Extended School Day Essay Example for Free

Extended School Day Essay Imagine you are a seven-year-old whoses parents work until five each night. When you come home after school there is no one home with you. What could you get into? You might know right from wrong but you still might get yourself into some trouble. Just out of plain curiosity you might get into something or an accident could happen without you even being involved in it. But I say there is a way to stop this from ever happening. I think we should either keep schools open longer or introduce more after school programs. Many advantages would come from either of these ideas. For one the parents would not have to be in a state of worry about whether their child is safe at home or in trouble. Plus you always have that added guilt about not being able to help your kids with their homework. Now with either longer days or more after school programs a lot of stress could be taken away from your family. No more having to pay for sitters which could stress out a families finances. Also the dangers of the kids being home and getting into trouble would be cut down severely. And also with the longer days or more after school programs parents would be able to get home, at least one parent would be home, to pick their kids off the bus. I wanted to suggest some programs I feel would help out with the problem at hand. These programs would be a reading and math after school program. One program I would suggest is a reading after school program. It is said that today, too many children fail to read at a level we would expect for the grade they are in. In a study done in 1998, the National Assessment of Educational Progress found that, thirty eight percent of our nations fourth graders failed to read at the basic level. That fact alone says we must enforce more after school programs. Now they also found that sixty-four percent of African American and sixty percent of Hispanic American fourth graders read below the basic level. This shows we need to not only put these programs in suburban schools but also city schools. Research has shown that students who are behind in reading can catch up to grade level with additional reading instruction and tutoring after school and in the summer. And that is what I am trying to put in effect. We all know that to succeed in school all students need good reading skills, and thats just a fact. Another program that I think is good is a mathematics after school Program. I has been found that students who take rigorous mathematics courses are much more likely to go on to college and into promising careers than those who do not. And with technology becoming more prevalent in the workplace, the need for employees with mathematics backgrounds has greatly increased. In my research I have found that far too many students finish middle and junior high school without developing a solid foundation in algebra and geometry. Research done by the international comparative assessments said that U. S. student achievement in mathematics falls below the average in the middle grades. We need to help improve this. I think some other important facts help support my case for the longer school day and the after school programs in this little chart. Some reasons why the public supports after school programs: *Over 28 million school-age children have both parents or their only parent in the workforce. *At least 5 million children and possibly as many as 15 million are left alone at home each week. *Many children, especially low-income children, lose ground in reading if they are not engaged in organized learning over the summer. *Experts agree that school-age children who are unsupervised during the hours after school are more likely to receive poor grades and drop out of school than those who are involved in supervised, constructive activities. *Statistics show that most juvenile crime takes place between the hours of 2:00 and 8:00 pm, and that children are also at much greater risk of being the victims of crime during the hours after school. Here is another chart showing that after school programs enhance a childs academic achievement. *Participants in after-school programs:* *Show increased interest and ability in reading *Develop new skills and interests *Show improved school attendance, increased engagement in school, and reduced dropout rate *Turn in more and better quality homework and can spend more time on task. *Are held back or placed in special education classes less frequently *Show higher aspirations for the future, including intention to complete high school and go to college. These facts are real. This is why I picked trying to make a longer day and more after school programs. And with these two programs the numbers will go up. I plan on adding more programs to what I have wrote in here. But I think implementing a longer school day and these after school programs should help not only the parents of these children but the children themselves.

iraq :: essays research papers

IRAQ - VERY INTERESTING - DID YOU KNOW? > >> > > >> > 1 The garden of Eden was in Iraq. > >> > > >> > 2. Mesopotamia, which is now Iraq, was the cradle of civilization! > >> > > >> > 3. Noah built the ark in Iraq. > >> > > >> > 4. The Tower of Babel was in Iraq > >> > > >> > 5. Abraham was from Ur, which is in Southern Iraq! > >> > > >> > 6. Isaac's wife Rebekah is from Nahor, which is in Iraq. > >> > > >> > 7. Jacob met Rachel in Iraq. > >> > > >> > 8. Jonah preached in Nineveh - which! is in Iraq. > >> > > >> > 9. Assyria, which is in Iraq, conquered the ten tribes of Israel. > >> > > >> > 10. Amos cried out in Iraq! > >> > > >> > 11. Babylon, which is in Iraq, destroyed Jerusalem. > >> > > >> > 12. Daniel was in the lion's den in Iraq! > >> > > >> > 13. The three Hebrew children were in the fire in Iraq (Jesus had > >> > been > >> > in > >> > Iraq also as the fourth person in the fiery furnace!) > >> > > >> > 14. Belshazzar, the King of Babylon saw the "writing on the wall" in > >> > Iraq. > >> > > >> > 15. Nebuchadnezzar, King of Babylon, carried the Jews captive into > >> > Iraq. > >> > > >> > 16. Ezekiel preached in Iraq. > >> > > >> > 17. The wise men were from Iraq. > >> > > >> > 18. Peter preached in Iraq. > >> > > >> > 19. The "Empire of Man" described in Revelation is called > >> > Babylon,which > >> > was a city in Iraq! > >> > > >> > And you have probably seen! this one. Israel is the nation most > >> > often > >> > mentioned in the Bible. But do you know which nation is second? It > >> > is > >> > Iraq! However, that is not the name that is used in the Bible. The > >> > names > >> > used in the Bible are Babylon, Land of Shinar, and Mesopotamia. The > >> > word > >> > Mesopotamia means between the two rivers, more exactly between the > >> > Tigris > >> > and Euphrates Rivers. The name Iraq, means country with deep roots. > >> > > >> > Indeed Iraq is a country with deep roots and is a very significant

Miss Julie Essay

August Strindberg was known as a father of naturalism. Throughout Miss Julie Strindberg uses animal imagery to explain the behavior throughout the play. In the play, Miss Julie is obsessed with the animals. The animals are used to symbolize her behavior. Jean the manor’s thirty year old valet describes Miss Julie as wild and crazy. At this point he is talking to Kristen, his fiance and the manor’s cook. In the play dog imagery is used a lot . For example when Jean was explaining to Kristin how Miss Julie acted towards her fiance right before the engagement ended. They were down at the stables one evening, and Miss Julie was training him–that’s what she called it. Do you know how? She made him leap over her riding crop, the way you teach a dog to jump. Twice he jumped, and got a cut each time; but the third time, he snatched the whip out of her hand, broke it into a thousand pieces and went off (Strindberg 72). According to Jean Miss Julie teaching her ex fiance to jump over her riding crop like a dog showed that Miss Julie’s had a dominant side. She was trying to make him into her slave she treated him like a dog. A dog is suppose to be a man’s best friend because dogs are suppose to be extremely loyal pets to their owners. Miss Julie saw it as her being the owner taking all the control and her ex fiance being the dog listening to every word she said. She kept treating him like a dog trying to train him until he got sick of it and broke her riding crop right before the engagement ended. Diana, Miss Julie’s dog is used to symbolize Miss Julie when referring to the social class status. It was said that Diana looked just like her Mistress. Miss Julie’s dog in the play got impregnated by the gatekeeper’s dog, a mongrel. Just like her mistress who’s trying to seduce her servant not caring about the different class he falls into. Miss Julie became very coquettish after her engagement ended and she started acting more wild and crazy than usual. I went with the Count to the station and on my way back passed the barn I just stopped by for a dance. And who do I see but her ladyship with the gamekeeper, leading the dance? But as soon as she claps eyes on me, she comes rushing straight on over and invites me to join her in the ladies waltz. And how she waltzed ! —I’ve never known the like. She’s crazy! (Strindberg 71). She would go out dancing more often in order not to face her father the Count. She considered Jean a very good dancer and would often ask him to dance as well. Miss Julie wanted someone who could lead and that would not make her look ridiculous on the dance floor. At that point all Jean said to Miss Julie was â€Å" As your Ladyship commands, I am at your service† (Strindberg 74). Miss Julie then replies â€Å" Don’t take it as a command. This evening we are all just enjoying ourselves together, and any rank is laid aside. So give me your arm (Strindberg 75). Miss Julie then goes off to dance with Jean leaving Kristin alone. Jean returns back alone to Kristin telling her how crazy Miss Julie is and what a way she has of dancing while people laughed at her behind closed doors. To benefit herself Miss Julie told Jean that class ranks did not matter at the moment. She wanted to have a good time with someone who knew how to dance and that could lead her in the dance as well. The sexual affair between the dogs represent the sexual affair between Miss Julie and Jean and how they both look down on each other. Miss Julie looks down on Jean for just being another one of her servants and Jean looks down on Miss Julie for seeming so easy, for the way she flirted with him and for acting so crazy and wild. Miss Julie starts to confess the love she has for him while he sat there and spoke all the pretty stories she wanted to hear before he switched the role and starting saying some awful things to her. He found Miss Julie giving herself up to him quickly that he took it to his advantage to use her for her money until she told him she did not have any money for the plans he had made.

Scribing for Children With Writing Problems

Scribing is an accommodation  for children who have difficulty with writing. When scribing is included in a students specially designed instruction,  the teacher or a teachers aide will write the students responses to a test or other evaluation as the student dictates. Students who are able to participate in all other ways in the general education curriculum may need support when it comes to providing evidence that they have learned the content of a subject area, such as science or social studies. These students may have fine motor or other deficits that may make it difficult to write, even though they can learn and understand the material. Importance Scribing may be especially important when it comes to doing your states high stakes annual evaluation. If a child is required to write an explanation of the process for solving a math problem or the answer to a social studies or science question, scribing is permitted, since you are not measuring a childs ability to write but her understanding of the underlying content or process.  Scribing is not, however, permitted for English language arts assessments, since writing is specifically the skill that is being assessed.   Scribing, like many other accommodations, is included in the IEP.  Accommodations are permitted for both  IEP  and  504  students since the support of an aide or teacher on content area testing do not detract from a students ability to provide evidence of proficiency in a subject that is not specifically reading or writing. Scribing as an Accommodation As noted, scribing is an accommodation, as opposed to a modification of curriculum. With a modification, a student with a diagnosed disability is given a different curriculum than his same-age peers. For example, if students in a class have an assignment to write a two-page paper on a given subject, a student given a modification might only write two sentences. With an accommodation, the student with a disability does exactly the same work as her peers, but the conditions of completing that work are changed. An accommodation may involve extra time given for taking a test or allowing the student to take an exam in a different setting, such as a quiet, unoccupied room. When using scribing as an accommodation, the student speaks his answers verbally and an assistant or teacher writes those responses, without giving any extra prompting or help. Some examples of scribing might be: When Angela took the state educational test, the teachers aide scribed her responses to the written math sections.While the students in a science class wrote a three-paragraph essay about the  first dinosaurs, Joe dictated his essay as the teacher scribed his responses.While students in the sixth-grade class solved  math word problems  on rate, time, and distance, and listed their answers in the blank spaces on a worksheet, Tim dictated his answers to the teachers aide, who then wrote Tims solutions on the worksheet. While it may seem like scribing provides an extra—and perhaps unfair—advantage for special needs students, this particular strategy can mean the difference between enabling the student to participate in general education and segregating the student into a separate classroom, depriving him of opportunities to socialize and participate in mainstream education.