Asdfg - 2252 Words

Oxford’s Research-Based Affirmative Action December 10, 2010, 2:58 pm By Richard Kahlenberg A large-scale British study, released last week, gives new empirical support for the drive to provide affirmative action to â€Å"strivers,† less advantaged students who, despite obstacles, perform fairly well academically. The research finds that students who attended regular â€Å"comprehensive† (public) secondary schools did better in college than those who scored at the same level on standardized admissions exams and attended â€Å"independent† (private) or â€Å"grammar† (selective public) schools. Pointing to the study last week, Oxford University’s dean of undergraduate admissions, Mike Nicholson, created waves when he declared that students who do well at†¦show more content†¦fee-paying) schools which educate 7% of the UK school-age population. Somehow, its admissions tutors may be missing the potential. arrive2__net - December 14, 2010 at 7:47 pm I think this provides good support for the ideas of providing opportunities for upward mobility for deserving students regardless of their social background. However, the American variables used in the research may not the true equivalent of what the British mean by ‘striver’. Perhaps the researchers should re-examine the data to seem if a true demographic equivalent exists. Since public schools in the US don’t usually have the comprehensive v grammar dichotomy, maybe there is no true equivalent. Also, the existence of magnet, charter, and parochial schools in the US may mean that the American counterparts to strivers are not necessarily co-located in the same schools. Bernard Schuster Arrive2.net Affirmative Action in College Admissions The concept of affirmative action often sparks bitter turmoil in both the popular press and U.S. society as a whole. You may know that affirmative action is often cited as a way to combat an historical, ongoing, and ever-evolving presence of discrimination within society. You probably also have your own opinions on affirmative action, particularly in regard to college admissions. WhatShow MoreRelatedRisk Management And Network Security1028 Words   |  5 Pagesthis is why it is so important to include in this guideline to always use hard to guess passwords. It is important to instruct end user to not use obvious passwords, like â€Å"password,† â€Å"cat,† or obvious character sequences on the qwerty keyboard, like â€Å"asdfg† and â€Å"12345.† It’s better to use complex passwords. Include different letter cases, numbers, and even punctuation, it is also important to use different passwords for different websites and computers. So if one gets hack ed, other of the user accounts

The No Child Left Behind Act - 797 Words

The No Child Left Behind Act (NCLB) was passed in 2001.This law mandates that all students are required to have access to the general education curriculum and participate in accountability testing. Specifically â€Å"all students with disabilities should have access to, participate in, and make progress in, the general curriculum,† (Ayres, K. M., Lowrey, K. A., Douglas, K. H., Sievers, C., 2011). The Individuals with Disabilities Act (IDEA) of 2004 ensures students with disabilities have access to a free and appropriate public education (FAPE), meaningful, and in the least restrictive environment. There is a huge disconnect between implementing both laws because NCLB holds stakeholder’s accountable for teaching students with severe disabilities from the general curricula but on the other hand IDEA mandates students learn from an individualized curricula that support their post- secondary needs. Parents and educators are unsatisfied by the governments attempt to priori tize, teaching students with severe disabilities, the general curriculum standards over functional skills curriculum. A researcher re-states a parents comments on the influence of the general standards impact on the functional progression of her child, â€Å"My son can identify Saturn but he still can’t request a snack or even wipe his ass.† Parents would like a curriculum that focuses on meeting the students’ independency with life skills rather than academic curricula. This has pushed parents to take charge ofShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought t he Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

My Daily Activity Free Essays

My Daily Activities Every Monday until Friday, I wake up at 5. 00 A. M. We will write a custom essay sample on My Daily Activity or any similar topic only for you Order Now I press the snooze button two times every morning before I turn off the alarm and get up. I perform my morning routine of washing my face, and brushing my teeth. After that, I usually read for the next lesson. After time show at 5:30 A. M, immediately I start to worship until 5:30 A. M. The next activity I do breakfast. I usually buy cereal with fruits or hot poridge. I always eat breakfast every day, because if I do not eat breakfast, I always feel headache. After breakfast, I take my shower. After my shower, I get dressed. Before I going to campus, I usually clean up my bedroom, sweep floor, and tidy up my desk. I go to campus by public transportation but sometimes join with my friend’s vehicle. Usually, I study at campus until 12:30 P. M. Sometimes if there are two class schedules, I usually go back to my temporary house just for relax and lunch. Then, after having lunch I return to my campus and continue with skills lab until 4:00 P. M. I usually go home at 4. 15 PM, after that I start to do the assignment which given by lectures. When the evening is gone and it is night, I have some time to watch the TV entertainment and preparing to go Briton’s for English Course. I take 30 minutes to go Briton and I learning in there 1 hour and 30 minutes . After that, I go back home. I usually manage to go to bed around 9. 0 PM. That’s all what I do in every Monday and Friday. And on weekends, on Saturday, I go to Church. On Sunday mornings, I get up later than usual. Then I often go shopping downtown with my friends. Sometimes we go for a picnic in the countryside or doing something activites. On rainy Sundays, I stay at home reading books, listening to music and ometimes I practice my listening skill or browsing Internet with my computer. I am quite happy with my daily activities. ^^b How to cite My Daily Activity, Essay examples

The Effect of the Prospero free essay sample

The Tempest, Shakespeare makes the reader feel sorry for Caliban and resentful of Prospero. Even before Caliban appears on the stage, he is portrayed by Prospero as being a deformed and bestial being. Prospero creates this through his mistreatment of Caliban and his protrayal of Caliban as an animal. However, Shakespeare does give Caliban a voice. Everytime Prospero attempts to suppress him, Caliban is always able to fight back with arguments. One thing that Caliban and Prospero share in common is that others have exercised authority over them; Antonio over Prospero and Prospero over Caliban. The relationship between Prospero and Caliban suggests that the birth of colonialism was not only due to the exploitative attitudes of the colonizer, but is partly due to the dependency of the natives on the superior others. The Prospero-Caliban relationship resembles Cesaire’s argument about how colonization dehumanizes both the colonizer and the colony. To Prospero, Caliban is like an animal that he could rack with cramps, fill his bone with cramps as well as make him â€Å"roar† that shall make the beasts tremble if he does not obey Prospero’s commands (Shakespeare, I, 2, 369-371). We will write a custom essay sample on The Effect of the Prospero or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Here, both the savage treatments and the verb ‘roar’ reflect Prospero’s bestial view of Caliban’s being, embodying Cesaire’s argument about how colonization makes the colonizer get into the habit of seeing and treating other men as animals (Cesaire, p. 41). At the same time, as Cesaire said and as I will argue below, colonization also objectively transforms the colonizer into an animal. If we go back to Caliban’s story of how he first met Prospero and Miranda, we would agree that at the beginning Caliban and Prospero had a relationship similar to father and son. Caliban used to love him and appreciate what he had taught him; â€Å"he (Prospero) made much of me.. Teach me how to name the bigger light.. † (Shakespeare, I, 2, 333 and 335). Caliban had come to trust him so much that he then revealed the richness of the island to Prospero. Heartlessly, Prospero repays all that with persecution. Not only his treatment of Caliban resembles his inhumane personality but even Miranda, his own daughter, is often silenced by Prospero. Although he loves her so much and she is one of his most precious treasures, Prospero does suppress her voice throughout the play. Another example that shows Prospero’s dehumanized characteristic is his mistreatment of Ferdinand. He enslaves Ferdinand and portrays him as a bestial being just like Caliban. Prospero’s ambition to take over the land from Caliban turns him into a ruthless person and the way he treats Caliban, Miranda, and Ferdinan resembles his dehumanized personality. Colonialism not only accustoms the colonizers to see and treat the other men as animals, but it unconsciously transforms them into animals themselves. The way Shakespeare describes Caliban as savage, bestial, deformed, â€Å"howling monster† (Shakespeare, II, 2, 188), â€Å"moon-calf† (Shakespeare, II, 2, 111-112), â€Å"poisonous slave† (Shakespeare, I, 2, 318), â€Å"a born devil† (Shakespeare, IV, 189), and moreover the way Prospero ruthlessly treats him promotes the idea of dehumanization of the colonies. Nonetheless, The Tempest is ambivalent in promoting the idea of colonial enterprise. Caliban’s sufferings encourage the reader to sympathize with him, but that is true only at the beginning of the play. Towards the end, Caliban starts to enslave himself. He decides to make Sebastian his master to replace Prospero. He even declares himself a slave, â€Å"For aye thy footlicker† (Shakespeare, IV, 1, 219) and more surprisingly he refuses to be freed by Prospero at the end of the play. This strongly implies that Shakespeare represents Caliban as a dependent being; giving him the option to live independently yet having him choose to follow and serve Prospero instead. Although The Tempest is ambivalent in promoting the colonial enterprise, it does show resentment toward colonialism by showing how Caliban detests the mistreatment of Prospero. By emphasizing Caliban’s dependency, Shakespeare seems to agree that the birth of colonization was not only due to the exploitative attitudes of the colonizer but in fact was partly due to the dependency of the natives on the superior others. The justification of colonialism is a conviction Shakespeare tries to embed in The Tempest. However, Shakespeare clearly shows that slavery is socially neither an appropriate nor acceptable relationship. Regardless of his dependency on superior others, Caliban dislikes all the inhuman treatment he got from Prospero. This mistreatment not only results in hatred but also leads Caliban to consider killing Prospero.