Slavery And The Underground Railroad - 1520 Words

Slavery was a horrific action that took place for hundreds of years., The Underground Railroad was a way to escape this atrocity. The Underground Railroad was not an actual railroad that was underground, but instead a system of homes and places that would house runaway slaves and help them to escape to the North. The Underground Railroad was a dangerous thing, but had the great reward of, freedom for slaves, if theyyou successfully completed the challenge. It took great courage and bravery to take the chance to run away and become free. Many people would try to harm the runaways and would do anything to send them back to the slavery they wanted to escape from. Even with all these challenges the slaves found it worth the risk for the freedom, and many have told their stories of hardships and hope of freedom. The Underground Railroad did no t always have a name, it was just a process, sometimes organized into a network but most of the time not, in which slaves escaped north to the free states. The free states were the north, because the Ssouth still believed in slavery while the Nnorth wanted to end it. The term The Underground Railroad was used by George Washington in the 1780s but didn t pick up until the 1830s. â€Å"... it was common by the mid-1840s to speak and write of the Underground Railroad as a clandestine system for runaway slaves.† (Blight).† The people who helped in the Underground Railroad were called conductors. Most of the conductors were escaped slaves thatShow MoreRelatedSlavery And The Underground Railroad2071 Words   |  9 Pagesfar as I am concerned he is justified to resort to whatever methods necessary to bring about his liberty†¦Ã¢â‚¬  -Malcolm X, Oxford Union Debate, Dec. 3, 1964 To seek freedom, slaves utilized the Underground Railroad system and to plan their escapes they used secret forms of communication. The Underground Railroad was formed as an advantage to help slaves escape and find a life of freedom. In the 1800s, African Americans made up a large percentage of the population in the American South. They had to liveRead MoreSlavery And The Underground Railroad853 Words   |  4 Pagesworked to undermine slavery. People tried to undermine slavery by taking slaves the north using the underground railroad. Another way they helped slavery was to make newspapers and make speeches to the people about slaves. People also tried to write bills and pass laws to undermine slavery. Black and white people in the U.S. worked to undermine slavery by building the underground Railroad to help people escape from slavery to the North and to Canada. The underground Railroad was not run by one individualRead More The Underground Railroad: Escaping Slavery Essays818 Words   |  4 Pages The Underground Railroad was what many slaves used to escape slavery. It was not an actual railroad, although it could easily be compared to one. It was a route, with safe houses and many other hiding spots for the slaves to use. The paths had conductors telling you where to go and people who would drive you to the next safe house. You had to be quick, you had to be strong, and you had to be very courageous. The Underground Railroad led all the way to Canada. There were many people helping the slavesRead MoreThe Underground Railroad : A Successful Way For Slavery Essay1813 Words   |  8 PagesFrom 1800-1865, 100,000 slaves escaped from the Underground Railroad due to the harsh conditions they faced throughout their lives. The underground railroad was a successful way for many former slaves to become free. The underground railroad was not actually a railroad. It consisted of secret routes, safe houses, and other locations. The escaped slaves would hide out in churches, houses, barns and other places that had extra rooms for hiding. These locations were provided by the freed African AmericansRead MoreThe Underground Railroad : The Secret System Of Escape During Slavery1107 Words   |  5 Pages The Underground Railroad The Underground Railroad is one of the most historical national monuments around the world. The term underground railroad was used to describe a network of meeting places, secret passageways, and safe houses used by the African slaves to escape the slave states and travel to the northern states, such as Canada (â€Å"Underground Railroad Where History†) . The Underground Railroad also had many prominent figures including Harriet Tubman, John Fairfield, and Levi Coffin (â€Å"PeopleRead More The Underground Railroad and Iowa: On the Road from Slavery to Freedom2235 Words   |  9 PagesThe Underground Railroad and Iowa: On the Road from Slavery to Freedom â€Å"I looked at my hands to see if I was the same person†¦ There was such a glory over everything. The sun came up like gold through the trees, and I felt like I was in Heaven.† Harriet Tubman uttered these words when she arrived in Pennsylvania, a free woman at last (National Geographic). Years later, when talking about the reasons she ran away, Ms. Tubman would state, â€Å"[There are] two things I [have] a right to and theseRead MoreSlavery And The Underground Railroad And Martin Luther King Jr.911 Words   |  4 Pages Slavery has and always will be considered an intolerable and inhumane part of our history. We all have some knowledge about slavery; some maybe more than others. I’m sure we all remember as a child learning about the Underground Railroad and Martin Luther King Jr. during Black History Month in February. When you read â€Å"Africans in America: Judgment Day–Part 4: 1831 – 1865†, it will shed light on several historical e vents that you might not be aware of. The information obtained in this article willRead MoreThe Underground Railroad s Working Against Slavery During The Civil War2260 Words   |  10 PagesResisting Slavery October 27, 2014 Cutler Quirante Dr. Gwinyai P. Muzorewa â€Æ' Abstract The author will investigate the Underground Railroad’s work to resist against slavery during the Civil War. The author will collaborate on the dealings of people who were leaders of the Underground Railroad, U.S. political stance on slavery, and the actions that were carried out for the cause of freedom. The authors main focus of the paper will be centered on operations of the Underground Railroad, members involvedRead MoreUnderground Railroad Essay Outline1333 Words   |  6 PagesTHE UNDERGROUND RAILROAD 1 The Underground Railroad Raymond Allen Setlock West Catholic High School THE UNDERGROUND RAILROAD 2 Our country’s history had its good times and also its bad times. One of our bad times in our country’s history was the time when the United States allowed slavery to takeRead MoreThe Underground Railroad1073 Words   |  5 Pagesâ€Å"A national benefit.† said John C. Calhoun about the evil act known as, slavery (â€Å"The History of the United States). However the world was not completely full of ignorance even though it is shown here. â€Å"Whenever I hear anyone arguing for slavery, I feel a strong impulse to see it tried on him personally,† said by Abraham Lincoln. (â€Å"Quotes About Slavery†) No one had experienced anything other than a world with slavery, and were not for having a change like this occur and change many people’s lives

Learning Style Inventory Free Essays

The two personality inventories that my cousin and I took part in measure the five factors that most psychologists use in studying the personality of the individual. However, each test was administered by a different group and found on a different website. Both tests provide a set of questions that measure what are considered to be the five basic dimensions of one’s personality: extraversion, emotional stability, agreeableness, conscientiousness, and openness to experience. We will write a custom essay sample on Learning Style Inventory or any similar topic only for you Order Now Collectively, these dimensions are called the Big-5 dimensions. The first test is found on the website http://test.personality-project.org/. According to the website, the personality survey had two main objectives. The first is, â€Å"to find out more about these five dimensions of personality.† The second objective is, â€Å"To take part in and further the use of the internet as a collaborative and data collection tool.† Furthermore, the questions in the test were taken from International Personality Item Pool. The descriptions of each of the basic dimension were derived from the work of John Johnson. The participant was asked to rate the phrases that describe people’s behavior depending on how accurate they describe him. In addition to measuring the big-5 dimensions, the test also included items about one’s musical preferences and cognitive ability. There were a total of 60 questions about the big-5 dimensions and an additional 26 about musical preference and cognitive ability. Upon comparing my results of the test to that of my cousin, I found out that of the five dimensions measured, we differed significantly in only one dimension, extraversion. My cousin is considered to be more of an extravert than I am. In fact, he scored very high in the said dimension. On the other hand, out of 100, I only rated 34. He is considered to be highly sociable, energetic, and outgoing. My score, on the other hand, is seen as average. According to the description given, I am neither a loner nor a social butterfly. In other words, there are times I prefer to be around other people enjoying their company but there are also times that I prefer to be alone. For the dimension of agreeableness, we both were rated high, meaning, we both possess a strong interest in other people’s needs. As both our reports said, â€Å"You are pleasant, sympathetic, and cooperative.† For conscientiousness, both my cousin and I scored high. This high score indicates that we set our goals and aim to achieve these goals. Likewise, we are both considered to be hard-working and reliable. With regards to the dimension of emotional stability, both of us scored high which indicates that we are calm and not easily rattled or stressed. Furthermore, it says that we remain unaffected by intense situations. For the last dimension, openness, both my cousin and I scored average. According to our reports, this meant that we are not purely conventional nor are completely radical. In other words, we enjoy certain traditional things but are somewhat open to venturing out to unfamiliar things as well. The second personality inventory we took measure the same personality dimensions as the first. The test is available to anyone through the website: http://www.outofservice.com/bigfive/. There are a total of 48 items in the test. The participant is asked to rate their agreement with a given statement about themselves from a scale of 1 to 5 with 1 meaning complete disagreement and 5 meaning complete agreement. These items will see how the participant perceives himself to be like. My results in this test did not differ much from the first test. The main difference was that in this test, I scored low in openness to experience. In this test, I found out that I am conventional. In the earlier test I was neither conventional nor the opposite. For the other dimensions, my scores were very similar to the first. Basically, the test told me that I am well-organized and reliable. Also, it said that I am neither reserved nor particularly social. Furthermore, my results indicated that I was considerate of the feelings of other people and that I remain calm even in tense situations. On the other hand, the results of my cousin in this test remained consistent with his earlier test. As such, in this test, our differences lie in the dimensions of extraversion and openness. This test revealed that he was highly sociable and that was neither conventional nor complex. As for the dimensions of conscientiousness, agreeableness and emotional stability or neuroticism, our scores did not differ significantly indicating that we shared such personality traits. I learned several things from taking the two tests. First, it was able to tell me certain things about my personality. I discovered that I should not consider my self as completely unsociable for I do have the capability to mingle and enjoy my time with other people. I have long seen myself as being a loner but the tests have shown me that I indeed have it in me to enjoy the company of other people. Secondly, taking the test made me realize that indeed people who are alike tend to stay together. I am very close to my cousin. With our results being very similar, I realized that it was because we were very much alike in certain areas. Finally, the tests gave me a glimpse as to who I am. Although I know that the results do not sum up who I really am, I am glad to gain even just a faint idea as to who I really am. Reference: John, O (2003). The big-5 personality test. University of California, Berkeley. Retrieved 29 October 2007 from: http://www.outofservice.com/bigfive/. Revelle, W. (n.d). Internet Personality Inventory Survey. Northwestern University. Retrieved 29 October 2007 from: http://test.personality-project.org/.    How to cite Learning Style Inventory, Essay examples

Changing Nature of Work in Organisations †MyAssignmenthelp.com

Question: Discuss about the Changing Nature of Work in Organisations. Answer: Introduction There has been an observable transition in the workplace over the recent past. This has taken place slowly and effectively like evolution in living organisms. The change is evident due to the emergence of different structures of organizations and how employees work. This also includes the change in the office layout and also the organization organogram. This article looks into the changing nature of work in organizations today as well as the strains, dilemmas, and contradictions facing management. The Changing Nature of Work in Organisations Today Over the recent past, the nature of work in organizations today has changed evidently. To begin with, there is less employment of staff. This is as a result of improved technology that gives room for the sharing of activities. Recently, activities that could be done by five people are being done by one person more efficiently (Alcover 2017, pp. 54-56). Again, there is less usage of manual labor. This is seen in a case whereby what was done manually is now computerized. This includes and is not limited to the keeping of employee and company database. The nature of the office layout has also changed tremendously. Long ago, most of the organizations used the closed office layout where each person had his own partition to work from. However, today organizations are adopting the landscape office layout where all the staff share one big non-partitioned room but with separate desks. This office layout is better because there is sharing of office equipment and also allows easymanagement since some of the staff will not lock themselves in their rooms doing anything productive (Landy 2016, pp. 45-50). Another change is the less acquisition of permanent employees. Nowadays, companies and organizations employ casual laborers and contractors just when a new job opportunity arises rather than employing permanent employees. Another mentionable change is the presence of less staff in the company. This means that most of the staff work while out of the organization. They simply log into the system staff portal and work from the comfort of their houses. This has been made possible by networking anddata management systems (Earl 2017, pp. 6-11). In the workplace place, there has also been a change in management. Managers do not have to physically check whether all the employees attended their respective workplaces but have only to look at the organization system whether all the people logged into the system. Dilemmas, Strains, and Contradictions Facing Management Due to the changing nature of the workplace as a result of the advancement of technology among other factors, there are a number of strains, dilemmas, andcontradictions facing management today. To begin with, maximization of scarce resources is a major challenge facing management today. Now that the workplace is changing, every manager is striving to organize his staff to catch up with the other advancing world business (Franco-Santos 2017, pp. 3-11). It, therefore, becomes a challenge how to organize the available factors to reap the best. Another major dilemma is remaining relevant to the business. Managers in todays organization are faced with challenges in the sense that most of them are unable to withstand the pace of change. This is due to the introduction of new gadgets and management approaches. Most of the managers, as a result, find some required management ideas beyond their scope and find it difficult to remain relevant. Another major strain is the inability to retain employees. It is said that modern business is not only competing for customers but also employees (Cascio 2016, pp. 77-83). With the changing nature of the workplace, there is a lot of employee migration looking for favorable working conditions and payment. It, therefore, becomes a challenge to retain them owing to the fact that at the end of the day the business must minimize cost and maximize profits. Another dilemma facing management today is responsibility and authority. It is important to note that a responsibility comes with an authority. However, it becomes difficult to exercise the authority by a manager because all the staff in the high ranks of management feels as being equal. It wouldnt be strange to see a lower rank manager ignore getting an approval from his above manager. The need for a wider ranging knowledge is yet another major challenge. In most of the organizations, some managers have acquired some time ago where specialization was taken into consideration (Margerum 2017, pp. 76-88). It has however become different where a manager has to be fluent in different fields and this is posing a big challenge to todays managers. Information overload is yet another major challenge facing managers today. The amount of data that they are presented with daily that influences their decision is quite overwhelming. The challenge arises in the extraction of the meaningful data and transforming it into a strategic guidance. Conclusion Conclusively, as a manager, I don't have to be afraid of the in uncertain management future. Something that I need to know is that every change will come with an opportunity and room to learn. I need also to know that a change will always come with its own way of tackling. As a manager, I need to be conversant and informed about the trends in management especially in such a changing world. I also should continue learning so as to keep pace with the changes that arise in management so as to give the best. References Alcover, CM, RR, TWHABMC 2017, 'Understanding the changing nature of psychological contracts in 21st-century organizations: A multiple-foci exchange relationships approach and proposed framework.', Organizational Psychology Revelation, 2017, pp. 54-66. Cascio, WFAMR 2016, 'How technology is changing work and organizations. ', Annual Review of Organizational Psychology and Organizational Behavior, 2016, pp. 77-83. Earl, C, TP 2017, 'The Workforce Demographic Shift and the Changing Nature of Work: Implications for Policy, Productivity, and Participation. ', In Age Diversity in the Workplace: An Organizational Perspective, 2017, pp. 6-11. Franco-Santos, MADN 2017, 'Performance management and well-being: a close look at the changing nature of the UK higher education workplace. ', The International Journal of Human Resource Management, 2017, pp. 3-7. Landy, FJACJM 2016, 'Landy, F.J. and Conte, J.M., 2016.Work in the 21st Century, Binder Ready Version: An Introduction to Industrial and Organizational Psychology. John Wiley Sons.', An Introduction to Industrial and Organizational Psychology. , 2016, pp. 45-50. Margerum, RDARCJ 2017, 'Collaborative partnerships and the challenges for sustainable water management. ', Current Opinion in Environmental Sustainability, 2017, pp. 76-88. Worrall, L, MK 2016, 'The changing nature of professional and managerial work: ', issues and challenges from an empirical study of the UK, 2016, pp. 76-80.

Mobile Is a Distruction Essay Example

Mobile Is a Distruction Essay Technology is surrounding the world today, it is used in every aspect including hospitals, office buildings, fire departments, even in schools. I feel there is no need to ban the use of cell phones in schools, they can help in many different ways. By keeping our community updated with all the new technologies out there will help make a more useful point to all of these new gadgets.As a student at ********* High School I feel that the use of cell phones should be allowed. In class there are not always enough calculators for every student to use, most likely every student in the room will have a cell phone, and on that cell phone there is always a calculator, allowing the use of these phones for school use they can then lower the districts budget now being able to subtract calculators.Every phone has either a memo pad or a notepad, in schools they give each student a assignment book which is supposed to be used throughout the school year to write down their school assignments and work needed to be completed. In this world today every teenage student has their cell phone steady on hand which their school assignment book should be, but are not. In this case if students could have their cell phones in class they could put their work into their cell phones with an alarm and never miss an assignment due.I think teachers should give their students a certain amount of time to put their assignments in their phones so they will only be able to use their phones for school related things. During class the teacher may ask the students to research something, while taking the whole class down to the library would take to long, many students have internet access on their cell phones which could be used at the tip of their fingers. This would save time and would allow the teachers more time to teach.The camera devices on the cell phones can come in handy also, if a student is absent a friend can take a picture of their work and send it to their friend to keep him/her updated wit h missing work. It is realistic that there will always be bulling through text message, online, or face to face, although if someone is bulling another student through text message that student could save these messages as proof to show authority of what was really said.There will always be problems with cheating on tests, although to solve this problem since the teacher already knows that every student has a cell phone, the students would have to take their cell phones out, turn them off and place them on the corner of their desks during test time. The use of cell phones in school may take away the students urge to use them, which would than create a better learning place for these students.

The dramatic function of Ophelia in Shakespeares Hamlet. Essays

The dramatic function of Ophelia in Shakespeares Hamlet. Essays The dramatic function of Ophelia in Shakespeares Hamlet. Paper The dramatic function of Ophelia in Shakespeares Hamlet. Paper In William Shakespeares Hamlet the character Ophelia performs a very interesting and important role in the elaboration of the plot. Ophelia is a tragic victim, a common component of Shakespeares revenge tragedies and something that the audience would have come to expect. It is perhaps surprising that a vulnerable and frail character such as Ophelia could have the great impact on the play that she does. Understanding her reactions to the patriarchal society in which she lives through her relationships with the men in her life adds greater depth to the play. Her character is revealed through her interactions with Polonius, Laertes and Hamlet, and their characters in turn revealed through their relationships with her. Ophelia allows better understanding of Hamlets complex personality. Ophelia also highlights key themes of the play, including corruption, patriarchy and deception. Before her function can be analysed, Ophelias character must be understood. Shakespeare presents her as a character of weakness, one to respond to with pity and sympathy. She has been read in very different ways- as shown in the greatly varied portrayals of her in different films. The conventional view is that she is a pure and innocent victim, but another reading of her is that she is a clever, sexually experienced but somewhat confused and naive girl. I believe that Ophelia is the epitome of goodness, childlike and nai ve, and that it was Shakespeares intention to evoke sympathy for her. I think that she teeters upon the edge of adult knowledge, with those around her fighting to suppress her sexuality. She is not sexless and does demonstrate understanding of Hamlets bawdy language. Hamlet uses broad sexual innuendo, to which her response of you are naught, you are naught (III. ii. 148) reveals that she is offended by it, at once showing that she understands, but certainly disapproves of, his language. Her chaste nature is shown by Hamlet telling her to a nunnery go (III. i. 141) so that it can remain so. Throughout the play Shakespeares use of natural and floral imagery communicates her purity. On drowning, she is surrounded by a garland of flowers and at her funeral she is allowed her virgin crants (V. i. 233) and maiden strewments. Ophelia died while collecting flowers which are symbolic of innocence, fragility and purity. The hoar leaves which symbolise the silver-grey colour of age put emphasis on Ophelias youth and innocence. Long purples are given a grosser name by liberal shepards as the roots are phallic in appearance. Cold maids, innocent virgins, refer to them as dead mans fingers which has a phallic connection. This implies that Ophelia was a cold maid herself. Those who read Ophelia as disreputable point to Polonius disdain when she speaks like a green girl (I. iii. 101) which suggests that she is not entirely so. She understands the meaning of Hamlets lewd remarks regarding country matters. and a possible reading of Ophelias comments that Young men will dot / if they come tot, by Cock / they are to blame and before you tumbled me / you promised me to wed (IV. v. 59-62) is that there existed a sexual relationship between Ophelia and Hamlet. In her sexually explicit songs, the lyrics of which include let in the maid, that out a maid / Never departed more (IV. v. 52) the implication is that the girl in the song has lost her virginity. I do not think that in singing this Opelia refers to herself, but that her madness grants her freedom to express what she was unable to discuss before, her deep love and desire for Hamlet. I think there is a sexual aspect to the frustration which drives her insane. Hamlets harsh verbal abuse is almost entirely sexual, and her mad songs contain blatant sexual references. Ophelia suffers because of the avoidance of her own sexuality. It is suppressed only to emerge later in her mad ramblings. Ophelia is a submissive character whose personality can almost be summed up with her lines I shall obey, my Lord. and I do not know, my lord, what I should think. She is controlled by her father and brother and the audience is supposed to sympathise for her, as Polonius denies her independence of choice or action, telling her You do not understand yourself so clearly / as it behoves my daughter and your honour. Ophelias madness and its causes are key parts of the plot of the play. The murder of Polonius by Hamlet leads to Ophelias demise- she loses all of the men she loved and obeyed and her identity is dependent upon them to such an extent that in their absence she does not know how to live, and becomes insane. She has never been responsible for making decisions about how to live because her father and brother have always controlled her conduct. As Claudius acknowledges, her madness is the poison of deep grief / It springs all from her fathers death. (IV. v. 75) Hamlet has been responsible for her feelings- if he loves her, she is happy, and if he does not, she is not. It is through these relationships that she knows how to live, and in the absence of this direction she commits suicide. Shakespeare cleverly uses Ophelia to reveal aspects of other characters personalities which the audience may have otherwise not been appreciated. She affects the audiences response to the characters through language, interaction, comparison and contrast. One of the vital dramatic functions of Ophelia is to give insight into Hamlets character and situation. She gives Hamlets actions and thoughts greater significance. His personality is highly complex, but through Ophelia the audience are perhaps better equipped to begin understanding it. It is through her that the audience learn the depth of his sorrow, confusion, the extent of his sense of betrayal by Gertrude and his resulting distrust of women, and can better understand his tragic flaw. Her weakness and insanity provide contrast which illuminates his strength, nobility and sanity. Hamlets harsh treatment of Ophelia shows the extent to which his mothers betrayal has affected his attitude to women as well as the depth of his grief and confusion. Disgusted by Gertrude marrying Claudius so soon after his fathers death, Hamlet becomes distrustful of women, obsessed with the connection he believes exists between female sexuality and corruption. This is shown through Hamlets damaged relationship with Ophelia, whom, as a consequence of his mothers actions, he is incapable of trusting. He perceives Gertrudes sexual misconduct as moral pollution that destroyed his facility to love Ophelia, causing him to question are you honest? are you fair? (III. i. 103) He curses her for committing such an act / That blurs the grace and blush of modesty / Calls virtue hypocrite, takes off the rose / From the fair forehead of an innocent love / And sets a blister there (III iv 42- 45) The juxtaposition of the beautiful fragility of a rose, (perhaps symbolic of Ophelia) and the blister emphasises the extent of Hamlets damage. His mother causes his cursing of all women, O most pernicious woman! O villain, villain, smiling, damned villain! and made marriage vows as false as dicers oaths causing him to tell Ophelia that they will have no more marriages. Ophelia represents the innocence and virtue of women, so Hamlets wrongful distrust of her is tragic and emphasises what Gertrude has inflicted upon him. Polonius daughter provides contrast with Hamlet, clarifying that he is sane. He fakes madness in order to achieve revenge and for Shakespeare to maintain the audiences support of Hamlet, he must have them aware that Hamlets madness is not true. An insane hero would not be a hero at all and his fate of little interest. Shakespeare presents pure madness in Ophelia with her behaviour in act four, scene five. In her madness, her language lacks the form that Hamlets never ceases to exhibit. The Gentlemans description of Ophelia as indeed distract and her speech nothing precedes the audience seeing the change in her behaviour for themselves. This intensifies the focus on her when she enters singing incomprehensible songs, and puts emphasis upon her mad state. Laertes mourns that a young maids wits / Should be as mortal as an old mans life (IV. v. 157-158) and calls her A document in madness (IV. v. 174) She is divided from herself and her fair judgement (IV v 83-84) and the dramatic function of this is to give the audience a bearing upon Hamlets madness, which is merely an antic disposition; he is not in madness, but mad in craft. Claudius notes that what he spake, though it lacked form was not like madness. Ophelia turns to favour and to prettiness, whilst the opposite is true of Hamlets mad behaviour. Shakespeares creation of Ophelia aids the audiences understanding of Hamlet because their stories parallel one another. Similar pressures bear down on both characters, but their reactions differ. Both suffer the murder of their fathers and betrayal by loved ones. Ophelias reaction is simple, and highlights the complexity of Hamlets reaction to his situation. She falls into madness and (arguably) takes her own life. In contrast miserable Hamlet only contemplates suicide. This shows his strength (meeting audience expectations, for he is the hero of the play) by highlighting the difficulty of rising above insanity and suicidal urges, making his success more impressive. He faces a constant struggle not to lose grip on his capability and godlike reason (IV. iv. 38), not to let his heart lose its nature. As the audience is shown Ophelias failure at this task, they appreciate Hamlets strength in succeeding. He ponders on to be or not to be, but does not take his own life. Hamlets story shows the danger of madness and the potentially all-consuming nature of grief. Whether it was intended or not, Ophelias story adds power to this message. Ophelias character evokes the audiences sympathy for Hamlet. When Ophelia goes insane, symbolic of the breakdown of innocence, it highlights the corrupt and rotten nature of Elsinore which enables the audience to understand Hamlets rejection of that world. He is right to be disgusted as he is; his difficulty in accepting the cruel, false environment is evidence of his noble nature. The audience are then more likely to understand why Hamlet seeks to reimpose moral values on Elsinore, and support him. Furthermore, Ophelia encourages sympathy by giving insight into how different Hamlets nature was, prior to his fathers death. In her sad reaction to Hamlets madness O what a noble mind is here oerthrown! we see Hamlet as observed by her before he changed. She tells that he possessed noble and most sovereign reason, emphasising the extent of change he seems to have undergone. Her saying that he was once an incomparable prince, the glass of fashion and the mould of form, (III. i. 156) and an unmatched form and feature of blown youth (III. i. 162) but has now been blasted with ecstasy, only serves to make Hamlet all the more tragic. Ophelias description cannot fail to evoke sympathy for him, be he truly mad or not. In addition, it is Ophelias dramatic function to elucidate Hamlets tragic flaw- his indecisiveness and inability to act. This leads to his downfall, and it is vital that the audience appreciate this. He speaks of some vicious mole of nature Shall in the general censure take corruption from that particular fault, to show that one character flaw can corrupt the entire person. Hamlets inconsistent behaviour towards Ophelia demonstrates his inability to make up his mind. This leads to his delay in dealing with Claudius and thus his demise. It is highlighted in conversation with Ophelia, when he states I did love you once (III. i. 115) then I loved you not. Only when she is buried can he conclude I loved Ophelia. Unless he has no time to reflect (for instance, when he kills Polonius), he appears incapable of deliberate action. Ophelia lends insight into Hamlets flaw by mirroring it. She is an entirely passive character; any action she takes is merely a response to others actions. Rather than actively jumping, she simply did not attempt to rescue herself when the branch holding her broke. This inaction is as characteristic of Ophelia as it is of Hamlet. The exchange between Ophelia and Hamlet increases dramatic tension in the play. The realisation of Ophelias deceitfulness causes the terrible outburst of abuse as, adding to pre-existing feelings of betrayal by Gertrude, the other woman he loves has also let him down. Gertrude chose a brother over Hamlets dead father and now Ophelia chooses a father over Hamlet. She also pushes the plot along because his violent rejection of her; I loved you not convinces Claudius that he is not really mad for her love and so immediately he determines to send Hamlet to England. I think that even in his cruel treatment of Ophelia, she makes him a more sympathetic character. He refuses to listen to her and his harsh words I loved you not. (III. i. 119) Get thee to a nunnery. And (III. i. 121) you jig, you amble, and you lisp, and nickname Gods creatures, and make your wantonness your ignorance. Go to, Ill no more ont; (III. i. 146-48), far from being evidence of a spiteful nature, just confirms the depth of his sorrow and disturbance by recent events. As commented upon by critic A. W. Von Schlegel, Hamlet is too much overwhelmed with his own sorrow to have any compassion to spare for others. The fact he must forsake his love in order to appear insane and get his revenge is tragic. I think that Hamlet is truthful in later declaring I loved Ophelia but advises her to go to a nunnery to escape the torturous nature and corruptive power of love. He is being cruel to be kind, and his desire to protect her demonstrates his nobility. A nunnery would be a place where she could remain chaste and not be a breeder of sinners. Ophelia gives the personalities of other characters greater depth, and consequently improves the play. Her nature contrasts and therefore emphasises that of others. Claudius coldness is highlighted when she describes Hamlets madness using beautiful imagery, saying that it has sucked the honey of his music vows and as like sweet bells jangled out of tune and harsh. Hers is a pitying speech that contrasts greatly with Claudius abrupt and heartless reaction, which is emphasised when so easily compared to Ophelias. He simply dismisses the notion of love- his affections do not that way tend. (III. i. 165) There is a great contrast, too, between the characters of Polonius children. This serves to highlight the qualities of each; while Ophelia is connected to water and submissiveness, and told too much of water hast thou, Laertes is the opposite, with a bold nature likened to fire and blaze. Ophelia goes mad as the violence of grief is internalised and destroys her, but in contrast her brothers violence explodes outward- they enact the alternative responses to the power of grief. Ophelia reveals much about Polonius, whom it is important that the audience have an understanding of. She exposes his inconsiderate nature and disrespect for others, perhaps lessening the audiences readiness to sympathise with him upon his death. Ophelia is ruthlessly manipulated by her father. He extracts the details of Hamlets solicitings from her and proudly presents the love letter to Claudius. Hamlet beautifies Ophelia in it, yet Polonius calls it a vile phrase. He tells her he would not, in plain terms, from this time forth have you so slander any moment leisure as to give words or talk with the Lord Hamlet. Look tots, I charge you. Come your ways. (I. iii. 132-35) this highlights his controlling, egotistic nature. Polonius refers to the relationship as being like one of enemies, Hamlet being someone who Ophelia must protect herself from. Polonius makes decisions for his daughter without consideration of her feelings for Hamlet. His doubting of Hamlets intentions is perhaps more telling of his own disposition than of Hamlets; I think he judges Hamlet by his own standards. Polonius contempt for Hamlet is shown through Ophelia. The general implication is that romantic love is of no importance to Polonius. He is happy to manipulate Ophelia to his advantage. At the closing of the conversation, he hardly notices her distress and when he asks how now, Ophelia? / You need not tell us what Lord Hamlet said. / We heard it all (III. i. 178) it is clear that to him her consternation is inconsequential; what matters is the political implication of what he has witnessed.

Blaxploitation Essay Research Paper The Emergence of

Blaxploitation Essay, Research Paper The Emergence of ColourIn today? s culturally diverse, politically right society, it is difficult to believe that at one clip racism was non merely accepted as the norm, but enjoyed for its amusement value. Persons of African descent in North America today take the big, diverse pool of chances offered by the movie industry for granted. Much like Canadian theatre nevertheless, there was a clip when a black adult male in any function, be it servant or break ones back, was virtually unheard of. It took the blaxpliotation movies of the early 19 1970ss to alter the stereotyped word picture of Black people in American Cinema, as it took The Farm Story, performed by a little troop of Canadian histrions, to make a Canadian theater industry. To be more specific, it took the release of Melvin Van Peebles, Sweet Sweetback? s Baadasssss Song, in 1971, to alter the tradition position of Black people in American movie. ? Porter? s Tom was the first in a long line of socially acceptable Good Negro characters. Always as Toms are chased, harassed, hounded, flogged, enslaved, and insulted, they keep the religion, n? er bend against their massas, and remain hearty, submissive, stoic, generous, selfless, and oh-so-very kind. ? ( Bogle,4 ) The early soundless period of film introduced five basic originals for Black characters: the Tom, the Coon, the Tragic Mulatto, the Mammy, and eventually, the Brutal Black Buck. America? s foremost Black character found manifestation as the aforesaid Uncle Tom in Edwin S. Porter? s, Uncle Tom? s Cabin, which was released in 1903. ? The paradox was that in actuality Tom wasn? t Black at all. Alternatively he was portrayed by a nameless, somewhat fleshy histrion made up in blackface. ? ( Boggle, 4 ) This was a common pattern developed by the theatre, and carried over, as were many of the moving techniques, to silent movie. Tom? s presence, and the visual aspect of the fou r Black originals which were to follow, served the same intent: ? to entertain by emphasizing negro inferiority. ? ( Boggle, 4 ) Although holding no positive consequence on the position of Black people in America socially, the tom character opened the door for Black histrions in film. Sam Lucas became the first black adult male to be cast in a prima function as a Tom, and in 1927, Universal Pictures signed James B. Lowe, a fine-looking black histrion, for the lead function in the Universal Pictures production of Uncle Tom? s Cabin. Lowe was chosen to play the portion because movie manager Harry Pollard, a former blackface histrion, believed he? tantrum in with the realistic demands of the times? ( Bogle, 6 ) Tom was to be followed by the coon, although he remained the cinematic Black character favourite. Where Tom was an adorable character, the coon provided audiences an object of amusement. Two discrepancies of the coon shortly emerged: the piccaninny and the uncle ramus. ( Bogle, 7 ) The Pickanny was the first coon type to look in film. ? By and large, he was a harmless, small crazy creative activity whose eyes popped, whose hair stood on terminal with the least exhilaration, and whose jokes were pleasant and diverting. ? ( Bogle, 7 ) The Pickaninny provided audiences with an amusive recreation, and shortly found his manner into the Black Marias of the mass audience. Following to debut was the pure coon, ? a good-for-nothing nigga? , whose undependable, brainsick, lazy nature was good for nil but feeding and doing problem. This character found its pinnacle of success in Rastus, a good-for-naught Black featured in a series of movies released between 1910 and 1911. The concluding coon brother would emerge as the tidal bore to delight metaphoric cousin to the Tom. Quaint, and na? ve, the Uncle Ramus character distinguished himself through his amusing philosophizing. ( Bogle,8 ) In general, the cinematic coon was used to bespeak the Black adult male? s contentment with his submissive place in society. Besides emerging around this clip period is the tragic mulatto: a negro visible radiation plenty to go through for white, who must contend against the negro contamination to either rise above his coloring material, or autumn victim to it. Mammy, a character closely related to the amusing coon, was the following to emerge. Headstrong and copiously female, Mammy debuted around 1914. The Mammy function would be perfected by Hattie McDaniel in the 1930? s. From the mammy functions emerged the Aunt Jemima, a male or female character who had a spot more tact and were, for the most portion, Sweet and congenial. The concluding original emerged in D.W. Griffith? s The Birth of a Nation ( 1915 ) . Picturing life before and after the civil war, all four originals are present in this movie. It depicts recreant Blacks who overpowe r the charitable, white Southerners and leave on a way of lechery, coarseness and offense. The ultimate end of these wild beast-men is sexual laterality of the pure, guiltless white adult females. At the movies decision, the white work forces of the? unseeable imperium? drive in to salvage the twenty-four hours and reconstruct white domination in the South. Proudly know aparting, D. W. Griffith, touted as one of the fore-fathers of film, uses his movie command to demo audiences what happens when? slaves get overweening? . The five originals would govern in black film for the following 50 old ages. Although Black movies did emerge, it was for the most portion produced by white production companies for a black audiences. Black Independent production companies such as the Ebony Motion Picture Company began to emerge in the 20? s, but the stereotypes and capable affair stayed the same. A common subject of societal mounting, the ultimate end of the Black being suburban life, ruling Black theaters. ( Cham, 20 ) Throughout the 30? s and 40? s the mobster movies rose to the bow, normally picturing gun-totting, slick-talking Blacks, entent on doing it large. Despite the presence of Black independent film makers such as George Randall, African American issues were basically ignored. The 50? s and 60? s brought societal agitation and the Civil Rights Movement brought a demand for movies with a stronger message. The originals of the 20? s and mid-thirtiess were no longer acceptable, and the few Hollywood? race movies? ( which normally starred Sidney Poitier ) , were no longer adequate. ? Hollywood was still unable to spot or picture the full spectrum of Black American life and culture. ? ( Cham, 21 ) In 1971, Black movie experienced an epiphany. It came in the signifier of a low-budget, severely made Gallic movie by the name of Sweet Sweetback? s Baadasssss Song. It was created about wholly by one Black man- Melvin Van Peebles. This marked a extremist alteration in Black film. ? In 1971, Melvin new wave Peebles dropped a bomb. Sweet Sweetback? s Baadasssss Song was non polite. It raged, it screamed, it provoked. It? s echos were felt throughout the state. In the Black community it was both hailed and denounced for it? s sexual rawness, its butch hero, and its word picture of the community as downpressed and in demand of rescue. ? ( Diawara, 118 ) Van Peebles movie sparked an detonation of what would go known as blaxploitation movies. What Sweet Sweetback Baadassss Song did was interpret Black Stereotypes otherwise. He, and other Black managers of the clip, took the Black Buck, Coon, and Mammy stereotypes of the epoch before and modernized them. ? Mammy? lost weight and grew an Afro, going the ultra-stylish prima donna which was personified best by actress Pam Grier. The Black Buck emerged dominant, ready to contend his historical oppressors. Blaxploitation movies acted as a cleaning procedure, through which black movies were finally able to accurately picture the African American experience. Directors such as Spike Lee and Jon Singleton were able to make? race movies? which confronted the serious urban issues of the clip, without utilizing old stereotypes. It is of import to observe, nevertheless, that Sweet Sweetback is non considered a blaxpoitation movie, as it is excessively artistic to be considered such. Rather, Melvin Van Peebles foremost movie was the accelerator for the cleaning blast. ? The Farm narrative? marked a point in time- before it there was no Canadian individuality in theater, after it there was. In the same manner, Melvin Van Peebles? film marked the minute when African Americans reclaimed their individuality. They were no longer content with the cinematic functions offered to them, and so they began to make their ain. Although blaxploitation movies were subsequently commercialized, their purpose and consequence stayed consistent, and have created the ethno-conscious film industry we find today. Bogle, Donald. Toms, Coons, Mulattoes, Mammies, and Bucks. New York: Viking Press, 1973.Cham, Mbye B. Blackframes. Cambridge: The Mit Press, 1988.Cripps, Thomas. Making Movies Black. New York: Oxford University Press, 1993. Diawara, Manthia. Black American Cinema. New York: Routledge, 1993. Lead, Daniel J. From Sambo to Superspade. Boston: Houghton Mifflin Company, 1976.Morton, Jim. Am I Black Enough for You? Blaxploitation. 20 Sept. 1998. 22 Nov. 1998. Patterson, Lindsay. Black Films and Film-Makers. New York: Dodd, Mead A ; Company, 1975.Sampson, Henry T. Blacks in Black and White: A Source Book on Black Films. New Jersey: The Scarecrow Press Inc. , 1977.

Managing the supply chain Essay Example | Topics and Well Written Essays - 750 words

Managing the supply chain - Essay Example The theoretical opposite of this is the Material Requirements Production (MRP) system, which operates using more of a ‘push’ approach. It gives more importance to predicting the raw material that will be required for production, through a budget costing approach. This means the goods are produced in advance and stored until they are demanded and consequently sold. These two methods teach very different styles of supply chain management, and yet neither of them has lost their value in the field of supply chain management due to their unique advantages for different types of goods. Furthermore, there are even some products, the production of which may benefit from the employment of a hybrid of these two methods instead of just one strict methodology. Each of these two systems is still in existence because they are very useful for products of different nature. JIT is system which is more useful goods which are of a perishable nature, or are in danger of not being demanded l ater on. For example, considering a factory which produces food products which are not made with preservatives will employ the system of JIT in its supply chain. This is because JIT ensures minimum wastage of goods produced (Hirano, 2009). The protocol it follows for production is that the production chain waits to receive an order from the customer, and only then starts the process of production. If, for example, a firm that implements JIT receives the order for a thousand units of the product, they will not already have the product in stock. Instead, they will begin their manufacturing after the order is received and confirmed, which means that these thousand units will be produced only after the order. This reduces the chance that there will be some units, which will lie in stock after production because they are not in demand. Such a situation would lead to the good either spoiling, due to its perishable nature, or becoming obsolete in sometime. The perishable goods refer mostly to food products or other goods which use perishable materials in their production, thus rendering the nature of the good prone to expiry. This is relevant to consumer goods other than food also, such as beauty products or lotions, all of which have set expiry dates. JIT is useful for such products, because otherwise if the goods are left in stock for too long, they expire and cause losses to the manufacturer. This is also relevant to durable goods, which run the risk of becoming obsolete due the continuous technological advancement that is taking place, such as computers. Thus, such goods also need to be produced in a supply chain implementing JIT, since if the goods stored in stock become obsolete, they will become useless and cause loss to the manufacturer. Another advantage of the JIT system is that it minimizes the need for storage space for the company. A disadvantage, however is that the company is forced to streamline their production method in order meet each demand in an efficient and timely manner, so that the customer does not have to wait for unreasonable amounts of time. In contrast, the MRP system ensures that the customer receives an immediate response to their demand (Hall, 2008). This system implements budgeted production, which forecasts the demand for goods it will have to meet in the near future, and then produces accordingly. The advantage of this system is it saves time and provides a

Policy Making in the Federal System Essay Example | Topics and Well Written Essays - 750 words

Policy Making in the Federal System - Essay Example Most people in America agree that there is no better healthcare program in the country. However, even the few reforms that are made in the federal government receive much criticism from many. It is evident that a good number of people do not have health insurance policies but the few who have are ever complaining of higher premiums and plans that may hinder them from getting maximum service (Williams, McClellan & Rivlin, 2010). Healthcare has had skyrocketing nature that is believed to outpace even people’s income and inflation yet the quality has continued to be poor. The Affordable Care Act was therefore prompted by the need to extend the insurance coverage t the larger uninsured population and improve the quality of healthcare as well as ensuring affordability in accessing healthcare facilities. The policy intended to address all the challenges facing the health system in the country such as lowering and controlling the ever rising cost of health care (Harrington, 2010). The policy requires that no American should be denied medical insurance cover regardless of the preexisting conditions. Medical history of an individual can no longer deny the person from obtaining medical insurance and therefore would be able to acquire the coverage with no regard to health underwriting. The policy also intends to increase the coverage for uninsured individuals who are almost 3 million Americans. Some of these people will include the 3.1 million aged between 19 and 25 but still in their parents’ plans since they cannot afford the cost of insurance. Whoever cannot afford to pay health insurance are catered for by the federal government through the states which will be required to add this category into their Medicaid program (Harrington, 2010). It is also apparent that this program will reduce the cost of healthcare because a larger

The Significance of the Role of Malcolm X on African American Activists Essay Example for Free

The Significance of the Role of Malcolm X on African American Activists Essay A. Plan of the Investigation To what extent was the role of Malcolm X significant in the rise of radical African American activism (1965-1968)? This investigation will assess the significance of Malcolm X’s significance in giving rise to African American activism. Malcolm X’s motives, involvement in the civil rights movement and his leadership will all be discussed in order to understand the extent of his significance. To add further understanding and provide justification a summarization of evidence will be included. Also, an evaluation of sources will allow for details which provide justification in saying that Malcolm X’s role was significant; both sources being evaluated in their origin, purpose, value and limitations. B. Summary of Evidence Malcolm X, initially born under the last name Malcolm Little in 1925. Later on life he adopted X, which became a symbol to represent his lost past, particularly the rejection of his â€Å"slave† name. Malcolm X was an activist and an outspoken public voice for the Black Muslim Faith who challenged the civil Rights movement and the non-violent pursuit of integration that was led by Martin Luther King Jr. Malcolm X was an activist who believed that non-violent acts would achieve nothing in receiving racial equality, he believed that people had to take action. He once said â€Å"it is criminal to teach a man not to defend himself when he is the constant victim of racial attacks.† Malcolm X was so significant to the rise of radical African American activism because he is one of the two most important and influential black leaders during the late 20th century. Malcolm X rearticulated and gave African Americans clarity as to who they are, what their problems were and how to s olve them. He did this by speaking about the black radical tradition which consisted of ideology, class and culture. And he made many African Americans energized to take action. Also, Malcolm X was an advocator of black pride which led more people to follow him and his ideas. Malcolm was such a powerful leader and activist that he gave way to some black art activists, which is interesting because art was not his main focus. Malcolm wanted blacks to learn about their roots and gain and understanding of their heritage, therefore he made it a central part of the Organization of Afro-American Unity which in turn furthered radical black art activists. Malcolm X gained this desire when he partook on a journey through North Africa and the Middle East. Malcolm’s desire for wanting blacks to understand their heritage also promoted the rise of cultural nationalism within the Black Panther Party. C. Evaluation of Sources Malcolm X and the Black Arts Movement by James Smethurst was published by Cambridge University Press in the year of 2010. The purpose of this source is to demonstrate how Malcolm X was deemed such a commanding figure and brought rise to Black activists, even in the arts, a subject that Malcolm X rarely spoke about. The value of this source lies within the author’s description of how Malcolm X was a leader and how he inspired many people to rise and take a stand, especially in the arts. For example: X did not touch on the subject of arts as often as his did race in his speeches. However, some Black art activist came to see him as a commanding figure. This source is limited due to its lack of detail. This source mainly gives brief description on how Malcolm X laid the foundation for different types of Black activists but does not go in depth about what he did to influence these activists. Malcolm X: A powerful black leader who fought for human rights by Sharrod Patterson was published by the student newspaper of Winston-Salem University in the year of 2007. The purpose of this source is to identify Malcolm X’s rise to becoming a world renowned activist. The value of this source lies in the discussion of where Malcolm X started to where he ended. He started as a young boy who began to head down the wrong path, getting into drugs and involved with the wrong people but overcame that and ended up being a prominent civil rights activist. However, this source is limited due to the lack of discussion about his impact on many people and how he laid the foundation for many activist groups and organizations. D. Analysis When making the final evaluation of Malcolm X’s role of significance in bringing rise to African American activism, tow aspects of his role must be evaluated. One includes his motivation and the other is what he wanted to accomplish. Malcolm X’s motivation was his oppressed youth. When Malcolm was younger he and his family were harassed by the Ku Klux Klan which caused them to move to another part of Michigan. Sadly enough, after they moved, the racism became worse. A racist mob set his family’s home on fire and all of the white emergency responders and firefighters watched their house burn down. Shortly after this, Malcolm X’s father died and this sent his mother into a deep depression of shock and grief which eventually caused her to be submitted into a mental institution. Malcolm left home and after leaving, he became involved in drugs and crime. This became his motivation. He wanted to fight back and provide young black youth with better and more positive opportunities. However, it was not just young black youth he was advocating for, but it was all African Americans. As an outspoken civil rights leader in the 1960s, Malcolm X wanted to encourage black power. He advocated Black Nationalism and separation form the white society.17 He argued that integration of blacks and white represented the succumbing of African Americans to white culture and values. African Americans needed to embrace their own culture and communities and be independent of the white world. Many people embraced the ideas of Malcolm X. Many people began to see what he was advocating as true. This served as a contributing factor to the rise of African American activism. Through his radical tactics and his self- defiant demeanor, he open many gates for African Americans and led them along the path of fighting back or taking a stand. Malcolm X wanted to better the lives of blacks and open their eyes to who they are and what being an African American stood for, pride and promise. The more people who started to realize this, the more people who took action. Needless to say, Malcolm X’s role as a leader and a civil right activist, played a significant role in causing rise in African American activism. E. Conclusion Malcolm X played a significant role in bringing rise to African American activism. Malcolm X shed light upon the many dreadful conditions faced by the people of African descent. However, while it may be impossible to measure his impact in its entirety, it is just to say that Malcolm X helped to expose unfair practices towards African Americans which ultimately led to significant changes, changes that the legal system deemed unlawful. This drive to better African Americans made Malcolm X an extraordinary leader and gave African American new incentive. This led African Americans to begin to take further action which gave rise to activists groups such as the Black Panther Party. It is evident that Malcolm X played a significant role in giving rise to African American activism. His role is equally as significant to that of Martin Luther King Jr. or even that of Rosa Parks. And while some may call him violent or racist, others consider Malcolm X to be one of the most influential and great est African Americans in history. Works Cited Eric Foner and John A. Garraty, eds., The Reader’s Companion to American History (Houghton Mifflin Harcourt Publishing Company, 1991) http://www.history.com/topics/malcolm-x (accessed November 29, 2012) William W. Sales, Jr., â€Å"The Legacy of Malcolm X,† Online Publication. http://www.socialistalternative.org/literature/malcolmx.html (accessed November 29, 2012) James Smethurst, â€Å"Malcolm X and the Black Arts Movement,† Cambridge Collection Online. http://cco.cambridge.org/extract?id=ccol9780521515900_CCOL9780521515900A007 (accessed November 29, 2012) Sharrod Patterson, â€Å"Malcolm X: A Powerful Black Leader Who Fought for Human Rights,† Student Newspaper of Winston-Salem University, February 19, 2007. Bio. True Story, â€Å"Malcolm X Biography,† The Biography Channel Website. http://www.biography.com/people/malcolm-x-9396195 (accessed November 29, 2012) Teachers Domain. Malcolm X: Black Nationalism.† 18 Jun. 2004. Web. http://www.tea chersdomain.org/resource/iml04.soc.ush.civil.malc1/ (accessed December 5, 2012)

Developing a Therapeutic Counseling Relationship Essay -- Counseling

Introduction Understanding the counseling session from the client’s perspective is a very important aspect in the development of a therapeutic relationship. A clinician must be an excellent listener, while being to pay attention to the client’s body language, affect and tone. The dynamics in the counseling session that is beneficial to the client include the recognition of the pain that the client is feeling. The detrimental part of this includes a misunderstanding of the real issues, a lack of consideration of the cultural aspects of the client, and a lack of clinical experience or listening skills. In this presentation, we will discuss the positive and negative aspects of the counseling session from the client’s perspective which includes the client’s attitudes, feelings, and emotions of the counseling session. We will next examine the propensity of the client to reveal or not reveal information to the counselor, and how transference, and counter-transference can h ave an effect on the counselor-client relationship. Positive Aspects For clients who express their experiences for the first time in counseling, it can be a powerful force to help them heal. It is important for the counselor to pay close attention to the person’s body language, affect and tone. The counselor must consider the possible scenarios that may occur in the first session. Cultural aspects of the client must be considered. From the client’s perspective, the first session is an important session, even if the first session is mostly an information gathering session. The client may have experiences much trauma in their life, never being able to trust a person with their closest feelings. This is why it is very important to establish rapport and trust in... ...confidential information is shared without their permission, this situation can be detrimental to the client. The client may stop treatment or be passive-aggressive towards the therapist by being late of cancelling appointments with the clinician. References State University (2011). Retrieved from Lecture Notes Online Web site: http://angel04.gcu.edu/section/default.asp?id=551591 Sherwood, T. (2001, September). Client experience in psychotherapy: What heals and what harms? Indo-Pacific Journal of Phenomenology, 1(2), 1-16. Retrieved August 27, 2009, from http://www.ipjp.org/index.php?option=com_jdownloads&Itemid=25&task=view. download&cid=111 Transference and Countertransference, (2011). Kathi’s Mental Health Review. Retrieved May 7, 2011 from http://www.toddlertime.com/mh/terms/countertransference-transference-3.htm#Countertransference

End Justifies the Means

Does The End Justify The Means? First, let's try to understand the sense in which the word â€Å"justifies† is used in the familiar statement that â€Å"the end justifies the means. † After that we can consider the problem you raise about whether it is all right to employ any means – good or bad – so long as the end is good. When we say that something is â€Å"justified,† we are simply saying that it is right. Thus, for example, when we say that a college is justified in expelling a student who falls below a passing mark, we are acknowledging that the college has a right to set certain standards of performance and to require its students to meet them.Hence, the college is right in expelling the student who doesn't. In most societies, killing a human being is seen as a bad thing to do. But what do you do when a country declares war against you? The â€Å"end† in this case is the end of the war. If you do nothing and stick to your moral grounds , you will be destroyed, but the war will be over. If you take up arms to defend yourself, you are violating your moral code for the sake of stopping the war.. An enterprise can succeed only if it has a goal. To achieve that goal an effective method should be adopted.The method can be harmless with no violence in it. Or it can be hard and cruel which calls for a lot of violence. In both cases the goal is the same. Only the method of achieving it is different. The proverb, a very disputable one, means that if the goal is good the methods adopted for achieving it do not matter. It can be good or bad. The Florentine statesman, Machiavelli, in his book THE PRINCE advocated this doctrine. According to him, it is justifiable to go to any extent for achieving a good cause. It may be necessary to use violence sometimes.It will be harmful to some people. But all that can be justified if the goal is good. Some great Indian leaders and thinkers like Gandhi have opposed this doctrine. According to them it is not only necessary that goal should be good but the means adopted for achieving it should also be good. In some countries governments  resort  to anything for suppressing riots. When peaceful requests and talk fail to bring about the desired result, they use sheer force to suppress such riots. They argue that it is for the common good of the ublic. Whatever be the truth, the doctrine ‘the end justifies the means’ happens to be a very controversial one which provokes much thinking and dispute. This phrase, originating from Niccolo Machiavelli's book â€Å"The Prince†, is interpreted by some to mean doing anything whatsoever that is required to get the result you want, regardless of the methods used. It does not matter whether these methods are legal or illegal, fair or foul, kind or cruel, truth or lies, democratic or dictatorial, good or evil.Some agree that the statement is correct; however, others don’t see it that way. . When a man re aches worthy means with unworthy methods, how does that feel within a human soul? Because people have a Conscience, whenever they like it or not, people have to feel for others when they do something bad.. Another view, the benefits from something outweigh the process attained. For example if somebody cured cancer, but he/she had to kill one cancer patient to find the cure.They would say that the fact that they cured cancer made the loss of one life to save many worth it. The other way would mean something like the process makes the outcome worth it, which doesn't make much sense. On the other hand, if the end is worth the cost, then it is fine to eliminate the undesirables. However, the problems arise when judging if it is worth it, and if the undesirable might be of potential value later. For example, assassinating undesirables that are murderers is justified in that it saves future lives.

Bilingual Education

Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there. Bilingual Education Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there. Bilingual Education Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there.