Symbolism and Allegory in Glaspell’s A Jury of Her Peers Essay Example

Symbolism and Allegory in Glaspell’s A Jury of Her Peers Essay Oftentimes two realities co-exist in the nature of human experience:   the way things are supposed to be and the way things are.   Susan Glaspell’s short story â€Å"A Jury of Her Peers† illuminates this idea through a type of allegory.   On one level, the characters are attempting to solve a murder mystery, but on another level, the characters are seeking the ultimate justices.   As expressed above, these things are often not the same thing.   Through the use of symbols and allegory, the story seeks to reveal both the conflict inherent in simply following the letter of the law and in the gender roles of the early 20th century.Minnie Foster and Minnie Wright are the same person as far as the sheriff,   Mr. Peters, the deputy, Mr. Hale, and the district attorney, Mr. Henderson,   are concerned.   Minnie Foster married John Wright and thus became Minnie Foster Wright.   She is the chief suspect, the only suspect, in his murder, and the men are determined to find the one clue that will allow a jury to convict her.   The conflict occurs when the deputy’s wife, Martha Hale, begins to separate Minnie into two people – the former and the latter.   The former was pretty, social and â€Å"fluttery† while the latter was unhappy, isolated and quiet.   It is her ability to see both Minnie’s at the same time, and to convince Mrs. Peters of the same, that ultimately provides the impetus for the action the women take in the name of justice.The ideas of law and justice run central to this play, with the men symbolizing the law and the women symbolizing justice.   The law states that a murderer must be punished for her crime.   Justice, to Mrs. Hale and, later, Mrs. Peters, means that the right and fair thing is done.   The ultimate gender disparity is the focus of males versus the focus of the females on this cold and sad morning. Mr. Hale jokes â€Å"women are used to worrying over trifles†(Glaspel l 337) to explain Minnie’s concern about her preserves.   However, it is exactly this concern over trifles that saves Minnie Foster.While the men poke fun at the disarray of Minnie’s kitchen, the women see the significance of the work â€Å"left half done† (Glaspell 339).   After all, Mrs. Hale had to leave her flour half-sifted to come to the murder scene.   The dirty towels and broken preserve bottles are symbolic of the trouble and extra work that men who do not worry about trifles cause women.   Both Mrs. Hale and Mrs. Peters are aware of the hard work that goes in to putting up the fruit, of keeping clean towels, and of the general hard work of   the farm and slowly align against the men who seem to dismiss it.As the men go upstairs to search the crime scene,   Mr. Hale wonders if the women would â€Å"know a clue if they came upon it† (Glaspell 338).   This is ironic, because it is only the women that are able to recreate the murder sc ene.  Ã‚   According to Mary Bendel-Simso, â€Å"The mens inability to see the facts of the situation is emphasized by Mrs. Hale and Mrs. Peterss ability to deduce the discouraging course of Minnies life over the previous 20 years† (293).   They are able to conclude that her life had been one of solitude, that her life and energy had been pressed out of her by her husband.   They are able to realize this because they are women and because they can empathize with the woman.   Ã‚  Minnie Foster had been figuratively killed, leaving Minnie Wright to suffer alone.Of course the ultimate clue comes in a place that the men would certainly consider a trifle – her sewing basket.   Neither woman knew Minnie Wright well enough to explain the empty birdcage until they think to bring her sewing materials to the jailhouse.   There they discover the answer and the clue that would certainly hang Minnie – the strangled canary.   Over the years of painful quiet and solitude, the women surmise that the bird was her only joy.   Clearly, John Wright felt the cruel need to strip his wife of even this. The women guiltily are reminded of their own neglect of Minnie over the years, avoiding her because her home was off the road in a hollow and basically â€Å"uncheerful.†The story is not just about the murder of a man.   It is more about the murder of a woman, and of several women like her, even, perhaps, a part of Mrs. Hale and Mrs. Peters themselves. The women both slowly come to understand that this â€Å"murder† of Minnie Foster must be avenged.   â€Å"John Wright slowly strangled Minnies spirit over the previous two decades, isolating her physically and mentally from the community of women and holding her incommunicado. In light of this spiritual homicide, he is charged withand found guilty ofdestroying his wife creatively, procreatively, and communicatively† (Bendel-Simso 295).   The caged and strangled   bird is Minnie, of course, and Minnie is the caged and strangled bird.   Both caged, both eager to be free, their lives slowly entwined. The murder of the bird was the murder of Minnie. To the women, John Wright’s crime is far greater than his wife’s.Mrs. Peters, slower to come to the conclusion of what she and Mrs. Hale should do, finally acquiesces, as evidenced in her remarks concerning a painful childhood memory in which a boy kills her kitten.   She admits to feeling violent and having to be restrained from hurting the boy.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Karen Alkalay-Gut calls this a â€Å"uniquely feminine experience† that links Mrs. Peters more to Minnie than to the men (6).   Both women agree to hide the evidence, thus ensuring Minnie’s safety.Ironically, it is the trifles – the bird, the kitchen, the preserves – that lead the women to solve the murder.   While they seem to eschew the law of man, they fully, in their minds, u phold justice of women.   The quilt, the ultimate work of community, unites the story.   As Alkalay-Gut notes, the quilt is the means by which the â€Å"triviality† of life becomes â€Å"incorporated into the larger framework† of life (7).   This is exactly what the women were able to do.   The messy kitchen, the broken jars and the odd quilt square lead the women to the exact situation while the men, the problems themselves, miss it.While the gender disparities are obvious, the story is not simply one of sexism, warns Alkalay-Gut (9).   It is, after all, the desire of Mrs. Peters that Mrs. Hale come along to keep her company.   Women seek women mainly for comfort, not for battle.   They seek one another because of their common experiences.   It is this notion of community of women that saves Minnie.   Alkalay-Gut asserts that the idea of fairness is central in the minds of these two women (9), so central that they are willing to place it on a higher rung than law.   The community of women, the jury of Minnie’s peers† is applying justice at this higher level.   The law of men in this case, must fall to the justice of the peers, as the title suggests.â€Å"A Jury of Her Peers† can be read on many levels.   First, it is a murder mystery in which the men are trying to apply a law.   Next, it is the representation of the community of women who are finally able to apply justice to the situation.   Finally, it is an indictment against the men for failing to see the symbolic importance of what they call trifles.   These trifles are the very mechanisms by which Minnie is justly acquitted.   Therefore, the law, which asserts that each person be tried by a jury of his peers is upheld. The words of Mrs. Peters sum up this idea when she says â€Å"A person gets discouraged – and loses heart† (Glaspell, 341).   Indeed she did; indeed they do.

How To Answer “Why Do You Want To Work Here”

How To Answer â€Å"Why Do You Want To Work Here† This question comes up in so many job interviews. Surprisingly, most people are unprepared to answer it well. Think of this question as another valuable opportunity to show you’ve done your homework on a company, and to show that your ideals and goals are in lockstep with those of the company you’re interviewing with. Don’t just blather on about how they value whatever their mission statement says they value, or praise whatever company culture you’ve been able to glean from their brochures. Have something distinctive to say.Try these strategies and you’ll be in much better shape.1. Word of MouthHave you heard from current or past employees? Now might be the time to mention that you’ve got several contacts who worked there in the past, or friends of friends who work there now. It’s fine to say that you’ve received glowing reports; it makes your interviewer feel good, and it shows you did a bit of sleuthing around!2. Social MediaD oes this company have a particularly winning social media platform? Consider mentioning their engaging use of Facebook, or their badass presence on Twitter. This also shows that you’re engaged,   and with it  enough to be all up on social media.3. CommonalityIf you’ve done your digging and found contacts you know who work there on LinkedIn, for example, and you’ve noticed a particular pattern- something that most employees of that company seem to have in common- then mention it! Show that you’ve taken the time to figure out what the common thread is and then explain how you fit right in with it.4. LeadershipIt’s obviously good to speak favorably about the product or service the company puts out, but it’s even better to comment on their leadership- either within the industry or globally. Talk about their community involvement or philanthropy.5. UniquenessAcknowledge first and foremost what makes the company so unique. Show that youâ€℠¢ve looked into them enough to really understand what it is they’re going for- then compliment them on their success. All the while showing how their uniqueness matches yours perfectly!6. Its Past/FutureTalk about the company’s origins and past achievements†¦ or fast forward to show how well you can think ahead and envision the company’s goals being realized in an ever-changing industry. Show that you’re already invested in the future of the company.7. Get PersonalIf all else fails, tie your appreciation of the company to some aspect of yourself. Be as specific as possible. Have you had a personal interaction with anyone at the company? Now’s the time to start chatting about that. Remember, there’s no right way to answer this, only a few extra bonus points you can score if you answer it well.

Formal Memo Proposal Research Paper Example | Topics and Well Written Essays - 750 words

Formal Memo Proposal - Research Paper Example Organizations have rivals as well as companies that complement their services. The audience should realize that the greater benefit goes to the end users who use the goods or services provided by the business. Traditional B2B transaction procedures are ineffective because they require enterprises to calculate transactions costs for setting up and maintaining stores. The personnel carrying out the transaction must be paid duly besides footing other business expenditure when linking up with other firms. Additionally, organizations must ensure that they have conducted many operations to decrease the overall costs incurred. The distributors are also required to prepare to handle high quantities of goods. Poor business-to-business transaction strategies have led to poor profits in businesses. Ineffective B2B strategies play a significant role in contributing towards massive losses that businesses incur when carrying out transactions. Dependence on stores to allow easy distribution of goods calls for extra business expenditures such as personnel to move and distribute goods to other enterprises. The current B2B transaction procedures are ineffective because of the high quantities of goods supplied. The transactions are run with utter inaccuracy due to involvement of high human processing systems. The ineffective brick and mortar transactions can benefit from digital methods, but there are businesses that are yet to exploit the alternative. The proper B2B strategy will help businesses facilitate lucrative transfer of raw materials, components, and parts that can boost their revenue base. The quantity of sales may not be high in a single transaction, but it accumulates to a high amounts. A business does not need to focus on selling goods to customers only. Businesses have the potential to explore transaction procedures that have on costs and increase the overall profit expected.

New Topic Personal Statement Example | Topics and Well Written Essays - 250 words

New Topic - Personal Statement Example One of the challenges is creating communities with active facilitators and contributors. This can be resolved through forming a culture where learning communities are established. These communities allow people to take risks in developing and sharing their ideas. Another challenge is rewarding KM practices, and this can be done by embedding KM goals into performance management systems. The last component is making a unified knowledge network (Dalkir & Liebowitz, 2011, p.328). People and technology are needed to continue operating KM practices. Some of the main issues are continuity in tools, conflict management, and diversity management. They can be resolved through IT audits that accompany KM audits, and ensuring that there are suitable policies and processes that provide guidelines for conflict management and diversity management. It is important to set up a clear and practical KM system that legitimizes KM goals, directions, and strategies. The KM system must be supported by the management and constantly evaluated for further

Historical Analysis paper Essay Example | Topics and Well Written Essays - 1750 words

Historical Analysis paper - Essay Example This has led to different people entering the country in an effort to find a means of livelihood. One of the greatest jobs that arises from the men and women of the United States getting employment in major companies is that of a househelp to take care of the house when the owners are absent. Many of the nannies in the United States come from Southern Asia in search of employment opportunities, and it is important to go through the various different cases of abuse that nannies go through specifically in California as compared to nannies in other parts of the United States. One of the areas with the highest number of abuse cases for nannies is California. The reason for this is that the local state authorities through the various institutions are yet to come up with a well-set system that advocates for the freedoms and rights of these immigrant nannies. In the United States, New York has the least amount of nanny abuse cases (Ann 104). The reason for this is that the local government in collaboration with national human rights groups has joined hands and instituted laws that ensure that the nannies receive quality treatment. One of the issues of abuse that nannies in California encounter as opposed to nannies in New York for example is working hours. Initially, many local nannies in the United States used to work for around sixty hours a week without any extra salary for the overtime hours. Just like California, New York has a very large population working in large corporations, and these people are often so busy that they forget the responsibilities that they have in ensuring that these Southeast Asian nannies receive the right amount of treatment. Around 10 years ago, New York did not have any instituted laws to govern the rights of these nannies and many times they were neglected and overworked. In late 2010, however, the New York Nanny Law came into action. Since then over 80 serious cases of househelp abuse have received a hearing from the responsible court s and have led to the payment of around 250000 dollars of unpaid wages for the workers (Watson & Virtamen). California is completely different from New York in terms of the advocacy of nanny rights. After the working of the law for two straight years in New York, activists sought to introduce the law in California that had shown a large increase in nanny abuse cases. This has, however, proved difficult with many excuses coming from local authorities. One of the most expansive excuses provided is the issues of funds. According to the California local authorities, the state does not have enough funds to go through the legal process of enacting this law stating that it requires a lot of labor and resources in order to get the message across to all households despite the presence of social and print media that are most effective in delivering the information. The authorities further claim that the process would appear slow as opposed to New York that has many of the households as apartm ents. Another challenge posed by the authorities is the fact that the labor industry is decentralized and fragmented, and the issue of nannies is personal. Being a private issue, engaging in discussions or rather activities that seem to violate this is a crime against the law. The New York Nanny Law has also made great strides regarding the health treatment of these nannies. At the beginning of the 21st century, the state of New York had a very large number of immigrant deaths. This raised an alarm and people

History Of Bilingual Court Cases Report

History Of Bilingual Court Cases Report This report is a critical summary of research conducted on three legal cases pertaining to bilingual education in U.S. Public Schools. This paper will include a complete description and analysis of Lau et. al vs. Nichols (1974), Castaneda v. Pickard case (1981), and LULAC vs. Florida Department of Education (1990). The objective is to focus on the adequacy and implications of these cases on the rights of English Language Learners (ELL) to receive a Free Appropriate Public Education (FAPE). The findings will consider both primary legal findings and secondary information from professional journals to explain how knowledge of each of these cases may help teachers better meet the need and requirements of mainstreamed (ELL) students. The basis for current provisions to assure the rights of bilingual or limited English proficiency students in public education starts with the Civil Rights Act of 1964. Several Supreme Court opinions, case law precedents, and legislation provide the legal background, which directly influences national school district policy and reaches into the classroom to insure English language learners receive an equitable public education appropriate to their linguistic and academic needs. The three cases presented here are legal milestones that display the continuing efforts toward school district policy and to achieve good teaching practices in the classroom to accommodate limited English proficiency students right to a free appropriate public education. Lau et al. vs. Nichols et al. is a lawsuit filed on behalf of Chinese American students in 1970 against the San Francisco Unified School Board. A lower court judgment and resultant appeals placed the case before the Supreme Court in December 1973. The U.S. Supreme Court Case Lau v. Nichols, 414 U.S. 563, (1974) was the consequence of a lack of English language instruction provided to approximately 1,800 students of Chinese ancestry who did not read, speak, write, or comprehend English in the San Francisco Unified School District. The passing of the Civil Rights Act of 1964 and the Bilingual Education Act of 1968 provided the plaintiffs in Lau vs. Nichols with inspiration to pursue their rights to a quality education. In the legal case, defendants (the San Francisco Unified School District) argued that education is not a right. There was nothing in the Constitution that mentioned education as a basic right for all citizens. Individual states chose to establish schools to provide the basic needs of all citizens, and in this case, the Chinese-speaking children clearly needed special help. Even so, the defendants argued that the students had no Constitutional right to demand that the school district provide a remedy for their problem (McPherson, 2000, p. 64). Citing the Fourteenth Amendment clause, the attorney for the defendant, Burk Delventhal, pointed out that the provisions did not require the state to solve these problems all at once. State lawmakers, in their view, had already done a lot to solve problems for non-English-speaking children. The San Francisco Unified School District had complied within state guidelines as best they could in order to provide services to those in need. Edward Steinman (attorney for the plaintiffs) stated during oral arguments (Lau v. Nichols case summary and oral arguments, 1973) that approximately 1,800 of the 3,000 cited plaintiffs in the class action law suit received no English as a Second Language courses, and only a small number received a 40-minute a day pull-out instructional period. Additionally, a report from the San Francisco Unified School District illustrated how officials were acutely aware of the students lack of access to a quality education and its negative effects. In 1974, Chief Justice William O. Douglas wrote the official opinion; that identical education does not constitute equal education under the Civil Rights Act. School districts must take affirmative steps to overcome educational barriers faced by non-English speakers (Lyons, 1992, p. 8). The ruling set a clear precedent for school districts with a large percentage of non-English speakers, such as San Francisco Unified which counted 83% of its students as non-English speaking in 1974 (Wang, 1975). A well-structured English Language Learner (ELL) plan has to be a whole-school and district-wide initiative created by a multidisciplinary team involving ELL teachers, general education teachers, staff, special education teachers, and other language specialists. The multiple connections between the Lau v. Nichols case and teaching and learning also affect the way curricula is designed to gradually integrate ELL students into the regular school program. In 1975, following the Lau ruling, the Department of Health, Education, and Welfare (HEW) published policies for schools to address Limited English Proficiency (LEP) students, and the Federal Office for Civil Rights (OCR) was in charge of overseeing the Lau resolution. The OCR gave instructions to school districts about how students would qualify to receive help learning the English language, what specific measurements to take in order to help them, and the type of training teachers should have. In 1978, this ruling was tested in the case of Castaneda vs. Pickard when a parent (Roy Castaneda), of two Mexican-American students, filed against the Raymondville Independent School District (RISD), in Texas. Mr. Castaneda indicated the school district was in fact discriminating against his children because his children were placed in a group of classrooms based on criteria that was ethnically and racially discriminating. The claim was that RISD had failed to establish policy for bilingual education programs that would help his children overcome an English language barrier, and thus, as students, they could not compete with native English language speakers in the classroom. The Lau v. Nichols Case (1974) was cited as a requirement for school districts in this country to take the necessary actions in order to provide students the ability to overcome the English educational barriers. The Castaneda argument was that there was not real way to measure if the Raymondville Independent Sch ool Districts approach would overcome the English proficiency barrier. On August 17, 1978, a lower federal court initially ruled in favor of the Raymondville Independent School District citing that, in respect to the Castaneda vs. Pickard arguments, the Castaneda childrens constitutional or statutory rights were not violated. Mr. Castaneda felt the Federal Court made a mistake and filed for an appeal. In 1981, the United States Court of Appeals for the Fifth Circuit agreed and ruled in favor of the Castanedas case. As a result, the precedent established a three-part assessment to hold bbilingual education programs responsible and to gauge how they were following the spirit of the ESEA guidelines. The criterion parts must demonstrate that a program has; a practice grounded in sound educational theory; effective implementation of an appropriate program or practice; and results or assurance that the program is working through an evaluation and subsequent program modification to meet this requirement. This Castaneda ruling, along with the Supreme Court decision Lau v. Nichols (1974) and the Office of Civil Rights (OCR) Lau Remedies, reaffirmed the rights of English Language Learners to accessible public schooling that is adequate to their needs. These guidelines require an appropriate public program and comprehensible academic studies be held to the three level assessments to insure it is developed properly to accommodate the students English proficiency level needs. Such a program has to be aligned to state and local standards as required by statute. In League of United Latin American Citizens (LULAC) et al. vs. State Board of Education (August 1990), the court examines the ongoing efforts of the Florida Department of Education (FDOE) to meet both the letter and spirit of a 1990 Consent Decree between the League of United Latin American Citizens (LULAC) and the Florida Department of Education. On August 14, 1990, a Florida Consent Decree established that Limited English Proficiency (LEP) students receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). The plaintiffs (several groups active in the civil rights/educational community) charged that the State Board of Education had not met the requirements under federal and state law to provide LEP students with equal and comprehensible instruction. On September 10, 2003, the State Board of Education and LULAC signed an agreement, a negotiated modification to the 1990 Consent Decree. The Stipulated Agreement, signed by U.S. District Court Judge Federico Moreno is currently active in all of Floridas school districts. The Stipulated Agreement does not diminish any options for English for speakers of other languages (ESOL) endorsement or coverage in the 1990 Consent Decree. However, it does expand some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage. Second, the amendment requires training, including post-certification hours, for all persons holding administrative and guidance counselor positions. Last, the new 2003 amendment allows the plaintiffs to secure access to the ESOL teacher test in addition, provide input that becomes part of the tests design. According to the Consent Decree, each student must have access to programming appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). In order to monitor this directive, each district must submit an LEP plan to the Florida Department of Education (FDOE). The Consent Decree does not mandate a specific methodology for ESOL instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in E nglish, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an individual Limited English Proficiency Student Plan on file. This document includes information on the date of identification, assessment data, and goals for exiting ESOL programs. Each student is also assigned an LEP Committee composed of the students home teacher, an ESOL teacher, an administrator, in addition, a guidance counselor, or a social worker, if appropriate. Parents are invited to attend committee meetings. LEP committees are generally convened when a pupil is having difficulties, is eligible for reclassification, or is ready to participate in state assessments. Furthermore, each school must form an LEP Parent Leadership Council. According to the Decree, this parental representative body has an active participation in all decision-making processes that impact instruction and issues (United States District Court for the Southern District of Florida. 1990). The LULAC vs. Florida Consent Decree requires each Limited English Proficient (LEP) pupil to receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (Lopà ©z, A. October 8, 2004). An amendment in 2003 requires an expansion of some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage and specific levels of teacher training, including post-certification hours, for all persons holding administrative and guidance counselor positions. The amendment also allows the plaintiffs to secure access to the ESOL teacher test and provide input that becomes part of the tests design. The Consent Decree does not mandate a specific methodology for English Speakers of Other Languages (ESOL) instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in English, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an LEP Student Plan on file. As part of the Elementary and Secondary Education Act (ESEA) reauthorizations, a large part of Title 1 funding is now redirected by the legislation to be dedicated to a whole school program, which did improve the overall quality of education services. (Hanna 2005). The Lau remedies were to be withdrawn in 1981. Legislators attempted additional efforts to transform ESEA in the 1983 and 1989 reauthorizations under the Reagan and George H.W. Bush administrations. These republican admin ­istrations led a major campaign against bilingual education and were in favor of a back to basics education. The Bilingual Education Act, as amended in 1988, was an effort to re-define education programs with more specific goals, to provide for support centers, and to address capacity-building efforts. In 1993, democrats, lead by the Clinton administration, began a new education reform direction with the early development of standards-based reform through bills like Goals 2000. In 1994, under the Impro ving Amer ­icas Schools Act, the Bilingual Edu ­cation Act was reauthorized. This reauthorization rewrote ESEA with the idea that every state would create a standards-based system applicable to all students, including those who qualified under Title I (Hanna, 2005). For the first time, bilin ­gual education was considered a resource to help immigrants become fluent English speakers, and a po ­tential asset to improve the countrys prospects. A wave of anti-bilingualism policies reached its peak with George W. Bushs No Child Left Behind Act (NCLB) in 2002. The law, which was a another reauthorization of the Elementary and Secondary Education Act (ESEA), did not officially ban bilingual programs, but it imposed a high-stakes testing system that promoted the adoption and implementation of English-only in ­struction. Title VII, also known as the Bilingual Education Act, was eliminated as part of a larger school reform measure (Crawford, 2002). As such, the references to bilingual education in the previous ESEA documentation were redefined as English Language Learners in the new leg ­islation. The educational rights of school-age English language learners then are the new concerns of these cases and its series of legislative acts and court decisions. Jim Cummins, a noted Pedagogy author, published his thoughts as educational policies created at the national level are negotiated at the state and local school district levels as supports are provided to schools, teachers, and their students. In this way, federal policies affect classroom practice in the micro-interactions that occur between teachers and students (Cummins, 2001). The impact of the many legal cases on teachers meeting the needs and requirements of mainstreamed ELL students appears to result from a combination of policies influenced by immediate social, political, and economic factors. Officially, the United States does not have a national language policy which would directs a specific language practice in public schools, however, individual States have passed language policy legislation which places English ove r other languages. The national direction is on Civil Rights and any appropriate public program for comprehensible academic studies has to be developed to accommodate the students English proficiency level needs. State and local school districts are tasked by stature to align public education programs. Building an Equal Access Plan may generate misunderstandings in the classroom and community local levels based on funding and district training. A policy approved by a local school board will take time to construct so that steps for implementing a sound program can occur when needed. A newly arrived student could be waiting for several weeks under that scenario. A consequence of that approach is inaccessibility to appropriate instruction. A policy reflects a school districts intent to comply with the spirit and provisions of law. It also assures that, because it is policy, no teacher or administrator may veto provisions of that policy. It is possible for provisions in policy to become dated or ineffective. Sometimes improved approaches to instruction merit piloting or implementation. Under these circumstances, schools are advised to revise their policy, consistent with the provisions of statute, and to seek school board approval for the newly revised policy or additions to policy. A teachers creativity and excellence will service the classroom student and should not be limited or compromised by policy.

Multiple Sclerosis Essay -- essays research papers

Multiple Sclerosis, MS for short, effects approximately 5 in 10,000 people, and my step-mom Kathy happens to be one of the unlucky few (Rogner 5). MS is a disease that strikes the central nervous system, which consists of the brain and spinal chord. These two organs control the movement and function of the entire body. Inside the body of a person with MS the tube that sends signals throughout the body is either partially of fully blocked, leaving the victim with for starters, impaired vision, strength, and coordination (5). There are a couple of different types of MS, which include relapsing-remitting, primary-progressive, secondary-progressive, and primary relapsing (Kalb 5). The type that my step mom has is primary-progressive, which is considered the worst type of MS. According to the National Multiple Sclerosis Society a person with primary-progressive MS is “characterized by a gradual but steady progression of disability from the onset, with no obvious plateaus or remissio ns, or only occasional plateaus and minor, temporary improvements.'; In short this means that the symptoms Kathy is experiencing such as falling down due to a lack of coordination, tiredness, numbness, and bladder problems are only going to get worse. But possibly the worst symptom of all are mental problems such as a loss of self-esteem and feelings of worthlessness. The most obvious effect that MS has on a person is a loss of coordination and balance; approximately 77 percent of people af...

Analysis of Documentary ” the End of the Line”

The end of the line The end of the line is a part of a new wave of documentaries that not only seek prizes at Film Festival and wasn’t just primarily made to make money but change the opinions of dozens of people. What is happening to the world fish stocks is an under reported issue and End of the Line seeks to address this problem and make the issue reportable. The film was directed by Rupert Murray and narrated by Ted Danson. But the whole film is based on a book By Charles Clover himself a fisherman who tells us about his happiness when he first caught a big great salmon .Other researchers , scientists and just fishermen travel around the world to get people to pay attention to the problem of factory fishing which has reduced and made some fish species extinct . In many ways this film is like a funeral for fish . The scientists predict that if we continue fishing as we are now , we will see the end of most seafood by 2048 . The film takes us around the fishing world to the places like Alaska , Canada , Senegal and Bahamas . The film presentation is less like an investigation but more about discovering the guilty criminals because of which fish is disappearing .The film defines them and we listen to expert witnesses who explains us about why those people are guilty . The documentary opens on a colourful ecosystem that immerses us into the beauty of the underwater world , shows us how this world swarming with life and how it is full of various kinds of fish . Credits calmly fade in and out of the picture as beautiful fish dart in and out of coral reefs, filling the screen with happiness and vibrancy. The credits finish rolling and the music that has been playing in the background transforms from cheerful to suspenseful and dramatic .Drab, gray colors suddenly replace the bright ones, and short scenes begin to flash in sync with the music. Huge boats charge through the sea like a tank rolling into a battlefield. A fisherman’s silhouette appears an d he brandishes a knife, plunghing it into a flopping fish. Red, vibrant blood squirts everywhere, even splashing onto the screen, and it drips from the knife of the fisherman . Quick cuts , dramatic close-ups , emotional music , and vivid details are all characteristics of this film .Colors and music in this documentary , that were mentiod earlier , are directed to convey a message of hatred and disgust towards anglers , even before a single word is said . The violent shots of fish being hit in the head, nets filled with flopping fish (complete with an unpleasant slapping sound), and knives creating gushing stab wounds in huge tuna are accompanied by slow, dramatic music and music that could be straight from a horror movie. One shot from within an underwater net shows a few fish with panicked faces, eyes wide, and mouths open, lunging toward the camera as if screaming, â€Å"Let me out! . In this film , fish is occasionally personified , making people that are shown in scenes at s ushi restaurants while eating seafood and talking about how they enjoy eating it and how they love fish , in interviews is represented as they are cannibalistic fish murderers . The diction in this film is mostly voice-over and interviewees . The definite attempt of voice-over is to manipulate the emotions of audience . What about the interwiewees , many of them are very passionate about the issues presented in this documentary , and it shows in the word choice that they use .In the interviews what they do is that they are encouraging and persuading people to stop consuming fish in such big amounts as we do now , to stop fishing ilegally or reduce catch of fish , to prevent this tradegy , otherwise we will see the end of seafood . They also represent us the statistics that are intimidating . Those statistics and interwievs create a horrifying atmosphere and mood . The method of this film is to shock audience . This is the great move to engage people , because it is a shock and fear that makes people be more serious and change the way they think and their worldview .And the dramatic music only feeds those feelings . As it was mentioned earlier the film takes part in different parts of the world . For example in Africa the fishing business is very well developed , but as they were asborbing and catching fish in large quantities this led them to a shotage of fish as well as to the loss of jobs . Since fish and fishing itself for them is one of the most important kinds of food and job , many fishermen were forced to go to Europe to infiltrate their families . And this is already one of the examples that the fish is being extincted .Another example that fish is being extincted is that some corporations and fishermen cheat because they can and don’t get caught . In the documentary , a passionate Mielgo described the role of Mitsubishi that’s located in Japan in the decline of bluefin tuna . He believes the company is stockpiling bluefin for the day whe n the species will be extinct and the price of their highly regarded flesh will skyrocket. The bluefin situation demonstrates what multinational corporations, international fishing policy, and consumer demand can do to a wild species.The film gives us a lot of information, using statistics, scientists, fishermen, and people associated with the fishing industry, which makes us feel truthfully about this film and believe it and to take their message and really try to make a difference in the underwater world . All in all the main purpose of this film is to reach people , to make them to imagine an ocean without fish . Imagine their meals without seafood . Imagine the global consequences . To show that this is the future if we do not stop , the purpose is to make people think and act wisely .

Free Essays on Siren Song

Analyzing the Alluring â€Å"Siren Song† Your next encounter will be with the Sirens, who bewitch everybody who approaches them. There is no home-coming for the man who draws near them unawares...for with their high clear song the Sirens bewitch him, as they sit there in a meadow piled high with the mouldering skeletons of men, whose withered skin still hangs upon their bones† (Odyssey, Book 12, ll. 39ff trans. Rieu/Jones) This is a warning to the great adventurer Odysseus from the mythological epic poem by Homer called the â€Å"Odyssey.† The mythological creatures called sirens sung so beautifully that men couldn’t resist them, even though their lives would be taken. Margaret Atwood lures her audience in the poem â€Å"Siren Song† by utilizing many literary devices and techniques, which ultimately trick the reader into thinking that she will reveal something beneficial and the â€Å"song that is irresistible† (2-3). The sirens sang a song to fool men, but Atwood poetically deceives the reader. The genre of the poem is narrative. The narrator is alone in the poem and speaks in the first person with the auditor being the reader. The poem takes place on an island where the narrator is discussing her â€Å"secret† and her attitude toward the situation she is in. The narrator will trick the reader into thinking that the song is very important until the end when she reveals her â€Å"secret.† â€Å"Siren Song† is fairly short poem that grabs the reader’s attention quickly. It consists of twenty-seven lines and nine stanzas, each being a triplet. Each stanza of the poem contains a certain theme that will have the power to persuade in a different way, thus the reader’s attention is grabbed with the various emotions displayed by the author. She changes her mood to keep the reader’s attention and then finally in the last stanza reveals the conclusion. Within the first four of the nine total stanzas, only two sentences are... Free Essays on Siren Song Free Essays on Siren Song Analyzing the Alluring â€Å"Siren Song† Your next encounter will be with the Sirens, who bewitch everybody who approaches them. There is no home-coming for the man who draws near them unawares...for with their high clear song the Sirens bewitch him, as they sit there in a meadow piled high with the mouldering skeletons of men, whose withered skin still hangs upon their bones† (Odyssey, Book 12, ll. 39ff trans. Rieu/Jones) This is a warning to the great adventurer Odysseus from the mythological epic poem by Homer called the â€Å"Odyssey.† The mythological creatures called sirens sung so beautifully that men couldn’t resist them, even though their lives would be taken. Margaret Atwood lures her audience in the poem â€Å"Siren Song† by utilizing many literary devices and techniques, which ultimately trick the reader into thinking that she will reveal something beneficial and the â€Å"song that is irresistible† (2-3). The sirens sang a song to fool men, but Atwood poetically deceives the reader. The genre of the poem is narrative. The narrator is alone in the poem and speaks in the first person with the auditor being the reader. The poem takes place on an island where the narrator is discussing her â€Å"secret† and her attitude toward the situation she is in. The narrator will trick the reader into thinking that the song is very important until the end when she reveals her â€Å"secret.† â€Å"Siren Song† is fairly short poem that grabs the reader’s attention quickly. It consists of twenty-seven lines and nine stanzas, each being a triplet. Each stanza of the poem contains a certain theme that will have the power to persuade in a different way, thus the reader’s attention is grabbed with the various emotions displayed by the author. She changes her mood to keep the reader’s attention and then finally in the last stanza reveals the conclusion. Within the first four of the nine total stanzas, only two sentences are...

Fate and the Human Will essays

Fate and the Human Will essays The Struggle for the Hawaiian Islands During the late 19th century, the United States became increasingly interested in acquiring land outside its continental states. This process became known as imperialism, and would later label the United States as one of the imperialistic countries of the world. This is partly due to our countries efforts to obtain and annex the sovereign state of Hawaii. There were several reasons for the United States to be interested in this monarchical country. One was the establishment of strategic naval bases along its coasts, another was the importance of trade, third was of Hawaiian annexation, causing it to become a foothold for further takings of the United States. This would later make the U.S. one of the leading imperialistic countries rivaling even Great Britain. During the 1880s, the average American opposed expansionism, now in the late 1890s, men and women felt it was a necessity, mostly because politicians changed their minds. This is not to say that all Americans felt expansion was necessary, it is true that some opposed Hawaiis annexation. But, many people felt that the Anglo-Saxons of the world should dominate and convert these other primitive cultures, making them more civilized in their eyes. This was coupled with the feeling that the entire country had been discovered, and it was time to look elsewhere for adventure and expansion. I believe that this attitude was mainly brought on by the governments interest in expansionism and is shown in its acts of imperialism that flourished in the late 1890s, when it forcefully The treaty of 1884 between the United States and Hawaii was an extenuation of the reciprocity treaty of 1875. Julius Pratt, author of Expansionists of 1898 had this to That treaty, admitting free of duty to each country the principal products of the other, ...

Personal identity. You are the same person now as you were ten years Essay

Personal identity. You are the same person now as you were ten years ago - Essay Example Firstly, I will show, through describing the limits of acceptable physical change, that bodily continuity alone is not enough to say I am the same person I was a decade ago. Some philosophers, such as Eric Olson, have claimed that the physical body is the basis of the identity (Olson 2003, pp. 337-338). This view claims that as long as one keeps the same body throughout their life, they remain the same person. For example, if someone commits a crime, as long as their body committed the crime, we can punish them for it. Therefore, as I am in the same body as I was ten years ago, I am the same person. However, there is opposition to the view that our identity refers only to our physical body as our bodies are constantly regenerating so how much of our body must stay the same in order for us to be classed as the same person? An example of this is the Ship of Theseus (Leibniz as cited by Gallois 2016). Many people believe that, at some point, the Ship of Theseus stops being the same ship. I could then also say I am not the same person I was ten years ago, as I have a completely different set of cells. But, with no detectable changes in appearance or attitude how could I prove I am a different person? Not everyone agrees that our regeneration makes us a different person, believing that the gradual change involved in the previous examples enables them to keep their identity, i.e. the gradual change of the Ship of Theseus.

The Power of the Fourteenth Amendment Research Paper

The Power of the Fourteenth Amendment - Research Paper Example The fourteenth amendment granted equal civil and legal rights as well as citizenship to the African Americans and the slaves of the American civil war. They were thus included in the phrase all persons born or naturalized in the United States had the right to be given American citizenship. The power of the fourteenth amendment is well expressed in its five sections: The section one argues that all individuals born or naturalized in the United States, and subject to the jurisdiction thereof, are United States citizens and citizens they live in according to Wagner (2000). It forbids the state from exercising a law that abridges the United States citizens’ privileges and immunities. According to this section, the state has no right to deprive individuals their property, life or liberty without following the legal process. It also ensures that any person within a state’s jurisdiction is equally protected. Since the ratification of the Bill of Rights in 1971, the fourteenth amendment remains the most important amendment in protecting the rights of the individuals. The amendment was driven by the incidence of civil wars in the United States. Initially, this section only defined citizenship and offered protection to the civil and political rights of the individual hence less powerful. Its limitation was that the Africans could not possess United States citizenship and could not enjoy any citizenship privileges and immunities. ... Under the initial constitution anyone regarded as a United States citizen was first to become a citizen of a certain state in the country. This could not apply to the emancipated citizens, the need of the clause to define citizenship. It meant that a United States’ citizen was also a citizen of a state he/she resided in. The power of the clause has been subjected to different interpretations. It author argued that it had similar content with the original one and it only varied in wording. According to Bosniak (2008), the meaning of this clause was tested in 1884 to establish whether a person born in the United States was automatically granted national citizenship. It was held by the Supreme Court that the Native Americans who left their tribes voluntarily could not automatically acquire national citizenship. The court also claimed that under this clause, a person born in the American soil to a Chinese citizen permanently leaving in US on business and not under official or dipl omatic employment were guaranteed American citizenship. The same was also meant to apply to children who belonged to foreign national but not of Chinese descent. The power of this clause also maintains it that, children neither of United States citizens nor foreign diplomats, but born there were guaranteed citizenship after birth. However it was argued under this clause that, Children belonging to ambassadors as well as foreign ministers were excluded from citizenship. Loss of citizenship is another powerful clause section one of the fourteenth amendment. This clause gives two conditions under which individual can lose their citizenship. These conditions are Fraud in the process of naturalization