Impact of ELL Inclusion on Teaching

Impact of ELL Inclusion on Teaching CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problems to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this ins trument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs. Impact of ELL Inclusion on Teaching Impact of ELL Inclusion on Teaching CHAPTER ONE Introduction Over the course of time, major laws, policy documents and landmark decisions of the U.S. Supreme Court as well as other federal and state courts regarding bilingual education have shaped educational policy in the United States. The Fourteenth Amendment to the U.S. Constitution, a response to Brown v. Board of Education, 347 U.S. 483 (1954), established the constitutional basis for the educational rights of language minority students. Within a decade, Title VI Civil Rights Act of 1964 prohibited discrimination in federally funded programs. Subsequently cited in many court cases, it basically stated that a student has a right to meaningful and effective instruction. In 1974 the US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English. This action was the result of the Lau vs. Nichols class action suit brought by Chinese speaking students in San Francisco against the school district in 1974. There is no equality of treatment by providing students with the same facilities, textbooks, teachers and curriculum, for students who do not understand English are effectively foreclosed from any meaningful education. The memorandum further affirmed that Basic English skills are at the very core of what public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education (Lau vs. Nichols, 1974). In accordance with what are known as the Lau Remedies, in 1975 the Department of Health, Education and Welfare (HEW) established some basic guidelines for schools with Limited English Proficient (LEP) students. Although there has been much change in terms of public policy, the ultimate challenge of implementation rests upon the teacher. Throughout the United States public school teachers are challenged to meet the needs of an ever-increasing number of English-language learner (ELL) population. By the turn of this last century, the population of students identified as limited English proficient (LEP) has grown exponentially. From 1995 to 2001 alone, the LEP population grew approximately 105% nationwide (Kindler, 2002). According to recent estimates there are 4.5 million LEP students are currently enrolled in K-12 public schools in the United States. U.S. Census Bureau estimates indicate a continued trend of linguistic diversification in the years ahead (U.S. Census Bureau, 2000). Due to a linguistic shift the student population is experiencing, the educational community has had to fix its focus upon multilingual classrooms, and research set in multilingual classrooms has risen in importance. While there are specialists who work with limited or non-English speaking students initially, the students integration into a m ultilingual i.e. mainstream classroom is essential. Hence, teacher attitudes are an important consideration in terms of relevant professional preparation. Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. As members of the communities they live in, teachers cannot help but be influenced by dominant societal attitudes. When teachers internalize dominant societal messages, they bring them directly into their schools and classrooms. School administrators, other school staff and parents all internalize societal messages, creating a school ethos that mirrors that of the community and the dominant order of society at large (Walker, Schafer and Liams, 2004). Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study will be driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Purpose of the Research The general purpose of this study therefore has been to broaden the existing body of knowledge by identifying teacher perceptions of the impact of ELL inclusion upon their teaching, measure teachers perceived impact of inclusion on the teaching environment, and assess teacher attitudes concerning ELLs. This study also provides data which highlights areas which require attention or resolution. Research Questions Upon review of two studies, one by Reeves (2004), and another by Walker, Schafer and Liams (2004) of secondary teachers experiences with ELL inclusion, questions were developed to examine secondary teachers attitudes and perceptions of ELL inclusion in mainstream classes. Upon review of these studies four significant themes surfaced. The Reeves study, albeit larger in scale, provided a sound basis for this treatment. Those salient themes became the following research questions which have guided this study: 1. Inclusion in mainstream classes: What are teacher attitudes toward ELL inclusion in mainstream classes? 2. Modification of coursework for ELLs: What are teacher attitudes toward the modification of coursework for ELLs? 3. ESL professional development: What are teacher attitudes toward ESL professional development? 4. Teacher perceptions of second-language acquisition processes: What are teacher perceptions of second-language acquisition processes? (Reeves, 2004) Definition of Terms There are several terms that need to be defined for clarity of understanding. These are: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: Teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Participants and Setting All subject-area teachers were from 3 district high schools within a 25 mile radius of this researcher have participated in the survey by mail. The faculties chosen for participation in the study were from the three high schools with the largest population of ESL students during the 2008-2009 school years. This was determined by use of public domain resources (www.city-data.com). High schools with the largest ESL student populations were identified to enable access to the largest number of teachers who had working with ESL-inclusive class loads. Participants were surveyed remotely via mail during the month of July 2009. CHAPTER TWO As an array of societal attitudes develop regarding ELLs, so to do teacher attitudes. Although there exists a void exists in the area of research concerning mainstream teacher perspectives on ELL inclusion, this review of the literature will provide a basis for further inquiry. Literature review According to the National Center for Education Statistics (2002), English Language Learners number over five million ELLs in the United States. This number has risen by 57% over the past ten years and shows no sign of slowing. Within the Long Island region (the focus area of this research), schools continue to experience steady growth in the number of LEP students. In 2007 the number of the students having limited English proficiency reached seven-year high. The appearance of these recent demographic changes requires increasingly greater self-examination within the educational community since teaching and learning is indeed a two-way exchange. The proliferation of professional literature throughout the educational community is evidence that the shifting demographic is being explored, and hopefully addressed in a number of ways. According to Ballyntyne, Sanderman and Levy (2008), more and more teachers of mainstream general education classes, who normally do not have special training in ESOL or bilingual education, are faced with the challenge of educating these children. While research exploring the perspective of ELLs is abundant (Cummins, 2000; Fu, 1995; Harklau, 1994, 1999, 2000; Lucas,1997; Lucas, Henze, Donato, 1990; Mace-Matluck, Alexander-Kasparik, Queen, 1998; Valdes, 2001), research concerning mainstream teacher perspectives on ELL inclusion strikingly absent. This section will examine the insights which can be gained from the existing research as a basis for further research. Attitudes Toward Inclusion Although there has been relatively little research in the area of teacher attitudes toward ELL inclusion, a number of qualitative studies exploring the schooling experiences of ELLs have, at least peripherally, addressed the subject. Those teachers chronicled in the studies were portrayed as holding negative, antipathetic attitudes (Fu, 1995; Olsen, 1997; Verplatse; Valdes, 1998, 2001). There were also some positive, welcoming attitudes noted however (Harklau, 2000; Reeves, 2004; Fu, 1995). Olson (1997) conducted an ethnographic study of a California high school, which had seen large demographic changes in a 20-year period. At the time of her research, the school population had shifted from 75 percent to 33 percent over a 20-year period. The remaining students were 26 percent Hispanic, 14 percent African American and 26 percent Asian. About half the students spoke a language other than English at home. The racial composition of the staff was mostly white. Based upon the study, Olsen concluded that typical to the process of Americanization, newcomers to these United States in our high schools undergo academic marginalization and separation. She asserts that there is pressure to become English-speaking and to drop ones native language in order to participate in the academic and social life of the high school. In his study, Fu (1995) concurs, observing that English teachers and untrained ESL tutors used methodologies and had attitudes which could be characterized as typical. Most showed strict adherence to curricular demands, appeared frustrated by the additional workload or lower standards the students possibly represented for them, and in the field of second language acquisition, lacked adequate understanding. Fu further noted that the teachers had low expectations, gave complicated explanations, lacked sufficient time, and used outdated approaches. Valdes (1998), who reached similar conclusions, observed four students within classroom interactions, interviewed school personnel, and conducted independent, formal assessments of Spanish and English language development at the beginning and end of each academic year when possible. Valdes (1998) argues that English language teaching for most immigrant students in the United States is ineffective because it is rarely meaningful or purposeful; uses outdated methods; is often taught by untrained, if well-intentioned, teachers; and erroneously places blame for lack of progress on the student. Fu (1995) suggests that second language learners from the United States are often perceived by teachers as inferior in comparison to English language students who are of a different class. Teacher perceptions of ELLs can affect educational outcomes in a number of ways. This is supported by Harklau (1999) who conducted a study of about 100 ESL/LEP students in a suburban high school in northern California over 3 years. The research compared their experiences in mainstream content classes and ESL classes. She concluded that tracking of ESL learners into low-track content classes can have serious long-term negative educational and occupational consequences. She concludes that much greater interaction between mainstream and ESL teachers is needed. Although teachers in the above studies, were generally found holding ambivalent or inhospitable attitudes (Harklau,1999; Verplaetse,1998), there were notable exceptions. According to Fu (1995), when some teachers were able to achieve curricular goals by allowing the students their own personal and cultural connections to the material, they were gratified by the results. It has been suggested by researchers that a number of factors that could be influential in how teacher attitudes are determined, whether they be welcoming or unwelcoming in nature. Reeves (2004) notes three categories which emerge as preeminent: (a) teacher perceptions of the impact of ELL inclusion on themselves, (b) impact of inclusion on the learning environment, and (c) teacher attitudes and perceptions of ELLs themselves. In a study by Youngs (1999), teachers cite a chronic lack of time to address Ells unique classroom needs. Additionally there exists an apprehension among some teachers based upon the perception that workloads will become unmanageable when ELLs are integrated into the mainstream classes. Verplaetse (1998) adds that some professionals expressed feelings of inadequacy to work with ELLs. The impact of inclusion on the classroom learning environment, has lead to teacher concerns about the possibility that ELLs will in some way hinder class progress through the curri culum (Youngs, 2001), or may even create inequities in educational opportunities for the students as a whole (Platt, Harper, Mendoza, 2003; Reeves, 2004; Schmidt, 2000). More recently subject-area teacher attitudes and perceptions of ELLs have become emergent topics of research, including an unwillingness to work with low-proficiency ELLs as well as misconceptions about the processes of second-language acquisition (Olsen,1997; Reeves, 2004; 2000). Additionally, assumptions about the race and ethnicity (both positive and negative) of ELLs are cited (Harklau, 2000; Valdes, 2001). It is important to note that all of the aforementioned studies were qualitative in nature. Furthermore, the number of teachers as participants was small; few focused primarily upon mainstream teachers. In their quantitative study of 143 middle school teachers, Youngs and Youngs (2001) conducted an investigated the attitudes of mainstream teachers toward ESL students in middle and high schools. In the mainstream, they conclude the most pervasive attitudes toward teaching an ESL student in the mainstream ranged from neutral to slightly positive. Gitlin, Buenda, Crosland, Doumbia (2003) conducted a qualitative study observed 5 ESL teachers, 10 white students, the ESL program director, and a school administrator. Their interviews centered on how these individuals viewed the ESL program, classroom practices, and cultural relations in the school. They identified and analyzed documents on extracurricular participation by ESL students, on school discipline, and on busing policies. In characterizing teacher attitudes, the researchers concluded that Many teachers equate cultural difference with cultural deficiency, a stance that typically leads them to stereotype students as having problems to fix and may lead to less satisfaction and sense of success in teaching (Gitlin, Buendia, Crosland, Doumbia,2003). In addition to lack of experience and training, matters are compounded by a lack of additional communication with ESL teachers. Attitudes Toward Modification According to Valdes (2001), the growing acceptance of an inclusion model for meeting the needs of ELLs is due at least due in part to an increased emphasis on accountability and standards that has been further driven by what Nieto (2002) asserts is a long history of exclusionary schooling, characterized by programs which are peripheral in nature. Historically, the traditional ESL model placed students in ESL courses where the focus was upon sheltered instruction, and recieved limited access to content-oriented curriculum needed to meet their educational needs or to fulfill graduation requirements. Research however suggests that this approach runs counter to inclusion. Harklaus (1994) study reveals that the ESL instruction which was provided did not match ESL students academic needs in mainstream classrooms and that content-area classrooms were not matched with ESLs needs. Harklau (1994) observes that the curriculum of ESL and mainstream classes was disconnected and that the mainstrea m classes failed to engage ESL students in academic language learning. Echevarria, Vogt and Short (2004) note that programs which are well-implemented, cognitively challenging, not segregated, are key to ESL students academic success. Nieto (2002) adds that education should be adapted or modified to meet the needs of ELLs. For an educational model to be inclusive, it must provide equitable access to curriculum, while simultaneously providing for the multi-lingual array of learners i.e. educational methods must make content understandable for students learning English while remaining effective for English-proficient students. Echevarria, Vogt and Short (2004) however, report that high school content area teachers were seldom found to adjust instruction to make curriculum comprehensible for ELL students. Harklau (1994) observes that ELL students had difficulty understanding certain types of teacher talk: Learners had particular difficulty understanding teacher talk which contained pun s or was sarcastic or ironic . . . Learners were also frustrated with teachers who habitually spoke very fast, who used frequent asides, or who were prone to sudden departures from the instructional topic at hand (Harklau, 1994, p. 249). Youngs (1999) cites that some teachers attitudes concerning modification appeared to stem frustration with lack of time, unclear expectations and lack of collaboration with ELL teachers. Attitudes Toward Professional Development Although ELLs spend the bulk of their time in content-area classrooms, little research has been conducted regarding content-area teachers attitudes toward professional development. Of the research that has been conducted, content-area teachers reported that they had limited experience with ESLs and lacked the necessary training in working with ELLs. This is supported by the findings of Youngs and Youngs (2001) study which concludes few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (Youngs Youngs, 2001, p. 101). In an inclusive model, the majority of the students time during the school day is spent in mainstream classes, with the addition of ESL classes as needed. Nieto (2002) maintains that teachers must possess knowledge of the history of specific cultural groups they are serving in the United States. Additionally adaptation of the curriculum for English language learners is also essential. Nieto m aintains that the teacher must develop competence in pedagogical approaches suitable for different cultural groups in United States schools. Researchers have also reported limited institutional supports such as guidance from the school administrators as well as lack of time and resources. Reeves (2004) study reports most content-area teachers would like to help ELLs but tended to vary in terms of their expectations for ELLs. Research also suggests considerable frustration among content-area teachers, concluding that in addition to lack of experience and training, there is also a lack of additional communication with ESL teachers. Youngs and Youngs (2001) maintain that few mainstream teachers have been prepared to address the linguistic challenges and cultural differences present in diverse classrooms (p. 101). As cited by Reeves (2004), a study by Clair (1995) documents three teachers views of professional development. All three of Clairs participants (Grades 4, 5, and 10) opted out of voluntary in-service workshops on methods of working with ELLs. Among the reasons given for opting out were as follows: One teacher stated that the workshops presented methods and materials that were inappropriate for her classroom, while the other two subject teachers maintained already well prepared to work with ELLs The two remaining teachers, maintained that as experienced teachers of English-proficient students, they were already well prepared to work with ELLs. One possibly insightful comment by one of the teachers was, As far as teaching goes, teaching is the same no matter what kind of kids you have (Clair, 1995, p. 191). Although Clairs (1995) study, tapped data from only a small group of teachers, it provided a rationale for more extensive studies of educators attitudes toward ESL professional development based upon a larger sample. Teacher Attitudes toward Language Acquisition Research indicates that mainstream teachers often lack knowledge in the area of language acquisition. Nieto (2002) maintains that all practicing teachers need to develop knowledge in the areas of: first and second language acquisition and the socio-cultural and sociopolitical context of education in the United States. The degree to which teachers are informed in this area may indeed shape attitudes in regard to ELL learning rate and capacity. In her study, Reeves (2004) survey queried teacher perceptions of the length of time that ESL students needed to acquire English proficiency. Most (71.7%) teachers agreed that ESL students should be able to acquire English within two years of enrolling in U.S. schools (p.137). Teacher perceptions that two years is sufficient for full-language proficiency is not supported by research; this misconception may lead teachers to faulty conclusions concerning ELLs language ability, intelligence, or motivation. Although the average student can develop c onversational fluency within two to five years, research has shown that that developing fluency in more technical, academic language can take from four to seven years. This is dependent on a number of factors such as language proficiency level, age and time of arrival at school, level of academic proficiency in the native language, and the degree of support for achieving academic proficiency (Cummins, 1981, 1996; Hakuta, Butler, Witt, 2000; Thomas Collier, 1997). The review of the research literature has revealed several important factors which shape teachers attitudes of ELLs: knowledge of the history of specific cultural groups they are serving; competence in pedagogical approaches suitable for different cultural groups; depth of knowledge in the area language acquisition; and the communication with the ESL teacher. CHAPTER THREE Statement of the Research Problem Despite the amount of research being conducted in regard to bi-lingual education, there is a lack of information in the educational community regarding teacher attitudes toward including English-language learners in mainstream classrooms. There exists a void in the area of research concerning mainstream teacher perspectives on ELL inclusion. As an array of societal attitudes develop regarding ELLs, so do teacher attitudes. Of particular interest to this researcher are the experiences of secondary teachers, especially within the Long Island region. Because this area, which despite its cultural diversity has received so little attention from the research community, the design of this study has been driven by the need to help remedy that paucity of research by examining secondary mainstream teacher attitudes and perceptions of ELL inclusion from a regional perspective. Instrumentation The instrument used was designed to measure both teacher attitudes and perceptions of the inclusion of ELLs. Its four sections correlate to the aforementioned themes previously discussed. The first section Section A- addressed teachers attitudes toward ELL and ESL inclusion. A Likert-scale was used to gauge teachers extent of agreement or disagreement with 16 statements presented in relation to that focus area. Section Bmeasured the frequency of various practices and activities among teachers with ELLs in their classrooms, in relation to coursework modification . Section C utilized open-ended questions in concerns which focused upon ELL inclusion. The rationale for this was that open-ended questions allow for more individualized responses, but they are sometimes more difficult to interpret. The Section Dgathered demographic information. I chose to remain faithful to the format of the Reeves study (2004), because unlike the study conducted by Walker, Schafer and Liams (2004), this ins trument model utilized multiple statements, rather than a singular item, to gauge teachers attitudes. Teachers strength of agreement or disagreement with survey items was measured with a 4-point, Likert-type scale. Respondents were to read each statement and check the box that most closely represents their opinions, from 1 (strongly agree), 2 (agree), 3 (disagree), or 4 (strongly disagree). The demographic data included such as subject areas, gender, years of teaching experience, and types of ELL training, native language and second-language proficiency. Pilot Study The instrument was subjected to a pilot study utilizing a separate group of 12 high school teachers in summer 2009. The rationale for this was that this group of teachers comprised an appropriate pilot study population because they bear similarities to the subject high school teachers in terms of work environments and scope of responsibilities, yet since they were a distinct group, they would not contaminate the ultimate study population. Because the ages and work experiences of pilot study teachers were similar to those of their counterparts, their reaction to the survey was a useful predictor of the surveys readability and content validity. Definition of terms: Bi-lingual: The ability to speak two languages easily and naturally ESL: English as a second language ELL: English language learner, TESOL: teaching English for speakers of other languages Mainstream: Mainstream in the context of education is a term that refers to classes and/or curricula common to the majority of students. Validity of the Instrument The pilot study was used to assess the surveys readability and as a predictor of content validity. Pilot study participants were asked to complete the following survey. They then answered questions formulated to give them the opportunity to report their attitudes and perceptions of ELL inclusion accurately and fully. This survey uses a 4-point Likert-type scale, 1 (strongly agree), 2 (agree), 3, (disagree), and 4 (strongly disagree). Did the surveys format adequately allow you to express your opinion? If not, explain. Were any items on the survey unclear to you? Indicate and explain if any. Which, if any, items did you find difficult to answer? Indicate and explain if any. In your opinion, which, if any, items on the survey display a bias on the part of the research? Explain. Provide any additional comments that you would like to make. Analysis of respondents comments to the five survey questions was used to reduce the likelihood of any pattern of misunderstanding for any given item and to assess respondents understanding of, or ability to respond to, survey items. Participants and Setting All subject-area teachers from 3 district high schools within a 25 mile radius of this researcher were asked to participate in the survey by mail. The faculties chosen for participation in the study came from the 3 high schools with the largest population of ESL students during the 2008-2009 school year. This was determined by use of public domain resources (www.city-data.com). School A enrolled 24 LEP (limited-English proficiency) students, School B enrolled 26 LEP students, School C enrolled 16 LEP students . This study included high schools with the largest ESL student populations to access the largest number of teachers who had worked with ESL-inclusive class loads. Participants were selected remotely via mail and/or e-mail during the month of July 2009. Data Analysis Survey data was analyzed descriptively. Univariate analyses of the survey data and analyses afforded an examination of the distribution of cases on only one variable at a time (Babbie,1990, p.247) identified participants attitudes and perceptions of ELL inclusion according to the strength of their agreement or disagreement with the survey items. The analyses included percentages, measures of central tendency, and standard deviations. To perform univariate analyses, a numeric value was assigned to each response in the Likert scale-1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). Analysis of the numeric data will be performed with SPSS statistical software. Assumptions In the course of the research study, certain assumptions were made. The following are those which were intrinsic to this study: It was assumed that during this study, participants gender would not significantly affect their perceptions. It was assumed that all respondents would answer all survey questions honestly and to the best of their abilities It was assumed that the sample is representative of the population The instrument has validity and has measured the desired constructs.

The Scarlet Letter Intro Essay

In the sixteenth century. Puritans immigrated to America from Great Britain in order to get away spiritual persecution. and by the mid seventeenth century they had erected a good established society based on their theological beliefs. The Puritan faith was one of asceticism and geared towards religious devotedness instead than secular ownerships. Puritans followed stiff Torahs which seldom changed with clip. They besides had small tolerance for anyone who broke these Torahs. Persons who did go against these Torahs nevertheless. faced penalty on assorted degrees and would hold to turn out their penitence to themselves and society. The Scarlet Letter. set in mid seventeenth century Boston. portrays such signifiers of penitence from two positions. The writer. Nathaniel Hawthorne. constructs the secret plan to go around around the journey of penitence of two characters: Hester Prynne and Rev. Dimmesdale. Both characters have committed the profane wickedness of criminal conversation toget her. but merely Hester has been punished for it. whereas Dimmesdale has yet to be discovered for his engagement in the misbehavior. Hester’s terrible penalty is to transport the ageless load of the vermilion missive A. a symbol that apprises everyone of her position as an fornicator. and outcasts her from the remainder of society. Even though she is shunned by society. Hester still manages to commit Acts of the Apostless of repentance to expiate for her wickedness. However. Hester is non the lone character who seeks penitence ; Rev. Dimmesdale self-inflicts penalty as a signifier of repentance. Throughout the novel. both characters strive to accomplish true penitence. a feeling of compunction which comes from the psyche. Equally committed as they are to expiating for their wickedness. neither Hester nor Dimmesdale genuinely of all time make the province of penitence. Their failure to accomplish true penitence can be perceived through their similar ends of repentance and their different signifiers of penalty. Through the class of the novel. Hawthorne invariably evinces analogues and similiarities between the journeys of repentance of both Hester and Dimmesdale. Both journeys for penitence terminal in the same topographic point ; failure to experience compunction for their wickedness. In chapter 17. Hawthorne eventually brings Hester and Dimmesdale together in an confidant puting since their committing of criminal conversation. A actual and metaphorical symbol of their parallel journey. The lovers meet up in the wood. a dark topographic point symbolic of immorality. to talk in private for the first clip in old ages about their programs for the hereafter. Throughout the novel the reader has been able to track the Acts of the Apostless of repentance. nevertheless. it has ne'er been obviously stated that these Acts of the Apostless of repentance have been in vain and no true penitence has come from them. Hawthorne decides that in this chapter both characters will blatantly province their fail ure to repent. In this chapter. Hester states to Dimmesdale. â€Å"What we did had a consecration of its own† ( 203 ) . Hester has non merely failed to atone at this point. but she has besides stated that their criminal conversation has had a valid intent. Due to the fact that Pearl has come out of their fornication. she has non wronged in saying this but. any person who has genuinely repented for their action would be excessively contrite to warrant their misbehavior. Literary critic. Samuel Chase Coale. summarizes Hester’s vain journey for penitence by composing that â€Å"her public show of sorrow and repentance†¦ is in world a hollow rite. non echt penitence† ( Coale 37 ) . In analogue. Dimmesdale admits his deficiency of sorrow for his criminal conversation with Hester. Of the two. Dimmesdale journey has been the most strict in repentance. yet. like Hester. his journey of repentance has ended in failure. He openly admits. â€Å"Of repentance. I have had adequate! Of repentance. there has been none! † ( 200 ) . Dimmesdale does non experience the least spot regretful for his wickedness with Hester. Hawthorne parallels their journey for the end of penitence for 17 chapters. until he eventually brings about their ultimate failure. This length of clip allowed the reader to see two similar. coincident journeys which finally ends literally and metaphorically in one topographic point. failure in the wood. a topographic point of immorality. wickedness. and insincere repentance. Although both Hester and Dimmesdale have had a similiar end of true penitence. the inside informations of their journey are wholly different. Hawthorne structures the novel like this for assorted ground. the most obvious being redundancy. If Hawthorne had made Dimmesdale’s and Hester’s journey precisely likewise. the narrative would look highly excess and would lose the involvement of the reader. On the other manus. Hawthorne creates this contrast in their journeys in order to set up some societal commentary. He establishes a journey of repentance through two different struggles. individual vs. society and individual vs. ego. Hester repentance. of class. is established through individual vs. society. â€Å"Spatial relationships. those based on the arrangement of images within the text. uncover a set of constructions and codifications that embody the societal organisation of a community. both in footings of its political orientation and its civilization. How one is seen and for what reasons–and what is being seen–suggest the nature of societal powers at work in early Boston. Therefore when Hester emerges from the prison to stand â€Å"fully revealed† ( 52 ) before the crowd. she is traveling from enclosed darkness to open sunlight. from the present enclosure of her offense into the public regard that has branded her a felon. Hawthorne has made so much of the prison to get down with. nevertheless. that no affair how cherished â€Å"the unfastened air† now seems. to step from that prison and mount the scaffold is to travel from one enclosed infinite to another. each underscored by â€Å"the whole blue badness of the Puritanic codification of law† ( 52 ) as embodied in the people and the magistrates who fasten their â€Å"thousand unrelenting eyes† ( 57 ) upon her. Their eyes go our eyes. for we as readers are as interested in detecting the spectacle. in order to understand precisely what is traveling on. as they are. although unlike us they do so assured of justness in their regard. † In contrast. Dimmesdale. faces interna l struggle in the signifier of individual vs. ego. He self inflicts anguish as a signifier of his repentance in an effort to repent. Both supporter. Hester and Dimmesdale have failed to make a similar end of true penitence through really distinguishable journeys.

The Economic, Social and Political Status of Women

THE SITUATION OF WOMEN The economic, social and political status of women have direct bearings on the level of fertility in any society. Where women s roles are exclusively defined in terms of household management and matrimonial duties, as is the case in Ethiopia, they are subject to the expectation that they replenish the race by bearing a large number of children and assume full responsibility for maintaining them almost single handedly. Since women are, by and large, economically dependent on men, the decision to have or not have children rests, primarily in the husband and his relatives. The conscious but unarticulated realization that not all children born survive, serves as an inducement to high fertility performance in order to†¦show more content†¦Unwanted pregnancy is known to represent a serious problem in this country today although only limited empirical date are currently available. A study conducted in five hospitals in Addis Ababa around 1988 provide sufficient indication that many women resort to abortion year 1985/86, 3244 (55.2%) women out of a total of 6198 cases reporting to the obstetrics/gynecology departments of the said five hospitals were abortion cases. This went up to 58.6% in the reporting year 1986/87. Clearly, this can only represent a very small proportion of women, particularly those of younger ages who seek abortion from unauthorized sources. The conclusion to be drawn from the discussion of the current situation of women in the Ethiopian society is that vigorous steps have to be taken by government to remove all the cultural and social impediments militating against their full enjoyment of fundamental human rights. Raising the status of women involves, inter alia, increasing female participation in the educational system at all levels, removing all social and cultural impediments militating against their competitive involvement in the economy in general and the market place in particular. More importantly conditions must be created to incre ase their access to every amenity that facilitates the development of theirShow MoreRelatedThe Status Of Women Can Be Related When Observing The Economic, Social, And Political Aspects Of A961 Words   |  4 PagesThe status of women can be related when observing the economic, social, and political aspects of a first or third world country. When a country has a good economic position in terms of infrastructure, labor and education, we can relate how much power or social equality will be distributed for each individual. 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A Most Unusual Friendship - 2966 Words

A Most Unlikely Friendship Lindsay Webb ENG121 – English Composition Brandon Bond February 24, 2015 A Most Unlikely Friendship It was spring of my last semester studying at a technical college. It has been a long 18 months and the chill of winter had just lifted. I found myself restless and lonely. I had left a long term relationship just before entering school. I had tried dating some, unsuccessfully. I had given up on finding a friend. When I least expected it the friend I wished for would enter my life. The friendship that would then develop between us was anything but ordinary. This friendship would turn out to be the biggest source of compassion and patience I had ever been afforded and it would also be most unconventional in†¦show more content†¦I had been brought back from Arizona in late December. It took the days in between then and the second week of March the next year to begin to recover. This was only in the most elementary of ways. I had finally been capable of returning to school and thank god again for that. I was studying welding at the time in pursuit of becoming an artist. It was the only sanctuary I had. The loneliness would creep back in quick and I found myself seeking some kind of human connection. This time I turned to the most common source for that in this day and time. There is a large number of individuals who turn to Facebook daily to meet a need for social interaction. It has been my experience that the vast majority of â€Å"friends† on Facebook are the people who attended high school with me. This was initially a bit interesting. I could see how people had changed. I was surprised at how many I didn’t even remember. I looked in on them to see what they had become in their careers and families. I of course sought to find an old flame or two. This was all short lived and took only a small amount of time till I found I had no more exploring that could be done. I had been in the habit of going on for a few days maybe once or twice for less than a week every month or so. I would peek in, get bored and see it was not of much use. I woul d delete my profile and disappear again until I needed another â€Å"fix† of some personal interaction. My friends became familiar with my here one moment, goneShow MoreRelatedOf Mice And Men By John Steinbeck Essay1595 Words   |  7 PagesLennie. The central point of the book is their unusual relationship. Their relationship establishes one of the most important themes of the novel, the importance of companionship and loneliness. Their relationship helped me to understand that they both rely upon their friendship to survive as they are completely different from each other. Lennie depends upon his friendship with George to make the correct decisions. George relies upon the friendship with Lennie to plan for the future. 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From my perspective, there can be friendship with different species which s eems unusual and yet it exists. If it weren’tRead MoreThe Relationship Between Huckleberry Finn And The Former Slave Jim910 Words   |  4 PagesDuring the time of slavery, there wasn’t much interaction between whites and blacks. Most African Americans in the southern states were under slavery, and had certain limits they couldn’t break. The relationship between Huckleberry Finn and the former slave Jim, was very unique and complex at times. During their trip down the Mississippi, Huck’s conscience was catching up to him. Knowing and embracing the consequences of helping a slave run away, Huck and Jim always stuck together throughout theRead MoreThe Theme Of Revenge In The Merchant Of Venice1118 Words   |  5 Pagesvengefulness is one of the main character traits present in a sizable number of characters and the main moral message is that revenge is a poor choice. While other themes in the play are present in the plot and moral message and the themes o f love and friendship are more prevalent in the majority of the characters, revenge plays a more significant role in the play. These factors lead to a play that is centred around the theme of revenge. The plot of The Merchant of Venice is centred around the revengeRead MoreCharlottes Web Essay examples748 Words   |  3 PagesCharlotte, being his good friend, resolves to help him. She things for days and finally has an idea. She uses her ability to spin webs to weave the words SOME PIG right on the web, which are bold and large. According to the thoughts of most people, only humans can have the skill to write, so they are surprised to see the words and their interest immediately centres on Wilbur, making him the centre of attraction on the barn. Charlotte weaves the words TERRIFIC and RADIANTRead MoreRatatouille Film Analysis1023 Words   |  5 Pagesshared by Remy. This is when another major character, Linguini, is introduced. Linguini is a young, dorky, and universally relatable new busser at Gusteau’s. He is ordered to capture and take out Remy, and this is when the friendship between Remy and Linguini forms. The unusual pair go onto realize that Remy is a useful resource in helping talentless Linguini cook and work his way up to chef status. The rest of the movie showcases their journey, failure, and ultimate success together navigating Gusteau’s

Depression in the Elderly Essay - 3716 Words

Running Head: Seniors, Health and the Healthcare Industry Seniors, Health and the Healthcare Industry Seniors, Health and the Healthcare Industry Abstract As most of society is aware of healthcare is a hot topic and it is an issue that affects most everyone, from newborns to centenarians. I am going to show what issues affect most of our seniors in regards to mental challenges, cognitive degeneration, and physical health issues. In addition I am going to show how these changes jeopardize the independence and safety issues of seniors who live alone. I will show various ways of counteracting the different healthcare concerns that can restrict the effects of a disease or limit the symptoms of various illnesses. No matter how one feels†¦show more content†¦The average length of time a person usually lives with this incapacitating disease is about 8-10 years. While there is not a known cure at this time, there are things that can be done that will assist more positive, aging process and lessen the effects of Alzheimer’s. One suggestion that greatly reduced falls in seniors, which is a component of the disease was exercise. P articipants who engaged in a fall prevention program, not only suffered fewer falls but increased cognitive functioning as well. Another suggestion according to Drs. Michael Jansen and Mark Liponis is to take the coenzyme q10, which is necessary for energy production. It helps protect not only against Parkinson’s and Alzheimer’s, but it also help fight heart failure and lower blood pressure. Actively participate in activities that engage or stimulate the mind such as reading, writing, playing the piano, working crossword puzzles, learning a new language or even playing chess or checkers. Of course, eating fresh fruits and vegetables is always a good counter agent in fighting the effects of any disease. A surprising fact that came to light in a study done in 2005 that found that healthy people who consumed more than 400 micrograms of folate, a B vitamin, which is found naturally in many foods, cut their risk of developing Alzheimer’s in half! Testing in now go ing on to see if the results would be the same if a person already hadShow MoreRelatedDepression in the Elderly Essay1261 Words   |  6 PagesDepression in the Elderly Depression later in life frequently coexists with other medical illnesses and disabilities. In addition, advancing age is often accompanied by loss of key social support systems due to the death of a spouse or siblings, retirement, and/or relocation of residence. Because of their change in circumstances and the fact that theyre expected to slow down, doctors and family may miss the diagnosis of depression in elderly people, delaying effective treatment. As a resultRead MoreEssay on Depression Inventory for the Elderly (Die)997 Words   |  4 PagesDepression Inventory for the Elderly (DIE) Depression is one of the most recurrently investigated psychological disorders within the area of medical RD (Montorio Izal, 1996). A number of exhaustive researches have been carried out to study its symptoms and impacts on different patients belonging to different personal and professional attributes and most of these researchers depicted that depression in the elderly people is very frequent and in spite of number of researches in this contextRead More Diagnosis and Treatment of Depression in the Elderly Essay2394 Words   |  10 PagesDiagnosis and Treatment of Depression in the Elderly Mental disorders are becoming more prevalent in todays society as people add stress and pressure to their daily lives. The elderly population is not eliminated as a candidate for a disorder just because they may be retired. In fact, mental disorders affect 1 in 5 elderly people. One would think that with disorders being rather prevalent in this age group that there would be an abundance of treatment programs, but this is not the case. Read MoreThe Effects of Old Age on the Body1697 Words   |  7 PagesTim Cramer Aging: What to expect as you get older This article is all about physical effects on the body as a person gets older. For my essay, most of these facts will be important to catch the attention of my reader, and define the problem to my thesis. It seems that age affects every system of the body. The heart will become less efficient and must work harder. Bones, joints and muscles will become thinner, less dense, and weaker. Constipation and loss of bladder control will become more commonRead MoreMental And Behavioral Health Services1216 Words   |  5 Pagestopic of the elderly and the struggles that they face. This following issue affects me personally because I see it every day at an acute care hospital where I work. I have observed how their family members treat some of them. How they ultimately become a heavy responsibility to their family members, making them feel melancholy about their age and life. Some families are caring to their elderly family member while others begin to demonstrate signs of caregiver burnout. In this essay, I will discussRead MoreDepression in Older People753 Words   |  4 Pagestoday’s world.This essay will present the manifestation of ‘depression in an elderly client in a community mental health setting. Depression among the elderly differs from depression in the younger adults which are accompanied by physical symptoms and co-morbidities rather than emotional symptoms. The presentation of these somatic conditions make the diagnosis of depression difficult in older people and therefore requires the identification of differences in symptoms of depression and coexisting somaticRead MoreDepression, Types and Causes1124 Words   |  5 PagesDepression: types and causes. 1 Burgundy Carroll COM 150, Effective Essay Writing June 4, 2010 Jennifer Lloyd 2 Depression is very common; it may be as simple as a change in the weather or as difficult as a chemical imbalance in the brain. There are many different types of depression. I am going to choose just a few, to look at a little closer. The types of depression I am going toRead MoreCoronary Heart Disease ( Chd )890 Words   |  4 Pagestheir psychological characteristics to a great extent. This essay aims to compare the differences of employment and family structure of women in different socioeconomic groups in the UK and give explanations on their relation to the risk factors of CHD. In 2013, British Sociology Association divided the British population into 7 social classes, ranging from â€Å"the elite† to â€Å"the precariat† (British Sociological Association, 2013). This essay will categorise â€Å"the elite†, â€Å"the established middle class†Read MoreArea in Social Care Im Interested in1471 Words   |  6 Pagesand delivery of quality care and other support services for individuals and groups with identified needs. Social Care Worker plans and provides professional individual or group care to clients with personal and social needs†. (Share, 2009). In this essay I have been asked to research an area in social care that I am interested in. I am also asked to explore the role of a social care worker in my chosen area. I have defined social care and a social care worker. 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The Primary Purpose of a High School in the US Free Essays

U. S. high schools are not properly preparing kids for the college experience. We will write a custom essay sample on The Primary Purpose of a High School in the US or any similar topic only for you Order Now The primary purpose of a high school in the United States is to get kids into college. The courses taught in U. S. high schools are way too lenient in their grading policies and offer students much leeway. High school courses are too lenient because high school teachers make them that way. One good example that proves just how much leeway secondary education offers students is that on average,professors at the high school level accept late papers. Of course late papers are marked down,but this policy voids the purpose to having deadlines. Most universities, both public and private set strict guidelines on these matters and openly encourage their professors to do the same. I turned in papers a week late in high school and still received a grade of 70 % on them. This is coming back to hunt me in college because I now have a big problem meeting deadlines. Although I do not like to admit it, if high school had been stricter in this respect I might not be going through these many difficulties right now. Most public high school teachers are astoundingly underpaid and overworked with sometimes over fifty students in a single classroom. In the last ten years the average class size doubled according to a Time magazine study published in 1995 stating that throughout the whole nation classes have doubled in size. The article mentions that this problem has occurred and will worsen due to illegal immigration, a population expansion, and people migration to cities and urban sites. Some students that can afford a private tutor or the cost of private education follow that path. This is not fair to the majority that can’t afford this. Again, the lack of individual and private interaction between professor ends up resulting in that the student gets half of the education. For some reason I don’t know, the student ends up always paying the price of an inadequate and inefficient public high school system. These statistics offer little incentive and motivation to get teachers to take action and lobby for change. Governmental cutbacks have forced many schools to close vital advanced placement and other college preparatory courses which are vital for the student aspiring for a college education. Public high schools around the nation should establish and â€Å"enforce† stricter college preparatory curriculums because over 50% of high school students that participated in a Time magazine poll conducted in 1996 said they are interested in pursuing a 4-year college education. The article stated that fifty years ago this would not have been the case. If over half the students attending U. S. high schools wish to pursue university education then public schools should tailor their programs to meet the needs and demands of the majority. It is important to know that there is a small percentage of the nation that don’t even go to high school as the October 22, 1990 Time Magazine article, â€Å"Schooling Kids At Home,† points out. Parents send their kids to school confident that the school will prepare them well for the future, but overlook that essential programs like SAT preparation and study skills courses are not offered. How must a school system expect that one study efficiently for exams if they don’t show how Clearly people have been studying for many years and there is no set way to study,but it helps to know what are the most time efficient ways to review for exams. I feels thats â€Å"study skills† class should be offered in every public high school around the nation. It this implies a great cost then study skills should be incorporated in the daily urriculum or at least taught once a week during class. The fact is that some time should be set aside for this essential class for which there is great need for. The same concept applies for S. A. T. preparation. Again I propose the conundrum, how must one be expected to pass the S. A. T if schools don’t show us how to pass it. Many students are left to figure out how to prepare for the exam itself, assuming they even know how too study. I personally had to pay a costly S. A. T. preparation course that boosted my grade 100 points. The fact that I can pay for the course clearly offers me an unfair advantage. High school courses also lack in encouraging class discussions and debate that are an important aspect of college life as far as I have experienced. â€Å"Getting by† with just doing the work is not enough in college. Class participation motivates analytical thinking and class participation. It is a proven scientific fact that when one applies what one learns and actively participates in the learning process, logically one will assimilate and absorb more information and retain it for longer periods of time because one is forced to actively become part of the learning process and contribute to the learning environment. Many incoming freshmen receive a large shock when faced with such a wide gap that slowly opens up more with the passage of time. As a result of this, many colleges place these freshman in summer courses to polish them up and tie up the loose ends aside from providing a one credit class called Freshman Experience that teaches them such valuable skills as study skills, note-taking, teaching styles, critical thinking, listening and memory skills, test-taking strategies and most important of all, preparing for finals. The fact stands out that if this class were not absolutely necessary, many universities would not require there to take it. Even those people with high S. A. T. scores and a strong academic background must eventually sign up for it because universities know high schools unfortunately don’t teach these things, or do not teach them well. Courses like this one are in immediate demand. Originally, all the universities I applied to required this course which pretty much justifies that it is in immediate demand. I personally never had a class so comprehensive as to include theses skills vital for college success. Some high schools produce graduates that cannot read or have extremely poor reading and writing skills. If our high schools were efficient and did look out for the student’s best interests, people would not graduate without these basic skill that most people agree must me present for the college experience. Colleges should not be teaching basic, elementary skills such as reading and elementary writing. College is not meant to be a grueling and terrible time for a person, but over the years, U. S. high schools have lost their focus and misplaced their priorities; producing students that cannot independently develop themselves successfully. In some extreme cases, kids are committing suicide in college early on because they can’t handle the stress produced by their classes and many of the students that quit or do poorly have poor college survival skills. Finally, U. S. igh schools are not adequately preparing kids for the college life. These high schools are too lenient, complacent, financially unstable, overcrowded, and simply inefficient. The curriculum must set higher standards and make the transition a smoother one. If these changes were implemented,the gap between high school and college education may one day be a thing of the past and once again the college years will truly be fulfilling and rewarding ones and not arduous or frustrating. How to cite The Primary Purpose of a High School in the US, Papers

An Introduction to Fashion Essay Example For Students

An Introduction to Fashion Essay For hundreds of years people have put some message in the type of clothing they wore. Long ago people started wanting to stand out from the â€Å"crowd† and be different from other people by means of changing their clothing. Some examples of these â€Å"standing out† became very popular and were followed by more people. This was the moment when fashion appeared. Nowadays, fashion is sometimes defined as a â€Å"constantly changing trend, favored for frivolous rather than practical, logical, or intellectual reasons†. Nevertheless, it is necessary to say that at the present moment fashion has a deeper influence on the life of people and possess more than just frivolous reasons for its existence. Clothing has become an integral part of self-realization of every person. It is no longer just an â€Å"external shield† and a frivolous attitude towards it may cause loosing a very important physical, psychological and social aspect of a person’s life. The harmony attained by the combination of the inner world of a person and his â€Å"exterior† makes it very hard to say not even being a professional in this sphere that fashion is just about looks. Clothing is basically a covering designed to be worn on a persons body. This covering is a need, a necessity that is dictated by the norms of social conduct. This â€Å"necessity† brings a lot of variety into the lives of people and makes their image more complete. It is not about people serving fashion; it is about fashion being a slave of people. Fashion and Identity The type of clothing completely depends on the person who is wearing it; therefore it becomes a reflection of his perception of himself, which leads us to the term – personal identity. Lately a lot is being heard about personal identity and its meaning in the life of every single person on the planet. The choice of clothing and accessories (clothing that is worn or carried, but not part of a person’s main clothing) is as important as identification through the color of hair, height, skin and gender. Clothing nowadays is a media of information about the person wearing it . It is a cipher; a code that needs a decryption in order to understand what kind of person is underneath it. The present time offers a great variety of these â€Å"ciphers† and therefore gives people a large number of opportunities to reveal their identity. As every cloth carries a strong message about its owner, every owner â€Å"nests† a certain value in it depending on his temperament, mindset or today’s mood. Therefore, the clothing of a person is a mean of communication with the outside world. It is the way of telling people about the â€Å"state† and the †status† of it owner . Communication Through Fashion Communication by its definition is supposed to be bilateral. So if a person carries a strong personal message to the people outside what is the response from their side? The response is the reaction on the clothes the person it wearing. It can be acceptance or complete outcast and a misunderstanding. This especially touches extraordinarily in clothing (a very expressive personal identity) or an obvious lack of taste and vulgarity. Malcolm Barnard in his book â€Å"Fashion as communication† makes a great work by outlining cultural roles, rules, rituals, and responsibilities that are maintained and constructed by fashion . Fashion is compared to art. It is like an architecture that gives his creation any shape he desires and at the same time is the reflection of the architects belonging to a certain social level, a certain psychological condition and so on. One of the questions concerning the communication through fashion is whether the message possessed by fashion is the reflection of the internal or external identity. There are arguments that support each of the sides; therefore it goes without saying that fashion is a â€Å"polyhedral being† that intersects numerous internal and external aspects of any personality. The message that clothing contains is basically a way of nonverbal communication with gender, ethical and power aspects. Impact on Outer Perception Clothes have an immense impact on the perception of people around and on the perception of the person wearing them, too. A suit can make a person feel more confident and organized, which would eventually change even the gestures and the manner of talking of the person or for instance wearing jeans after a suit may change the conduct of a person to a very liberal and feeble one . Leading fashion retailer EssayThis complexity is constantly changing and adjusting to the surrounding of tendencies. Symbolism of Clothing It is no surprise to any of the people who at least know what fashion is that the clothes that people wear are usually very symbolic. The symbolism of clothing is another part of delivering the message that a person tries to put into it. The symbolism may touch any sphere. For instance: music, sexual orientation, some kind of club and so on . Originally, a symbol is a facility that is used to express feelings or belonging to some group of class often dealing with power and wealth. Every observable symbol may carry a deeper meaning than it is visually understandable. Expression of symbols through clothing is a very popular tendency nowadays. Symbolism in clothing may point to the profession the person is dedicated to, supporting the â€Å"cipher† theory. The perception of symbols is not the same as the perception of the whole clothing image of an individual, because people may interpret the same symbol differently and therefore the understanding of the carrier of the symbol will be completely different. For instance, a man with a tiger on this T-shit may seem aggressive to one person and a Green Peace member for another one. A bird may be a symbol of freedom and somebody can view it a symbol of light-mindedness. Every person has to be very careful with the symbol while visiting a foreign country, due to the double meaning of the symbols that may be offending to the culture the person is in. Though the goal of every symbol is to share information, nevertheless some symbols may be inappropriate. Particular articles of clothing also contain messages with give information about the person possessing them. For example a veil interpreted as mourning or an extreme aloofness. A walking stick may be necessary to the health condition but may also be a â€Å"sign of luxury. Culture and Fashion As every person belongs to a definite culture and has the right to reveal it, personal identity may sometimes be replaced by cultural identity. Cultural identity is the type of identity that is related to a certain culture or a separate group. It brings people belonging to a culture definite highlighting differences with other people. Clothing in terms of culture is to reveal either the historical roots of a person or the roots the group he belongs to. The oriental-followers are easily defined from the crowd by the specific collars and style of dressing they hold on to. Demonstrating a belonging to a certain cultural community is the free right of every person like people that freely declare who they are going to vote for. Talking about culture it is possible to mention that nowadays exists †material culture† that dictates its own ways and code of dressing . The liberation of culture off the borders made the cultural fashion developments increase dramatically. The â€Å"freedom of word† has found a place in every single cultural attribute nowadays. Wearing a cowboy hat may not be a sign of being from Texas, but a sign of political preference. For instance it is very easy to distinguish a European from a Hindu by the style of dressing or an Indian woman from an oriental woman by the distinctive spot on the forehead of an Indian woman and a veil worn by Moslem woman. Fashion has taken the best part of the traditional costumes of every culture and sometimes this leads to propagandizing a definite cultural group. For instance, the brightest example is the increasing interest towards the Moslems and oriental culture nowadays. Conclusion Fashion and identity are inseparable companions. Fashion with all its symbolism and attributes form an outstanding base for personal and cultural identification. Identity is a necessary process of a healthy personality as it is a part of self-realization of a person that is so much required for finding a place in life of every person. Fashion has become a tool for achieving harmony with the inner world and a way of revealing or concealing peculiarities. Fashion possesses a specific meaning and the more diverse is the society around us the more fashion-trend will appear and surprise us. As long as it does not hurt people around fashion symbols are acceptable, nevertheless while thinking about fashion and identity it is necessary to remember the ethical side of the issue. Fashion and identity through it still remains a twofold issue but there are a lot of positive aspects one can enjoy and share with other people.