Tolerance in The Freedom Writers Diary - 780 Words

The Freedom Writers Diary Essay The Freedom Writers Diary by Erin Gruwell and her students show many great examples of the vast importance of tolerance. This novel is about one teacher who taught her students tolerance and knowledge. This novel even shares how to support tolerance and diversity. Tolerance is important to have in this world because without tolerance, there can be no peace The Freedom Writers Diary shows how the students learn tolerance. In Diary 36, the student writes â€Å"’Why should I read books about people that don’t look like me? People that I don’t even know and that I’m not going to understand because they don’t understand me?’ I thought I was a smart-ass for asking her this question. I thought to myself, ‘She’s not†¦show more content†¦The diary entry is primarily about her friend killing someone, and the wrong person getting accused. She saw the event and now has to testify, but is unsure whether or not she should tell the truth, or lie to protect her friend. Because of her memories and her mother’s words, she told the truth. The teachers can teach about the correlation of tolerance and peace. Tolerance helps to promote peace in many ways. In Diary 18, a student writes, â€Å"Brown, black, white, yellow,Show MoreRelatedFreedom Writers Movie Analysis1054 Words   |  5 Pages The movie and the book called Freedom Writers talk mostly about the same story. They have similarities, but also have differences. The story talks about the cruel misfortunes in students lives everyday. It mentions how students are drug addicts, living in fear everyday, gangsters, get abused, and another things people go through. This story takes place in Los Angeles, Ca where Erin Gruwell is going to teach at Wilson High School. She is a new teacher at this school and ready to change these studentsRead MoreFreedom Writers Critique1679 Words   |  7 PagesThe Freedom Writers   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Freedom Writers was released in 2007 on January 7. It was based on the book the Freedom Writers Diary by Erin Gruwell, who wrote the story based on a school name Woodrow Wilson Classical High School in Eastside Long Beach, California. This film tells a story about Erin Gruwell, who is a young teacher who just started her job as a freshman and sophomore English teacher at Woodrow Wilson High School. She is soon challenged by a group of Black, Latino and Asian gang membersRead MoreFreedom Writers Analysis Essay1069 Words   |  5 PagesFreedom Writers Director: Richard LaGravenese Brief outline of story: The storyline of the movie takes place between 1992-1995. Beginning with scenes from the 1992 Los Angeles Riots. Hilary Swank plays the role of Erin Gruwell, a new, excited schoolteacher who leaves the safety of her hometown, Newport Beach, to teach at Woodrow Wilson High School in Long Beach, a formerly high achieving school which has recently had an integration program put in place. Her enthusiasm is quickly challengedRead MoreRhetorical Analysis Of Freedom Writers1507 Words   |  7 PagesFreedom Writers is a movie based on the book The Freedom Writers Diary by teacher Erin Gruwell. The movie was directed by Richard LaGravenese and it was released in 2007. This movie discusses significant themes such as stereotyping and racial discrimination but most important the power of tolerance and understanding. The purpose of this movie is to promote the message that knowledge is power and in a world filled with disparities where hundreds of ethnic groups convey and interact humans are obl igedRead MoreFreedom Writers Movie Review Essay707 Words   |  3 PagesMarch 2013 Replacing Buses with Notebooks: Freedom Writers worth Admission Price At first glance, Freedom Writers seems like an overdone clichà © and knowing that it was produced by MTV does not help. The film is about kind-hearted, strong-willed teacher who signs up to teach a class of hardened gang members, drug dealers, and the like. After watching Freedom Writers you realize that it was worth the $6 admission. The positive, uplifting messages andRead MoreFreedom Writers by Erin Gruwell623 Words   |  2 PagesThe first diary entry that relates to my life is number 61. This diary entry is about a teenage girl that was in class and they were discussing the double standards for men and women. They listed some examples like a man can get away with whatever they want, but when a woman does the same, then they get degraded. Ms. G introduced the word misogyny which is the hatred or dislike of women or girls. I have same views and I can connect to what the female in this dairy entry is saying. I can connect becauseRead MoreTechniques of the Movie Freedom Writer s1372 Words   |  6 Pages‘Richard La Gravense’s’ movie ‘Freedom Writer’ is based on a true story of a teacher and one hundred and fifty students of Woodro Wilson High School. This story is taken by the Eva’s diary, a true story of a girl, who suffers a lot in her life because of the racial riot. In the movie all the students are affected by the gang violence and racial tension in their life. This movie shows the effort of the teacher, who reconciles all the student in-spite of big racial wall. To erase the gap between theRead MoreThe Freedom Writers : Mrs. Gruwell s English Class Essay1076 Words   |  5 Pagescompletely. We separate by groups according to these things. Discrimination has always been a problem; we constantly let our differences come between us. While sometimes separation is necessary, most of the time it tears us apart. In the story of the Freedom Writers, Mrs. Gruwell’s english class is severely divided by race. Th is tears them apart in the beginning; the class can not go one day without getting into a fight. What the class did not realize is that yes, they were all different races, but that wasRead MoreThe Freedom Writers1584 Words   |  7 PagesIntroduction Freedom Writers is a drama based on the book â€Å"The freedom writers’ diary† by Erin Gruwell and her students at the Woodrow Wilson Classical High School in California. The book is an agglomeration of the writings of these students, inspired by their teacher, to write about the experiences they had to undergo due to the racial tensions and violence existing in the society. The movie is an enrapturing representation of the way in which a teacher revolutionizes the process of classroom teachingRead MoreHow Can Ms. G Make A Big Change860 Words   |  4 PagesHow Can Ms. G Make a Big Change Freedom Writers is a film about a young, idealistic teacher Erin Gruwell and her class of racially mixed students at Wilson High School in long Beach, California. It is based on a true story. The movie shows us, how can a new inspirational teacher change the inner-city and at-risk students, who all live pretty tough lives, from self -desert to feel free in mind? It’s believed that her optimism and perseverance, using proper strategies to grasp the mental change and

Achievement or Enjoyment The Debate Between Casablanca...

The debate over Casablanca and Citizen Kane has been a classic argument between film critics and historians alike because both of these pieces contain great cinematographic value, and are timeless pictures that have managed to captivate audiences well beyond their era. However, the real question at hand is which film is the greatest? Which film transformed the future of American film making? It is these questions that I as many others have, will attempt to answer in the following essay as I explain why I believe Citizen Kane has achieved the status of greatest film ever made. The film Citizen Kane opens with the camera panning across Kane’s deserted estate in Florida called Xanadu. The imagery has a dark, ominous feel as we’re slowly†¦show more content†¦``The final touch was his contact lenses that dimmed Welles`eyes.`` Each of the flashbacks are instigated by reporter Thompson as he meets with different people who were close to Kane to uncover the story of rose bud. As Welles explains: They tell five different stories, each biased, so the truth about Kane, like the truth about any man, can only be calculated by the sum of everything that has been said about him. One such flashback begins when the reporter Thompson enters a large room in Thatchers building and begins reading about Kane. This is cues the flashback which can be considered one of the most poignant in the film. It’s one of many scenes that exhibits Citizen Kane’s most significant contribution to cinematography, as cinematographer Greg Toland’s deep focus technique of filming and use of unique lighting. We are taken to Kane’s Cabin in Colorado, and we see Kane playing as a child in the snow. The camera then tracks back to see his mother looking at him through the window and further back to show the entirety of the room with Kane still playing just outside the window. It is this scene in which Kane’s mother signs over her son to Thatcher, and Kane attempts to hit him with his sled which bears the image of a rosebud. This scene is highly important to the rest of the film as it ties in much of the story of Kane’s life Many other innovations of technique came

Teamwork Essay Example For Students

Teamwork Essay Teamwork Essay All of us have worked in teams at some point in our lives, and we all can recall a time we had interacting with others to meet team objectives. Communication is the way we get through our daily life, both personally and professionally. There are team units in our lives that we chose to be in, and then there are those that we are simply put in without a choice. It is usually these groups that have we will have the most conflict. I have had the ability to view a lot of different team settings through my work and family life. Being part of a team brings to my mind many things, both the good and bad experiences that I went through while working with team members and others in my life. There are many questions that I have asked myself after many meetings. Some are as follows: How did I perform? Was I able to lead the team to meet its objectives? What did other team members feel about my presence in the team? Were my interactions positive or negative? Did I learn anything from my interactions within and outside the team? As I look back into my own life, I find myself dwelling on these points, was I able to come up with hither to unnoticed aspects about my personality and work that will qualify me as a valuable member of the management team at work, in which we meet every Tuesday morning at 8 am. This is when we get together to discuss any open cases, client concerns, upcoming training, what is working for us in regards to recruiting and much more. I truly love being part of my management team at work. I find myself looking forward to our Tuesday morning management meetings. In these meetings is where I find support, guidance and a true sense of camaraderie. If I have an issue I have been struggling with all week, it is here that others know what I am experiencing and help me through it. In order for this team to be established and work as effectively as it does, our support comes from the top. Our upper management, who actually directs the meetings, has a whole team outside of this team, which is just to support us as Sales Managers. Sometimes they give us an inspirational book to read and then we get come together and discuss it. Other times, they actually need our advice on some issues in the agency or just want to give us ideas on how to be more profitable. I always leave these meetings, knowing I received so much from these fine people, and have walked away a better person. I do realize that it also takes my individual contribution to the team as well; I always try to exceed my normal limits when asked to complete a goal for this team. In our management team, moreover, there is a mutual accountability and togetherness amongst all the members, whether it is from the most experienced manager down to the brand new manager with little or no experience. There is never any rank pulling. We always seem to pull together and help each other work through issues of the utmost importance in assuring that our organization runs smoothly, productively and effectively. It is wonderful to have such a variety of experience in the room, because you know that they have been through exactly what you may be going through. As an individual, we realize that we might not be able to complete everything needed to be done, but, as we come together as a team, we are a well organized, close knit, problem solving machine. We have one basic premise among us which is that our individual contributions are always our best nothing less. This is what makes us working together a team a benefit. .u1b376c32946cd72b04e4f1bd14e850b1 , .u1b376c32946cd72b04e4f1bd14e850b1 .postImageUrl , .u1b376c32946cd72b04e4f1bd14e850b1 .centered-text-area { min-height: 80px; position: relative; } .u1b376c32946cd72b04e4f1bd14e850b1 , .u1b376c32946cd72b04e4f1bd14e850b1:hover , .u1b376c32946cd72b04e4f1bd14e850b1:visited , .u1b376c32946cd72b04e4f1bd14e850b1:active { border:0!important; } .u1b376c32946cd72b04e4f1bd14e850b1 .clearfix:after { content: ""; display: table; clear: both; } .u1b376c32946cd72b04e4f1bd14e850b1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1b376c32946cd72b04e4f1bd14e850b1:active , .u1b376c32946cd72b04e4f1bd14e850b1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1b376c32946cd72b04e4f1bd14e850b1 .centered-text-area { width: 100%; position: relative ; } .u1b376c32946cd72b04e4f1bd14e850b1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1b376c32946cd72b04e4f1bd14e850b1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1b376c32946cd72b04e4f1bd14e850b1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1b376c32946cd72b04e4f1bd14e850b1:hover .ctaButton { background-color: #34495E!important; } .u1b376c32946cd72b04e4f1bd14e850b1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1b376c32946cd72b04e4f1bd14e850b1 .u1b376c32946cd72b04e4f1bd14e850b1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1b376c32946cd72b04e4f1bd14e850b1:after { content: ""; display: block; clear: both; } READ: harriet tubman EssayTeams can take a while to form as you get to know each other and find out how each other works. So when we were first established, we came together to and had to get to know one another, even though some members have worked together for many years, there was an adjustment phase that we went through. We .

Music in the Jazz free essay sample

Battlement Music in the sasss Music In the sasss reflects cultural and social conditions that surrounded Americans during The Great Depression and Dust Bowl. Music during this time also exhibits a glimpse of hope for America and Its people. Even though this time frame was full of economic strain, music gave hope to Americans. From Jazz and swing music on the radio, to dancing in ballrooms and clubs, music produced a positive motive in one of the toughest times in American History.The most important things to remember about music in this era are, Jazz and swing music, dances of the time, economic factors of music, and finally the social and internal effect on the people. Music during The Great Depression had a great impact on people. Introduction into music standings and the effects of The Great Depression In the early thirties old records were literally burned to survive in the winter. We will write a custom essay sample on Music in the Jazz or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The music Industry is in a complete downhill spiral. From selling over 100 million records per year to 6 million per year. Instead of records, radios and radio programs were sold.Now everyone was able to hear all kinds of music for free, which was more popular with people. Things started to look back up for the music Industry. Jazz music became very popular on the radio. It possessed a symbol of American freedom from the chains of the depression. After the rise of the radio things skyrocketed for jazz bands and record labels. Jazz and Swing Music First and most important is jazz and swing music. It recovered the failing music industry. It was founded by African Americans in the south and was considered dangerous at first. Jazz bands consisted of a band lead and fifteen to twenty instrument players.Jazz music took a hard blow Just like the rest of the music industry did in the early sasss. But in the mid sasss the Swing Era emerged and changed everything including the mind set of the depression people continued to suffer from. Jazz differed from swing in one way, being that swing focused on Jazz arrangements rather than pop tunes. Which enables people to focus on dancing rather than slang which Is discussed later. The fun upbeat melodies of swing and jazz songs set people free. Jazz music brought entertainment to a struggling people. It gave them a break from everyday life.For a moment they could put it all aside and once the night away and be free. (Music in the sasss. ) The known creator of the Swing Era was a trumpeter named Louis Armstrong. He increased importance of solos which in all turned jazz music to swing music. An African American named Duke Longtime is know as the greatest composer of the era. He left thousands of pieces ranging in all genres but mostly in swing and Jazz. Longtime started his career by studying and playing classical music until Jazz caught his attention. At this time America was segregated but when The Duke was playing no one, including whites could look away. He amazed people with what as known as his Jungle style. Dances of the sasss as dance marathons. Couples would compete in competitions against other couples. The main reason people Joined these dance-offs was money. Monetary prizes were often the result of winning. Competitions usually lasted six months because there were so many desperate participants. If the couples knees touch the ground they are automatically disqualified. Joining was usually a result of economic problems. Some who Joined had no idea how to dance. The two most popular dances of the time were The Big Apple and Lindy Hop also now as the Jitterbug.The Big Apple was popularized and invented by African Americans. It was a circle group dance that allowed individuals to shine. It included swing steps combined with square dancing. Daytime Publications says: It was popular during the Depression because of the psychological comfort it gave of strength in numbers. Out of the two dances, the Jitterbug was the most popular. It requires mass strength and agility. It was named The Lindy Hop to start off with because of tribute to Charles Lindbergh historic first solo transatlantic flight in 1927.This dance involved intense acrobatics and gymnastics. The term Jitterbug also means the best dancer because you had to be incredibly skilled to perform it correctly. Musicals After the rise of the music industry, America started to incorporate music into movies. Musicals become popular and prominent in the time period. Hollywood wanted a happy distraction from the depression. Many famous songs came from movie musical, including Were in the Money from the musical Gold Diggers of 1933. The most famous song Somewhere Over the Rainbow from the musical The Wizard of Oz of 1939.One of the most favorites actress and singer was little Shirley Temple. She performed in many musicals during the thirties. The sight of her precious smiling red haired face lifted the hopes and spirits of America. Impact of Music on People From feeling down in the dumps to feeling like youre flying on cloud nine, music changed the lives of countless numbers of people during the sasss. It brought light to their dark depressing lives. Hope rose up from new grounds and people began to look positive towards the future. Music was the drug of the thirties. Struggling people could get through everyday with music.The uprooted American working class, black and white, used these musical forms to hold on to a sense of identity amidst the uncertainty of a changing world. (American Popular Music in the sasss) Conclusion Music played a huge role in The Great Depression. Without knowing anything about the music of the time you would probably think nothing of it. You would think it was Just music, but to them it wasnt Just music. It was a chance to live and be free in a time where everyone was broke and stressed out. Jazz and Swing music had the most effect on people, along with dances that correspond.

How to Write a Novel Using The Three-Act Structure

How to Write a Novel Using The Three-Act Structure How to Write a Novel Using The Three Act Structure The three-act structure is perhaps the most common technique in the English-speaking world for plotting stories - widely used by screenwriters and novelists. It digs deep into the popular notion that a story must have a beginning, middle, and end, and goes even further, defining specific plot events that must take place at each stageIn this post, we dissect the three acts and each of their plot points - using three-act structure examples from popular culture to illustrate each point.Let’s begin! In three, two, one... How to write a novel using the ever-popular three-act structure. What is the three-act structure?How to Outline a Novel: an Author's Guide (with Template) Read post The three-act structure is just one way to think about a story, so writers shouldn’t feel limited. The benefit of using the three-act structure is that it will help ensure that every scene starts and end with a clear purpose and direction. Even if you don't start outlining your novel with it, if you find yourself struck by pacing issues, it's often useful to fit your story into the three-act structure to see why that might be.Have you written a novel using the three-act structure? Leave any questions or thoughts on this popular plotting method in the comments below!

Facts About Soft Coral (Octocorals)

Facts About Soft Coral (Octocorals) Soft corals refer to the organisms in the class Octocorallia, which includes gorgonians, sea fans, sea pens, sea feathers, and blue corals. These corals have a flexible, sometimes leathery, appearance. Although many resemble plants, they are actually animals. Soft corals are colonial organisms, which means they are formed of colonies of polyps. The polyps of soft corals have eight feathery tentacles, which is why they are also known as octocorals. One way to tell the difference between soft corals and hard (stony) corals is that the polyps of hard corals have six tentacles, which are not feathery. Here are some stony coral characteristics, with some of the key differences with soft corals identified: They have polyps that secrete a cup (calyx or calice) in which they live. The polyps of soft corals usually have feathery tentacles.They may harbor zooxanthellae, algae that live within coral polyps and can produce brilliant colors. Others may be colored by bright pink, blue or purple pigmentation.They may contain spikes called sclerites, which are made of calcium carbonate and protein, and are located within a jelly-like tissue called coenenchyme. This tissue lies between the polyps and contains canals called solenia, which transport fluids between the polyps. In addition to providing structure to the coral and protection from predators, the shape and orientation of the sclerites can be used to identify coral species.They have an inner core made out of a protein called gorgonin.They may have a variety of shapes, including fan-like, whip-like or feather-like, or even leathery or encrusting. Classification Kingdom: AnimaliaPhylum: CnidariaClass: AnthozoaSubclass: OctocoralliaOrders:Alcyonacea (the horny corals, also known as the gorgonians, sea fans and sea feathers)Helioporacea (blue corals)Pennatulacea (sea pens) Habitat and Distribution Soft corals are found worldwide, primarily in tropical or subtropical waters. Soft corals do not produce reefs but may live on them. They may also be found in the deep sea. Feeding and Diet Soft corals may feed during the night or day. They use their nematocysts (stinging cells) to sting passing plankton or other small organisms, which they pass to their mouth. Reproduction Soft corals can reproduce both sexually and asexually. Asexual reproduction occurs by budding when a new polyp grows out of an existing polyp. Sexual reproduction occurs either when sperm and eggs are released in a mass spawning event, or by brooding, when only sperm are released, and these are captured by female polyps with eggs. Once the egg is fertilized, a larva is produced and eventually settles to the bottom. Conservation and Human Uses Soft corals may be harvested for use in aquariums. Wild soft corals may also attract tourism in the form of dive and snorkeling operations. Compounds within the tissues of soft corals may be used for medicines. Threats include human disturbance (through humans stepping on corals or dropping anchors on them), overharvesting, pollution, and habitat destruction. Examples of Soft Corals Soft coral species include: Dead Mans Fingers (Alcyonium digitatum)Sea FansSea Pens Sources and Further Reading GBR Explorer. Soft Corals. ReefED.NOAA. Coral Anatomy and Structure. NOAA Coral Reef Conservation Program.Simpson, A. 2009. Reproduction in Octocorals (Subclass Octocorallia): A Review of Published Literature. Version 16 July 2009. In Deep-Sea Corals Portal.South Carolina Department of Natural Resources. Octocoral Morphology.Tan, Ria. 2008. Soft Corals. Wild Fact Sheets.Wet Web Media. The Soft Corals, Order Alcyonacea; Use In Marine Aquariums.

Issues And Features Of The Audit Process Term Paper

Issues And Features Of The Audit Process - Term Paper Example Independent auditing is encouraged in organizations in order to protect the potential investors and shareholders from any misrepresentation of the financial statement or fraudulent claims that are often made in the public companies (Gray and Manson, 2008: 98). Moreover, after the Sarbanes-Oxley Act (SOX) introduced in 2002, the appointment of the independent auditor becomes mandatory for improving the auditing and accounting procedure. Many organizations are seen to appoint independent auditors, who are certified public accountants, responsible for checking their business transactions and financial records, yet not being affiliated with it (Singleton, T.W., and Singleton, A.J., 2010: 13). However, independent auditing is seen to suffer from a large number of threats such as intimidation threat, trust or familiarity threat, advocacy threat, management threat, self-review threat and self-interest threat. Therefore, safeguarding the independence of the auditors becomes a major area of c oncern. This report focuses on the safeguards for the independence of auditors. Safeguards to save the Independence of the Auditors On recognizing the significant threat of independence in the auditing process, the organization must decide on some safeguards in order to save the auditors. Some of the approaches that are considered by organizations are as follows: Mandatory rotation in the auditor: In a case where an external auditor is serving a particular client for many years, they often end up building relationships with their clients, which make them less skeptical about their work than that they would have been otherwise. The SOX Act has made it mandatory for the public company, who is the partner-in-charge, to rotate their auditors, at least every five years. However, for non-public companies, there are no such requirements for rotation of auditors.

Political Influence and Legal Issues of Google Glass (To include Research Paper

Political Influence and Legal Issues of Google Glass (To include economics and considerations) - Research Paper Example There has been increased hype across the invention and launch of Google glass in the technological sector. The pros and cons of the highly innovative design of the wearable computer are being evaluated by critics as well as the consumers. Major political and legal issues are likely to arise out of the launch of this device in the market. Analysts have raised the question of Google Glass becoming a technological device that can be misused to invade the privacy of people as well as create infringements in intellectual properties and patents. This research report aims to study and evaluate the political, legal and economic impacts of this new invention by Google Inc. The major objectives of the report are to answer the following questions: An effective and justified research methodology should be followed to ensure the preparation of a robust research report. Secondary data collection follows a process in which data is collected from different recorded information gathered and monitored by the different companies, academic organizations, business people, academicians and scholars. In this report, secondary research is extensively done because the Google Glass is new product to be launched in the market and a number of people are writing articles about the product. The research methodology in this research report follows the collection of secondary data from different journals, articles and academic and company websites. The research methodology includes a theoretical review of the different works proposed by scholars regarding the connection between privacy issues and technological innovations. Also, emphasis is given on analysing the findings from the secondary research regarding the political, legal and economic imp acts of the Google Glass. The potential threats related to the launch of the Google Glass from the privacy and infringement of intellectual property rights are discussed and evaluated. The research is concluded by the presentation of suitable

The CSI Effect Essay Example for Free

The CSI Effect Essay Many T. V shows come on and influence the public that the things that take place on these shows are real. There is Law in Order SVU, 24, Bones and our favorite CSI that make people think that countless cases are open and close do to outrageous finding of DA traces. The CSI Effect is a theory that criminals are getting smarter. These shows give out numerous tactics on how many cases are cracked and suspects are arrested. The CSI Effect also results in various hang juries and miss trials due to lack of evidence. The jury is starting to need more evidence, because the influence they have from watching these television shows. I have seen a show on television called CSI Miami. On this particular show, there was a murder-taking place with no clue at all, on who committed the crime. They had recovered some DA, but there were no past data to make a match on a suspect. The detectives had someone in question on who it might be but no evidence to hold him to the crime. Out of nowhere, one of the detectives on the case was talking to the man in question and somehow saw up his nose a dot of blood no bigger than the period at the end of this sentence. He then grabbed a q-tip and told the man to stand steal while he dug up his nose to retrieve the DA. The DA sample was too small to test, so they sent it out to the FBI who has a glucose blood enhancer to stretch the DA enough to run the match. Of course, the DA was a match. The show then goes off and another bad person offs the street. This story is what is changing the minds of criminals and way of thinking. Criminals are starting to clean their tracks. Detectives are closing in on criminal and finding that they are cleaning the whole crime scene. Once entering a house the place is washed down in bleach to cover all traces of DA. Some rapist are wearing condoms and making their victims take baths to clean off all traces of the criminal’s DA. Criminals are also taking extra measures to wear gloves and masks so they cannot be seen or leave any fingerprints. They are taking more precaution on having an alibi stating they were never around when the crime took place. The theory is that criminals are watching these shows and learning on how to maintain a criminal life style without being locked up. These shows are making the police jobs much harder to apprehend suspects. Another default with this CSI Effect is that it is making the courts harder the sentence criminals. Juries are starting to want more evidence from prosecutors and DA matches to prove the defendant’s guilt. There was a case with two detectives shot and killed in an undercover gun deal. On the evening of March 10, 2003, two New York Police Department detectives, James V.  Nemorin and Rodney J. Andrews, were shot and killed in an unmarked police car while attempting an undercover purchase of a Tec-9 assault pistol on Staten Island. The case was significant not just because two officers had died but because the man who was eventually charged with the murders, Ronell Wilson, faced the possibility of becoming the first person in more than fifty years to be executed for a crime in New York State. The government’s theory was that Wilson, who was with an accomplice in the back seat of the car, shot the detectives during a robbery attempt. Among the evidence retrieved from the crime scene were hundreds of hairs and fibres, and prosecutors enlisted Lisa Faber, a criminalist and the supervisor of the N. Y. P. D. crime lab’s hair-and-fibre unit, to testify at Wilson’s trial, last winter. Under questioning in Brooklyn federal court, Faber said that she had compared samples of fabric from the detectives’ car with fibres found on gloves, jeans, and a baseball cap that Wilson had allegedly been wearing on the night of the crime. The prosecutor asked Faber to describe the methods and equipment she had used to make her analysis. Then she asked Faber what she had found. â€Å"My conclusion is that all of those questioned fibres could have originated from the interior of the Nissan Maxima, from the seats, and/or the backrests,† Faber said. She added that in her field â€Å"the strongest association you can say is that ‘it could have come from’ † the source in question. Faber’s testimony was careful and responsible—and not very significant. She could not say how common the automobile fabric that she had examined is, or how many models and brands use it. Nor could she say how likely it was that the fabric from the car would show up on Wilson’s clothes. Faber used no statistics, because there was no way to establish with any precision the probability that the fibres came from the detectives’ car. DNA tests had proved that blood from one of the detectives was on Wilson’s clothes, and based on this fact, as well as on testimony from his accomplice and from Faber, Wilson was convicted and sentenced to death. â€Å"Given how much evidence they had in the case, I wasn’t crucial,† Faber told me. The prosecutors liked the idea of fibre evidence in addition to everything else. Maybe they thought the jury would like it because it was more ‘CSI’-esque. †(thecsieffect) The fibres could have come from a different car and was not enough proof to prove the case, but due to the television show like CSI and others. The jury thought of the evidence as an open and shut case. Later on there was a sur vey taking asking were the decision that the jury gave influence by CSI and most of the jury said yes. This was a case were the prosecutors took a gamble and won. Most cases do not end like this. Most case there is not enough evidence to back up the case. The CSI Effect is only a theory, which means there are not enough facts to back up this case but enough intelligence for some facts to stand. For every sentence that is handed out because of evidence pointing in the direction of guilty, another case is a not guilty verdict due to lack of evidence. Some may say that television hit show CSI is the cause, but some may say that it is not the case. I say, with great detective work and as much evidence that one can gather, this CSI theory would not even be up for debate.

Societys Beliefs Revealed in Sweetheart of the Song Tra Bong Essay

  Society's Beliefs Revealed in Sweetheart of the Song Tra Bong  Ã‚   One steamy, humid afternoon in 1961 the first United States helicopter landed in Vietnam dispensing immature boys onto the soggy marshlands. Some would return to that same helicopter one day, whether it be wrapped in a poncho about to be taken to the morgue, lying strapped to a stretcher about to report to the hospital, or standing tall holding their heads high because they were about to return to their homelands. Tim O'Brien, one of the returning solders, put together short stories pertaining to the war and how he viewed it as well as the America's society. While reading O'Brien's stories, it would be more effective if the reader applied the New Historicist Approach taking in to consideration his and American society's beliefs, habits of thought, and biases about concepts during the 1960s. Afterwards the true image of women in combat will be revealed, the mocking of deceitful war stories, and the guilty feelings of the returning solider. Women of the 1960s usually took the role of being a mother to her children, innocent child to her parents, and a delicate possession to men. In "Sweetheart of the Song Tra Bong," O'Brien describes Mary Anne Bell, a female Greenie in the making, as being: "This cute blonde-just a kid, just barely out of high school...wearing white culottes and this sexy pink sweater" (90). Through the text it is easy to uncover the direct feelings of women. The words in which O'Brien uses to describe Mary Anne, makes it sound as though she is too delicate and precious to be in a place such as Vietnam during war. Not only does this express in certain terms how O'Brien feels about women in the war, it also can be related to the thoughts of A... ...rs were feeling remorse for their behaviors; in the United States various protests against the American soldiers killing innocent people were in progress at the same time. All together, "The Man I Killed" can too be related historically to the numerous protest that were being held all over the country because of the deaths of innocent people in Vietnam. O'Brien's allows his text to represent the thoughts of his views as well as the American view about guilt felt soliders, women in combat, and his distaste of those that deceitfully create war stories. If these connections are not apparent it is must easier once the historicist approach has been applied because it allows one to decipher the thoughts of a particular society at that time frame. This is because it is almost as if the author soaks in the feelings of that time to express how society should operate.   

Prejudice in Mr. Sumarsono Written by Roxana Robinson Essay

Stereotype is a largely false belief, or set of belief, concerning the characteristics of the members of a racial or ethnic group (McLemore, 1983). Stereotype may be positive or negative in mind which is based on limited and minimal knowledge about a group of people. Incomplete information, mistaken perceptions, isolation and segregation have resulted many stereotypes. Viewing of a person with oddity based on the stereotype will limit what we expected and how we respond to them. Prejudice is an unfavorable attitude towards people because they are members of a particular racial or ethnic group. Discrimination is unfavorable action towards people because they are members of a particular racial or ethnic group. (McLemore, 1983). These both are negative manifestations of integrative power. A prejudiced person may not act on their attitude. Therefore, someone can be prejudice towards a certain group but not discriminate against them. Also, prejudice includes all three components of an attitude (affective, behavioral and affective), whereas discrimination just involves behavior and involves some actions. Prejudice and stereotyping parallels attitudes and opinions or beliefs (Stroebe & Insko, 1989) Prejudice also sustains stereotype, while stereotype is a generalization or interpretation toward a person or group of some physical, behavior, belief or other factors. For a 10-year-old girl, she must have got a first bad impression to a stranger, especially a foreigner. She spontaneously thought that someone newbie in another country is a kind of alien with different skin, face structure or another physical body. In that point, this attitude includes a racial stereotype which provokes a prejudice side. Roxana Robinson is a biographer and scholar of nineteenth and early twentieth century American art. She graduated from Buckingham Friends School, in Lahaska, and from The Shipley School, in Bryn Mawr. She attended Bennington College and studied with Bernard Malamud and Howard Nemerov. She received a B. A. degree in English Literature from the University of Michigan. Roxana Robinson is the author of the four novels Cost, (2008) Sweetwater, (2003) This Is My Daughter, (1998) and Summer Light (1988); the three short story collections A Perfect Stranger, (2005) Asking for Love, (1996) A Glimpse of Scarlet, (1991) and the biography Georgia O’Keeffe: A Life, (1989). Mr. Sumarsono is listed as one of the best American Short Stories at 1994. Statement of Problems: 1. Why do Susan and her sister give bad impression toward Mr. Sumarsono? 2. Why did Mrs. Riordan welcome Mr. Sumarsono warmly? 3. What is the cultural aspect of this short story? What is the connection with it? Discussion Mr. Sumarsono is a worker in UN which involved many Western people in it for a long time. Because of the environment, he tried to adapt the style like an American. According to the story, both daughters of Mrs. Riordan, Susan and Kate, with Mrs. Riordan herself fetched Mr. Sumarsono in a Trenton Station in New Jersey and they saw him for the first time with bad impression and underestimate toward Mr. Sumarsono. However, at that time, he was clothed as an American businessman. â€Å"Mr. Sumarsono was wearing an neat suit and leather shoes, like an American businessman, but he didn’t look like an American. The suit was brown, not gray, and it had a slight sheen. And Mr. Sumarsono was built in a different way from Americans: he was slight and graceful, with narrow shoulders and an absence of strut. † (Page 265 line 1) â€Å"Kate and I stood next to my mother as she waved and smiled. Kate and I did not wave and smile†¦Ã¢â‚¬ ¦Ã¢â‚¬  (Page 265 line 11) In this case, it proved that both sisters didn’t like and give bad thought for Mr. Sumarsono because they didn’t know who actually Mr. Sumarsono was, since Mr. Sumarsono had an Asian figure with pale brown skin. Besides, there were few Indonesian that came to America, or else almost never. Mr. Sumarsono was the only Indonesian who arrived in New Jersey. â€Å"It was 1959, and Mr. Sumarsono was the only Indonesian who got off the train in Trenton, New Jersey. † (Page 264 line 25) Next on, the displeasure of the sisters continued until they were in way home. They were acting like they didn’t need a middle-aged Indonesian in where were they belong to. Moreover, they avoided the lunch time which their mother prepared for them and Mr. Sumarsono. And also, they showed an impolite attitude toward Mr. Sumarsono in the table. â€Å"We were going to watch the mallard nesting, and I hope we didn’t have to include a middle-aged Indonesian in leather shoes†(Page 267 line 1) â€Å"Dev-il,† Kate said, Speaking very loudly and slowly. She pointed at the eggs and then put two forked finger behind her head like horns, Mr. Sumarsono looked at her horns. (Page 269 lines 25) Another evidence occurred at the dinner time when Susan saw her mother wearing a pink dress. She thought her mother’s dress was overlooked just for dinner with a stranger who can not understand their language. â€Å"I was irritated to see that she had put it on as thought she were at a party. This was not a party: she had merely gotten hold of a captive guest, a complete stranger who understood nothing she said. † (Page 270, line 12) Although they kept underestimate him, they were quite surprised that Mr. Sumarsono wasn’t someone like usual Asian guy they were thinking about. He was different in presence. Not only the appearance of him but also his gesture was shown when they were already at home. Somehow, The stop! gesture was making the sisters wondering what makes that Indonesian was different. This gesture is shown by Mr. Sumarsono when he tried to prevent his suitcase as Susan offered to pick up upstairs. â€Å"What struck me was the grace of his gesture. His hand extended easily out cuff and expose a narrow brown wrist, as narrow as my own. When he put his hand up in the Stop! gesture, his hand curved backward from the wrist, and his fingers bent backward from the palm. Instead of the stern and flat-handed Stop! that an American hand would make, this was a polite, subtie, and yielding signal, quite beautiful and infinitely sophisticated, a gesture that suggested a thousand reasons for doing something, a thousand ways to go about it. †(Page 267 line 13) On the other hand, Mrs. Riordan was greeting him cheerfully. She showed an excessive behavior since Mr. Sumarsono decided to spend his weekend in New Jersey. Furthermore, he stayed in Riodan’s as well. Mrs. Riordan tried to catch attention from Mr. Sumarsono. Apart from being dressed in pink, she treated him as best as she can. â€Å"Oh, I’m glad we’re having rice! † she said suddenly, pleased. â€Å"That must make Mr. Sumarsono feel at home. † She looked at me. (Page 273 line 7) She also thought that Mr. Sumarsono was far from his family and being lonely, Mrs. Riordan conclude that he was missing them and she tried to give something that Mr. Sumarsono would feel like he came back to the warm atmosphere when a family was gathered supposed to be. It is shown when Mrs. Riordan asked Mr. Sumarsono to show his wife and children photograph. She saw a strange condition on Mr. Sumarsono with complicated and unfinished look when she asked and he even wanted to take a picture with them. â€Å"The poor man, he must miss his wife and children. Don’t u feel sorry for him, thousands of miles away from his family? Oh, thousands. He’s here for six months, all alone. They told me that at the UN. It’s all very uncertain. He doesn’t know when he gets leaves, how long after that he’ll be here. Think of how his poor wife feels. † (Page 272 line 24) As from the both sisters misjudged all about Mr. Sumarsono and what they have done, they thought that they would feel ashamed, instead of underestimating him. Their prejudice has made them blind to not know who actually Mr. Sumarsono was. Beside it was from their mother, they also felt embarrassed him because they can not be an appropriate hostess to him while Mr. Sumarsono showed his unruffled courtesy. Although Mr. Sumarsono couldn’t speak English well and only responded all Mrs. Riordan and her daughters with simple nodded and smile, at least he knew what attitude he supposed to do when he was visiting people’s house in other country. â€Å"I was embarrassed not only for my mother but also for poor Mr. Sumarsono. Whatever he had expected from a country weekend in America, It could not have been a cramped attic room, two sullen girls, voluble and incomprehensible hostess. I felt we had failed him, we had betrayed his unruffled courtesy, with our bewildering commands, our waving forks, our irresponsible talk about lizard. I wanted to save him. I wanted to liberate poor Mr. Sumarsono from this aerial grid of misunderstandings. † (Page 274 line 24) This story is pertaining aspect of prejudice side. Therefore, prejudice has both cognitive and affective components. Affective component is the positive or negative attitude or feeling while cognitive component contains stereotypes. Stereotypes are beliefs about people based on their membership in a particular group. Stereotypes can be positive, negative, or neutral. Stereotypes based on gender, ethnicity, or occupation are common in many societies. Stereotypes often results from, and leads to, prejudice and bigotry. The reasons appearing of stereotype is variable, It occurs When people encounter instances that disconfirm their stereotypes of a particular group, they tend to assume that those instances are atypical subtypes of the group. Second, People’s perceptions are influenced by their expectations. And last, People selectively recall instances that confirm their stereotypes and forget about disconfirming instances. As a branch from stereotype, prejudice is a destructive phenomenon, and it is pervasive because it serves many psychological, social, and economic functions. It allows people to bond with their own group by contrasting their own groups to outsider groups. Conclusion This short story which Roxana wrote showed about an experience of Indonesian immigrant who visited and spent the weekend at one of New Jersey’s families, Riordan’s house. Based on discussion above, it is described that the two daughters, Susan and Kate had first bad impression toward Mr. Sumarsono as a strange foreigner. This signs that their attitude showed the prejudice aspect of the racial differences. References Robinson, Roxana. Asking for Love: Mr. Sumarsono. New York: Random House. 1996. Print University of Colorado, USA. Prejudice and Discrimination. http://www. colorado. edu. 1998 (Access Date: Wednesday, May 02, 2012) Anonim. Roxana Robinson Biography. http://www. roxanarobinson. com. (Access date : Wednesday, May O2,2012) Sparknotes editor. Social Psychology. http://www. sparknotes. com. 2007(Access date: Thursday, May 03 2012).

12 Angry Men The Film Essay

In reviewing the film 12 Angry Men, I have identified many types of influence tactics being utilized by the jurors. The five tactics that I believe were most used in this film were; reason or rational persuasion, coalition building, ingratiation, inspiration and pressure. Although there were several jurors throughout the film who may have demonstrated similar tactics at various times, it is my opinion that the majority of the influencing throughout the deliberation came from juror #8. I do believe there were other jurors that attempted to influence with the same amount of tenacity, however, their tactics were less affective as proven by the outcome of the deliberation and verdict decided by the jury. As the jury begins their deliberation very early on in the film, a discussion takes place where it becomes apparent some of the jurors are speaking as though it will be a quick one which will result in a guilty verdict. When the first vote takes place and juror #8 is the only one to vote â€Å"not guilty†, he begins to demonstrate some of the influence tactics discussed above. I believe that juror #8 himself demonstrated reasoning, coalition building, ingratiation and inspiration tactics. He reminded the other jurors that he was not necessarily saying that the boy was not guilty, however, he did not believe the evidence was strong enough to take away reasonable doubt that possibly the boy didn’t commit the crime. He insisted that they all review the evidence and discuss it in more detail. He was reasoning with the other jurors and stating a fact about what they should be basing their vote on. It is clear that juror #8 was exhibiting effective rational persuasion by pres enting factual information, making very clear, specific, and relevant points. Reasoning is the most commonly used influence tactic in general as well as the most commonly used tactic in this film. Once juror #8 was able to convince a few of the other jurors to also question the evidence, they started to build a coalition where multiple individuals were now also challenging the guilty verdict and some of the evidence. This may not have necessarily been a conscience decision to form a coalition, as one may see with a typical example such as a union, however, the simple fact that there were now several individuals all aligned on a decision seemed to be enough to allow others to explore additional scenarios and feel  comfortable questioning the evidence. There were also times in the film where juror #8 gave credit to another juror and made him feel like their opinion really mattered. When juror #8 told juror #9 that he had a right to be heard and asked that he explain why he thought the old man would be lying is an example of the ingratiation influence tactic. Although this wasn’t outright flattery as a more pointed example of ingratiation might be, telling someone their voice counts is enough to boost their self-esteem and could result in influencing their decision to side with the person using the ingratiation tactic. Lastly, it seemed apparent that most of the jurors in that room whether they were at a point where they agreed with the not guilty verdict or not, seemed somewhat inspired by juror #8’s willingness to stand alone for what he believed was the right thing to do. Taking a lone stance in the beginning of this deliberation and continuing to question the evidence to induce discussion is something that I believe the other jurors admired. Throughout the film, juror #8 continues to demonstrate leadership characteristics by challenging the status quo and never losing control of his emotions. He never seemed to be taking a stance for any personal reasons, he never demonstrated any prejudice and he came across very authentic. This influence tactic, although not intentional, can be described as inspiration. Juror #3 is the loudest and most adamant juror in favor of a guilty verdict along with juror #10. Juror #3 grows increasingly angry throughout the film as other jurors begin to change their vote from guilty to not guilty. Throughout the film he can be seen using the pressure influence tactic, attempting to strong-arm, threaten and intimidate the others into agreeing with him. He used an aggressive tone and an unnecessary high volume when speaking to the group. This type of tactic may work well in environments such as military basic training, along with a legitimacy tactic, but not amongst peers or in situations where the person doing the pressuring does not possess any real authority or pose any real threat to the group. There were no real consequences for the other jurors to be forced to succumb to juror #3’s pressure tactics. At one point in the discussion, the foreman states, ‘All of this fighting is getting us nowhere’. It is my opinion that this statement couldn’t be further from the truth. For juror #8 to take a jury of 11 men believing the boy is guilty to having every one of those 11 men eventually change their decision based on the discussion he ignited shows that all of the ‘fighting’ or discussion was very necessary and actually did result in a different outcome because of the issues that were brought out during the conflict. In most cases where the stakes are high, discussions are necessary to ensuring that all of the facts are laid out. To demonstrate specific examples of where discussion was impactful to the deliberation, a few key scenes can be sited. One of the first scenes where the audience can see this shown is when juror #8 asks to see the knife that killed the man. During the trial it was stated that this was a rare switchblade and when juror #8 produces a very similar knife that he picked up from a store in the same neighborhood as the father and son, doubt is now starting to settle in with some of the other jurors which then causes them to reconsider their position. Other key scenes where their disagreements resulted in a robust discussion that ultimately swayed juror’s decisions include a re-enactment of the old man getting out of bed to witness the boy running out of the apartment. Without a full on debate, they would have never figured out that this was actually impossible to do in the 15 seconds that the old man said it took. In another scene the jury also discussed the old woman’s testimony that she saw the murder take place through the el train. If they had not gone through this in detail and figured out that she actually wore glasses and couldn’t have seen the assailant very clearly, some jurors would have still been convinced that the only eye witness did in fact see the boy murder his father. These extremely important details were discovered through a robust discussion or conflict and were absolutely pertinent in the ultimate decision to acquit the boy in the murder. Works Cited Edrogen, T. B. (2013). Organizational Behvavior v1.1. Flatworld. Rose, R. (Director). (1957). 12 Angry Men [Motion Picture].

Multicultural education Essays

Multicultural education Essays Multicultural education Essay Multicultural education Essay At the sound of multicultural education being discussed in the whims and conversational buzzes of educational conferences, it is assumed that it is defined as incorporating various cultures in the curriculum to create a respect and understanding for people of various cultural backgrounds. However, there has been an increase in the diversity of bi-/multiracial individuals such as Black/Caucasians or students who have a German/Chinese/Puerto Rican background. When multicultural education is implemented through a minimum of holidays, and heroes or customs, foods, music, and dance, what does multicultural education mean for bi-/multicultural students? What culture(s) do they embrace? Is it fair for teachers to assume that they would embrace their culture(s)? Not only is there a racial mix between black and white, but between Asians, Latinos, Native Americans, and South Asians. Interracial marriages are accounting for 5% of all marriages (Phinney Alipuria, 1996). There are some issues that may transcend across interracial groups. There is a need to understand how a multiracial individual identifies himself. Does he identify with one race more than the other or both and why? Does he identify with an ethnic group at all? An individuals social environment and physical appearance plays a major role in shaping ones identity. The focus of multicultural research has been mostly on biracials who are part Caucasian and part African-American. It has been perceived as mostly a black-white issue and the experiences of those in between have been greatly ignored. There has been a lack of research on biracial Latinos (ex. Puerto Rican-Chinese) and their experiences with multicultural educational in school. More importantly, what umbrella term do multiracial individuals fall under? Furthermore, there have been national Latino agencies such as the National Council of La Raza (NCLR) that have supported multicultural education but denounced the multiracial movement to include a multiracial category to the Census. NCLR strongly believed that a multiracial category would take away funding and power from the United States Latino population. Currently, the multiracial movement has been able to pressure the Census Bureau to allow the U.S. population to check multiple boxes in the Census 2000. There are multiracial organizations such as webzine Interracial Voice, A Place for Us, Project RACE, Famlee, and the Multiracial Activist, that have actively worked towards the full acknowledgment of Americas multiracial population; in addition to being able to acknowledge their full identity instead of part of their identity. The increase of multiracial activism has coupled with the increase in the diversity of biracial individuals. Not only is there a racial mix between black and white, but between Asians, Latinos, Native Americans, and South Asians. Interracial marriages account for 5% of all marriages (Phinney Alipuria, 1996). There are some issues that may transcend across interracial groups. One important issue is how a multiracial individual identifies himself. Does he identify with one race more than the other or both and why? Does he identify with an ethnic group at all? Phinney and Alipuria (1996) found that the individuals social environment and physical appearance played a major role in shaping ones identity. In addition, they noted that it is important to understand the ethnic makeup of the multiracial individual and assess which ethnic group is more willing to accept a multi-faceted identity. These are crucial points to consider when a teacher is constructing a multicultural curriculum based on mainstream customs, foods, music, and dance. A multicultural student who embraces both or one identity may encounter a problematic experience in going through such a curriculum. For instance, take a student who appears African-American, but is actually half Black and half Puerto Rican. There are no other Latinos in class and few African-American students. In addition, the student would have a non-Latino surname and would completely miss out on learning integral portions of his Latino heritage if a teacher assumes that she has no Latino students in class. Inclusion of multicultural education units based just on class race composition would hinder the students chances on learning about his entire identity. On the other hand, a broadly conceptualized multicultural education program would facilitate and enable the teacher to appropriately address cultural topics in the classroom as they would also be a part of the general educational experience. In accordance with this study and contrary to previous research, Phinney and Alipuria (1996) found that multiracial students were found to be able to take advantage of their ethnic background and engage in intergroup relations (Phinney Alipuria, 1996). Multiracial students were found to be the key people to bridge the gap between ethnic groups who would have never interact socially on their own (Phinney Alipuria, 1996). Furthermore, multiracial students were more ethnically androgynous and less ethnocentric than their monoethnic counterparts (Phinney Alipuria, 1996). Therefore, this trait allowed multiracial students to be open to cultures other than their own. In turn, this facilitates instruction for the teacher as multicultural students may serve to set the example for open-minded, critical learning. For instance, Flores-Gonzalez (1999), found that Latinos who are of mixed national origin were more likely to adopt a panethnic term that would be more inclusive of various Latino identities rather than a monoethnic term that would just claim a single Latin American national origin. Most of this research paints a promising future for multiracial people in society. However, there is a lack of research done on Latino multiracial students and their interaction with multicultural curriculums. Furthermore, higher education deals with issues that are totally on a different level from elementary and high schools. Issues such as affirmative action, special support programs, and scholarships for specific ethnic groups are to name a few. For instance, if a student is biracially black and white and raised in a white suburb, s/he might be less inclined or encouraged to take advantage of black academic support services or black student organizations on campus. This may be problematic when the student may actually need support through his/her academic career; especially if s/he is not embraced by the black population on the campus or does not feel welcome in utilizing black support services. Politically, the multiracial ideology has received various lashes from all sides. Spencer (1993) believes that the multiracial concept is redundant to the various ethnic populations that inhabit America due to various forms of racial mixing that occurred at the beginning of the twentieth century, such as rape. Furthermore, Spencer (1993) believes that if there were a multiracial category, it would be unnecessary for multiracial individuals to also identify themselves with a specific ethnic group(s). On the other hand, Fernandez (1992) believes that Mexican Americans have been able to successfully complete these tasks. Mexicans in the United States are aware of their mestizo heritage, and throughout history accepted racial ambiguity and mixture as normal' (Fernandez, 1992, p.139). Overall, Fernandez (1992) believes that Latinos, particularly Mexican, are key people to increase Americas awareness in regards to multiracial identity and the various facets of this concept. Therefore, Latinos would be more inclusive of the multiracial identity than then general population, due to their mestizaje and their everyday experiences. Whereas, a person, who is part Polish and part Anglo, would cater to their Polish identity on a situational basis that is consistent with the cultural dynamics of their living environment (Waters, 1990). Overall, multiracial individuals are key people to serve in leadership roles because they are more likely to be responsive to a variety of constituents rather than a specific group. Psychologically, multiracial individuals most definitely possess a positive well-being and are more likely to be open-minded. In a society where race is such an important underlying factor among everyday politics and news, I believe it will be refreshing to see a multiracial leader transform oppressing ideologies of race and ethnicity as well as the conservative thought facing multicultural education. The eradication of oppressing ideologies is a difficult challenge but it is one that is welcomed with dignity by the multiracial population.

Presidential Appointments Requiring Senate Approval

Presidential Appointments Requiring Senate Approval What a compliment! The President of the United States has named you to fill a top-level government position, maybe even a Cabinet-level job. Well, enjoy a glass of bubbly and take some slaps on the back, but dont sell the house and call the movers just yet. The president may want you, but unless you also win the approval of the U.S. Senate, its back to the shoe store on Monday for you. Across the federal government, nearly 1,200 executive-level jobs may be filled only by individuals appointed by the president and approved by a simple majority vote of the Senate. For new incoming presidents, filling many, if not most, of these vacated positions as quickly as possible represents a major part of their presidential transition process, as well as taking a significant portion of time throughout the remainder of their terms. What Kind of Jobs are These? According to a Congressional Research Service report, these presidentially-appointed positions requiring Senate approval can be categorized as follows: Secretaries of the 15 Cabinet agencies, deputy secretaries, undersecretaries, and assistant secretaries, and general counsels of those agencies: Over 350 positionsJustices of the Supreme Court: 9 positions (Supreme Court justices serve for life subject to death, retirement, resignation or impeachment.)Certain jobs in the independent, non-regulatory executive branch agencies, like NASA and the National Science Foundation: Over 120 positionsDirector positions in the regulatory agencies, like the Environmental Protection Agency and the Federal Aviation Administration: Over 130 positionsU.S. Attorneys and U.S. Marshals: About 200 positionsAmbassadors to foreign nations: Over 150 positionsPresidential appointments to part-time positions, like the Board of Governors of the Federal Reserve System: Over 160 positions Politics Can Be a Problem Certainly, the fact that these positions require the approval of the Senate poses the possibility that partisan politics may play a critical role in the presidential appointment process. Especially during times when one political party controls the White House and another party holds a majority in the Senate, as was the case during the second term of President Barak Obama, Senators of the opposition party are more likely to try to delay or reject the president’s nominees. But There are ‘Privileged’ Nominations Hoping to avoid those political pitfalls and delays in the presidential nominee approval process, the Senate, on June 29, 2011, adopted Senate Resolution 116, which established a special expedited procedure governing Senate consideration of certain lower-level presidential nominations. Under the resolution, over 40 specific presidential nominations- mostly assistant department secretaries and members of various boards and commissions- bypass the Senate subcommittee approval process. Instead, the nominations are sent to the chairpersons of the appropriate Senate committees under the heading, â€Å"Privileged Nominations – Information Requested.† Once the committees’ staffs have verified that the â€Å"appropriate biographical and financial questionnaires have been received† from the nominee, the nominations are considered by the full Senate. In sponsoring Senate Resolution 116, Senator Chuck Schumer (D-New York) stated his view that because the nominations were for â€Å"noncontroversial positions,† they should be confirmed on the floor of the Senate by â€Å"unanimous consent†- meaning they are all approved at the same time by a single voice vote. However, under the rules governing unanimous consent items, any Senator, for himself or herself or on the behalf of another Senator, can direct that any particular â€Å"privileged† nominee be referred to Senate committee and considered in the usual fashion. Recess Appointments: The Presidents’ End Run Article II, Section 2 of the U.S. Constitution gives presidents a way to at least temporarily bypass the Senate in making presidential appointments. Specifically, the third clause of Article II, Section 2 grants the president the power to â€Å"fill up all Vacancies that may happen during the Recess of the Senate, by granting Commissions which shall expire at the End of their next Session.† The courts have held that this means that during times the Senate is in a recess, the president can make appointments without the need for Senate approval. However, the appointee must be approved by the Senate by the end of the next session of Congress, or when the position becomes vacant again. While the Constitution does not address the issue, the Supreme Court in its 2014 decision in the case of National Labor Relations Board v. Noel Canning ruled that the Senate must be in recess for at least three consecutive days before the president can make recess appointments. This process, popularly known as â€Å"recess appointments,† is often highly controversial. In an attempt to prevent recess appointments, the minority party in the Senate often holds â€Å"pro forma† sessions during recesses lasting longer than three days. While no legislative business is conducted in a pro forma session, they ensure that Congress is not officially adjourned, thus blocking the president from making recess appointments. Presidentially Appointed Jobs With No Senate Needed If you really want to work â€Å"at the pleasure of the president,† but don’t want to have to face the scrutiny of the U.S. Senate, there are more than 320 other high-level government jobs that the president can fill directly without the Senate’s consideration or approval. The jobs, known as PA, or â€Å"Presidential Appointment† jobs pay from about $99,628 to about $180,000 per year and offer full federal employee benefits, according to the Government Accountability Office.

Islamic banking Dissertation Example | Topics and Well Written Essays - 19500 words

Islamic banking - Dissertation Example These research findings show that both bank managers/staff and customers perceived that there is less awareness of Islamic banking products/services. The respondents could not distinguish the difference between conventional offerings and Shariah compliant offerings; thus, they are not motivated to have an Islamic banking account. Their primary reason of using the Islamic banking is not related to profitability or religion, but it is on the perception that the system is rewarding for the life hereafter. This paper reflects two important implications. First, Islamic banks must increase customer awareness on the product/service offerings of the system through advertising in the real world and through the Internet. Second, it should increase its number of network and distribution channels to gain competitive advantage and allegiance by disseminating Islamic banking information. This research will be of interest to both conventional and Islamic banking in the Muslim and non-Muslim countri es. This paper provides fresh results on the level of awareness of Islamic banking in the UK and Saudi Arabia. 1. Introduction 1.1 Background Information Islamic banking is the new representation of financial system and it is also one of the fastest growing industries in the global financial market. It is also considered as the best solution during financial crises and credit crunch in looking for a better and fairer way of managing money and in underpinning the real financing activities. Islamic banking is following the Islamic Shariah law and Islamic financial system which are derived from the Holy Qur’an and Sunnah (Strom et al., 2007). Thirty years ago, Islamic banking existed... The intention of this study is islamic banking as the new representation of financial system and it is also one of the fastest growing industries in the global financial market. It is also considered as the best solution during financial crises and credit crunch in looking for a better and fairer way of managing money and in underpinning the real financing activities. Islamic banking is following the Islamic Shariah law and Islamic financial system which are derived from the Holy Qur’an and Sunnah. Thirty years ago, Islamic banking existed only in major Islamic countries and become a profitable segment of the banking industry considering that 20 percent of the world’s population was Muslims and Islam being the third largest religion. The Islamic banks primary clients are those people that keep away from paying nor receiving interest of any form and for them to have a source of income, they established a profit and loss sharing banking system that permit them to share th e risk with client. Islamic banks are required to operate based on Islamic jurisprudence and this law inhibited them from paying and accepting interest fees (RIBA). Muslims are inhibited because it brought a lot of negative effects on human beings’ earning capacity and purchasing power, incredible poverty in the society and unequal wealth/debt crisis in the economy. However, the common banking system operates on the basis of interest which is also known as the conventional banks.

Critically analyse the problems involved in Police use of discretion Essay

Critically analyse the problems involved in Police use of discretion - Essay Example In simple terms the use of discretion by police refers to their action and ability to choose when to intervene and when not to intervene in the enforcement of law. Reiner regarded discretion as a particular tool in police organisation to be used by officers at the very ground level who are operating away from the immediate supervision of management This paper shall critically analyse the problems involved in the police use of discretion. It shall specifically discuss the practice of ethnic and other subjective considerations in routine stops and searches, the evaluation of domestic violence incidents, and similar police activities.The use of discretion is far greater in the police, even at their lowest levels, as compared to other organizations. This means that the constables in police enjoy more discretion than any other organisation even in police organisation. This is because the constables have direct interaction with the public while policing and patrolling2. Issues have now com e up in relation to police officers and their need to apply discretion in their activities. Various factors have to be considered in order for the police to decide how much effort is needed in order to enforce specific laws which help control lawlessness. It is also important to note how a comprehensive police guidance detailing the manner of discretion which may be applied in specific circumstances can actually be insufficient for police officers to apply in order to avoid abuse of discretion. In these cases, it is difficult to include all the scenarios where discretion may be utilized in a single book. Moreover, even racial discrimination against racial and ethnic minorities may lead to a misuse of discretion. Nevertheless, according to Goldstein, there are no set rules or even a rule-book to follow for police officers to follow in handling police encounters3. Police officers cannot also be instructed on how to handle specific situations because most of their activities are part o f routine policing where they often work away from supervisory authorities. Body There are various issues which are seen with the use of discretion. One of the issues is based on the fact that police officers may not have as much experience in policing and this may sometimes lead them to misuse their discretion in the apprehension of suspected criminals4. Moreover, their discretion may be affected by factors which include the inappropriate use of subjective and demographic factors to impact on their decisions as police officers. These factors may include racial or ethnic minority and in some cases, even gender. Newburn and Reiner discuss that the pattern of police discretion which lead to issues in its application is fashioned by different elements including class, race, gender, and age5. These factors often cause society to manifest various responses to police officers. Vulnerable people and the minority groups are often subjected to the unfair applications of police discretion. St udies establish that this discretion is often abused among young, black, lower class, and among males6. Patrolling among police officers on these individuals often include strict surveillance which often leads to abuse of discretion. This negative approach in the use of discretion often causes a very negative approach against the police. In a study by the Home Office, black people have a higher likelihood of being pulled over by the police officers for routine stops and searches7. Police officers seem to be highly influenced by the stereotypes about black people being criminals or offenders. In a discussion by author and criminal analyst Frank Remington, he acknowledged the fact that police officers must have a significant role in moulding and establishing a proper law enforcement process for the general population8. He compared the Federal Trade Commission, which is an administrative agency who has the responsibility of developing enforcement policies, and the local police departme nts

LIving in a House versus living in an apt Essay Example | Topics and Well Written Essays - 500 words

LIving in a House versus living in an apt - Essay Example There are many similarities between living in an apartment and living in a house. Both are places for living where one can live with family. Both can be similar in structure and space at least for one floor. Both apartment and house have electrical, mechanical, and sanitary supplies and services that make them livable for the occupants. Living in any of them requires an individual to either pay rent or pay the cost of the whole structure whether in installments or as a one-time payment. There are neighbors for the occupants of apartments as well as houses. There are quite a lot of differences between living in an apartment and living in a house. People living in an apartment generally have access to just one floor because other floors are occupied by other families whereas people living in a house dwell on all of its floors and levels. Many families live in a condominium whereas generally only one family resides in a house. People in a house have more autonomy of extending the house horizontally or vertically and of making any sort of changes to the structure whereas occupants of an apartment generally cannot make any structural changes in the apartment. People living in a house also own the land on which the house is constructed and can thus demolish, reconstruct, and change their structure in any way they want. On the other hand, occupants of an apartment generally own just their apartment and not the ground on which the condominium is constructed. People living in a house find it easier to move in and out whereas occupants of an ap artment find it difficult and inconvenient to frequently move in and out of the apartment particularly if the apartment is located at an elevation from the ground; they have to use lift or stairs which limits horizontal movement. However, houses generally take longer to be constructed than an apartment because most condominiums are constructed with precast structural members these days whereas most houses

The concepts of Taylorism and Fordism

The concepts of Taylorism and Fordism Taylorism is the attempt to make business decisions on the basis of data that is researched and tested quantitatively. Taylorism was advocated by Frederick Winslow Taylor, He considered it to be managements duty to identify ways in which costs could be accounted for precisely, so that efficiency could be improved. Fordism is the application of Henry fords faith in mass production run by autocratic management. This implies high division of labour and little workplace democracy, but with the consolation of high wages. Henry Ford was highly influenced by efficiency expert Frederick Taylor, he was the first to use scientific management techniques at his factory, Taylorism meant dividing vehicle production into uncomplicated repetitive steps there would be no need for skilled workers, men could learn to do any job quickly. In 1913 Ford introduced his most revolutionary change yet, his idea was, instead of workers moving around to assemble the product, why not get the product to move past the workers and thus he created the assembly line. Soon assembly lines were operational in fords factory. The lines became the key to mass production, a system that would remain nearly unchanged for most of the century. Few stood the pace of the mass production, workers began to quit, but ford was making record profits, so he could afford to increase pay. Henry Ford introduced the opportunity for a new pay system which was entirely different from Taylorism. It was a simple rule high pay for hard work. The new production methods which emerged in the early twentieth century were theorised initially, in 1911, by F. W. Taylor. Taylor coined his approach Scientific Management. Taylor had been trained as an engineer in a steel works. Taylor emphasised cooperation between management and workers. He aimed to increase productivity through reducing inefficiency caused, for example, by malfeasance. Believed that eliminating malfeasance would result in higher wages, shorter working hours, and better working conditions (Taylor, 1967, 15). Scientific management engaged a number of advances e.g. time and motion studies Division of labour is a process where you Break a job down into small, repetitive fragments, each of which can be done at speed by workers with little formal training. (David Lines, Ian Marcouse Barry Martin, 2006) The implications of the wage system is in equilibrium the quantity of labour demanded will be the same as the quantity of labour supplied so, the market will clear and there will be no unemployment. However, by paying an efficiency-wage, above the equilibrium wage rate, the labour market is thrown into disequilibrium, creating unemployment. Taylor used his time-and-motion studies to develop a productive division of labour system. Taylor argued that even the most basic, mindless tasks could be planned in a way that dramatically would increase productivity, and that scientific management of the work was more effective than the initiative and incentive method of motivating workers. The initiative and incentive method offered an incentive to increase productivity but placed the responsibility on the worker to figure out how to do it. To scientifically determine the optimal way to perform a job, Taylor performed experiments that he called  time studies, (also known as  time and motion studies). These studies were characterized by the use of a stopwatch to time a workers sequence of motions, with the goal of determining the one best way to perform a job. It was supported on the division of work, this breaks down the industrial processes into several simple operations that could be precisely timed and organised. Taylor advocated bureaucratization of the shop floor (through time and motion study) as a means to solve the problems of coordination and reintegration raised by the increasingly complex division of labour. (Ash Amin, 1996) A well applied Taylor system would improve the labour returns, although an important limitation of Taylorism is that it treats people like machines, or even (economic) animals, whereas they do not want to be treated as though they were. It is very monotonous work with little space for any creativity. In contrast with Taylor, Ford has a great insight in the market factors, he saw and exploited the fact that mass production needs mass markets. With Fordism every worker has a specific task in a limited space, while the car bodies moved along the assembly line. But the maximised productive efficiency of the assembly line production had its drawbacks. The main problems were the extremely high rates of absenteeism and labour turnover. The costs of these problems even exceeded the very low training costs of the workers. Another problem for Fordism like production plants is that the set up is extremely expensive, and it is also very difficult to alter a product because of the standardization. T>F or F>T because(150) Bi Taylor and Ford were respectively the main thinker and practitioner of scientific management / managerial control based in deskilling / decomposition. Taylorism / scientific management: an attempt to transform the organisation of work to enhance profitability and to reduce work control based in craft skills. The gap between management and labour therefore grew vastly when the management took control of organising the labour proccess. No longer was the skilled worker irreplacable. Now one worker was much the same as another, in fact the less skilled the worker the better in Taylorist factories. Stifles creativity   Places people in vertical skill pipelines Reduces workforce flexibility demotivates many individuals Reduces teamwork Promotes boredom and staff churn Treats people as wealth producing units Promotes a division between workers and management Depending on your outlook, promotes unionism and collective bargaining Fordism is the organisation of work which extends the dynamics of Taylorism and in particular is centred on the use of the assembly-line. More broadly Fordism can be thought of as operating at the social level and centres on state efforts to harmonise mass production and mass consumption. Changes in patterns of consumption would therefore require changes in the work organization or else render Fordist production inappropriate. Some commentators have argued that such changes in consumption occurred towards the end of the twentieth century, and that now people are increasingly demanding specialized rather than standardized goods.   They argue that instead of mass markets, there are niche markets, and that, to supply these markets, work must be organized in new ways which allow for greater flexibility. They label this new approach  post-Fordism. the main changes from Fordism to post Fordism are flexible production or flexible specialization, customized production , vertical disintegration, cooperative network structure, creativity and innovation, new labour division.   Taylorism and  Fordism  increasing productivity at the expense of employee job satisfaction   Secondly, Fordism is a regime of accumulation. As a stable mode of macroeconomic growth it involves a virtuous circle of growth based on mass production, rising incomes linked to productivity, rising productivity based on economies of scale, increased mass demand due to rising wages, increased profits based on full utilisation of productive capacity and increased investment in improved mass production equipment and techniques. as a mode of regulation, Fordism appears linked to the Taylorist concepts and involves the separation of ownership from control in large corporations with a distinctive multi-divisional, decentralised organization subject to central controls. Thus, it is a mode of social and economic regulation that can also involve monopoly pricing, union recognition and collective bargaining, wages connected to productivity growth and retail price inflation with monetary emission and credit policies orientated to securing effective aggregate demand. Fordism can be seen as a general pattern of social organization. In this context it involves the consumption of standardised, mass commodities in nuclear family households and provision of collective, standardised goods and services by the bureaucratic state. It also manages the conflicts between capital and labour over both the individual and social wage the Taylorist organization of work: increasing intensification of work, deskilling, monotony and alienation lead to forms of resistance which affects the level of the regulatory interest-bureaucracy and increases costs regarding absenteeism, sloppiness and sabotage; Taylorism altered the way work takes place by(175) Fordism altered the way work takes place by(175) T>F or F>T because(150) Taylorism had a widespread influence, but in Japan working in teams was very important Both Taylorism and Fordism are justified in terms of enhancing production / profits but both require links to mass consumption. Both require large-scale production (and hence large-scale consumption) to be viable.   Most effective overall in extending Smiths division of labour altering the way in which work takes place(250) Taylorism was a tool for monopoly capital to strengthen its position

Emotional Break-down in Susan Glaspells Trifles :: Trifles Essays

Emotional Break-down in Trifles Trifles is an interesting story about the emotional break-down of a country woman. It is obvious by certain descriptions within the text that she did have an emotional trauma. However, it is never made clear if she killed her husband or did he commit suicide. The emotional trauma can be scene in the beginning of the story by her attitude towards Mr. Hale. Ms. Wright is in a state of shock her constant rocking; pleating of her skirt; her "queer" look and her dead pan response to how Mr. Wright died "He died of a rope around his neck"; all indicate a high level of emotional stress in a situation. She is not responding to anything. Also, Mrs. Hale and Mrs. Peters examine her quilting. The sewing is very nice and even and then suddenly it becomes a wild disaray of stiches. These actions and inactions truly indicate an unbalanced state of mental being, however, is it enough to charge a woman with murder. What further indicates the difficulty in deciding if Mrs. Wright killed Mr. Wright is the canary. Mrs. Wright shows that she loves the canary by trying to bury it in the pretty sewing box. This is not the action of someone who killed the canary. Mrs. Wright is also described as being like a bird. The reader can envision her as someone petite or slight. She is described as being sweet, pretty, timid and fluttery. It would take a lot for someone of this description to commit murder. On the other hand, Mr. Wright is described as someone who is difficult to live with. He is described by Mrs. Hale as having killed the bird like qualities in his wife. He appears to be an overbearing, unhappy person. I propose that it is Mr. Wright who kills the canary. He is taking something away from his wife trying to keep control over her. Also the cage is severely damaged. Mrs. Wright is not described as someone with a lot of strength. Following that vein of thought I also propose that Mr. Wright went crazy. He killed the bird and hung himself. It would take a lot of strength to hang a large man and Mr. Wright was envisoned to be. Also the sheriff and county attorney are baffled by the way the rope was strung up, it was rigged up strangely.

English For Speakers Of Other Languages Program Education Essay

Chapter 1ESOL or English for Speakers of Other Languages plan is learning English plan that used by Jakarta International School particular for his English as a Second Language ( ESL ) pupil. This plan end is assisting ESL pupils to run into the demand of academically proficiency, that is Basic Interpersonal Communicative accomplishments ( BICS ) and Cognitive Academic Language proficient ( CALP ) . The course of study of ESOL plan follows the regular schoolroom course of study so that when ESOL pupils come back to their regular schoolroom, they can follow the lesson and able to avoid the struggles or troubles that ever occur in their regular schoolroom when they are confronting some of import topics such as in math, scientific discipline, societal surveies and linguistic communication and humanistic disciplines. In maintaining with the description, ESOL plan has an of import function in bettering communicating accomplishments of ESL pupils, so that they can compose and talk English like native. As a affair of facts, a figure of ESL pupils who have no experience with English able to avoid the jobs in societal interaction and in following the lesson after they joined the plan for 6 months and the advancement get downing to demo on the first 3 months. They can pass on with instructors or friends and following the instructions. A scholar needs basic societal ( survival ) linguistic communication accomplishments before he/she can believe in that linguistic communication in an academic scene so that they can last in their new school. ESOL plan has been adopted become one of the particular plan in Jakarta International School since 1992 before JIS used English for ESL. Statement related to ESOL plan as particular plan for ESL can be quoted as follows: â€Å" In order to fix LEP pupils to successfully get the English linguistic communication, we need to establish our instructional determinations on sound, research-validated patterns that respect the person ; promote lingual and academic excellence ; and construct upon the pupils ‘ linguistic communication, civilization, old cognition, experiences, accomplishments, and endowments. Ignoring what LEP pupils bring with them would be damaging to their educational growing and development. † ( Gallnick & A ; Chinn, 1990 ) . Allen, Frohlich, and Spada ( 1984:223 ) province that their construct of communicative characteristic has been derived from current theories of communicative competency, from the literature on communicative linguistic communication instruction, and from a reappraisal of recent research into first and 2nd linguistic communication acquisition. The experimental classs are designed ( a ) to capture important characteristics of verbal interaction in L2 schoolroom, and ( B ) to supply a agency of comparing some facets of schoolroom discourse with natural linguistic communication as it is used outside the schoolroom.Research QuestionsBased on the background above, the research inquiries in this survey are: How is ESOL plan applied to ESL pupils at JIS? How does ESOL plan work in assisting ESL pupils at JIS to run into the school demand of academic linguistic communication proficiency? What are the activities that the instructors do in the plan?Scope of the StudyThe survey focuses on depicting the usage of ESOL plan at JIS PIE, so that they can last in their societal interaction and in academic trials. The activities that the instructors do refering on learning learning stuffs and activities that can better pupils linguistic communication accomplishments.Purpose of the StudyThe intent of the survey is to depict how ESOL plan is applied at JIS and besides this plan works in bettering communicating accomplishments of ESL pupil. It related to the teachers-students ‘ activities, refering on learning learning stuffs and activities.Significance of the StudyThe consequence of the survey may hopefully give the images of teachers-students interactions and activities that really go on in ESOL plan that related to the betterment of communicating accomplishments of ESL at JIS PIE. Thus, English Department of Jakarta University ( UNJ ) can take an appropriate manner in de veloping learning English for ESL in order to better ESL pupils ‘ English accomplishments particularly communication accomplishments.Chapter 1ILITERATURE REVIEWTo supply the basic theory of the research related to English for Speaker of Other Languages ( ESOL ) plan, this chapter discusses ESOL in general, ESOL plan at JIS PIE, communicating accomplishments ( BICS and CALP ) of ESL and the usage of ESOL plan that related to the betterment of communicating accomplishments.Surveies on ESOL ProgramESOL is an acronym for English for Speaker of Other Languages or â€Å" English as a Second Language ( ESL ) is used to place the instruction of English linguistic communication Humanistic disciplines to pupils whose first linguistic communication is other than English while Limited English Proficient ( LEP ) is the term used to place pupils who are in the procedure of geting English linguistic communication accomplishments to to the full work in a school puting without ESOL direction alteration. A LEP pupil is non fluid in all communicative accomplishments a rear of English speech production, listening, composing, or reading and can non vie with equals in an English-Only academic scene. ESOL plan started in the beginning 1961 when the great inflow of kids from Cuba and go on to the LULAC et Al. v. State Board of Education Consent Decree ( 1990 ) is that LEP pupils will have adequate and appropriate direction to enable them to go through the needed graduation scrutiny and meet other demands for a sheepskin. The plan direction includes both entree to Language Humanistic disciplines direction through the usage of ESOL schemes and direction in the basic capable affair countries of mathematics, scientific discipline, societal surveies, and computing machine literacy. Lee Roberts to Charles Reed, ( 1991 ) said each high school recognition in basic ESOL fulfills an English high school graduation demand. Therefore, pupils who successfully complete Basic ESOL classs should â€Å" have tantamount recognition when using for entry into province universities † . LEP pupils are paced in regular English-only direction for most of the twenty-four hours and they receive excess direction in English that is designed to learn English as a Second Language. One of the effectual attacks is â€Å" Pullout ‘ from their content schoolroom to acquire isolation in ESOL category for about 45 proceedingss. In the plan schoolroom instructor works collaboratively with ESOL squad in placing the pupils demands and advancement.Surveies on ESOL Program at JIS Pondok Indah ElementaryJIS ESOL plan ends are to supply each pupil with the chance to get English through meaningful communicating in a non threatening environment and to provide them with the accomplishments needed to work satisfactorily in the mainstream schoolrooms. The scholar of the plan is ESL pupils that started from class homework to rate five. They face the undertaking of larning to pass on and map good in a linguistic communication which is non their ain. ESOL classes parallel the grade degree units and accomplishments being taught in the mainstream categories. Coordination between the mainstream schoolroom instructor and the ESOL squad in placing the pupils linguistic communication demands and developing an appropriate plan of direction ( Levine, Ph. D, 1997 ) . It besides based on the research of August & A ; Pease Alvarez, 1996 ; Collier, 1995 ; Nelson, 1996, which indicates that ESOL pupils ‘ linguistic communication acquisition is facilitated by entree to rate degree and disputing course of study, entree to English speech production equals, partnership between ESL and mainstream instructors ; a antiphonal acquisition environment for a scope of larning manners and accomplishment degrees, synergistic acquisition chances ; higher order believing accomplishments ; and a high-quality English Language Arts Program. The methodological analysiss and attacks which are consistent with the plan ‘s doctrine and ends are: The Natural Approach ( Krashen & A ; Terrell 1983 ) . This attack views linguistic communication acquisition as a natural procedure. For basic social/conversational English, pupils should larn to manage simple inquiry and reply state of affairss and able to discourse and compose on subjects of personal involvement. As Asher ( 1982 ) notes that Total Physical Response is a method compatible with preproduction acquisition, utilizing concrete stuffs and visuals AIDSs are effectual ways to guarantee pupil apprehension and at subsequently phase, the pupils should besides be exposed to basic academic vocabulary, survey accomplishments, and larning schemes appropriate to their demand and ability to grok the linguistic communication. Cognitive Academic linguistic communication Learning Approach ( CALLA ) . CALLA integrates linguistic communication development, content direction and expressed direction in larning schemes. Cognitive academic linguistic communication accomplishments are integrated in a multidisciplinary attack so that pupils learn linguistic communication construction that will assist them in the mainstream schoolroom. Functional Notional Approach. This attack links linguistic communication maps ( e.g. thanking, explain, apologising, measuring ) with grammatical impressions ( constructions needed to show a peculiar map ) . The accent is on communicative, non grammatical competency and is used to back up both societal and academic linguistic communication growing. A functional attack to linguistic communication development is used at JIS because a functional theoretical account of linguistic communication focal points on significance. It sees a resource of sharing information, developing thoughts, acquiring our demands and doing sense of the universe. At JIS there is accent on communicating for specific intents with peculiar audience in head. Community Language Learning Circle. This attack stresses the importance of turn toing pupils ‘ single demands and feelings. Language learning can take topographic point in the procedure of the treatment so that they have chances to pattern for covering with their schoolmates and instructors. However, alternatively of direct rectification, rephrasing and theoretical account restatements are most frequently used. Direct instruction of grammar and construction may besides be used when appropriate in a mini lesson format. Inquiry- Based acquisition. This attack promotes the thought that pupils are motivated to larn when they find an activity per se interesting and prosecuting. It encourages pupils to believe by oppugning the intent of their acquisition, doing meaningful connexion and pulling decisions. Multiple Intelligences. The construct of multiple intelligences encourages the creative activity of effectual acquisition environments through interdisciplinary surveies. Learning through music or motion, making three dimensional constructions, work outing jobs through logic and logical thinking, or understanding relationships between themselves and others, are all illustrations of dynamic springboards for linguistic communication acquisition. Surveies on Communication Skills of ESL Communication accomplishment is ability to show your ides clearly in address and authorship. Widdowson ( 1983:57 ) provinces that the purposes of linguistic communication instruction classs are normally defined in term of four accomplishments: speech production, understand address ( listening ) , reading and composing. Speaking is one of the ways to pass on, show your feelings, ideas, or sentiment in unwritten signifier. Bromley ( 1992:282 ) says that speech production is an expressive linguistic communication accomplishment in which the talker uses verbal symbols to pass on. Baker ( 2000 ; 34 ) states the speech production accomplishments is a productive accomplishments, because talker has to supply linguistic communication actively in order to pass on. Calderon ( 1988 ) ; Cohen ( 1986 ) ; Green ( 1991 ) and Kagan ( 1985 ) discuss that concerted acquisition is a dynamic scheme through which pupils develop lingual and academic accomplishments at the same time. Chamot & A ; O'Malley ( 1994 ) province Basic Interpersonal Communication Skills ( BICS ) or mundane colloquial linguistic communication accomplishments, differ in a figure of ways from cognitive/academic texts, and literacy plants, where as Developing Cognitive/Academic linguistic communication Proficiency ( CALP ) presents a different challenge for 2nd linguistic communication scholars than developing BICS. BICS is societal linguistic communication. It ‘s the linguistic communication kids use on the resort area and in insouciant conversation when speaking about personal experiences. Often pupils develop BICS eloquence rather rapidly and can see, on the surface, to expose greater linguistic communication proficiency that they really posses. The BICS features as followed: Universal facets of linguistic communication proficiency that are usually acquired by all native talkers of any linguistic communication. Colloquial linguistic communication eloquence ; included pronunciation, grammar, basic vocabulary ‘ Ability to understand and talk informally with friends, parents, instructors, schoolmates. Those linguistic communication accomplishments needed for mundane face-to-face communicating ; personal ; societal state of affairss. Contexts are non clear and by and large concrete Not demanding ; non much abstract believing ; becomes about mechanical/automatic. May take up to two old ages to develop in a 2nd linguistic communication. CALP is the more formal, academic linguistic communication required to pass on about abstract or complex thoughts. This is the linguistic communication needed for success in the class degree course of study content countries and the CALP features as followed: Those linguistic communication accomplishments associated with literacy and cognitive development. Success with tests and academic undertakings. Language accomplishments required to travel beyond ordinary societal communicating. Language accomplishments needed for concluding, job resolution, or other cognitive procedures required for academic accomplishment in topic matter/included those academic accomplishments needed to understand and show abstract constructs in the schoolroom such as literacy, job resolution, test-taking, concluding, argument, sentiment. Cognitively demanding, de contextualized. May take 5-7 old ages to develop in a 2nd linguistic communication. CALP developed in a first linguistic communication contributes to the development of CALP in a 2nd linguistic communication. Cummins ( 1979 ) has conceptualized this in footings of the linguistic communication usage ( from context-embedded to context-reduced ) and of the footings of the grade of cognitive engagement required for communicating ( from cognitively undemanding to cognitively demanding ) : Cummingss ( 1981 ) , Curtain and Pesola ( 1988, 1994 ) Degree of Difficulty Examples of Activities A ( less linguistic communication dependant ; cognitively undemanding ) Presentations Illustrations Following waies P.E. , music, art Face-to-face conversation Simple games Bacillus ( more linguistic communication dependant ; cognitively undemanding ) Telephone conversation written notes Oral or written waies for accomplishments already learned C ( less linguistic communication dependant ; cognitively demanding ) Manipulative-based math activities Science experiments Social surveies undertakings ( mapping ) Calciferol ( more linguistic communication dependant ; cognitively demanding ) Contented country accounts without diagrams or illustrations Mathematic word jobs without illustrations Explanation of new constructs Standardized testing The usage of ESOL plan that related to the betterment of communicating accomplishments of ESL pupils at JIS PIE campus. Nunan ( 1999 ) province communicating is a collaborative accomplishment in which the talkers negotiate significance in order to accomplish their ends. Therefore, a talker ‘s communicative success will be partially determined by the accomplishments of the other individual. In bettering communicating accomplishments of ESL pupils, ESOL plan works collaboratively with schoolroom the instructors. The activities in ESOL plan is following the lesson or subject that presents in the schoolroom, but in ESOL plan discuss or emphasis more about the diction. However the ESOL plan function more to bridge the ESL pupils into English. Krashen ( 1985 ) province pupils get linguistic communication when they are engage in an activity in which they do non experience pressured. Gallnick & A ; Chinn ( 1990 ) discussed how to do LEP pupils successfully get the English linguistic communication. They need to establish their instructional determination on sound, research-validated patterns that respect the person ; promote lingual and academic excellence ; and construct upon the pupils ‘ linguistic communication, civilization, old cognition, experiences, accomplishments, and endowments. Nathan birnbaums and Joyce ( 1997:134 ) place three sets of factors that decelerate the betterment of talking accomplishments of ESL pupils. It may be due to cultural factors that derive from scholars ‘ anterior acquisition experiences and the outlooks created by these outlooks. Linguisticss factors include troubles in reassigning from the scholar ‘s first languages to the sounds, rimes, and stress form of English, troubles with the native talker pronunciation of the instructor, a deficiency of apprehension of common grammatical forms in English ( e.g. English tenses ) and how these may be different from their ain linguistic communication, deficiency of acquaintance with the cultural or societal cognition required to treat significance. While psychical and affectional factors include civilization daze, old negative societal or political experiences, deficiency of motive, anxiousness or shyness in category. Bygate ( 1987:4 ) divided talking accomplishments into two sub acc omplishments: motor-perceptive and interaction accomplishments. Motor-perceptive accomplishment refers to the ability to comprehend, remember, and joint the cognition in the right order sounds and construction of the linguistic communication. Mackey ( 1965:266 ) in Bygate ( 1987:5 ) argues that in order to be good at speech production, one has to take the right signifiers and words, utilize them in the correct forms, be able to sound like a native talker and convey the right significance. This accomplishment can be developed through the speech production exercisings such as theoretical account duologue, pattern pattern, unwritten drill, expression and say exercisings, and unwritten composing. While interaction accomplishments refer to the ability to command the linguistic communication production and do picks such as doing determinations about communicating affecting what to state, how to state and develop it, how to keep the coveted dealingss with others, and so on. The non-native talkers need to be cognizant that the linguistic communication is tightly related to the civilization. They have to cognize what is accepted and non in the mark linguistic communication. As stated by Robinson ( 1991 ) , cited by Celce-Murcia et. Al ( 1995:25 ) in their article, that the acquisition of 2nd linguistic communication can non be separated with the acquisition of the 2nd civilization. Montgomery and Eisenstein ( 1985 ) supported that chances to pattern the linguistic communication in communicative state of affairss was of import for linguistic communication acquisition.Chapter IIIRESEARCH METHODOLOGYThe research inquiry in this survey Base on the background above, the research inquiries in this survey are: How is ESOL plan applied to ESL pupils at JIS? How does ESOL plan work in assisting ESL pupils at JIS to run into the school demand of academic linguistic communication proficiency? And What are the activities that the instructors do in the plan? In order to reply the inquiries above, this survey was designed as a descriptive analytical survey which applied interview and observation as the methods of the survey.3.1. Data Collection MethodsThe informations aggregation method involved the participant, clip and topographic point, instruments of the survey, and informations aggregation processs.3.1.1. Participant of the StudyAfter detecting several times in ESOL category, it was found that two instructors use the same scheme and attack in bettering communicating accomplishments of participants, while the other one merely concentrate on reading. The topics of these three ESOL instructors is every night reading books, while the two instructors who taught communications accomplishments, taught subject, word of the twenty-four hours, board games and analogy. These two categories are more merriment than the other one.Interview sourcesThe interview sources of the survey were the three instructors who taught ESOL and six ESOL pupils fro m class one that taken indiscriminately from the three categories. Burns ( 2002 ) notes that trying mistake is reduced by stratification for the sample can non differ from the population with regard to the stratifying factors. Stratified sampling is trying in which group within the population are each sampled indiscriminately because population can be divided on the footing of societal category rank, sex, degree of intelligence or degree of anxiousness. The three instructors as interview sources were besides the topics of the survey in the schoolroom observation.3.1.2. The Time and Place of StudyThe survey was conducted in ESOL categories at Jakarta International School Pondok Indah Elemenetary ( JIS PIE ) . The schoolroom observation was done from October 2006 to May 2007 while the interview was around January 2007 and May 2007.The Instruments of the StudyIn obtaining the information, the survey used schoolroom observation and guided interview as the instruments of the surveyClassroom ObservationClassroom observation was chosen as a agency of roll uping informations that is to acquire the information and description every bit exactly as possible by capturing important characteristics of verbal interaction in ESOL categories and description of schoolroom activities that relate to communicative characteristics or the usage of mark linguistic communication. Allen, Frohlich, and Spada ( 1984:223 ) note that the experimental classs are designed to capture important characteristics of verbal interaction in L2 schoolrooms, and to supply a agency of comparing some facets of schoolroom discourse with natural linguistic communication as it is used outside the schoolroom. It took topographic point in Jakarta International School Pondok Indah Elementary at Kamboja 24 and 25 faculties and was done from October 2006 to May 2007. The schoolroom observation of the instructor 1 ( ESOL1 ) was done from October 2006 to November 2006. For instructor 2 ( ESOL 2 ) the observation was done from January 2007 to February 2007, and teacher 3 ( ESOL 3 ) the observation was done from April 2007 to May 2007. The information recorded base on the Nunan ( 1993 ) about COLT strategy as reference below. All activities that the instructors did during the categories was recorded and noted on the observation notes ( field notes ) Lightbown and Spada ( 1993 ) found that schoolroom informations from a figure of surveies offer support for the position that form-focused direction and disciplinary feedback provided within the context of a communicative plan are more effectual in advancing 2nd linguistic communication acquisition. Chaudron ( 1988 ) identifies 84 different classs in the COLT ( Communication Orientation of Language learning ) . The COLT consists of the description of schoolroom activities, it consist of: the activity type, the participant organisation, the content, the pupil mode, and stuffs, and it relates to communicative characteristics such as the usage of the mark linguistic communication, information spread, sustained address, reaction to code or message, incorporation of predating vocalization, discourse induction, and comparative limitation to lingual signifier. The purpose of this strategy is to enable the perceiver to depict every bit exactly as possible. Classroom Observation Scheme:Table 1 QUESTIONS RELATING TO THE PRINCIPAL FEATURES OF THE COLT SCHEMEFeatureQuestionsPart A: schoolroom Activities 1a. Activity type 2a. Participant organisation 3a. Content 4a. Student mode 5a. Materials Part B: schoolroom linguistic communication 1b. Use mark linguistic communication 2b. Information spread 3b. Sustained address 4b. Chemical reaction to code message 5b. Incorporation of predating vocalization 6b. Discourse induction 7b. Relative limitation of lingual signifier What is the activity type -e.g. , drill, function drama, command? Is the instructor working with the whole category or non? Are pupils working in groups or separately? If group work, how is or organized? Is the focal point on schoolroom direction, linguistic communication ( signifier, map, discourse, sociolinguistics ) , or other? Is the scope of subjects wide or narrow Who selects the topic-teacher, pupils, or both? Are pupils involved in listening, speech production, reading, composing, or combination of these? What types of stuffs are used? How long is the text? What is the source/purpose of the stuffs? How controlled is their usage? To what extent is the mark linguistic communication used? To what extent is requested information predictable in progress? Is discourse extended or restricted to a individual sentence, clause or word? Does the middleman react to code or message? Does the talker integrate the predating vocalization into the his or her part? So scholars have chances to originate discourse? Does the instructor expect a specific signifier, or is there no outlook of a peculiar lingual signifier? Nunan, D. ( 1993 ) . Research Methods in Language Learning ( p. 99 ) . Cambridge University Press.InterviewInterview was chosen as a agency of roll uping informations that is to acquire more item information about how this plan works in bettering their communicating accomplishments. As Johnston ( 1985 ) said, the unwritten interview has been used by 2nd linguistic communication acquisition research worker seeking informations on phases and procedures of acquisition and Ingram ( 1984 ) said that it besides as a agency of measuring proficiency. Brown and Rodgers ( 2002 ) describe interview is done orally face to confront format on telephone or in groups and that is besides the most utile for detecting what the issues are in a peculiar study undertaking or even for happening out which inquiries should be asked. Hammersley & A ; Atkinson, 1983 ) province the interview format could be described as brooding. To minimise the research worker ‘s influence on what the interviewee said, but at the same clip the interview followed a model so that they covered certain cardinal countries identified in my ongoing related research and my reading of the literature. The inquiries asked in the interview were designed to arouse a big sample of vocalizations ( Spradley, 1979 ) . Participants were encouraged to reply at length. Initial inquiry largely open-ended and descriptive ( Spradley, 1979 ) , such as â€Å" Can you describe the typical part from ESOL plan for you † ? And â€Å" Do you run into some jobs with math and scientific discipline? Do the ESOL plan helps you in the category? â€Å" , and â€Å" Do you run into some jobs with your instructor and friends when you interacted with them or make they understand what you said and do you understand what they want? â€Å" , â€Å" How m ake you manage that? Structural inquiries ( Spradley, 1979 ) , such as â€Å" Could you give me other illustrations of jobs you have in the regular schoolroom. The interview was addressed around January 2007 and May 2007 to six ESOL pupils and for the three ESOL instructors, interview was taken at the same twenty-four hours with the schoolroom observation that is after the schoolroom observation done. There were 12 inquiries for pupils and 10 for instructors included 6 points for the constructs of ESOL, 2 points for the parts of ESOL and 2 for ESOL plan that related to communicating accomplishments betterment, prepared before carry oning the interview. The interview is to expect the possible failings of questionnaire as Burns ( 2002 ) described, who purposes there is no chance to get auxiliary experimental informations. Besides, the respondents ‘ motive for replying the questionnaire is unknown.Model for Analysis of Interview Data for TeachersMaterial Questions Concepts of ESOL ESOL parts ESOL plan plants related to the communicative accomplishments ( BICS and CALP ) betterment What is ESOL plan? Why do they hold to fall in the plan? And how? How the ESOL plan plants in placing advancement or failings of the pupils? What is BICS AND CALP? How do you develop pupils BICS and CALP? What stuff do you utilize for your category? What is ESOL model? What is the English linguistic communication proficiency criterion for ESOL pupil? How ESOL plan helps ESL to run into academically linguistic communication proficiency ( BICS and CALP ) Can you explicate it? How make you assist them in avoiding jobs in their content schoolroom such as: Manipulative-based math activities? Mathematic word jobs without illustrations? Science experiments? Explanations of new constructs? Maping undertakings? Standardized testing? What skills normally do ESOL pupils show first or survive? Reading, speech production, or composing? Spradley, J. P. ( 1979 ) . The Ethnographic Interview. New York: Holt, Rinehart & A ; Winston.Model for Analysis of Interview Data for pupilsMaterial Questions Concepts of ESOL ESOL parts ESOL plan plants in bettering communicative accomplishments ( BICS and CALP ) What is ESOL plan? Why do you hold to fall in the plan? Can you talk English now? Make you understand when your friends or instructors ask you to make something? Or can you explicate to them what you want or what you mean? Make you still have any jobs with English? Yes ( what is that? ) How ESOL plan helps you into English or what do you make in the plan? Can you depict it? Now, do you hold any jobs in making: Manipulative-based math activities? Mathematic word jobs without illustrations? Science experiments? Explanations of new constructs? Maping undertakings? Standardized testing? What can you make best? Reading, speech production, or composing? Spradley, J. P. ( 1979 ) . The Ethnographic Interview. New York: Holt, Rinehart & A ; Winston.Data Collection ProceduresThe informations were obtained through schoolroom observation and interview. Classroom observation of ESOL 1 category was conducted for two months ( October to November 2006 ) . Classroom observation of ESOL 2 Class was conducted for two months ( January to February 2007 ) and classroom observation of ESOL3 category was conducted for besides two months ( April to May 2007 ) .The instructors ‘ activities refering on learning learning stuffs and activities were recorded and noted. The information of the instructors ‘ activities that could non be obtained through entering were noted on the field notes. The informations could non be obtained through schoolroom observation were collected through interview. The interview were addressed to the three ESOL instructors and 6 ESOL pupils from grade one or beginner degree. The interviews of the three instructors were done after the schoolroom observation while the interviews for the six pupils were done from January 2007 to May 2007. The inquiries included in interview sheet were asked to all interviewees.3.2. Datas AnalysisData collected in this survey were analyzed by concentrating them into ESOL plan plants to accomplish academically linguistic communication proficiency of ESL that included learning larning scheme and attack, stuff and activities. In term of scheme and attack the informations were obtained to analyse what sort of schemes and approaches the instructors used to develop communicating accomplishments. In term of learning larning stuffs, the informations were obtained to analyse what sort of stuff s the instructors used to de velop pupils BICS and CALP so that they can last in their societal interaction and following the lesson in the category or making the appraisal ( test ) , whether the stuffs were reliable, who provided the stuffs, and troubles of acquiring the appropriate stuffs experienced by the instructors. In term of learning larning activities, the informations were used to depict schoolroom speech production, reading and composing activities promoted by the instructors Chapter IVDATA ANALYSIS AND RESULTS OF THE STUDYIn this chapter, the information analysis and the consequence of the survey will be presented in order to reply the research inquiry of the survey: How does ESOL plan work in assisting ESL pupils at JIS to run into the school demand of academic linguistic communication proficiency? What schemes and attacks, stuffs and activities instructors use and do in the plan? The information collected will analyzed by categorising them into three concerns of instructors ‘ activities which are learning larning scheme and attack, learning larning stuff and activities. The information besides involves the exposure and the treatment of the ESOL course of study and model.4.1. Datas Analysis4.1.1. The Activities of Teacher 1 ( ESOL 1 )Teaching Learning MaterialIn ESOL 1 category, when the instructor was learning a group grade one ( beginner degree ) , she merely focused on reading, but when she taught progress novice degree, she applied assorted activities for assorted linguistic communication accomplishments. From the interview she said that assorted activities for assorted linguistic communication accomplishments applied for all categories she taught. I: How do you develop your pupils ‘ BICS and CALP? And what stuff do you utilize for your category? ESOL 1: My category was non merely concentrating on reading accomplishments. To develop BICS, I gave cardinal words of the twenty-four hours. It bridged them in to basic societal interaction linguistic communication. Sometimes I gave them an synergistic board games or words games to do them pattern their societal interaction and normally I end the twenty-four hours with composing a diary. But on mundane observation of the ESOL 1 category for beginner degree ( rate one ) did non demo that phenomenon because the activities were ever the same. The stuffs that the instructors used merely taken from one beginning that was flat books from ESOL 1class library and there was non from any beginnings such as newspaper, magazines or cyberspace.Teaching Learning ActivitiesThe ESOL 1 instructor did different activities for progress novice degree, but for the novice degree she merely focused to reading. In novice degree she has 6 pupils for about 45 proceedingss. She opened the category with Silent reading. Students took the book base on their degree and read it by themselves for two times while ESOL 1 instructor merely working on her computing machine. This activity occurred approximately 5 to 7 proceedingss. Their degree book criterion was introduced by their schoolroom instructors. After that, the instructors announced Reading to Friend. Here they read each others for two times. At this clip, the instructor maintain working on her computing machine and in approximately 2 proceedingss she start joined the pupils and name one pupil to read it to her while her spouse joined to the other group. Then she asked approximately chief thought, plotting, characters, how the narrative begins and how the narrative terminal, who the favourite character in the narrative is and why do they like it, and sometimes she asked to recite the narrative. The activities so continued to the following phase that was Show and Tell. Here the pupils have to state a narrative about anything. It can be about an interesting journey, favourite plaything, an interesting thing that they merely bought or got, or everything that made them desire to portion with others while the instructor listens attentively and helps for some hard words. This activity focused on speech production. The point of hiting was how they told the narrative, confidently or get downing to be a confident talkers. This activity besides can non be applied to all pupils since the restriction of the clip. The findings show that ESOL1 teacher frequently assigned the pupils to work in braces foremost before inquiring them to work separately and the activities in this category show that the instructor merely focused on reading accomplishments and small spot to talking country. From the interview with 2 novices flat pupils ( rate one ) from ESOL1 category show that: I: what make you make in ESOL category? ESOL 1 s1: It so deadening, you know? Everyday we have to read and read after that Show and Tell. That ‘s all. I: nil else? ESOL 1 s2: No, nil else, every meeting like that. It ‘s so deadening. I hate to travel to the ESOL category.The Activities of Teacher 2 ( ESOL 2 )Teaching Learning MaterialIn ESOL 2 category, the instructor used many sorts of stuffs. For Discuss the Book, the stuff was from the degree book from her category library. For the Morning Words, she used the hard words from the book discussed. In Language Room, she wrote some sentences to bridge them in their societal interactions To Your Schoolmates, To Your Teacher and Teacher To you, such as ‘do you haveaˆÂ ¦ ( capable ) aˆÂ ¦today? ‘ , ‘what doesaˆÂ ¦ ( word ) aˆÂ ¦ mean? ‘ , ‘I do n't understandaˆÂ ¦ ( word ) aˆÂ ¦ ‘ , ‘hand in your prep tomorrow ‘ . For Language Deductions, she introduced some words that taken from the subject in their content schoolroom. For illustration the subject was about World of Work from Social Studies subjects in class one, af ter that she asked them to compose about the same subject on their writing diary and some of the board games.Teaching Learning ActivitiesIn ESOL 2 category, the learning acquisition activities were assorted. The instructor used different activities on different meetings ( 2 yearss a hebdomad ) . This was a little category with merely 3 or 4 pupils each session. Different with the ESOL category 1 the figure of pupils some times 6 individual ( 2 category of class one together ) . The ESOL 2 instructor opened the lesson with soundless reading for two times and so she called them one by one to show their book in Discuss the Book. Here the instructor sat together with the pupils and so she asked them about the chief thought, the character, how the narrative Begin, how the narrative terminal, plotting, the best portion of the narrative, and the hard words. Students worked separately. From here, she developed the hard words into Morning Word. She asked another pupil to construe the word and eventually she told them the significance. After Morning Word the lesson moved to Language Room. The instructor introduced some of the conversation linguistic communication that normally used in their societal interaction to their schoolmate or instructor. Students worked together and discussed the words ‘ significance and the instructor so when she found that her pupils reply was non right straight explained the significance. For the following lesson was Show and Tell, b ut sometimes they did Writing Journal or played a board game such as Parachutes and Ladders, Candyland, Uno, Yatzee, Clue, Sorry, Leggos, cards games, draughtss and cheat. Sometimes in some juncture she taught different activities than it was such as in for UN Day, Earth Day or Indonesian Week.The Activities of Teacher 3 ( ESOL 3 )Teaching Learning MaterialIn ESOL 3 category, the instructor used many sorts of stuffs. For Discuss the Book, she used book from the degree book in her schoolroom library. She used the hard words from the book discussed for the Morning Words. In Language Room, she discussed some sentences on the white board. For Language Deductions, she introduced some words that taken from the subject in their content schoolroom. For subject of the twenty-four hours, she prepares a brochure, light brown colour, tan colour, ruddy, tap, black and white of manilla documents, gum, markers, and scissors.Teaching Learning ActivitiesIn ESOL 3 category, the learning acquisition a ctivities were about the same with instructor ESOL 2. ESOL 3 category merely taught progress novice to intercede degree, so that the category activities were small spot higher than the other categories. The activities more about public presentation words such as public presentation verbs that based on the six Aspects of Understanding. They are: explain, interpret, apply, position, empathy, and self-knowledge. The instructor opened the lesson with Discuss the Book. Here the instructor asked them about the chief thought, the character, how the narrative Begin, how the narrative terminal, plotting, the best portion of the narrative, and the hard words. Teacher sat together with her pupils and helped them when they found any troubles. From here, she moved to topic of the twenty-four hours. They made A Rain cervid Puppet. She asked the pupils to do like the sample on the white board. After they finished the occupation, they are asked to make the brochure. The brochure was about how to do a Rain cervid Puppet. They have to compose the procedure of doing a caribou marionette, but they besides have to compose the ground why they have to make that activity.Teaching Learning ActivitiesActivitiesNightly ReadingDiscuss BookMorning WordssShow & A ; TellLanguage RoomLanguage DeductionAnalogyBoard GamesWriting JournalNovice ESOL 1. ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 Advance Beginner ESOL 1. ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL2, ESOL3 ESOL 1. ESOL2, ESOL3Consequences of the StudyThe findings showed that in ESOL plan ESOL squad works together with schoolroom instructors. In ESOL squad there are ESOL instructors, specializers, frailty rule and parents. The ESOL plan ends can be achieved because of this solid coaction and schemes, attacks and activities that are used in learning learning activities. In Using the plan ESOL 1 instructor, taught less assorted activities so that her pupils felt that ESOL 1 category was non fun, but tiring. It was supported from the interview with 2 of her pupils. When the research worker asked her about it in illegal interview that was at the terminal of the observation twenty-four hours, she answered that it was based on the demand of the schoolroom instructors. I: Ma'am, why do you learn beginner degree with less assorted activities and merely concentrate to one or two accomplishment? ESOL1: Oo, that was non as what I want. The schoolroom instructors ‘ required this. I merely followed to what they want. Make you understand? I: Sooner state, I got it ma'am. Thank you. And when the research worker asked about this to the schoolroom instructor, the schoolroom instructor said that she did n't necessitate anything from the ESOL instructor. If the manner ESOL 1 teacher taught like that the schoolroom instructors feel disagree as pupils have had that sort of activities in their regular schoolroom. ESOL 2 and 3 instructors look like more manageable. They applied about all schemes, attacks and activities of ESOL plan. The consequence from the interview to their pupils besides the same, that they feel happy for this category and the plan truly helped them in making the trials and appraisals in their regular schoolroom. The consequence for ESOL1, ESOL 2, ESOL 3 category in pupils betterments in their advancement study were about the same. The different merely showed on their day-to-day public presentation. ESOL 1 pupils in their regular schoolroom still met some jobs in making some topics. They still have n't improved their cognitive accomplishments because less of pattern in ESOL category before it besides means that they have n't truly avoided from the struggle in the schoolroom. But ESOL 2 and ESOL 3 pupils can make it swimmingly. They can avoid from the struggle in the schoolroom. The consequences described that the plan was non truly effectual if the instructors can non transform the accomplishments really good. Activity is one of the ways to pattern the accomplishments, so when a instructor used less assorted activities for some accomplishments, the learning accomplishments can non run into the instruction mark. In ESOL plan instance ; there was a solid coaction between ESOL instructors and schoolroom instructors in bettering communicative accomplishments of ESL pupils. Even though ESOL 1 category consequences were non truly good, it is still helped by the schoolroom instructors. Here, the schoolroom instructors were more active than the ESOL instructor. They used assorted activities and stuffs to hike their pupils ‘ accomplishments, but it does n't intend that the ESOL instructors can trust on them.Chapter VCONCLUSION AND RECOMMENDATION5.1 DecisionIn ESOL plan, ESOL instructors and schoolroom instructors have to do a good coaction in bettering their pupils ‘ accomplishments that is communicating accomplishments without it the plan end can non be achieved. The ESOL methods and attacks that are used at JIS to better Basic Interpersonal Communication Skills ( BICS ) and Cognitive Academic Language Proficiency ( CALP ) are Natural Approach is used for learning basic conversation. CA LLA attack is used to learn content direction and linguistic communication construction. Functional Notional attack is used to learn linguistic communication map that is focused on communicating. Community Language Learning Circle attack is used to learn the importance of turn toing pupils ‘ single demands and feelings. Inquiry-Based Learning attack is used to construct pupil ‘s motive in larning when they find activity per se interesting and prosecuting. And Multiple Intelligence is used to promote the creative activity of effectual acquisition environments through interdisciplinary surveies. Their coaction was non merely in placing the pupils ‘ failings, but besides the pupils advancement in some mark accomplishments. The ESOL instructors record their pupils ‘ advancement and study it to the schoolroom instructor. Here the schoolroom instructor supervised their pupils ‘ advancement and betterment. If under her supervising the pupils showed different from ESOL instructors ‘ study, the schoolroom instructors will discourse it once more with the ESOL instructors. All the stuffs that pupils got or learned in ESOL category were utile in their societal interaction and in making their undertakings, lessons and appraisals in their regular schoolroom. The subjects of the lesson in ESOL category followed the regular schoolroom course of study, so it is coherency between learning and the application. In Jakarta International School Pondok Indah Elementary all the ESOL instructors use assorted activities to better ESL pupils ‘ communicating accomplishments, but merely one ESOL instructor who was non making the same activities as the other ESOL instructors for all her categories. For beginner degree in ESOL 1, pupils merely faced reading and reading in all session at every meeting. Different from the other ESOL categories that are used assorted activities and stuffs in their instruction acquisition activities, these categories were more merriment than ESOL 1 category that the pupils felt deadening and did non enthusiast to travel to ESOL category and fall in the plan. All instructors promoted BICS and CALP betterment, but it can non be achieved with all ESOL instructors without working together with the schoolroom instructors. The mark learning accomplishments focal point for every instructor was besides different. Based on the category room observation, ESOL 1 instructor merely focused her learning larning on reading and talking accomplishments while the remainder focused on all accomplishments that are required more activities and stuffs in their instruction acquisition activities. Unfortunately, instructor who ever gives less assorted activities and stuffs does n't desire to open her head and repair her instruction scheme and attack. So at this clip, the ESOL plan ends can non successfully be achieved.5.2 RecommendationThe methods, schemes, attacks, stuffs and activities that are used in ESOL plan truly improved the ESL communicating accomplishments, and this is supported by the schoolroom instructors and the activities. It will ever be coherency because the ESOL course of study followed the regular schoolroom course of study. So that all the ESOL instructors have to use them in their instruction acquisition activities. The coaction between ESOL instructors and schoolroom instructors must be supported by the coaction among ESOL instructors. To accomplish the instruction mark, all instructors have to work together. The plan that are already applied and win for along clip, have to be supported. The ESOL instructor who did non use all the ESOL instruction methods, schemes and attacks have to repair her public presentation, so that the plan end of ESL pupils proficiency in BICS and CALP can successfully be achieved.