The Great War And Its Effects On World War I - 1341 Words

All people are drawn to why events occur, particularly the adversities of life. Corinthians 13:12 says, â€Å"Now we see things imperfectly, like puzzling reflections in a mirror, but then we will see everything with perfect clarity. All that I know now is partial and incomplete, but then I will know everything completely, just as God now knows me completely.†(Holy Bible, NIV) Fortunately, even when tragedy strikes, God s sole interest is the good of his children. Therefore, we can find comfort in the chain of circumstances God has organized not only for our lives but also for the world. God deliberately envisioned each aspect of The Great War and its effects. World War I was caused by Alliances, which led to a hunger for peace and the demise of the â€Å"lost generation† due to PTSD. One primary cause of World War I was the opposing Alliances, The Central Powers and The Allies. Animosity between the nations of France and Germany began because Germany had seized land th at was previously owned by France. Germany recognized that France was ready to seek revenge. Therefore, on October of 1879, Germany and Austria-Hungary united to form a Dual Alliance declaring, â€Å"Should one of the High Contracting Parties be attacked by another Power, the other High Contracting Party binds itself hereby, not only not to support the aggressor against its high Ally, but to observe at least a benevolent neutral attitude towards its fellow Contracting Party.† (www.firstworldwar.com) Bismarck, theShow MoreRelatedThe Global Effects of Imperialism, World War I and the Great Depression1424 Words   |  6 PagesThe Global Effects of Imperialism, World War I and the Great Depression Bentley first talked about cross-cultural interactions as a way to categorize the World’s history. He in addition wrote aboutRead MoreEffects Of Ww1 On South And East Asia1285 Words   |  6 PagesDavon Duncan Mr. Sipher World History AP 21 March 2016 Effects of WW1 on South and East Asia World War I, the so called war to end all wars, began in 1914 and ended in 1918. This war included the Allied Powers; which included Great Britain, France, Russia, and Italy; against the Central Powers; which included Germany, the Austrian-Hungarian Empire, the Ottoman Empire, and Bulgaria. WWI was mainly centered around Europe but had dramatic effects on the entire world but in particular SouthRead MoreThe Great War Of 1914974 Words   |  4 Pagesradio dial. I am Alice Jordan reporting your evening news on the Great War of 1914. Woodrow Wilson was the 28th President of the United States during World War one. The outbreak of the Great War of 1914, also known as World War I, started with the assassination of Austria Archduke Franz Ferdinand, who was shot to death by Gavrilo Princip (Columbia Southern University, (CSU), n.d.). The Prime Minister of Great Britain during the Great War was David George Lloyd (CSU, n.d.). World War1 was theRead MoreThe Museum Is A Great Education Tool Of World War I944 Words   |  4 PagesA museum is a great way to preserve items and history for the future generations to learn and gain knowledge of the past. Similarly, on my visit with the honor’s class to the National World War 1 Museum and Memorial at Kansas City, I gained a valuable knowledge about the World War 1. The overall message that the museum convey about the Great War was to remember and appreciate the soldiers, men and women who served in World War 1. There was so many visual images all around the Museum that gave a betterRead MoreThe United States Into World War I855 Words   |  4 PagesThe First World War was once one of the most harmful and deadliest wars of all time. A few countries participated within the battle together with Russia, Great Britain, Germany, and France. When the European nations went to war, Americans wanted nothing to do with the war. The twenty-eighth U.S. president Woodrow Wilson, led America through World War I. Wil son was a college professor, university president and Democratic governor of New Jersey before winning the White House in 1912. Woodrow WilsonRead MoreThe Great Migration1269 Words   |  6 PagesWithout The Great Migration, or the migration of African Americans from 1915 to 1970 from the south to the north, the north would have suffered economically (Wilkerson 8). Specifically, without the Great Migration, the north would have faced extensive job shortages, that would have eventually led to economic turmoil. One cause of The Great Migration was the need for southern African Americans to take industrial jobs in the north. Furthermore, during times of war, many men were removed from theRead MoreThe World War I And The Rise Of Germany801 Words   |  4 PagesWorld War II plays a very important part in the history of the world. It still has effects that we deal with today. So, what events could have possibly started such a monumental world war? Well, the events are: World War I, Gr eat Depression, expansion of imperialism, Versailles Treaty, and the rise of Germany. This was a dangerous chain reaction of events that lead to the devastating effects of the war. What really set the tone for the start World War II was actually the effects World War I itselfRead MoreWar I And World War II1264 Words   |  6 Pages During any war, there will alwaAys be alliances made which stick even after the war has been dissolved. Postwar foreign policy after wars such as World War I and World War II was complicated and both had their similarities and differences from each other. World War I (WWI) strengthened our international relations with many countries, It also deteriorated some relations as well and set the stage for America becoming a great power. World War II (WWII) had some of the same effects, solidating ourRead MoreCause and Effect on World War 1 Essay743 Words   |  3 PagesCause and Effect on World War 1 World War One, a huge conflict that sparked in 1914 and lasting all the way until 1918. The war was between the world’s greatest powers as two opposing sides; the Central Powers and the Allies. It was a chain of events that had started this was which consist of key features such as imperialism, alliances, growth of militarism, crisis, and nationalism. It was the result of these accumulating factors that had eventually evoked war. The effects on World War One includedRead MoreThe Guns Of August And All Quiet On The Western Front1633 Words   |  7 PagesFirst World War took the world by storm; no person could have imagined the horrors and detriments the â€Å"Great War† would cause. Over a span of four years, millions of soldiers and civilians died. Children lost their parents, and wives, their husbands. So unprecedented was this type of vicious warfare that the countries involved were unprepared for one of the worst wars in history. Two books, The Guns of August an d All Quiet on the Western Front address and highlight major themes of World War I. The

Modularity in Development Free Essays

Modularity is found in all facets of life and is very important in the biological development of an organism. Simon (1962)(in Gilbert, 7th ed.) argued that modularity is important in nature for the design and description of complex systems at all levels. We will write a custom essay sample on Modularity in Development or any similar topic only for you Order Now He gave the example of two matchmakers to explain how modularity is important in the stable development of complicated system. Living beings are not composed of hierarchies. â€Å"Each entity is an organized array of constituent modular parts, and at the same time, the constituent of a larger module.† (Gilbert S., 7th ed.) These modules interact among themselves to form a larger coherent module. An evolutionary module is characterized as a unit that functions as an individual in respect of three processes of replication, interaction and evolution. (Lewontin (1970), in Bolker, 2000) One level in which modularity is clearly seen is in the later stages of embryonic development. According to Bonner (1988, in Gilbert 1998, pp.172), â€Å"Modularity is associated with ‘gene nets’ that can participate in many different aspects of development.† This happens through discrete and interacting modules. Klingenberg has defined modules as â€Å"units that are internally coherent by manifold interactions of their parts, but are relatively autonomous from other such units with which they are connected by fewer or weaker interactions.† (Klingenberg, 2002) Modules are, therefore, said to be â€Å"individualized† units separate from their surroundings. Raff listed the characteristics of developmental modules in his definition. He said that modules must possess certain â€Å"discrete specification, hierarchical organization, interactions with other modules, a particular physical location within a developing organism, and the ability to undergo transformations on both developmental and evolutionary time scales.† (Raff 1996, qtd. in Bolker, 2000) He explained that modules are â€Å"dynamic entities† which represent localized processes as seen in morphogenetic fields rather than â€Å"simply incipient structures† like organ rudiments. Modules are found to have external connectivity along with internal integration. So, modules allow for the three processes of dissociation, duplication and divergence, and cooption. (Raff 1997, qtd in Gilbert, 1998) Dissociation lets one module change without affecting other modules and that, in turn, permits heterochrony. Dissociation also allows allometry, letting different parts grow at different rates. The principles of duplication and divergence are seen in the variations of themes produced by morphogenetic fields. These are seen in different sizes and shapes of teeth, and the difference in hind limb and forelimb. Modularity also permits cooption, such that the same module can create both, jaws in fishes and mammalian middle ear cartilage. (Gould 1990, in Gilbert 1998) Modules can also undergo developmental and evolutionary change separately from other modules. The signaling interactions within modules over a distance are carried out by morphogens (Neumann, Kersberg, Ferguson, Gudon and Bouiillot, qtd.   Klingenberg, 2002) These are proteins of families like FGF, hedgehog, Wnt or TGF-?, or molecules like retinoic acid. These are termed as â€Å"panacrine† factors. These factors stimulate the transcription factors in cells through the signal transduction cascades between them. This brings about a stimulation of a specific feature or factor in the cells in a module. Each module in an embryo makes a different level of a living entity. E.g. a cell is a part of tissue and organelles are parts of cells. Organelles must function to make a coherent cell and cells must function to make a coherent tissue. Modular units lets different parts of the embryo develop without interfering with other units. So development occurs through discrete and interacting modules. According to Keller (1986) (in Bolker, 2000), the best-characterized module is the dorsal marginal zone (DMZ) of the â€Å"Xenopus† gastrula. It fulfills all the necessary criteria for a module. It can be physically isolated from the rest of the embryo and still undergo shape change, so it can be said that convergent extension is intrinsic to DMZ; the force-generating function is uniquely localized to DMZ; all cells within the DMZ interact to produce overall shape change; and lastly, this region can be identified in other amphibian embryos and related fish, like sturgeon. Other modules, apart from morphogenetic fields, are imaginal discs, like the wing imaginal disc of Drosophila; cell lineages like inner cell mass or trophoblast, insect parasgments, and vertebrate organ rudiments, somites, rhombomeres in flies, RTK-Ras or Wnt, or IP3 pathways are also considered to be developmental and evolutionary modules. Katherine Anderson first discovered a morphogenetic determinant i.e. an mRNA for the snake protein in her laboratory of Cristiane N?sslein Volhard. â€Å"She rescued eggs from homozygous snake mothers by injecting them with small amounts of cytoplasm from wild eggs.† (Gilbert, 1998) Instead of an entire dorsal cuticle being developed, the dorsoventral pattern was restored in them. They also carried out experiments on Drosophila. They showed that a morphogen could be stored as mRNA, but it could be localized to a region of cytoplasm. Modules can associate with other modules in new ways. Examples at molecular level are proteins like ?-catenin, which can be either a part of Wnt pathway or a cell adhesion factor. At cellular level, the Hedgehog module, which is used to make a border in insect blastoderm, is later used in making eyespots of the wing (Keys et al 1999, in Gilbert, seventh ed.). Buffering of modules is also seen, e.g. the â€Å"double assurance† of Spemann (1927) (in Gilbert, 7th ed.) Modules play an important role in evolution. Evolutionary biologists consider modules as sub-units or components of a larger system. Averof and Patel (1994) showed that the pattern of Ubx and abd-A Hox gene expression correlates with the presence or absence of the modification of thoracic limbs and feeding maxillipeds.(Gilbert, 1998) The maxillipeds form only when the genes are inactive. In vertebrates, the distinction between cervical and thoracic vertebrae, and that between cervical and lumbar vertebrae is mediated by Hox genes.   This is apart from the main role in development. Thus, modular units play important parts in an embryo. Works Cited Gilbert, Scott. â€Å"Modules: Key Pieces in the Integration of Developmental and Evolutionary Biology.† Chapter 23. Developmental Biology. Seventh Edition. [Online]www.devbio.com/article.php?id=222 Klingenberg, Christian P. 2002. â€Å"Integration, modules, and development: molecules to morphology to evolution.† [Online]www.flywings.org.uk/PDF%20files/New%20Modules%20%20Integration.pdf Bolker, J.A. 2000. â€Å"Modularity in Development and Why It Matters to Evo-Devo.† American Zoologist, 40:770–776, 2000. [Online]icb.oxfordjournals.org/cgi/content/full/40/5/770 Gilbert, Scott F. 1998. â€Å"Conceptual Breakthroughs in Developmental Biology.† Journal of Biosciences, 23, No. 3, Sep 1998, pp. 169-176. Indian Academy of Sciences. [Online]www.ias.ac.in/jbiosci/september1998/JB3b.pdf How to cite Modularity in Development, Essay examples

Creative Story Confused Letmein Essay Example For Students

Creative Story: Confused Letmein Essay Creative Story: Confused LetmeinDonald Christensen pr #7Well it all started out like this, It was a typical day in band, marchingpractice. We were all outside lined up getting ready to march. As I waschatting with Bob, I over heard Mr. Letmein yell to Bob Get in line Donny. Hesaid it like Bob had killed someone. Bob suddenly looked up, and strangely enough, he was already in line. Aswe both looked at each other in wonder, Mr. Letmein commanded Band at a ready.Next thing I knew Mr. Letmein was yelling at Bob telling him to stand ata ready, and to be quiet, he was so mad at him it seemed like he was a volcano. We started to march, and Bob looked over at me and said, Was I talking?Nope I said back quickly, so we would not be noticed talking. After marching, in Spanish class, Bob asked me again if he was talking,and again I said no. We discussed this for a while and found no reason for Mr. Letmein to yell at him at all. That is just too strange, the only thing wecould think of is he thought Matt Card was Bob, because Matt was standing infront of Bob. Mr. Letmein must be getting old.

The Caucasian Chalk Circle Questions by Nicole Essay Example For Students

The Caucasian Chalk Circle Questions by Nicole Essay How does the language of the play differ from the language of scene 1? First of all the Scene 2 uses narrative language and speaking in a third person. This is used through out the performance by a character called the singer and Grusha/Simon. Even though the singer is actually given a character name he does not exist throughout the play other than narrating. The narrator first says once upon a time which shows this is a story being told in a past tense. The narrator sets the scene for the Governor and his wife His name was Georgi Abashvilli. The scene is then describing the revolution, which is taking place at this time, referring to deaths as a time of bloodshed. For that reason alone I feel like the beginning of the play starts off with a more modern language so theres a clear contrast between the different time periods and its easier to distinguish them. We will write a custom essay on The Caucasian Chalk Circle Questions by Nicole specifically for you for only $16.38 $13.9/page Order now * What is Nukha like? Nukha is a village in the Caucasus Mountains, which was ruled by the Governor Georgi Abashvilli, who did not rule it very well seeing how much he had purposely ignored the poor beggars and petitioners asking him for help. Nukha appears to be a poor village (apart from the Governors palace) this is shown by the miserable slum houses who are filled with poor and unfortunate people which do not have the money to live in the right accommodations. * What do you learn about the citys Governor, Georgi Abashvili his family and his style of leadership? What are his main concerns? Throughout Scene 2 we begin to learn more about the Governors family and the Governor himself. Georgi Abashvilli, displays absolutely no worry or care for his son and his wife in his very short appearance in the play as he hardly speaks a single line in Scene 2, which indicates his utter self-involvement. He has no interest in what does not concern him, which is verified when he entirely ignores the begging protestors outside his palace. Georgi is also described as showing lack of curiosity when the fat prince questions the war, this complete disrespect for the soldiers and the people of his city, proves his arrogance, which is in fact similar to his wifes. Natella Abashvilli proves her enormous arrogance and self-involvement just like her husband who has been murdered. Although her sons life is in danger her main attention remains exclusively on her wardrobe and the haste to save the dresses, which concludes in to her carrying the dresses out to the carriage rather than her son. Ins tead she leaves the son in the care of her servants, concerned only with her safety and appearance. These actions are presented to and therefore believed by the audience to be typical of upper-class mothers. * Does the scene involving the two doctors develop your understanding of the Governor? I feel like it helped me to understand how much power and authority he had in the town of Nukha. Georgi possessed his own doctors who were right at his service taking care of his only child better than he was ever able to. It also made me realise that he did not only had doctors, he had everyone wrapped around his little finger and of course his wife took advantage of that. The Governor and his wife were both arrogant and preferred to have the doctors at their service rather than helping all the poor, homeless people out on the streets. * Describe the meeting between Grusha and Simon. Why do they speak to each other in the third person? .u4ba2960b31dcec8c861e7c86989d81f3 , .u4ba2960b31dcec8c861e7c86989d81f3 .postImageUrl , .u4ba2960b31dcec8c861e7c86989d81f3 .centered-text-area { min-height: 80px; position: relative; } .u4ba2960b31dcec8c861e7c86989d81f3 , .u4ba2960b31dcec8c861e7c86989d81f3:hover , .u4ba2960b31dcec8c861e7c86989d81f3:visited , .u4ba2960b31dcec8c861e7c86989d81f3:active { border:0!important; } .u4ba2960b31dcec8c861e7c86989d81f3 .clearfix:after { content: ""; display: table; clear: both; } .u4ba2960b31dcec8c861e7c86989d81f3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4ba2960b31dcec8c861e7c86989d81f3:active , .u4ba2960b31dcec8c861e7c86989d81f3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4ba2960b31dcec8c861e7c86989d81f3 .centered-text-area { width: 100%; position: relative ; } .u4ba2960b31dcec8c861e7c86989d81f3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4ba2960b31dcec8c861e7c86989d81f3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4ba2960b31dcec8c861e7c86989d81f3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4ba2960b31dcec8c861e7c86989d81f3:hover .ctaButton { background-color: #34495E!important; } .u4ba2960b31dcec8c861e7c86989d81f3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4ba2960b31dcec8c861e7c86989d81f3 .u4ba2960b31dcec8c861e7c86989d81f3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4ba2960b31dcec8c861e7c86989d81f3:after { content: ""; display: block; clear: both; } READ: Sup Natl in macbeth1 EssayGrusha seems to be very shy and raised to believe shes not as significant as the other characters like Natella because of her social status. This is why she handles herself very proper because that is the way shes used to being. Shes not used to having any attention on her therefore when Simon flirts with her indirectly (by the use of the third person) she answers back with the use of the third person as of her shy personality. However additionally even though Simon has more confidence, his romantic interest in Grusha brings out the fearful side in him, which causes him to talk in the third person. * Why is the Governor suspicious of Prince Kazbeki? How are his suspicions justified? The relationship between the Prince Kazbeki and the Governor is foreshadowed by the Governors comment, in which he states his surprise on being greeted by his own brother. The way Prince Kazbeki greets his brother is so unusual to the Governor that he remarks on it, But did you hear Brother Kazbeki wish me a happy Easter? This indicates the suspicion on the reason why Governor was greeted him the way he did which was obviously not their usual greeting. Turns out his suspicions were right after his own brother has killed him. * Why must Simon leave? What is Grushas reaction to his departure? What promises are made? The purpose of Simon leaving is to go and protect the Governors wife from the riots seeing as Natella being an upper class deserves more protection than anyone else in the palace. Nevertheless before Simon sets off and after his attempt to flirt with Grusha he finally has the courage to propose to her and give her a silver cross, which is the sign of an engagement. I believe that she has only accepted the proposal because she wants to belong to someone and feel loved which she has not in a very long time, this is why she promises Simon that no matter what happens she will wait for him and she must fulfill her objective. * How does the Governors wife come to leave the child behind? Through Scene 1 we can see the awful relationship between the Governors wife and her son Michael. She seems to only carry the child with her only because the child is hers although her actions do not express that. Georgi of course, builds only for his little Michael! Never for me Natella is in fact shown to be jealous of her own son getting more attention from her husband than her, the cause of this might be she is craving for his love and attention however that statement raises a very important question as to what is the point of having a child if you dont surround it with eternal love? This again is shown when as soon as Natella sees the fire she rushes off and leaves the child with people who do not care for it at all. * Why does Grusha take the child? What does the singer mean by terrible temptation to do good? Does anyone support Grusha in her actions? I believe Grusha chooses to take the tiny isolated child with her seeing as no one else seemed to care for it. Even his own mother Natella had left him behind after announcing there was a fire visible as at last she noticed the fire-reddened sky. Everyone else seem to believe Michael has caught the plague and take no notice of it, but just because Grusha is insignificant to them they do not want her to take him with her Keep your hands off him. She as a maid is alone and unimportant to the res t of the characters so for that reason alone shes able to empathise with Michael, as she knows what it feels like to be thought of as a burden. By terrible temptations to do good the singer means Grusha is tempted to take Michael with her as deep down in her heart she knows its the right thing to do but also there may be concerns as to her not having enough money to actually look after the child and provide him with the right accommodations.

Teaching English Language Learners

Teaching English Language Learners Teaching English to English language Learners (ELL) can be a very challenging task especially when dealing with a diversified society. However, teachers are often required to be willing to learn and develop new strategies that can help such students to succeed in the classroom. In addition, it is important to implement these strategies in order to motivate students from non-English speaking countries learn the English language.Advertising We will write a custom essay sample on Teaching English Language Learners specifically for you for only $16.05 $11/page Learn More This is a necessary move as students who are new to the English language can feel unsuccessful, frustrated and demoralized if there is no attempt to motivate them. According to Miller and Endo (2004), the major challenges faced by ELS students emanate from cultural and linguistic problems. This is contrary to a widely held assumption that English language teachers are the problem. However, there is need for English teachers to determine the root cause of these problems and devise appropriate strategies to assist students. As an ESL teacher, I often look forward to ensuring that my students feel comfortable in the classroom and I am also required to learn new strategies to realize this goal. The paper explores the weaknesses and strengths often realized while exploring various challenges experienced while teaching a multicultural student population and how these challenges can be overcome based on my new learning. As a Bengali, Hispanic, and Arabic teacher, it is not an easy task teaching the English language. Therefore, new strategies such as questioning the students have to be adopted. Based on the practicum plan information, Socratic questioning is a good strategy that can enhance the reading, pronunciation, and the understanding capabilities of ESL students. In his research findings, Van Gorder (2003) has noted that questioning helps students to move forward, understand meaning and new vocabulary. Thereafter students are able to read fluently. In addition, questions assist students to understand new vocabularies, solve language problems and also assist them to move forward in learning the language (Van Gorder, 2003). This is useful in promoting students’ understanding, thereby enabling them to make meaning out of different texts. In addition, Socratic questioning activates students’ prior knowledge achieved through demonstration of learning.  Learning new vocabulary and writing paragraphs also enables ELL and ESL students to improve their proficiency in the English language. However, this strategy is challenged by what Pellino (2007) refers to as ‘language load’. While an English teacher lists English words or asks students to write them down, on the other hand, an English leaner is faced with language load. Language load means the â€Å"number of unfamiliar words encountered as an English learner reads a text or list ens to teacher or peer academic talk† (Pellino, 2007).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More To counter this challenge, the teacher should break down sentences into comprehensible sections. In addition, he/she should explain the text material or write down sentences that of the same level as students’ level of understanding. Moreover, presentation of academic vocabulary can be carried out at the beginning of each lesson. Information from personal relationships can be used to develop activities and lessons that can assist students to improve their learning abilities. Engaging ESL and ELL students in oral reading is important as it improves their reading abilities in addition to enabling them master words pronunciation. This shows that merely showing students how to use vocabularies learned is not adequate. Oral reading according to Harris, Turbill, Fitzsimmons and McKe nzie (2003), improves the confidence levels of students, develops vocabulary, and pronunciation of words. Reading is important as it not only improves the reading abilities of a student but also improves their prowess in English language. However, ESL students should not be exposed to limited reading materials. Instead, they have to be exposed to different reading materials. According to Harris, Turbill, Fitzsimmons and McKenzie (2006), by exposing children to different reading materials and texts, their prior knowledge is activated, thereby improving their ability to derive meaning. Some of the reading materials and resources as suggested by Scott (2010) include magazines, books, use of tapes with stories and songs, poems, dual language textbooks, story props, tourist brochures, postcards, newspapers, and catalogues among others. To determine the reading and writing abilities of students, students should be encouraged to take English tests more often. In addition, students should b e encouraged to use their native language more often because according to Miller and Endo (2004), â€Å"students who continue to speak their native language have greater success in learning English† (p. 790).  Based on my new learning, one major challenge often encountered by ESL students is language shock as they try to adjust to a new culture in their quest to learn the English language. Assuming that students have been integrated into a community where every student speaks English fluently, language load and shock could prove to be a challenge. Therefore, I must be prepared to assist the students to adjust and avoid mockery by the other English speaking students. This particular challenge can be handled by motivating the students, evaluating the teaching approaches and strategies used so as to make the students more confident (Miller Endo, 2004). In addition, the efforts of the students should not be limited to the use of certain strategies and approaches. Moreover, stu dents can be introduced to literacy centers which comprise of small groups that allow students improve their reading abilities. Various reading strategies such as shared-reading, guided-reading, small group shared-reading and modeled reading may be used (Harris et al., 2003).Advertising We will write a custom essay sample on Teaching English Language Learners specifically for you for only $16.05 $11/page Learn More These strategies enable the teacher to model and guide children, thereby making them English independent readers. Words or English sentence structures that meets the ESL students learning abilities could be adopted to assist students improve their learning, reading, and pronunciation abilities rather than curtailing their success in the English language classroom (Miller Endo, 2004). According to Vaughn (2010), a major challenge faced by teachers teaching multicultural students is determining the students’ skills and knowledge in first la nguage as well as understanding the level of performance in the student’s second language. This can be addressed through assessments, vocabulary and language tests (New Teacher Center, 2005). In addition, authentic and metacognition maybe applied. In other words, students should not be left to memorize information but be encouraged to understand meaning and be tested to determine their learning abilities and capabilities. Moreover, building personal relationships with the parents can assist in gaining a positive experience and gain trust and improve students’ confidence. One of the main resources that can be used to further my professional development is welcoming student’s parents into the classroom (Miller Endo, 2004). This would create a closer relationship that is ideal for improving the students learning abilities. Another resource is investing in reading with a view to exploring the currently available ESL and ELL teaching approaches and strategies. In ad dition, going back to school could be an appropriate resource as it increases the skills and the knowledge on how to appropriately and effectively instruct ELLs (Vaughn, 2010).  In addition, learning the native language of my students would be important as it enhances better communication skills between me and the students (Goldenberg, 2008). By enhancing academic achievement, it becomes easier for English teachers to create an English language-rich classroom. Moreover, by recognizing the sameness and diversity of the students, teachers are better able to integrate the existing curriculum with multicultural literature to boost the students’ language learning capabilities. Proper pronunciation of students’ names and gathering background information such as the parents level of education, the language they speak back at home, the time they come to the U.S, and whether their parents speak English, would be important.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More To sum it up, teachers are faced with numerous challenges when teaching a multicultural student population. Some of these challenges include language shock, determining the performance of second language, understanding the level of second language, and determining the best teaching approaches for each student. Some of the methods useful with ESLs students include Socratic questioning, demonstration on language, oral reading, writing essays, learning new English words, and shared learning. The aforementioned challenges can be reduced by understanding each students background, creating personal relationships, and metacognition and authentic assessments. Oral reading improves students’ confidence levels, develops vocabulary, and pronunciation abilities. ESL children should have special attention from the teachers to aid boost their learning reading abilities which can be achieved through the use of literacy centers. Reference List Goldenberg, C. (2008). Teaching English language learners: What the research does- and does not- say. American Educator, 8-43. Harris, P., Turbill, J., Fitzsimmons, P., McKenzie, B. (2006). Reading in the primary year (2 nd ed.). South Melbourne, Vic: Cengage Learning. Harris, P., Turbill, J., Fitzsimmons, P., McKenzie, B. (2003). Writing in the primary years. Melbourne, Australia: Social Science Press. Miller, C M., Endo, H. (2004). Understanding and meeting the needs of ESL students. PHI Delta Kappan, 786-791. New Teacher Center. (2005). Six key strategies for teachers of English-Language learners. Web. Pellino, K. (2007). Effective strategies for teaching English Language learners. Web. Scot, C. (2010). The challenges of teaching ESL students in international schools. Web. Van Gorder, B. L. (2003). When less is more: Questioning the text as a strategy for reading success. Voices from the Middle, 11(1), 35-37. Vaughn, S. (2010). Response to intervention in reading for English language learners. Texas: University of Texas and Alba Ortiz.

Allowing Guns on Campus Will Prevent Shootings, Rape

A graduate student leaving an evening class walks along the poorly lit sidewalk to the parking lot—it is a long, cold walk in the pitch-black night, and the student grows wary as shadows begin lurking in the distance. Suddenly, someone jumps out in front of the student, immediately threatening her with force. Before the student can react, she is raped and robbed. This is a very scary scenario, and one that happens on the SCSU campus every year. It seems like every week we get an e-mail citing another attack on students somewhere on or near campus. However, all of these attacks could be prevented if we allow students to carry guns as a means of self-defense. Although safety is my biggest concern, there are other arguments that point to this solution as well. First, it is our Second Amendment right to bear arms. Although debates have gone on about how it should be interpreted, I believe it means that if law abiding, trained and eligible citizens would like to carry a gun with them in self-defense, they should be able to. Right now, that does not include campus. â€Å"The law, as it stands now, does not prohibit carry on campus,† said Terence McCloskey, SCSU campus leader for Students for Concealed Carry on Campus (SCCC). â€Å"It allows universities to establish rules restricting carry on campus by students and staff. † According to the March 2007 Safety and Security bulletin in section 2. 1, â€Å"Alcoholic beverages, non-regulated drugs, explosives, guns and ammunition are not permitted on SCSU property. † This rule, I believe, is a violation of my Second Amendment rights. The second reason guns should be allowed is because it will give students, such as the one in the scenario, a sense of security and comfort when they are in a normally uncomfortable situation or area. The opposition would say that although the person with the gun is comfortable, it makes others around that person uncomfortable or afraid to speak up in class. Well, let me ask you this: How often do you feel uncomfortable or scared about someone near you having a gun when you go to a movie theater? Probably not too often. However, McCloskey said that 1 percent of Minnesotans have a permit to carry guns. â€Å"That means that every time they go to a movie theater with around 200 people inside, they are sitting with two people that are carrying a gun,† McCloskey said. There are people all around us that have guns, and it seems to be handled just fine. After all, the 1 percent that do carry guns have to meet certain requirements—guns are not handed out to just anyone. Minnesota law requires everyone to have a permit in order to own a handgun, and to obtain one you must be 21 years of age, be a U. S.  citizen, have training in the safe use of a pistol, not be a felon, not have a domestic violence offense in the last 10 years, not be a person convicted of stalking, as well as many other restrictions. You can find these laws on the State of Minnesota Web site. The final reason that guns should be allowed to be carried by students who obtain a permit is that it could prevent a tragic shooting like the one at Virginia Tech a couple of years ago. â€Å"Our best and our brightest are in an unprotected environment and are essentially being led to the slaughter,† said Keith Moum in an article in the Missourian. â€Å"It’s not as graphic as that, but it clearly shows that there is an element out there that has targeted college students. † If guns had been allowed on that campus, that tragedy may have been least minimized. So, in order to make the SCSU campus and other campuses nationwide a safe, comfortable environment for everyone, we need to allow the ability to carry a gun on campus. Not only will it make a student carrying a gun feel safe, it can prevent a tragic shooting, a robbery, or a rape. It is our right. Let us exercise it.

The Alarming Increase of Children Diagnosed with Autism Essay

The Alarming Increase of Children Diagnosed with Autism - Essay Example What is autism? Recognized a half century ago (Hanchette), Autism is a developmental disorder that has been deemed very severe and begins anytime between the birth of the child and 2 Â ½ years of age. These children are normal in appearance, but they will engage in various disturbing behaviors that are obviously different than the behaviors of normal children. There are also varying degrees of autism. Those who have less severe cases may be diagnosed with Pervasive Developmental Disorder (PDD) or Asperger’s Syndrome in which the child may have normal speech, but display some social and behavioral problems that are associated with autism (unknown, autism.com/autism). But believe it or not, it was once believed that autism was to be accepted as is because it was thought that nothing could be done about it. But now there have been a variety of treatment methods developed which have proven to be very helpful in leading to great improvement. Yet there is also the unfortunate fact that some treatments may have little or no effect at all on the autistic child (unknown, autism.com/autism). So why was autism thought to be hopeless? Well, for many years autism was thought to be a very rare occurrence. The average number of children born with autism was 5 out of every 10,000 live births (unknown, autism.com/autism). But since the 1990’s, there has been a very noticeable rise in the number of children developing autism. This rise is telling us that there is an average of 60 children out of 10,000 born with autism in which boys outnumber the girls four to one. As of 2007, the Centers for Disease Control reported that 1 in 150 children are diagnosed with autism (unknown, autism.com/autism). To think that in 1992 there were only 2,800 kids with autism in the entire state of California. When 2002 rolled around, that number had increased to 20,400 and as of 2004, the number of autistic children in California reached a staggering 24,000. That is a 440% increase between the years 1994 and 2004. New York is up 200% in the last decade and Pennsylvania has reached a 900% incr ease (Hanchette). It is very obvious with the latest statistics that autism is undergoing a significant rise, which makes it very important that the behavioral and physical signs are recognized as early as possible to ensure the appropriate treatment is administered. It is said that the sooner the child is treated, the better the outcome. With increased awareness of the signs and treatment being administered early, there are autistic children attending regular classrooms and some can live somewhat independently in a community setting. However, autistic people do not lose the impairment that comes along with autism that affects their ability to communicate and socialize successfully. This aspect, unfortunately, continues to haunt them for the duration of their lives. Behavioral signs of autism There are various behavioral signs associated with autism. These signs include: repetitive behaviors, lack of speech, withdrawal from parents or siblings, very little or no social interaction (Hanchette). If the child displays no big smiles or other expressions of joy by six months old, then that is a huge red flag. Another sign is if they do not share facial expressions, sounds or smiles, or if the child has not spoken by 16 months or has used multiple worded phrases with meaning by 24 months, those could all be