News media Research Paper Example | Topics and Well Written Essays - 500 words

News media - Research Paper Example The principle of this article was to make clear to the public about the dangers of meat product consumption. In addition, it would arouse the government to introduce activities that could tame unscrupulous meat packagers and processors. In this sense, this article is intended for responsible entities such as the USDA. It is also projected to the public and institutions such as public schools. For the public, it is vital that they assess the credibility of restaurants and retail houses. On the other hand, the government should attain information about the potent of the current food industry for respective reactions. This is a NY Times piece that was published in the month of October and in the 2009. New York Times is an approved entity that specializes in various kinds of informative articles. They range from investigative reports to reactionary opinions. According to New York Times, Moss is a Pulitzer winning journalist that has been specializing in investigative and informative pieces. In this sense, his pieces would be mostly objective and vent oriented. Mr. Moss has a high level of credibility since he specializes in food industry. His Pulitzer price was based on the E.Coli virus report about Stephanie’s situation. Since 1994, the government banned grocers and meat companies from beef that carries the virulent strain of E.Coli (Moss 1). The scientific name of the virus relates to 0157:H7. It came into public focus in 1994 because of an outbreak which resulted into the deaths of four children. In spite of its age since the 1994 scare, many individuals still sicken of this deadly pathogen. In spite of Ms. Smith’s extreme reaction to E.coli strain, it is discernible that the system was lousy in its meat safety procedures (Moss 1). This is exemplified in the trace of her infection through corporate records and interviews. This makes beef consumption a dangerous

Library Science Essay Example for Free

Library Science Essay An integrated library system (ILS), also known as a library management system (LMS),[1][2] is an enterprise resource planning system for a library, used to track items owned, orders made, bills paid, and patrons who have borrowed. An ILS usually comprises a relational database, software to interact with that database, and two graphical user interfaces (one for patrons, one for staff). Most ILSes separate software functions into discrete programs called modules, each of them integrated with a unified interface. Examples of modules might include: acquisitions (ordering, receiving, and invoicing materials) cataloging (classifying and indexing materials) circulation (lending materials to patrons and receiving them back) serials (tracking magazine and newspaper holdings) the OPAC (public interface for users) Each patron and item has a unique ID in the database that allows the ILS to track its activity. Larger libraries use an ILS to order and acquire, receive and invoice, catalog, circulate, track and shelve materials. Smaller libraries, such as those in private homes or non-profit organizations (like churches or synagogues, for instance), often forgo the expense and maintenance required to run an ILS, and instead use a library computer system. [citation needed] Contents [hide] 1 History 1. 1 Pre-computerization 1. 2 1960s: the influence of computer technologies 1. 3 1970s-1980s: the early integrated library system 1. 4 1990s-2000s: the growth of the Internet 1. 5 Mid 2000s-Present: increasing costs and customer dissatisfaction 2 Examples 3 See also 4 References 5 Further reading 6 External links [edit]History [edit]Pre-computerization Prior to computerization, library tasks were performed manually and independently from one another. Selectors ordered materials with ordering slips, cataloguers manually catalogued items and indexed them with the card catalog system (in which all bibliographic data was kept on a single index card), and users signed books out manually, indicating their name on cue cards which were then kept at the circulation desk. Early mechanization came in 1936, when the University of Texas began using a punch card system to manage library circulation. [3] While the punch card system allowed for more efficient tracking of loans, library services were far from being integrated, and no other library task was affected by this change. [edit]1960s: the influence of computer technologies Following this, the next big innovation came with the advent of MARC standards in the 1960s which coincided with the growth of computer technologies – library automation was born. [3] From this point onwards, libraries began experimenting with computers, and, starting in the late 1960s and continuing into the 1970s, bibliographic services utilizing new online technology and the shared MARC vocabulary entered the market; these included OCLC (1967), Research Libraries Group (which has since merged with OCLC), and Washington Library Network (which became Western Library Network and is also now part of OCLC). [4] [edit]1970s-1980s: the early integrated library system Screenshot of a Dynix menu. The 1970s can be characterized by improvements in computer storage as well as in telecommunications. [4] As a result of these advances, ‘turnkey systems on microcomputers,’[4] known more commonly as integrated library systems (ILS) finally appeared. These systems included necessary hardware and software which allowed the connection of major circulation tasks, including circulation control and overdue notices. [5] As the technology developed, other library tasks could be accomplished through ILS as well, including acquisition, cataloguing, reservation of titles, and monitoring of serials. [6] [edit]1990s-2000s: the growth of the Internet With the evolution of the Internet throughout the 1990s and into the 2000s, ILSs began allowing users to more actively engage with their libraries through OPACs and online web-based portals. Users could log into their library accounts to reserve or renew books, as well as authenticate themselves for access to library-subscribed online databases. Inevitably, during this time, the ILS market grew exponentially. By 2002, the ILS industry averaged sales of approximately US$500 million annually, compared to just US$50 million in 1982. [5] [edit]Mid 2000s-Present: increasing costs and customer dissatisfaction By the mid to late 2000s, ILS vendors had increased not only the number of services offered but also their prices, leading to some dissatisfaction among many smaller libraries. At the same time, open source ILS was in its early stages of testing. Some libraries began turning to such open source ILSs as Koha and Evergreen. Common reasons noted were to avoid vendor lock in, avoid license fees, and participate in software development. Freedom from vendors also allowed libraries to prioritize needs according to urgency, as opposed to what their vendor can offer. [7] Libraries which have moved to open source ILS have found that vendors are now more likely to provide quality service in order to continue a partnership since they no longer have the power of owning the ILS software and tying down libraries to strict contracts. [7] This has been the case with the SCLENDS consortium. Following the success of Evergreen for the Georgia PINES library consortium, the South Carolina State Library along with some local public libraries formed the SCLENDS consortium in order to share resources and to take advantage of the open source nature of the Evergreen ILS to meet their specific needs. [7] By October 2011, just 2 years after SCLENDS began operations, 13 public library systems across 15 counties had already joined the consortium, in addition to the South Carolina State Library. Librarytechnology. org does an annual survey of over 2,400 libraries and noted in 2008 2%[8] of those surveyed used open source ILS, in 2009 the number increased to 8%,[9] in 2010 12%,[10] and in 2011 11% [11] of the libraries polled had adopted open source ILSs. [edit]Examples Open-source Evergreen Greenstone Invenio Koha Kuali OLE NewGenLib PhpMyBibli OpenBiblioÃ'Ž VuFind Proprietary Aleph from Ex Libris Innovative Interfaces Library†¢Solution, Library†¢Solution for Schools, and CARL†¢X from The Library Corporation LibraryWorld NOSA Qulto System SirsiDynix, Symphony—current version and Unicorn—a legacy system. SydneyPLUS International Capita Alto formerly Talis Alto (UK and Ireland) Virtua, former VTLS, from VTLS Inc. Voyager from former company Endeavor Information Systems, later acquired by Ex Libris (Polish) MOL, Patron and MOLIK interface created for children (Polish) SOWA, SOWA2, SOWA2/MARC21, SOWA2/MARC21/SQLÃ'Ž Legacy NOTIS Dynix [edit]See also Library and information science portal Library computer system OPAC List of next-generation catalogs History of Library Automation [edit]References ^ Adamson, Veronica, et al. (2008). JISC SCONUL Library Management Systems Study PDF (1 MB). Sheffield, UK: Sero Consulting. p. 51. Retrieved on 21 January 2009. a Library Management System (LMS or ILS Integrated Library System in US parlance). Some useful library automation software are: KOHA ,Grennstone . LIBsis, and granthlaya. Tennant, Roy (16 April 2008). Picking When to Jump, Part 2. Library Journal. Reed Business Information. Retrieved 20 January 2009. Across the pond they use the term library management systems (LMS) for what we call the integrated library system (ILS). ^ a b Wallace, Patricia M. (1991). Gary M. Pitkin. ed. Library Systems Migration: An Introduction. Westport, CT: Meckler. p. 3. ISBN 0-88736-738-0. ^ a b c Wallace, Patricia M. (1991). Gary M. Pitkin. ed. Library Systems Migration: An Introduction. Westport, CT: Meckler. p. 4. ISBN 0-88736-738-0. ^ a b Kochtanek, Thomas R. (2002). 1 The Evolution of LIS and Enabling Technologies. Library Information Systems: From Library Automation to Distributed Information Access Solutions. Westport, CT: Libraries Unlimited. p. 4. ISBN 1-59158-018-8. ^ Kochtanek, Thomas R. (2002). 1 The Evolution of LIS and Enabling Technologies. Library Information Systems: From Library Automation to Distributed Information Access Solutions. Westport, CT: Libraries Unlimited. p. 5. ISBN 1-59158-018-8. ^ a b c Hamby, R. ; McBride, R. , Lundberg, M. (2011, Oct. ). South Carolina’s SCLENDS optimizing libraries, transforming lending. Computers in Libraries. 8 31: 6–10. ^ http://www. librarytechnology. org/perceptions2008. pl ^ http://www. librarytechnology. org/perceptions2009. pl ^ http://www. librarytechnology. org/perceptions2010. pl ^ http://www. librarytechnology. org/perceptions2011. pl [edit]Further reading Olson, N. (2010). Taken for Granted The Construction of Order in the Process of Library Management System Decision Making (Vol. 45). Goteborg / Boras: Valfrid publishing. [1] Rubin, Richard E. Foundations of Library and Information Science. New York: Neal-Schuman Publishers, Inc. , 2004. [edit]External links MARC Records, Systems and Tools : Network Development and MARC Standards Office, Library of Congress Higher Education Library Technology,(HELibTech) a wiki supported by SCONUL (Society of College National and University Libraries) that covers many aspects of library technology and lists technologies in use in UK Higher Education Key resources in the field of Library Automation Categories: Library automationÃ'Ž

Globalization and Income Inequality in Latin America

Globalization and Income Inequality in Latin America Ivan Mendoza Globalization and Income Inequality in Latin America and The Caribbean Introduction Over the past two decades, â€Å"developing countries have gradually committed themselves to more engagement with the global economy by following the path of trade liberalization and openness toward international markets† (J.D.K. Chap. 10 p.416). As a result, â€Å"many developing countries have experienced increases in within- country income inequality. The growing income inequality has coincided with the period of increasing exposure of countries to globalization through an increased of trade flows and investment across international borders. These development have sparked a large debate in the academic and policy circles about the effects of globalization on income inequality within- countries† (J.D.K. Chap. 10 p.564). This paper will discuss whether globalization has contributed to within- country income inequality by focusing on one aspect of globalization, mainly the countries’ trade flows, specifically exports. Test- Hypothesis Considering that â€Å"the interest of developing countries might be more in line with those of the developed/ advanced countries, reflects the integration of emerging and developing countries to the global economy through a rapid pace of trade globalization to create opportunities that will create speed economic growth and development. This wave of trade liberalization has had a great impact on the income inequality within developing countries. Therefore, I argue that globalization should lead to an increase of the income inequality within emerging and developing countries, in other words, an increase in total trade (exports) is highly related to the increase of the income inequality within a developing country. Method and Data Collection In order to test the hypothesis that an increase in exports is highly related to the increase of the income inequality of developing countries, I will examine the economic growth and trade of emerging and developing countries, with emphasis on the region of Latin America and the Caribbean. Some of the countries in the region have experienced rapid economic growth and development, but â€Å"in the last years this growth has slowdown† (WEO p. 56), so examining their growth is a good way to study the effects of globalization and the within-country income inequality. Also, we might find other aspects of globalization that are associated with income inequality. In order to test the hypothesis, I collected data to show the economic performance of 32 developing countries in the Latin America and the Caribbean region covering the period of 1996-2013. This data has been collected from reliable sources such as World Economic Outlook (October 2014) released by the International Monetary Funds (IMF) and the World Development Indicators (WDI) report from World Bank (WB). This data contains the dependent variables and the expansionary variable along with other supplemental data. Moreover, to accomplish the objective of this paper; providing some evidences on the effects of globalization on income inequality within developing countries I will be using the following data table: (i) the Real Gross Domestic Product (GDP) table, which shows the annual percentage economic performance for the selected developing countries, (ii) the Trade table, which shows the sum of exports and imports percentage in terms of GDP percentage, this reflects the integration of the countries in the global economy. (iii) the Exports of good and services table, since exports is a component of trade and GDP, it shows the effects of trade on GDP because if exports is positive, then GDP increases, (iv) Gini Index, which is the standard measure for income inequality. Relationship between the variables Considering the effects of globalization on the income inequality within a country, we have trade as the variable for globalization and â€Å"the amount of income inequality within a country is generally measured by using the Gini Index. The Gini Index ranges from 0 to 100, where a value of 0 indicates that everyone has the same income (that is, perfect inequality) and a value of 100 indicates that all the income is earned by one individual (that is, maximum inequality)† (p. 564). However, since most of these countries economy depends on trade, as we can see on the Trade (% GDP) table (high percentage means they import more than what they export/produce) to simplify the relationship between globalization and income inequality, I will using the Export of goods and services, which is one of the components of trade. So, using the data of Exports (% GDP) as the expansionary variable and Gini index as the dependent, we can see for the selected countries that have experience decreas e in Exports shares, can be associated with a decrease of income inequality. For example, in countries such as Colombia, Dominican Republic, El Salvador, Paraguay and Peru after 2006 their exports have gone through a period of highs and lows along the same range and inequality has moved accordinly to the change in exports, but most of the time its been going down. Although inequality has gone in most of the selected countries, in cases such as Costa Rica and Panama, theres been period where Exports goes increase and the Gini index still goes down. This shows that the impact of Exports (trade) on income inequality is not significant as expected and that there might be other components of globalization affecting income inequality. Conclusion In conclusion, the evidences show that there is positive relationship between trade liberalization and the income distribution within developing countries in the Latin America and the Caribbean; As Exports (trade) increases/ decreases the level of income inequality, according to the Gini Index, increases/ decreases. However, we found that there is not a significant change on income inequality when Exports changes. Discussion Moreover, this finding provides an exploratory support to other hypotheses that other components of globalization might have a greater impact on within- country income inequality. â€Å"Other factors that drive income inequality are the importance of technology in virtually all sectors of the global economy, and the advances in information and communication technology (ICT) that helped make globalization possible.† (J.D.K. Chap. 14 p. 564). Source: World Economic Outlook (IFM p.189) https://www.imf.org/external/pubs/ft/weo/2014/02/pdf/text.pdf Trade (% of GDP) Country Average20062007200820092010201120122013 (1996- 2005) Antigua and Barbuda37.6 119.7117.4116.3 105.1106.0104.897.8 Argentina 25.2 36.2 36.2 36.7 30.6 32.5 33.9 29.9 29.3 Bahamas, The 102.3 100.1 100.7 100.0 87.5 90.2 101.0 107.7 Barbados 88.8 94.4 94.4 99.6 86.0 96.9 93.0 96.8 Belize 115.2 122.8 122.3 131.9 107.7 115.6 124.3 Bolivia 51.4 74.5 76.1 82.9 68.6 75.5 82.5 85.1 Brazil 22.4 25.8 25.2 27.1 22.1 22.8 24.5 26.6 27.6 Chile 61.0 71.9 75.8 81.0 66.8 69.8 72.9 68.4 65.5 Colombia 35.1 38.2 36.3 38.1 34.3 33.7 38.7 38.2 37.4 Costa Rica 92.6 104.4 102.2 100.6 84.0 79.1 79.2 78.7 73.9 Dominica 101.7 89.8 93.1 99.4 87.3 90.9 86.9 88.6 Dominican Rep. 77.5 68.0 66.7 64.7 52.5 57.2 60.4 59.1 57.6 Ecuador 49.5 59.7 62.6 68.1 52.1 62.1 66.0 64.0 63.6 El Salvador 65.8 71.8 74.2 76.6 61.9 68.8 74.6 69.7 72.2 Grenada 99.5 80.1 82.4 77.7 69.4 70.9 74.0 73.3 Guatemala 55.9 66.8 67.9 64.1 57.1 62.1 64.0 61.0 58.6 Guyana 203.2 Haiti 47.8 59.5 52.2 56.9 56.7 73.7 67.6 61.4 Honduras 114.3 133.1 135.1 135.7 96.9 109.4 122.2 120.6 117.5 Jamaica 90.0 100.8 101.3 113.6 86.9 80.9 83.9 83.4 Mexico 51.3 56.4 57.1 58.1 56.0 60.9 63.7 66.4 64.2 Nicaragua 60.4 76.8 82.6 87.8 77.9 85.5 95.8 101.0 92.9 Panama 144.5 146.2 145.4 149.0 138.7 139.7 158.3 154.8 137.7 Paraguay 93.6 107.8 103.5 103.5 96.3 106.6 102.7 99.9 92.7 Peru 36.6 51.1 53.9 56.6 46.4 50.0 55.2 51.7 48.4 St. Kitts and Nevis 103.2 88.4 83.6 86.6 72.9 77.2 74.6 80.3 St. Lucia 116.1 112.7 105.1 114.5 101.0 113.0 106.7 103.6 St. Vincent and the Grenadines 103.4 88.0 89.8 92.2 86.0 84.0 84.6 85.7 Suriname 66.3 Trinidad and Tobago 99.2 118.7 102.3 107.1 90.9 92.4 151.0 Uruguay 43.1 62.0 59.2 65.2 55.3 53.4 54.0 55.8 Venezuela, RB 49.9 58.7 56.2 51.8 38.5 46.1 49.6 50.4 Source: World Development Indicators. http://databank.worldbank.org/data/views/reports/tableview.aspx?t=tableviewsavedlg=1 Exports of good and services (% of GDP) Country Average20062007200820092010201120122013 (1996- 2005) Antigua and Barbuda 65.0 48.0 45.1 46.4 46.6 46.1 47.6 46.3 Argentina 14.0 20.4 19.8 19.9 17.4 17.5 17.8 15.8 14.5 Bahamas, The 43.2 44.7 46.7 46.0 39.9 40.9 43.6 44.8 Barbados 42.3 44.9 45.3 46.0 41.5 46.3 39.3 42.5 Belize 52.5 61.1 61.1 62.3 51.6 58.2 61.2 Bolivia23.2 41.8 41.8 44.9 35.7 41.2 44.1 47.3 Brazil 11.3 14.4 13.4 13.7 11.0 10.9 11.9 12.6 12.6 Chile 31.2 42.4 43.8 41.5 37.2 38.1 38.0 34.2 32.6 Colombia* 16.0 17.6 16.5 17.8 16.0 15.9 18.7 18.3 17.7 Costa Rica** 45.3 49.1 48.7 45.4 42.3 38.2 37.2 37.2 35.1 Dominica 44.9 37.8 35.8 35.9 32.4 35.7 33.8 38.8 Dominican Rep.* 36.2 30.0 28.8 25.5 22.2 23.0 25.0 25.1 26.0 Ecuador* 24.0 30.3 31.9 34.2 25.2 28.7 31.5 30.9 30.5 El Salvador* 25.6 25.7 25.9 26.9 23.2 25.9 28.0 25.6 26.4 Grenada 39.1 23.0 24.9 23.0 22.6 21.8 23.7 24.1 Guatemala 22.5 24.9 25.6 24.7 24.0 25.8 26.6 24.9 23.7 Guyana 94.9 Haiti 12.6 14.5 13.2 12.7 14.1 12.1 13.4 13.3 Honduras 51.0 56.1 53.5 51.3 39.5 45.8 51.3 50.4 47.9 Jamaica 37.5 40.1 39.7 41.9 34.5 31.3 30.4 30.4 Mexico 25.4 27.6 27.7 27.9 27.3 29.9 31.2 32.631.7 Nicaragua 20.0 27.0 29.0 31.3 30.9 35.9 40.1 43.0 40.5 Panama** 73.9 76.7 76.1 78.7 75.5 70.6 79.3 79.8 71.0 Paraguay* 51.6 58.7 56.7 54.0 51.5 55.1 52.6 51.3 49.7 Peru* 17.5 30.2 30.5 28.4 25.2 26.6 29.7 26.6 23.7 St. Kitts and Nevis 42.2 37.4 33.7 31.3 23.9 28.8 31.3 34.3 St. Lucia 53.7 43.2 39.9 45.3 46.1 50.2 43.2 44.7 St. Vincent and the Grenadines 43.8 34.7 31.0 30.2 28.5 26.9 27.5 27.6 Suriname 24.5 †¦ Trinidad and Tobago 54.3 81.4 65.2 71.4 52.3 58.9 88.1 Uruguay21.3 30.3 29.1 30.2 28.0 27.2 26.8 26.2 Venezuela, RB 30.2 36.5 31.1 30.8 18.1 28.5 29.9 26.2 Source: World Development Indicators. http://databank.worldbank.org/data/views/reports/tableview.aspx?t=tableviewsavedlg=1 Change in Income Inequality is the Selected Countries http://databank.worldbank.org/data/views/reports/chart.aspx# Works Cited Frieden, Jeffry, and Lake, David, and Kenneth Schultz. Chapter Ten-â€Å"Development: Causes of the Wealth and Poverty of Nations†, World Politics: Interests, Interactions, Institutions. 2nd Ed. New York: W. W. Norton, 2012. p. 386-418. Print . Chapter Fourteen-â€Å"The Future of International Politics†, World Politics: Interests, Interactions, Institutions. 2nd Ed. New York: W. W. Norton, 2012. p. 534- 577. Print IMF (International Monetary Fund). World Economic Outlook. Washington, DC. 2014. https://www.imf.org/external/pubs/ft/weo/2014/02/pdf/text.pdf IMF (International Monetary Fund). Chapter Four: Globalization and Inequality. World Economic Outlook. Washington, DC. 2007. http://www.imf.org/external/pubs/ft/weo/2007/02/pdf/c4.pdf World Bank (WB). World Development Indicators. Trade (% of GDP) http://databank.worldbank.org/data/views/reports/tableview.aspx?t=tableviewsavedlg=1 World Bank. World Development Indicators. Exports of goods and services (% of GDP) http://databank.worldbank.org/data/views/reports/tableview.aspx?t=tableviewsavedlg=1 World Bank. World Development Indicators. Gini Index. Created 12/12/2014 http://databank.worldbank.org/data/views/reports/chart.aspx#

The Humanities in Education Essay -- Educating Culture Humanities Essa

The Humanities in Education Education is the opportunity to learn and grow in your community, society, workplace, and even inside you. Education, quoted from Jon Spayde, a well-known interviewer and editor in his article titled Learning in the Key of Life, is about power: the power to know about the world around you and the people near and far from you. Education is culture, passed down from one group of people to another. We learn about these people through the humanities. Earl Shorris, a teacher for lower-class students quoted in the article Spayde wrote, said to his students on the first day of class, "You've been cheated. Rich people learn the humanities; you didn't. The humanities are a foundation for getting along in the world, for thinking, for learning to reflect on the world instead of just reacting to whatever force is turned against you" (60). What a powerful statement Shorris shared with his students. But why are the humanities a foundation? What foundation is Shorris talking about? And what constit utes the humanities? This foundation is the basic understanding of other cultures, and the ability to relate to many different types of people. This can be difficult to achieve, but education has the humanities to help. The humanities can be defined many different ways. The Readers Digest Dictionary defines the humanities as: the branches of learning (as philosophy, arts, or languages) that investigate human constructs and concerns as opposed to natural processes (as in physics or chemistry) and social relations (as in anthropology or economics) (652). This was the third definition of the word. The definition defines the humanities the best, as we know them today. But Spayde has another very interesting way to define t... ...e people from all races and countries. Keeping an open mind while traveling through your educational journey will help you enjoy and love the lessons you learn. Just remember to learn to embrace other people and cultures, and love the subtle subjects that are offered in the humanities. They truly will open doors of ideas that you didnt think you had in you. Works Cited Mission Statements. The Presence of Others. Ed. Marilyn Moller. Boston:Bedford/St. Martins, 2000. 51- 57. The Readers Digest Encyclopedia Dictionary. Ed. Sidney L. Landau. Pleasantville: The Readers Digest Association, 1966. 652,1336. Rose, Mike. Lives on the Boundary. The Presence of Others. Ed. Marilyn Moller. Boston: Bedford/St. Martins, 2000. 105-119. Spayde, Jon. Learning in the Key of Life. The Presence of Others. Ed. Marilyn Moller. Boston: Bedford/St. Martins, 2000. 58 64.

A Researched Investigation on Best Practices for English Language Learners Essay

ELL students represent a large percentage of the population within schools in the United States. This group of students is actually increasing more than that of English speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low ranking grades, academic achievement and scholarly expectations. Truly, ELL students are considered an â€Å"at-risk† population. (Thompson, 2000). In order to confront this challenge, teachers are faced with a unique situation that requires a unique solution in order to help these students not only learn the English language, but also to bring them up to speed with the academic material congruent with modern learning standards. The focus of this investigation asks the question, â€Å"How can teachers best instruct English Language Learners (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? † The investigation will then state a hypothesis as to the proposed best models under which teachers can best instruct ELL students. The paper will then support this hypothesis, cross-referencing literature reviews which outline non-traditional models of instruction that have proven to be the most effective in instructing limited English learners. It will then finally look at some of the conclusions to be derived from the investigation, reflecting on how teachers can best inspire students, and offering a few real-world application scenarios to the adjusted models. Hypothesis The current modal that schools use to deal with ELL students is that of the â€Å"sorting paradigm. † This model normally â€Å"sorts† ELL students into low-quality education programs which do not challenge or inspire students. For this reason, many students will drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrating other modules that differ from the current monolingual teacher/ traditional teaching scenarios, more success can be achieved by ELL students. Despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios also instill more of a sense of purpose and placement into students who are confronting the challenges of a new culture and a new language. Finally, these nontraditional models incorporate a greater sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assimilate the culture, traditions, values, attitudes that are associated with their new language and surroundings. This paper will outline some of the recent literature supporting the hypothesis in favor of non-traditional ELL models, and will take a critical analysis that expounds upon some of the downfalls of traditional methods. Review of Literature Studies show that most teachers are ill-equipped at dealing with the different levels of language acquisition. A recent study from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of language acquisition in students. This experimental study of reading programs for English language learners has shown that existing evidence favors bilingual approaches to teaching students, especially paired bilingual strategies that enable teachers to teach students reading in their native languages, and English, at the same time. This study also showed that English language learners benefited from other models of instruction such as systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to increase ELL budgets. Statistics show that there has been a huge increase in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, while the number of students is actually growing, there have been huge cuts in budget programs designed to serve ELL students. A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the student’s mother tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best practice methodology. Freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience. The Center for Research on the Education of Students Placed At Risk (CRESPAR) gives us an example of these non-traditional systems of learning involving utilizing explicit teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, peer-discussing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the use of technology in ELL programs also showed positive effects for the use of computers in ELL classrooms. (Sullivana, Prattb 1999) Another issue in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication within the confines of an ELL classroom. There is a growing body of evidence that support the view that L1 (native language) and/or bilingual teaching methods are actually more beneficial to ELL students. Many studies have shown that bilingual scenarios actually support the student both technically and culturally in their advancement (see, e. g. , Judd, 1987). It is widely accepted by ELL teachers today that the use of L1 impedes students from process in the acquisition of English. According to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful. Currently, the drop-out rate for ELL students is unbelievable high. A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more successful in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two studies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robson’s 1982 study of Hmong refugees in Thailand and Burtoff’s 1985 study of Haitian Creole speakers in New York City). Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, many more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. D’Annunzio (1991) reports that students had significant success with this model. Strei (1992) reports that drop-out rates decreased from a shocking 85% (with traditional monolingual English instruction) prior to the program to 10% (with the non-traditional bilingual model). Studies also show that this methods reduces social anxiety, increases the effectiveness for learning, takes into account important cultural factors, and allows for learner-focused curriculum development. Piasecka (1986) argues that it allows students to use languages as a â€Å"meaning-making tool† for effective communication, instead of an end in itself. How can teachers best instruct English Language Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? Haynes & O’Loughlin (2002) introduce the concept of â€Å"scaffolding. † This refers to the teacher offering meaningful support, using questioning techniques to elicit response that can be related to the student’s own cultural background. Normally, this is not a technique provided within the classroom, and usually on the contrary, the teacher attempts to avoid all associations to the students native language and culture. The study also suggests that â€Å"sheltering† is an effective mechanism whereby the teacher introduces new content through the use of music, story-telling, visual aids and play. Another effective technique is â€Å"reciprocal teaching. † Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. Proven Best Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as well as the optimum program for ELL learning? The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. Use many visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are beginning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL. Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. Many ELL children are faced by what Olsen (2000) refers to as â€Å"language shock,† or a struggle to learn a language within a society that is not always open to the diversity of other cultures. ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, while at the same time, feeling that are forced to abandon their own language and surrender key aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are primarily taught academic English. Many can attest that the languages learned in a classroom is very different than the â€Å"slang† spoken by their peers in the hallways. ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang through social interaction. Olsen believes that ELL students, due to the current method of instruction, end up torn between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotsky’s social interactionist theory. This theory suggests that children internalize language and learning through cultural and group mediation. Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contribution of Vygotskian psychology to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain specific knowledge through a shared knowledge of a culture. This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediation, scaffolding and constructive understanding of projects. The social interactionist model has the gaol of making the ELL students become independent thinkers and problem solvers themselves. In the article, Turning Frustration into Success for English Language Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. More than any other student, these students face the most challenge. The authors argue that the current system is â€Å"an underlying language learning system that is inadequate for learning any language. † These studies show that ELL student progress is greater when a speech pathologist and classroom teacher work together with learning in groups. These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a summary of best practice strategies from Turning Frustration into Success for English Language Learners: Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques. Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak slowly Teachers should use multi-sensory methods (hands-on) Scaffolding should be used Critical Analysis Each of the above mentioned resources state the following conclusion: Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology. It is stated over and over that educators must work with education within the context of a social and cultural climate. Simply put, relationships between teachers and students have a major impact on how well an ELL student will grasp the host language. These articles also point to the issue of power structure and peer struggles among ELL students. Truly, students cannot achieve in a hostile learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages. This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and backing of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. Conclusion Upon an extensive review of recent literature, it can be stated that ELL students generally have different needs than native English-speaking students. They generally require more support and individualized attention to their needs. They are undertaking a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is clear from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning. The staggering drop-out rates among ELL students are a testament to these findings. It has also been consistently shown that these drop-out rates improve significantly when a bilingual, nontraditional instructional environment is created. It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get â€Å"know-how† in ELL classrooms. The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how challenging it must be to leave one country and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system. Unfortunately, many teachers see diversity as a problem that they must overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the student’s traditional culture. Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy applications that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical application of best-practice ELL instructional methods. These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can assign a peer-buddy to the ELL student. They can also provide pictures and illustrations to illustrate new words and terms. Using pictures, maps, globes, tables, movies, slide shows, etc. , will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A wonderful way of making ELL students feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English. The small group is less intimidating than a larger one. Prepare students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by collecting high interest, low-level books such as comic books or children’s books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, Spring 1993. Reexamining English Only in the ESL Classroom. University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language: A Study of Second Language Learning Experience as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference. July 2002 Haynes, Judie and O’Loughlin, Judith. â€Å"Meeting the Challenge. of Content Instruction. † HYPERLINK â€Å"http://www. everythingEsl. net† http://www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. â€Å"Remarks. † Conference Proceedings ESL Students in the CUNY. Classroom: Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education:. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E. EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS: A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. Texas A&M University at Corpus Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

Free Essays on Stem Cell Research Debate

Stem Cell Research – The Debate INTRODUCTION: Contemporary medical research and technologies have presented humankind with complex ethical questions and moral realities never conceived. These realities and quandaries necessitate cautious scrutiny and consideration as new therapies are developed to cure life-impeding acquired conditions and pitiless diseases such as spinal cord injury, burns, Parkinson’s, Alzheimer’s, heart disease, and diabetes. Various organizations of government, faith, and of the medical and bioethics establishments are challenged to embrace an unprecedented life-altering technology that will potentially heal and alleviate all human forms of pain and suffering. This technology is stem-cell research. The state of this contemporary medical research is languishing because the issue is swollen with hesitation regarding public funding, opposition from right-to-life advocates, matters of possible abuse that could lead to notorious cloning technology, and laws and law-creating that have not necessarily been interpreted to include stipulations regarding stem cell research or given permission to pursue this profound research under strict governmental guidelines. The questions of whether stem cell research is legally permissible, scientifically promising and ethically proper are divisive as the Pope at the Vatican to the policy-makers on Capitol Hill contemplate and define life, the quality of life and the sanctity of life in a rapidly shifting world. STEM CELL RESEARCH OVERVIEW – WHAT ARE STEM CELLS?: Stem Cells are considered â€Å"master cells† or â€Å"early cells capable of transforming into any kind of cell or tissue in the body† (Washington Post, May 2001). They possess the ability to divide indefinitely as isolated cultures. According to the report issues by the American Association for the Advancement of Science and the Institute for Civil Society in 1999, there are three different t... Free Essays on Stem Cell Research Debate Free Essays on Stem Cell Research Debate Stem Cell Research – The Debate INTRODUCTION: Contemporary medical research and technologies have presented humankind with complex ethical questions and moral realities never conceived. These realities and quandaries necessitate cautious scrutiny and consideration as new therapies are developed to cure life-impeding acquired conditions and pitiless diseases such as spinal cord injury, burns, Parkinson’s, Alzheimer’s, heart disease, and diabetes. Various organizations of government, faith, and of the medical and bioethics establishments are challenged to embrace an unprecedented life-altering technology that will potentially heal and alleviate all human forms of pain and suffering. This technology is stem-cell research. The state of this contemporary medical research is languishing because the issue is swollen with hesitation regarding public funding, opposition from right-to-life advocates, matters of possible abuse that could lead to notorious cloning technology, and laws and law-creating that have not necessarily been interpreted to include stipulations regarding stem cell research or given permission to pursue this profound research under strict governmental guidelines. The questions of whether stem cell research is legally permissible, scientifically promising and ethically proper are divisive as the Pope at the Vatican to the policy-makers on Capitol Hill contemplate and define life, the quality of life and the sanctity of life in a rapidly shifting world. STEM CELL RESEARCH OVERVIEW – WHAT ARE STEM CELLS?: Stem Cells are considered â€Å"master cells† or â€Å"early cells capable of transforming into any kind of cell or tissue in the body† (Washington Post, May 2001). They possess the ability to divide indefinitely as isolated cultures. According to the report issues by the American Association for the Advancement of Science and the Institute for Civil Society in 1999, there are three different t...