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The Effects of Globalization, 2008.
A personal perspective on how globalization impacts American society.
3,210 words (approx. 12.8 pages), 8 sources, APA, $ 92.95
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Abstract
This paper reveals that globalization has been more beneficial to people in higher income levels, but has harmed people in middle and lower economic classes. The paper then discusses the beneficial aspects of globalization that include improvements in education, medicine, consumption, work and technology. The writer concludes that he expects these beneficial aspects to only improve, but he is concerned about the negative aspects of globalization, especially in terms of the burgeoning economic inequality it is generating.
From the Paper
"Our readings and class discussions indicate that globalization is controversial, for its advocates claim that it promotes general prosperity around the world and is socially benign, while its critics blame globalization for the widening gap between rich and poor throughout the world. It is evident that globalization has been beneficial to people in higher income levels, but has been much less beneficial to people in middle and lower economic classes, many of whom are in fact being harmed by globalization."
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Elementary Education and Religious Diversity, 2008.
A reflective paper on religious diversity and elementary education in Canada.
2,341 words (approx. 9.4 pages), 8 sources, MLA, $ 72.95
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Abstract
The paper discusses how studies of different religions in elementary education encourages an introduction to world religions or the religions apt to be encountered by young people. The paper focuses on the many benefits that a religious diversity education has for a child. The paper looks at Quebec's education programme as an example.
Outline:
Introduction
The Example of Quebec's Education Programme (2000)
Benefits of Religious Diversity Education
Encouraging Respect
Concluding Discussion
From the Paper
"Rather than providing students with a rigid 'rule' in favour of respecting others faiths, or of not discussing religion, at all, taking an always very secular approach as though religion and religious differences did not exist, elementary school students can be helped to discuss religions ably. They can learn to ask questions respectfully and generally understand human beings as products of religious traditions that may be slightly different. There is also the promise of students learning to seek universals in terms of spiritual values and decision-making. Since the 1970s, in the Province of Ontario, a variety of enforced secularism may not have served elementary students well, as in an assumption discussed by Hogarth & Crothers (2001) to do with Christianity or the Judeo-Christian heritage as being 'the Canadian' backdrop that need not be explained, no observances required in state schools for Christian observances assumed to be already in place. (pp. 3-4) This variety of sloppy assumption in the future may be overcome by the contribution to be made via religious diversity studies as an elementary school enterprise."
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The No Child Left Behind Act (NCLB), 2008.
An analysis of the impact on a local school of the No Child Left Behind Act.
971 words (approx. 3.9 pages), 3 sources, APA, $ 34.95
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Abstract
This paper discusses how the No Child Left Behind Act (NCLB) initially posed significant issues for local schools. The paper then presents an interview with a county office administrator, superintendent and principal at a local public school who relate the NCLB's impact on their functioning and education in general. Additionally, the paper highlights the leadership in the school system that served to motivate teachers and staff members. The paper discusses how schools still experiencing issues with NCLB would benefit from this school's approach to the issue.
From the Paper
"The No Child Left Behind Act (NCLB) was signed into law in 2001 and was intended to ensure that all children were in receipt of an appropriate education in the United States ("A Guide", 2005). By appropriate education, the government meant that all children, regardless of race or ethnic origin, socioeconomic status or locale would be capable of graduating from public school systems with the ability of progressing toward a positive existence in society. This law was passed at a time when it was evident that many high school graduates could not read or write and lacked the basic skills needed to compete within the adult workforce. Therefore, the president and congress believed that the only manner of addressing the issue was to create a law that would ensure that basic educational skills were being taught and learned. The manner of measuring success of these tasks has been through annual standardized testing that all schools must undergo in order to display their adherence to the law."
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Internet Learning: "Kim's" Online Timeline, 2008.
A critical examination of Kimberly Steele's webpage "Writing process timeline".
1,324 words (approx. 5.3 pages), 7 sources, APA, $ 44.95
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Abstract
This paper describes an online tutorial that contains formatting and deadline instructions intended to assist educators in teaching children to handle writing assignments successfully. The author examines each component of this approach in detail, pointing out its flaws and discrepancies, and concludes that this approach may actually be counter-productive of its desired effect.
From the Paper
"In light of the fact that surveys of older university students have uncovered how they prefer to know well in advance when their deadlines are due (Brown, 2004), it seems intuitive to suggest that young children will be even more reliant upon firm deadlines simply because they are less likely to be self-starters, have not yet developed the sophisticated organizational skills of college students, and - owing to their cognitive and psychological immaturity - are in greater need of guidance. With that in mind, if Kim cannot provide firm deadlines for these young people, then the least she can do is remove a punitive marking system that breeds fear and anxiety."
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Parenting Guidelines for the Hispanic Community, 2008.
A discussion of parenting guidelines for the Hispanic community in America.
5,590 words (approx. 22.4 pages), 26 sources, APA, $ 135.95
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Abstract
This paper discusses parenting guidelines for the Hispanic community in the United States. The paper explains that the success of any set of parenting guidelines for a particular ethnic group hinges on the author's ability to take on an ethnic-sensitive approach that incorporates the group's specific traditions, culture, religion, and experiences with the new and daunting culture. This paper then attempts to prove that a setting down of concrete parenting techniques (communication, conflict resolution, and the like) must take into account the specific experiences of the Hispanic community in the United States. The paper explains that, in order to prove the validity of this assertion, it is necessary to point to and elaborate on the conflicts that characterize this community. The paper also points out that these conflicts include the traumas of immigration and racism, the unique structure and role of the Hispanic family, and the Hispanic family's role in the acculturation process. The paper then reviews the relevant literature on the topic. In conclusion the paper shows that the ultimate goal of this research is to enlighten both immigrants and American born individuals to the real and perceived experiences those from other countries go through, as they attempt to raise their families in a sometimes stressful and uncomfortable climate. A revised outline for the paper is included with this document.
Outline:
Introduction: Summary of Purpose and Thesis
Racism and the Trauma of Immigration
Acculturation
The Structure and Function of the Hispanic Family
Conclusion
From the Paper
"The United States, with its fondness for the oft-quoted "bootstrap mentality," often discourages immigrants from dwelling on troubled pasts or inherited traumas. It is hardly shocking to read that immigrant groups (particularly those from non-European countries) encounter racism upon arrival in the United States, but Hispanics, with the large number of the immigrants from Spanish-speaking countries, experience discrimination of considerable magnitude. In their Latinos and Education, Darder, Torres, and Gutierrez argue that Hispanic students, before they even enter their first American classrooms, internalize the racism that seems to blossom in highly industrial countries."
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Consumer Motivations for Establishing a School, 2008.
An analysis of consumer motivations for the establishment of an English as a second language (ESL) school for Chinese students in Vancouver, Canada.
3,196 words (approx. 12.8 pages), 10 sources, APA, $ 92.95
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Abstract
This paper looks at the issue of international education and considers the consumer decision-making process that motivates, in particular, Chinese students to enroll in educational institutions in Vancouver, Canada. It also examines the pressures and incentives that may induce Chinese students to study in Vancouver and offers a marketing plan for the successful development of a new English as a second language (ESL) school. The paper discusses the social, cultural and educational considerations, as well as a general economic outlook for the future.
Table of Contents:
Introduction
Industry Overview
Consumer Identification
Analysis of Consumer Motivation
Marketing implications
Conclusion
From the Paper
"Another important point to be addressed in the literature is the quick turnaround offered by the school. As an intensive, short-duration course, the academy will offer students the most efficient methods of learning and using English to pass the exam (if this is their stated goal). As we have also seen, there is a tremendous amount of money in the ETL book publishing industry. This is a market which is largely unregulated and there are few standard texts accepted by all institutions. Therefore, the development of a unique teaching curriculum supported by an in-house publishing wing may offer a long-term and lucrative source of income. As Vancouver is home to a number of universities, colleges and other educational institutions, as well as a thriving Chinese community, it may be possible to co-develop a series of educational books that take into account the realities - and pressures - faced by Chinese ESL learners."
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The Multiple Intelligence Theory, 2008.
A review of "Intelligence Reframed: Multiple Intelligences for the 21st Century" by Howard Gardner.
784 words (approx. 3.1 pages), 1 source, MLA, $ 27.95
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Abstract
The paper relates that Gardner wrote "Intelligence Reframed" to assess how well his theory of multiple intelligences had been accepted, to dispel the myths of the theory and to examine its practical applications. The paper lists the various intelligences and their neurological characteristics and then looks at how Gardner discusses the importance of his theory in education and its implications for schools.
From the Paper
"Intelligence Reframed is a 1999 update on how Howard Gardner's theory of multiple intelligences has changed and evolved since it was first discussed in his 1993 book Frames of Mind. The theory of multiple intelligence sets forth that all individuals develop each intelligence to some extent, but some do so much more than others do. Each one of these intelligences can be nurtured and directed in specific ways to enhance an individual's life experience. These multiple intelligences learning type descriptors are strongly linked to their own neurological characteristic."
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No Child Left Behind Act, 2008.
This paper assesses the federally legislated education initiative, No Child Left Behind and argues that, while there are some shortcomings to NCLB, it has produced a generally positive impact.
775 words (approx. 3.1 pages), 3 sources, APA, $ 27.95
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Abstract
This essay assesses No Child Left Behind (NCLB), an act developed by federal legislation that authorizes programs intended to improve academic performance through new standards of accountability by schools, school districts, and states. The author makes the argument that, while there have been inconsistent findings regarding NCBL's effectiveness, the act has stimulated the adolescent to greater academic achievement by involving various forms of competition, while motivating students to identify with the school, to excel over self and over other schools.
Outline:
Overview of the NCLB Act
Mandates of the NCLB (2002)
Mission Viejo High School and District Scores
How Teachers and School Districts Meet NCLB Demands
Impact of the NCLB on US Adolescent Education
From the Paper
"Another means by which teachers and school districts meet NCLB demands consists of incentives and resources provided by law. Annual testing is done against standards, and achievement results are analyzed and reported. Technical assistance is provided. As of 2006, highly qualified teachers were provided for core academic subject areas, along with highly qualified aides (Ruiz, 2002). The law also provides support for students with special needs or who have difficulty meeting the standards. The law also provides scientifically proven programs and strategies to help teachers and school districts to meet the standards. Funding for the same purpose to districts and states has amounted to one billion dollars. That money is used for teacher professional development, reading readiness programs for preschool children, and education technology (Ruiz, 2002)."
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Terling's Article on Private Schools: A Reaction Paper, 2008.
A summary and reaction to the article "Private Schools are not Emotional Havens for Teens", by Toni Terling.
1,010 words (approx. 4.0 pages), 1 source, MLA, $ 35.95
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Abstract
This paper summarizes the article by Toni Terling, "Private Schools are not Emotional Havens for Teens", which states that while private schools do show a higher level of achievement, for example, they also show increased risk of suicide and weapon use, among other negative outcomes. The author then goes on to discuss his personal reaction to the article's finding and how it relates to his experiences in the American school systems.
Outline:
Article Summary
Response to Article
How This Relates to My Own Personal Experiences
Insights the Article Adds to My Experience
Works Cited
From the Paper
"Alternatively, the many friends I had that attended private school had an overwhelmingly more positive experience than I encountered in public school. If a student became depressed or violent in their private school, the issue was noticed immediately due to the small setting and was taken care of swiftly. Of course, cliques, being a product of human nature, existed on a smaller scale in my friends' schools, however, these cliques were less cohesive. This appears to be because the small setting gave everyone the feeling of belonging to the same big group, which allowed them to avoid splintering into smaller ones as is common in the larger public school environment."
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Can We Know Anything Independently of Experience?, 2008.
A discussion detailing the processes in which a person acquires knowledge.
1,219 words (approx. 4.9 pages), 1 source, MLA, $ 41.95
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Abstract
The paper questions the manner in which we obtain knowledge and refers to intuition, experience and the senses as sources of knowledge. The paper proposes that the things that we are aware of are not entirely dependent on the senses but rather from experience that starts with the senses. Continuing on this theme, the paper states that children have the ability to acquire knowledge but that this has to be done through a learning process, the first of which is through the senses. The paper concludes that knowledge is obtained through custom or repetition, intuition and imagination.
From the Paper
"The most important issues we will ever encounter concern the ultimate questions such as those pertaining to God and life after death. Of these matters we can have no sensory information and experience is utterly useless. When sensory impressions are present, the only purpose they serve is as a springboard for reasoning. However, a priori reasoning is possible, as is observed in mathematics. Certain types of knowledge are outside the sphere of all experience and also are beyond the realm of the senses (Kant 184). A priori knowledge is certain and progresses in a logical manner; such is the case with mathematical propositions which are never based in experience and instead are based in necessity. Propositions in the natural sciences also are a priori and necessary as well as synthetic. Kant (188) uses as one example of such propositions "that in all communication of motion, action and reaction must always be equal". The principles of a priori knowledge only have one source which is the faculty of reason. The only means through which we can know anything a priori is pure reason."
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No Child Left Behind Act of 2001, 2008.
Looks at the leadership of Secretary of of Education Rod Paige during which the controversial No Child Left Behind Act (NCLB) of 2001 was passed and implemented.
895 words (approx. 3.6 pages), 4 sources, MLA, $ 31.95
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Abstract
This paper explains that the Secretary of the Department of Education (DOE) from 2001 through 2005, Rod Paige, is a controversial figure. The paper describes Secretary Paige's primary responsibility for the initial passage and implementation of the No Child Left Behind Act (NCLB), which has been the most sweeping educational reform legislation in a generation, intended to raise all schoolchildren in the United States to a uniform level of achievement by 2014. The paper then presents several important issues contributing to the failure of the DOE to fully come to terms with the complexities and enforced uniformities of NCLB. The paper concludes that Paige's own controversial stances and excessively strident political viewpoint may have reduced his potential effectiveness during his term.
From the Paper
"Paige went on to note that with over 15,000 individual school districts in the nation, with assessment and governance standards varying almost on a district-by-district level (and certainly on a state-by-state level), he made it a priority for his department to work closely with each state to institute appropriate assessment and accountability programs. He stated that this first goal was accomplished (in 2003) for all fifty states, in large part due to the cooperation of delegations from many states, which had been invited to meet with DOE leadership in Washington, D.C., to discuss their issues and concerns."
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Bilingual Education in Ontario, 2008.
This paper looks at bilingual education and special education in Ontario.
3,145 words (approx. 12.6 pages), 18 sources, MLA, $ 91.95
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Abstract
In this article, the writer notes that Canada's two official languages and growing demand for bilingual or French immersion education beyond Francophone areas challenges special education teachers, as they must explore different teaching methods and novel approaches to second language studies. The writer points out that other special education teachers face students from new Canadian backgrounds who must acquire French quickly in areas where French is the usual language and medium of instruction. The writer also notes that others speak French in the home but in dialects that demand instruction towards French as it is spoken in Canada. Moreover, in Anglophone areas of Canada, the special education student is entitled to study French, like all students, just as he or she is entitled to studies as much as possible resembling those of mainstream students. The writer reflects on what is understood by the term of bilingual education as it appears to have several implications depending upon the situation, languages or kinds of students involved.
Outline:
Introduction
Background
Special Abilities & Problems
Acquiring an Approach
Assessment Pitfalls
Withdrawing Children
Concluding Remarks
From the Paper
"Special Education has been an important issue in the Province of Ontario's francophone boards that sometimes receive students who do not speak French in the home or otherwise encounter the French-medium school as a place of language acquisition. Only in 2004 did the Ontario government resolve to step up funding for Special Education classes, assessment and support services so that all francophone schools do cater to the roughly 10% of students, as in Anglophone boards, to require Special Education for some or all of their education. In areas where bilingualism is usual or valued, Francophone Special Education students have sometimes been assigned to local English-medium schools that do offer Special Education.
Where bilingual schools exist, similarly, the expectation in some boards has been that Special Education will be taken in English. French immersion schools in Ontario are charged with providing French-medium Special Education for students in need. In Anglophone areas, bilingual schools and classes have expanded greatly, along with French immersion facilities that a generation ago were seen as suiting advanced or 'gifted' students but now serve generic students, French immersion schools offer their French-medium Special Education classes, too."
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