent stars. Youve got to work with the strengths you do possess. Maybe youre not the best athlete at your school. Maybe youre a middle ranking one. But, maybe you started out at the bottom of the pack and worked your way up. Instead of quitting, you now secure your position on the team and support the star athletes who couldnt do it without you. Maybe you never missed a practice. Maybe you also have strong leadership skills or have a knack for boosting team morale and were voted player of the year. Those things are worth mentioning to a college application officer. Dont think about generic ideas of strengths. You dont have to be number one. You just have to recognize whats great about you. Tell them about your passions What do you enjoy doing with your time? Are you an artist? An IT fanatic? Do you enjoy leadership positions and participate in the student body? Are you a musician? An actor? An environmentalist? Are you an introvert who sits quietly in the library during lunch and writes poetry? Whats your thing? If you have a calling, write about it. Describe how that activity makes you feel. Have you earned any accolades or awards, officially or unofficially for your talent? Include them. Dont be boring Admissions counselors will love you if you write something creative and original. Do you have any idea how many essays they have to read each year? A lot of students are afraid to say something that the counselors wont like and end up taking the safe route instead of daring to be different. Be creative, look at the question or subject from a different angle. Explore an uncommon point of view. Just dont be boring! Dont be afraid of controversy Dont be afraid to tackle controversy in your essay. If theres a specific issue that you feel strongly about, express it. Maybe youre anti-war and feel that the past two presidential administrations spent too much time and energy fighting wars abroad. Maybe youre pro-war and you feel that the nations military programs need to be expanded. Whatever your stance on the subject you choose, make sure you allow time to consider counterarguments and give examples of why you feel so strongly and how this particular issue affects you. Dont make a list Dont write a resume or make a list of your accomplishments. There should be plenty of space to list them on the rest of your application. The application essay should have a specific theme that you identify in the beginning and carry through to the end. Dont try to talk about a bunch of different topics and experiences. It will sound muddled and its not the point of the essay. The point of the essay is for the college application officers to see how well you can express yourself and to get to know your personality, not just your test scores. They want to see the student behind the grades and numbers. Write in your own voice If you had some assistance from someone else, especially if its an adult, in crafting your essay, please make sure that the final outcome has your own voice. Admissions counselors will be able to tell if the essay was mainly written by a parent or if it reflects a students viewpoint. Remember, they dont want a perfect paper. They want to get to know you better. And hiding behind the sophisticated language of adults isnt going to allow them to accomplish that. By trying to craft the perfect essay, you will end up robbing the readers of the opportunity to find out who you are. Ask for feedback You may want to show your essay to a trusted teacher or your college counselor or a parent or your friend. Or all of the above. Getting someone elses feedback may help you identify weaknesses in your essay that you could address before submitting it. But remember that the essay is yours and if you dont agree with the advice, dont take it. How to self-edit Read it through several times out loud. Reading out loud is a much more effective way to spot awkward phrasing and errors than reading to yourself. If you find yourself stumbling over your words, go back and edit. Keep editing and re-reading out loud until it comes out smoothly. Rigorously submit it to spelling, grammar and punctuation checks. If those things arent your strong suit, let someone else with better editing skills read it. Good luck on your college applications!