Crime and Poverty Essay Example | Topics and Well Written Essays - 1000 words

Crime and Poverty - Essay Example Money is often reinvested from the open market to the black one to bring about high yet risky return in urban areas. This kinds od risks are even higher when this activity is controlled by mobs and gangs who make money on the account of others. The children who live in these areas do not have realistic role models, which results in them looking up to those people who get rich through those experiencing poverty. There are some theories that suggest that people are to blame for ending up in poverty themselves. It is true that today’s neighborhoods infested with gangs often invest in their own downfall by earning money through crime. However, the misfortune of America has much to do with the actions in the Civil War. There are speculations among some communities that suggest that slaves were turned loose after the Civil War not having proper education, nor a fair chance to provide for themselves or their families in a legal way. Along with the already lowered perception of these slaves, this caused a long term severance in social and economic standards of equality and education, as well as of opportunities. Many politicians through history tried to solve the problems of poverty, but nothing this serious and of this magnitude can be solved overnight. It may take a long time to improve means of wealth distribution and a society-wide commitment to solving this problem of poverty as well as the crime, but it is worth every minute spent. â€Å"It has been said that a civilized society is best measured by how it treats the poor. If such is the case, we Americans are abject failures. Nationwide over 20% of our children live in poverty. In Los Angeles 30% of all children are poor.†(Carl C. Holmes) These impoverished children are 2.7 times more likely to suffer stunted growth, and twice as likely is the chance for them to suffer serious physical or mental disabilities. Poor children score much lower on achievement tests and the level of illiteracy among the p oor is too large and disgraceful. If we could call poverty a disease, we could say that it is a most devastating disease that people can suffer. The poor do not suffer just economically, but also suffer lack of opportunity, education, health care, as well as much more violence, disease rates and imprisonment at much higher rates than those who are in better conditions in the community. They are often executed for capital crimes for which regular people wouldn’t be executed. It was thought of poverty to be the most noticeable cause of crime. However, this had an influence on many people to decide to form voluntary associations to help the poor and prevent them from committing a crime and ending up in prison. The way they saw it was that the poor need what others have and to get those things they turn to crime. This connection seems solid on the surface, but more closely, it is not the best perspective for viewing this situation. Certain voluntary organizations have the effect on a large portion of the battle between crime and poverty. These organizations had a goal to see that the criminals were treated fairly and to prevent crime by cutting it in the bud. They also try to help reform free convicts and by doing that also to improve the society. One of these associations was the Prison Discipline Society whose goal it was to ensure that the prisoners were treated fairly and kept in livable conditions. The theory which suggests that crime

The World Wide Web Essays -- Internet Technology Computers Essays

The World Wide Web Communication--it is a fundamental part of our everyday lives. It characterizes who we are, what we do, and how we relate to others in society. It is a very powerful tool that holds many different uses for our basic needs and survival. At a very simplistic level, it is key in attaining our very basic needs for survival. In that respect, it is key in achieving all needs in Maslows hierarchy. Its uses and possibilities endless. Over time, the discoveries that have been made in relation to communication have been revolutionary in that they have changed the way we live and act dramatically. For example, the writing on walls, pencils, pens, ink, paper, the printing press, telegraph, telephone, television, electronic mail--these only touch the surface. But, what they all have in common is that they have impacted our lives and the way in which members of society relate to one another, understand and percieve one another. As technology advances, the ways in which we communicate will change and advance. In 1992, the inception of the World Wide Web brought about, which at that time many people were unaware, a revolution in the communication industry. In essence, the way in which people communicate with one another would be changed forever. Families with relatives, friends, managers and employees, organizations-public and private, commerce--the consumer and the supplier. These and an endless number of communication relationships would be changed forever. This web site provides a detailed description of the World Wide Web, its history, the traditional and technological implications that have been brought about with it and raises some moral and ethical questions about the WWW. TARGET TECHNOLOGY--The Wo... ... to do with it or how it was going to change our futures. But, as time went on, we learned to better utilize the invention and how to capitalize on the advantages it holds. Today television is key in many peoples' lives. It changed communication, advertising, commerce and a countless number of things forever. I believe that the Web already has and will do the same in these areas in the future, only with an even greater impact. References Pasadena Public Library. "Internet Tutorial." A World Wide Web Tutorial. http://ci.pasadena.ca.us/library/tutorial.html (13 April 1999). Halonen, Olli-Pekka. "Guide for creating World Wide Web." A World Wide Web History. http://www.netppl.fi/~okko/ddd/history.html (13 April 1999). Ray, Tim. "HTML Definition." A Definition of HTML. http://ernie.bgsu.edu/~timray/hypertext/htmldef.html (15 April 1999).

Benefits of partnership of a community group

In the recent years we have witnessed a contract known as ‘Community Benefit Agreement’ that was signed in the USA between community groups and company owners which requires the business owners to provide certain services to the local community or the vicinity while on the other hand the community supports the businesses or will not in any way oppose them (Cnaan & Milofsky, 2007). A study reveals that when the community is more involved in the negotiation procedure, they will be able to tackle the problems to present a debate for all parts of an affected community.At the spirit of the community benefits schemes is partnership building. According to the agreement, there are various benefits a community will derive from a business operating in the vicinity. They include; good working conditions, local hiring schemes, affordable housing allowances, better remuneration packages, on job training programs, space will be set aside for other small organizations, community centre s, child care schools, enhance erection of parks and sporting amenities and giving financial support to community group programs.Benefits that a community group may accrue from a company/business through partnership Taking a case in Sydney we find that a recreation field committee of Rankin School of the Narrows in IONA being one of the beneficiaries from the Sydney Tar Ponds Agency through a strategy that was introduced known as Local Economic Benefits (LEB). Sydney Tar Ponds Agency is an agency that deals with stabilizing, solidifying and containing the contaminated materials to clean up the environment and the cleaned up space to be used for recreational purposes.Sydney Tar Ponds Agency, through the LEB program, supports promotes mission contestants and contractors to promote local community activities. LEB involves various operations such as local employment, improvement of local proficiency sets, promoting local community projects and drawing new citizens to join local communit ies. An important section that will be checked out is developing an outdoor rink, a young and adults green activity area which will allow those who have no space to plant at home to have a garden, for the young ones it will provide education on plants and how they grow.As fundraising efforts were underway for the various phases, the committee explored many ways of generating much-needed financial support. Members in the Sydney Tar Ponds Agency have testified that the strategy had helped them develop the outdoor rink that is helping them to give back to the community. This helps the community to grow in positive, healthy directions (Gale Group, 1988). Through the establishment of the outdoor rink for Rankin School of the Narrows in IONA, there will be a lot of motivation in the part of the learners as they will be able to learn extra curriculum activities such as small garden farming.It will also give individuals work to do thus avoiding idleness which could promote immorality amongs t the youths. This will develop the youngsters’ skills and talents that could be of great help to them in future. These small gardens will also add to the country’s aesthetic value thus preserving the splendour of a nation. Conclusion In order to form a triumphant community benefit agreement, it is vital to classify and retain a coalition, facilitate and expertise on a shared agenda, Collins & Porras, 2002).It is therefore important that the government empowers the community on its rights so as to improve the bargaining power of the community. We find that there are organizations which merely do anything for the community because there are no efforts to demand their contribution to the community. On the other hand the community groups should support the operations of the organization to form that mutual relationship that will promote the introduction of other benefits (Demetrios E. Tonias & Jim J.Zhao, 2007). Works Cited Gale Group. International directory of company h istories. (California: St James Press. 1988) Collins James Charles & Porras I. Jerry. Built to last: successful habits of visionary companies. (New York; Harper Business Essentials. 2002). Cnaan A. Ram & Milofsky Carl. Handbook of Community Movements and Local Organizations. (Philadelphia: Springer. 2007 pp 26, 27). Tonias E. Demetrios & Zhao J. Jim. Bridge Engineering. (New York: McGraw-Hill Professional. 2007, p 41).

The American Dream In The Great Gatsby Analysis - 758 Words

The American dream is a idea that anyone can reach prosperity and success by determination and hard work. Everyone has equal opportunity to achieve this dream. This may not be the case in this tragic love story, The novel The Great Gatsby by Fitzgerald. By corruption, unfaithfulness, and entitlement we see a different view of the American Dream. Through the characters and plot in the novel, The Great Gatsby, Fitzgerald suggests the pessimistic view that the American Dream of social mobility is a modern fallacy. In the first place, Gatsby’s unrealistic American Dream signifies the longing and the ugliness of the American dream. His determination to be rich and be with Daisy is unachievable. A literary device that Fitzgerald uses in the†¦show more content†¦Gatsby says â€Å"Her voice is full of money.† A literary device that Fitzgerald uses here is Personification. Daisy’s voice is compared to money. Money is something that people want and long for. Just like Gatsby wants and longs for Daisy. Even Daisy hopes her daughter would be a â€Å"beautiful fool,† She hopes her daughter will be seen for her beauty rather than her brains. This shows how the America dream is not only being obsess with money but also with looks. Daisy is willing to jeopardize her happiness for the upper social class. Daisy tells Nick, â€Å"I’m glad it’s a girl. And I hope she’ll be a fool-that’s the best thing a girl can be in this world, a beautiful little fool.† Fitzgerald portrays this time the 1920’s with empty quest of pleasure. In addition, Daisy and Tom’s capability to escape consequences of Myrtles death symbolize the narcissistic and power of the wealthy social class. The American dream that Daisy and Tom are living has corrupt them. After Daisy marries Tom they lived in Santa Barbara. Tom gets in a car crash with other woman, his mistress. They leave Chicago because he cheats and Tom is back to his old ways. Daisy and Tom run away when things get bad. They don’t have many values and their money allows them to move on and start over. As Fitzgerald has clearly shows that people with money don’t take responsibility for their actions. This suggest that because they are rich they have a different set of rules then anyone else. Identically, Tom andShow MoreRelatedThe American Dream In The Great Gatsby Analysis1497 Words   |  6 PagesFitzgerald’s novel, the Great Gatsby is one of the most meticulously written story of all time. This book incorporates different themes, yet the shadiness of the American Dream is the most significant one. The American Dream designates that one starting very low on their economic or social status and getting success and wealth trough their arduous work. Having a big house, a nice car and a happy family show the success of the American Dream. This dream is also shown by the concept of a self-madeRead MoreThe American Dream In T he Great Gatsby Analysis749 Words   |  3 PagesThe Great Fantasy Idealism is the paramount theme in â€Å"The Great Gatsby.† Each of the characters have a craving for self-definition and a high position in society. The story is shaped by the ideals each of these characters hold. These ideals allude to the American Dream, along with the superficiality and corruption associated with it. Fitzgerald uses Jay Gatsby as a medium to portray hopeless romanticism, fantasy fueled ambition, and failure to achieve self-contentment. Gatsby is characterizedRead MoreThe American Dream In The Great Gatsby Analysis1744 Words   |  7 Pagesthe American Dream From a distance, the American dream is a hopeful one- that anyone, regardless of race, class, or gender, can become successful and wealthy if they possess ambition and the ability to work hard. However, when scrutinized, this rosy view clearly shows ignorance towards societal issues such as misogyny, racism, and income inequality and instead focuses on the notion of having an extravagant home, fancy cars, and a happy family- all of which symbolize the great American dream. FitzgeraldRead MoreAnalysis Of The American Dream In The Great Gatsby1142 Words   |  5 PagesThe American Dream is one of the most prevalent themes in The Great Gatsby. It is essentially the belief that, regardless of social class, anyone can become wealthy and famous. In the novel, Jay Gatsby attempts to reunify with Daisy Buchanan by achieving great wealth, but he fails and dies having been unsuccessful in his mission. Though it may appear to some that Gatsby, the main character of the novel, has achieved the American Dream, it turns out to be a massive illusion. When, following Gatsby’sRead MoreThe American Dream In The Great Gatsby Analysis906 Words   |  4 PagesTorres Mrs. Heffelman English 11 September 26, 2017 The American Dream can mean a lot of different things depending on who is asked. Some will answer that it is the freedom of religion or the ability to move between class. Others define it as the ideal that every US citizen should have an equal opportunity to achieve success and prosperity through hard work, determination, and initiative. For Jay Gatsby and many others, the American Dream is about gaining wealth and material possessions in the attemptRead MoreThe American Dream In The Great Gatsby Analysis1367 Words   |  6 Pagesidea of the American Dream, where qualities of hard work and ambition are shown. The novel The Great Gatsby by Scott Fitzgerald embodies many themes; however the most significant one relates to the corruption of the American dream. The American Dream is defined as someone starting low on the economic or social level, and working hard towards prosperity and or wealth and fame. By having money, a car, a big house, nice clothes and a happy family symbolize s the American dream. This dream also representsRead MoreThe American Dream In The Great Gatsby Analysis1428 Words   |  6 PagesThe Great Gatsby by F. Scott Fitzgerald contains many themes; however, the most noteworthy one identifies the American dream. This Dream likewise speaks to that people, regardless of who he or she is, can emerge to rich in life through their own works. The dream is spoken to with the aid of the mind of an unbiased man or woman, who strives to perform an objective to become tremendously effective. The Great Gatsby is a novel that indicates what happened to the American Dream in the 1920s, which wasRead MoreThe American Dream In The Great Gatsby Analysis903 Words   |  4 PagesThe American Dream: A Fruitless Endeavour The 1920’s, famously known as the Jazz Age, was a major turning point in America’s soaring economy. However, as a result, amassing wealth in exorbitant amounts and throwing extravagant parties became socially acceptable and the conservatism and the old-fashioned values of the 19th century were left behind. The roaring twenties also coincided with the prohibition period which saw bootleggers make millions off the sale of contraband and brought life to undergroundRead MoreThe Great Gatsby American Dream Analysis761 Words   |  4 Pagesobtained. In The Great Gatsby, F. Scott Fitzgerald suggest that the American Dream is an illusory, the people who pursue it are Gatsby, Daisy, Tom, and Myrtle, and this pursuit is ultimately unattainable. In the roaring twenties known as the Jazz Age, many people wanted to become rich, most people were bootleggers and Wall Street stock brokers. Alcohol was illegal and the Wall Street stocks were higher than ever before. The Great Gatsby is an extended critique of the American Dream. And this critiqueRead MoreThe Great Gatsby And The American Dream Analysis1086 Words   |  5 Pagesâ€Å"The American Dream is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.† This quote by James Adams shows the concepts of a dream that is linked to hard work and opportunity. In Scott Fitzgerald’s The Great Gatsby and Ridley Scott’s American Gangster, Gatsby and Frank portrays the theme of the destructive nature of dreams. The Great Gatsby follows the story of a charming yet mysterious man named Gatsby

Juan Gris, Spanish Cubist Painter

Juan Gris (1887-1927) was a Spanish painter who lived and worked in Paris, France, for most of his adult life. He was one of the most significant cubist artists. His work followed the development of the style through all of its stages. Fast Facts: Juan Gris Full Name: Jose Victoriano Gonzalez-PerezOccupation: PainterStyle: CubismBorn: March 23, 1887 in Madrid, SpainDied: May 11, 1927 in Paris, FranceEducation: Madrid School of Arts and SciencesSpouses: Lucie Belin, Charlotte (Josette) HerpinChild: Georges Gonzalez-GrisSelected Works: Portrait of Pablo Picasso (1912), Still Life with Checkered Tablecloth (1915), Coffee Grinder (1920)Notable Quote: You are lost the moment you know what the result will be. Early Life and Career Born in Madrid, Spain, Juan Gris studied engineering at the Madrid School of Arts and Sciences. He was an outstanding student, but his heart was not in academia. Instead, he chose to focus on the drawing skills that came naturally. In 1904, he began to study with the artist Jose Moreno Carbonero, a past instructor of Salvador Dali and Pablo Picasso. Hulton Archive / Getty Images After adopting the name Juan Gris in 1905, the artist moved to Paris, France. He would stay there for most of the rest of his life after having avoided Spanish military service. In Paris, he encountered some of the leading artists of the emerging avant-garde scene including Henri Matisse, Georges Braque, and Pablo Picasso, as well as American writer Gertrude Stein, who would become a collector of Gris work. During the period, Gris contributed satirical drawings to a wide range of Parisian journals. Cubist Painter In 1911, Juan Gris began to seriously focus on his painting. His initial works reflect the emerging cubist style. Pablo Picasso led the early development of cubism along with French artist Georges Braque. Gris considered Picasso an important mentor, but Gertrude Stein wrote that Juan Gris was the only person whom Picasso wished away. Portrait of Pablo Picasso (1912). Corbis Historical / Getty Images Gris exhibited at the Barcelona Exposicio dArt Cubista in 1912, considered the first group exhibition of cubist artists. His early cubist works are in the style of analytical cubism pioneered by Picasso and Braque. The 1912 Portrait of Picasso is an example of this approach. However, within two years, he focused on synthetic cubism, which used collage techniques extensively. The 1915 Still Life with Checkered Tablecloth illustrates the change. Crystal Cubism The outbreak of World War I in 1914 disrupted the life and work of Juan Gris. Gertrude Stein provided him with financial assistance, and he spent time at Henri Matisses studio in the south of France. In 1916, Gris signed a contract with French art dealer Leonce Rosenberg which helped solidify his financial future. Coffee Grinder (1920). Heritage Images / Getty Images Juan Gris simplification of the geometrical structure of his paintings in late 1916 is a distilled version of cubism. He also blurs the distinction between the background and the central object in the picture. This style has been called crystal cubism. Many observers see the technique as the logical extension of developments in cubism. The first major solo exhibition of the work of Juan Gris took place in Paris in 1919. He also participated in the final major exhibit of cubist painters at the Salon des Independents in Paris in 1920. Later Career In the months following the end of World War I in 1919, Juan Gris became ill from the lung disease pleurisy. He traveled to Bandol on the southeastern coast of France to recuperate. There, he met Russian ballet patron Serge Diaghilev, founder of the Ballets Russes. Juan Gris designed sets and costumes for the dance troupe from 1922 through 1924. La Liseuse (1926). Heritage Images / Getty Images More major international exhibitions followed from 1923 through 1925. During the period, Gris enjoyed the greatest fame that he would know during his lifetime. He delivered the lecture, Des possibilites de la peinture at the Sorbonne in 1924. It outlined his major aesthetic theories. Unfortunately, Gris health continued to decline. In 1925, he began to suffer from cardiac and kidney disease. Juan Gris died of kidney failure at age 40 in 1927. Legacy Still Life with Checkered Tablecloth (1915). Metropolitan Museum of Art / Wikimedia Commons / Creative Commons 1.0 While Pablo Picasso and Georges Braque are given credit for first developing the cubist style, Juan Gris is one of the most distinctive artists who devoted his career to the development of the movements theories. Artists ranging from Salvador Dali to Joseph Cornell acknowledged their debts to the innovations of Juan Gris. His use of brand logos and newspaper type anticipated the development of Pop Art a generation later. Source Green, Christopher. Juan Gris. Yale University Press, 1993.

Racism Through the Decades The Adventures of Huckleberry...

The main messages and themes of The Adventures of Huckleberry Finn are supported by the main symbols of the novel which are the raft, the river, and land. Themes of this novel are racism and equality, freedom, and the importance of friendship. The raft that Huck and Jim spent many days floating on symbolizes equality whereas the raft was the only place that they could speak together as equals despite the colors of their skin. The Mississippi river which Huck and Jim floated down shows how free they are compared to being on land. Land represents the exact opposite of the river. It shows how Huck and Jim don’t have freedom and aren’t equal. Eventually, Huck and Jim find out freedom and equality can only be found temporary and not last forever. Without the raft, Huck and Jim wouldn’t have found freedom and equality in their lives. In the novel, Huck says we†¦ let her [the raft] float wherever the current wanted her to; then we lit the pipes, and dangled our legs in the water, and talked about all kinds of things—we was always naked, day and night, whenever the mosquitoes would let us This shows how Huck and Jim lived freely without anyone telling them what they can and can’t do. A raft is a floating platform that can barely be steered and only goes as fast as the river it’s on. The raft not being able to be steered symbolizes Jim’s life. He was born black and has no control over automatically becoming a slave because of his race. He didn’t choose to live his life this way.Show MoreRelatedRacism Through the Decades: The Adventures of Huckleberry Finn by Mark Twain663 Words   |  3 Pages Since the release of The Adventures of Huckleberry Finn in 1885, the way that different races relate to each other (specifically people of European and African descent) has changed as tronomically. In some ways it’s improved dramatically, but some aspects of inter-racial relations have changed in ways that are not necessarily positive since the books release. This books overall message about racial relations at the time was that the way that people who came from Africa were treated was incrediblyRead MoreThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words   |  5 PagesLit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of the characters through the diction and settingRead MoreMark Twain s The Adventures Of Huckleberry Finn1996 Words   |  8 PagesRegarded by Ernest Hemingway as â€Å"the source of all American literature†, Mark Twain’s The Adventures of Huckleberry Finn has for decades been the subject of unrelenting controversy. The question of whether or not the novel is a depiction of a racist society or solely the beliefs of a racist writer, is one without a clear response for the close minded reader. While the argument may be presented either way, I believe any claim should be based on what th e novel represents rather than on an individuals’Read MoreAn Analysis of The Adventures of Huckleberry Finn3099 Words   |  12 Pagesï » ¿HUCKLEBERRY FINN The adventures of Huckleberry Finn is one of the finest works of Mark Twain and probably the most controversial too. This is because it is by no means an ordinary story of Huckleberrys adventures; it is essentially a social commentary on the slavery and post civil war era in the United States. T. S. Eliot in 1950 acknowledged the book as,  ¦the only one of Mark Twains various books which can be called a masterpiece. I do not suggest that it is his only book of permanent interest;Read MoreHuckleberry Finn Essay1576 Words   |  7 PagesCritical Journal #1- Mark Twain’s life (A biographical Approach) Mark Twain was born on November 30th of 1835 by the name of Samuel L. Clemens. He was born in Florida, Missouri, but grew up in Hannibal on the West Bank of the Mississippi River. On the Mississippi River, â€Å"Mark Twain† means â€Å"two fathoms deep†, meaning 12 feet deep which is deep enough to be considered safe for most boats to travel during that time period. While living in Hannibal, Mark Twain saw steam boats as aRead MoreBiography of Mark Twain Essay1175 Words   |  5 PagesBiography of Mark Twain Twain, Mark, pseudonym of Samuel Langhorne Clemens (1835-1910), American writer and humorist, whose best work is characterized by broad, often irreverent humor or biting social satire. Twains writing is also known for realism of place and language, memorable characters, and hatred of hypocrisy and oppression. Born in Florida, Missouri, Clemens moved with his family to Hannibal, Missouri, a port on the Mississippi River, when he was four years old. There he receivedRead MoreAmerican Experience in Huck Finn1737 Words   |  7 Pagesby Mark Twain called Huckleberry Finn..† claimed Ernest Hemingway, a American author and journalist. This quote represents the idea and perception of Huckleberry Finn as a defining moment in American Literature, a time when a new culture was being formed west of the Atlantic that had many different subjects and characteristics than that of the literature in Europe. What makes The Adventures of Huckleberry Finn so original and such a representation of America is that whatever Huckleberry Finn, theRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1552 Words   |  7 Pages â€Å"The Adventures of Huckleberry Finn† begins in St. Petersburg, Missouri. Huckleberry â€Å"Huck† Finn and his friend, Thomas â€Å"Tom† Sawyer, have each come into a large amount of money from their previous adventures in â€Å"The Adventures of Tom Sawyer†. Huck explains that he is plac ed under the supervision of the Widow Douglas, trying to civilize him and teach him religion. Finding that life boring compared to his adventurous life before, he and Tom escape past Miss Watson’s slave Jim to meet with Tom’s gangRead MoreMark Twain Is The Pen Name Used By American Writer1879 Words   |  8 Pages2014 Mark Twain Mark Twain is the pen name used by American writer Samuel Langhorn Clemens. Twain is an iconic American author and humorist who used both his personal struggles and gifts as a writer, to impact society from the nineteenth century into the present. He came from a large family and was born in Florida, Missouri, and lived from 1835 to 1910. Two of Mark Twain’s works which become a staple of his career were The Adventures of Tom Sawyer and the sequel The Adventures of Huckleberry FinnRead More Mark Twain Essay1401 Words   |  6 Pages MARK TWAIN a.k.a. Samuel Langhorne Clemens nbsp;nbsp;nbsp;nbsp;nbsp;quot;Mark Twain, which is a pseudonym for Samuel Langhorne Clemens, was born in 1835, and died in 1910. He was an american writer and humorist. Maybe one of the reasons Twain will be remembered is because his writings contained morals and positive views. Because Twains writing is so descriptive, people look to his books for realistic interpretations of places, for his memorable characters, and his ability to describe his

Differentiated Instruction Paper Free Essays

Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. We will write a custom essay sample on Differentiated Instruction Paper or any similar topic only for you Order Now It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs. Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration. Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth. In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teac hers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001). Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods. The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on. Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners. Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board. Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work. Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally. Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students. Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers. Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction. According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills. Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom. Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and b ehavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall. How to cite Differentiated Instruction Paper, Essay examples