Sunday, December 22, 2013
English 1A: Final Essay on Poverty Stereotypes
Eva Tovar Gil
Professor Monique
Williams
English 1A
December 17, 2013
Final Essay: Poverty Stereotypes
Todays,
America’s poor economic has become liberal as it welcomes a new face to the
bunch. Former middle class individuals, whites among them all, are now
impoverished due to the economic downturn that is existent within the nation’s
domain. All races, creed, and colors are now coping with poverty. Millions of
Americans have lost their luxuries, means of transportation, jobs, class,
finances, homes, and even their food. America’s elite, alike House Speaker Newt
Gingrich who “labeled President Barack Obama the ‘best food stamp President in
American history’,” as mentioned in The Rich and the Rest of Us by authors
Tavis Smiley and Cornel West, for instance, are after all making poverty a
racial stereotype against the African American; the supreme are blaming blacks
for being the “originators” of existent of this meager state inside the nation.
However, the elite are quite aware that none of this is true; they are
conscious that the blacks are not responsible for the sudden depressing
economic collapse in America, nevertheless they are still blaming the black.
The elite are completely responsible for drawing America’s people into an
economic sinkhole as they satisfy their greed; as the incomes of the nation’s
one percent have risen intensely the incomes of the ninety-nine percent have
dropped drastically. Yet the blacks have been unfairly used to conceal the
sinful actions of the elite. African Americans alike numerous other Americans
in the United States are being impoverished by the factors of the Great Recession,
the only absolute difference they have that differentiates each other from one
another is that the African Americans are being bombarded, by the elite, as
characters of wrong for the nation, and although this is a pretext to conceal
the actual reason for which why the nation’s economy is at downturn, many
Americans are believing these untruthful statement and avoiding the black.
In
the United States the top-notch, one percent define poverty as dark
skinned-toned. The elite have built a delusive ethos against the Blacks.
America's politicians, or just to be more precise let us say the rich CEOs who
buy, empower, manage, and manipulate the nation and its people in a
self-pleasing approach , stereotype all African Americans as, and the cause of,
poverty within the nation. "Politicians have color-coded poverty, making
it a Black . . . thing.” (Smiley, West 72) Laziness has been unfairly oppressed
upon blacks' unjust poverty. According to the rich, African Americans' sluggish
conduct has driven them to their own poor economic living status. In other
words, blacks have willingly chosen to become poor, or at least that is what
the rich argue. Having the advantage of owing 40% of the nation’s wealth, the
supreme take advantage of their money to empower the nation’s beliefs through
media, campaigns and other sources. Being wise enough to spill out the truth,
these elite minimize and manipulate the information that is exposed to the
public and keep unmentioned what does not benefit them. Blaming the blacks and
their unwillingness to work which leads them to an alleged high demand for
social services for being the reason for which poverty exists in America is
just a distraction to withdraw the attention from the real economic problem in
this nation: for in reality greed increase within the already supreme is the
reason for which we find poverty in America. Blacks have been long and well
maligned by the rich: made up beliefs have been manufactured about their
poverty. Conjointly with their poverty and their supposed laziness, they have
been disdained as a destructive disease. They have been targeted to be denied
alike a deadly, permanent virus from which a cure is non-existent. This
ungenerous racial stereotype, however, has been done with a vast purpose.
America's one percent rich have purposely defined poverty to be an African
American entity and for it making it seem hazardous, for the purpose of keeping
others from associating with these individuals, and heck have they done it
quite well.
Millions
of Americans, white in particular, are unconsciously beguiled by the rich to
derive themselves away from the African Americans. The elite brainwash the
white and instill negative notions about the black; they are being induced to
believe that the blacks are poor for their own will and that their laziness,
the cause of their poverty, is a malignant disease that should be avoided. The
problem, however, is not the fact that the one percent is purposely doing this
to favor on their very own side, rather it is the sad fact that the rest of the
Americans are naïve and ignorant enough to not comprehend that all these
wrongdoing, evil individuals are doing is harm to the nation. Plentiful of
Americans, who don’t make up part of the one percent, sit in front of their
screens or attend to political campaigns, trust every single statement that
penetrates their hearing (not their conscious), buy the lies of politicians,
and as a result they avoid the existence of the black for fear that
“Acknowledging the poor opens the door to perilous thoughts. [They] are forced
to consider: ‘Can it happen to me?’” (Smiley, West 72) By fear that these
(white) individuals cannot tolerate to even picture themselves submerged in
failure and coping with the difficulties brought along with poverty, in this
manner they are persuaded not only to avoid yet also disconnect themselves from
the black; although sensing fear in relation to poverty is indeed very ironic
specifically when America’s middle class is on its way to extinction, meaning
that poverty is as of now living among all but the elite Americans. History has
thought us that in the past centuries whites in America were given a sense of
superiority to the black. Despite the generation, century, and economy in which
we are in, we have quite well adopted these old mindset, we have not yet let go
off them and they have become practical in our daily basis. We are, however,
living within a collapsing 21st century new economy in which our beliefs or the
bogus beliefs of anyone else matter the least of all and in which the matter of
acting upon figuring out ways to solve or at least fight the nation’s poor
economy matters most of all.
Over
the past decades the elite have well taken for granted the capacity to manage
this nation on their account. Whites and blacks have long unfairly been used to
prosper the supreme. As the elite have taken delight in their riches and
ability to overpower this nation, the whites unconsciously along with the
blacks have been, for quite a good time now, overflowing in poverty; too many
whites along with blacks have been coping with factors of the Great recession,
which was generated by the rich, and experiencing poverty. There are, however,
many remaining whites that are still beguiled to believe that poverty is a
black entity which is in all aspects not true. Poverty, unlike politicians, is
non-discriminant; impoverishment has always kept the white and black good
company, although, today as the wealthy hog most of the nation’s wealth,
impoverishment is clinging onto these individuals leaving them at no
difference. Today’s Americans, black and white in particularly, should use
approaches to better their living alike the ones certified in the 1660’s and
1670’s by African and white of indenture servant status in which “they would
get together . . . to ferment rebellion against the elite to try to get a
better deal for themselves on the basis of economic necessity, and economic
justice.” said Tim Wise on White
Privilege. Whites need to join hands with the black in order to wake up
from the long slumber in which they have been under-spelled for years and to
realize that the long maligned blacks are not what the wealthy have said to be.
Joining hands together, blacks and whites, can be outnumbered and together
indeed attain the ability to destroy the brilliant, racist-stereotype,
long-lasting lie that the elite built against the African Americans. Together,
they can make out of this nation a better community for their own benefit, from
creating jobs to abolishing racism all in their own; something the elite would
have not, even in the least of intentions, intent to do as long as they,
themselves live a fine life; in reality they don’t give a rat’s ass whether the
rest of the white, non-rich Americans suffer. Americans join along with one
another to become alert of the real world that surrounds within their
existence, to stop being the elite’s fools, to eventually make this country a
better home for tomorrow.
Particularly
for the last thirty years the elite have been using African Americans as a
trick to fool the whites and hog the nation’s wealth. For all Americans, but
the rich, the economy has been leading to a tipping point, which is why for the
sake of these individuals that the elite should halt hogging the economy,
although probabilities that they will certainly do so (as asked) are at
ground-level. Whites for that reason, must gain consciousness and stop
believing the stereotypes about poverty concentrated against their black fellows,
unite with them to surpass their strength and become unbeatable as they
insubordinate against the elite. Due to the fact that if they don’t unite
together neither will be enduring adequately to defeat the elite, the poor
economy will, without exceptions, come collapsing over the least unprepared
meaning, not blacks, but the white, not forgetting that various by now are
impoverished, who never imagined seeing themselves in poverty. Companionless,
we will not be strong enough to resist or attack the elite or an astonishingly
beggared economy. Being apart will get us nowhere if one day the economy for
the rest of us bottoms. If we continue to be distant from one another because
of illusionary stereotypes we will never determine the factual reason for which
one this economy went down for the ninety-nine percent non-rich Americans. The
whites will continue to blame the black and never find a way out of the
sinkhole of the nation’s suffering economy. Apart, we will not be able to
combine our imaginations to make a prosperous nation out of this America.
Works Cited
Smiley, Tavis, and
Cornel West. The Rich and the Rest of Us.
New York: SmileyBooks, 2012. Print.
ChallengingMedia. Tim Wise: On White Privilege. YouTube.
19 February 2008. Web. 17 December 2013.
English 1A: Reflection on College Conspiracy
Eva Tovar Gil
Professor Monique
Williams
English 1A
December 17, 2013
Reflection:
College Conspiracy
As
the last and oldest sibling around my house my priority is to take care for my
loved ones and provide them with sustainable resources for their living and
with what is necessary for their comfort. I am currently looking forward to
becoming a register nurse in the medical field to make a decent income and
provide my family members with a fair, supportive living. Becoming a register
nurse will take me about four years according to the counselors at the college.
I, however, am looking forward on attaining a higher position in the medical
field but this will require for me to transfer to a four year university. I
have been quite aware that a university level education is of high expense and
yet I don’t have the assets to cope with such expenses. As many of the numerous
loan borrowers who have meet with high debts I will be required to apply for
loans in order to pay for an expensive education and alike them will be forced
to find myself in loan debt. It will take me years to pay back the loans, yet
it will take me even more to pay back the loans combined with the interests. I
fear that because of my future borrowed loans and the high interest rates I
will never be able to free myself from debt; that college will become my new
house without getting a real house, that I will become indentured for life. Although,
I fear the fact that one way or another debt is going to financially hunt me
down, I don’t fear it as much as the thought that because of high debts I will
not be able to carry out the promise of providing my family the comfort of a
home. I fear that I will not have the resources to calm their hunger and keep
them warm.
What
I think is unfair is the beliefs that, of others who have succeeded, are being
induced into one. What I think is most unfair of all, however, is the fact that
the promises and beliefs are coming at such high expenses of time and money
without being worth it all. At a drastic economic in America politicians,
media, and other ambushing sources unbelievably still find the guts to lie in
the face of those that are too naïve to stop dreaming of an American dream.
Experts like such, persist on lying that the only way to come out of poverty is
through education, a fine expensive education like that of theirs. But we are
too poor to even achieve those expenses and the careers we are preparing
ourselves for are not being worth the cost of time and money. In recent years,
too many new undergraduates are not finding jobs in the fields they have
knowledge on and once dreamed of. There are millions of students getting their
degrees and not being recruited within the field of education of which they
studied in, spent thousands of dollars, and tons of precious time, instead if
lucky enough many are working at fields in which have nothing to do with what
they’ve studied. And that’s millions of people who followed the rules in order
to achieve the American Dream who are not being paid back with what they were
once promised with. So, trying to fit on these fellows’ shoes, almost nothing
makes me think that my degree will any more worth than theirs’. If the time
spent following the rules to succeed in America after all isn’t going to pay
off, being lied at to believe that education “will” get us at the horizon of
achieving the American Dream, when too many are currently unemployed or
employed at different fields, is unfair. Too many Americans are falling in high
debts believing this or these debts will pay off because that’s what the
nation’s politicians, media, etc. promised them, that with hard work and
sacrifice comes good fortune but those promises are false statements for
today’s generation.
English 1A: Essay Outline
Eva Tovar Gil
Professor Monique Williams
English 1A
December 11, 2013
Essay
Outline: Poverty Stereotypes
Prevents
Connection
TS: Middle class Americans avoid relating themselves
to the poor for fear of their poverty becoming viral against them.
“Acknowledging the poor opens the door to perilous
thoughts. We are forced to consider: ‘Can it happen to me?’” (72)
“To many, poverty is regarded as a personal
declaration of failure, a measure of fundamental unworthiness, or, as in
Caradine’s case, a blight on an upstanding community. (72)
“Empathizing with the psychological toll that
poverty takes on the poor is impossible if we pretend it’s not in our midst.”
(75)
Defined
by the 1%
TS: Politicians and the rich blame the poor for the
expanse of poverty within the nation.
“House Speaker Newt Gingrich invoked the familiar
specter of negative racial stereotypes when he labeled President Barack Obama
the ‘best food stamp President in American history’ and called African
Americans in particular to ‘demand paychecks and not be satisfied with food
stamps’.” (21)
“Although politicians hate to address poverty, the
media are delving into the plight of the poor because the escalating numbers of
the ‘new poor’ and ‘near poor’ are white citizens who are now struggling
alongside long-suffering citizens of color.” (45)
“Politicians have color-coded poverty, making it a
Black or brown thing.” (73)
“Cain boasted. ‘If you don’t have a job and you are
not rich, blame yourself.” (82)
“I don’t want to make Black people’s lives better by
them somebody else’s money.” (82)
“I’m not concerned about the very poor. We have a
safety net there.” (82)
Solution
TS: Resignation and acceptance upon poverty not
being caused by stereotypical beliefs can open up the rich and judgmental imaginations
to finding ways to better the nation’s economy.
“We have the resources, experience, and knowledge to
virtually eliminate poverty, especially long-term poverty, but we do not yet
have the political will.” (46)
“Unless and until we rethink, re-imagine, and
redefine how we confront poverty, it will never be eradicated.” (69)
“The truth about poverty must be affirmed . . .
Affirmation leads to validation, which compels us to action.” (72)
“Love for us means everyone is worthy of a life of
dignity and decency—just because . . . The sheer humanity of each and every one
of us warrants our steadfast commitment to the well-being of each other” (134)
“He (President Truman) engaged minds, hearts, and
imaginations and challenged Congress to see themselves as protectors of the
nation’s welfare.” (143)
“To achieve this (end of poverty) goal, it’s
necessary to change outmoded 20th-century mindsets, perceptions, and attitudes
as we dare to bring the subject of poverty into the mainstream.” (148)
“In America, the wealthy one percent now find
themselves in the grip of highly contagious social-media campaign ignited by
five undeniable and power words:
‘We are the 99 percent!’” (152)
“With imagination, we can stem the decline of stable
and long-neglected neighborhoods.” (160)
Monday, November 4, 2013
English 1A: Reflection on U.S. Prisons: Myth Vs. Mayhem
Eva Tovar Gil
Professor Monique Williams
English 1A
November 4, 2013
U.S. Prisons: Myth Vs. Mayhem
U.S. Prisons: Myth Vs. Mayhem by Frank Trippett is an article that bases itself on the punishment methods prison systems use to fight crime nationwide in the U.S. Trippett points out the sadly yet factual methods America uses in prisons and how these methods don’t seem to quite bring out positive outcomes. He also makes clear the fact that the overcrowded-ness within prisons and how the system’s other such arrangements don’t make any prospect in fixing criminology among society. Prisons seem to not be carrying out their main purpose; an acceptable punishment for their inmates. According to Trippett, take great amounts of money yet don’t show improvement in repairing any of its attempt; inmates continue being abused mentally and physically in prisons which cause these groups of individuals to outrage and eventually when they are released from jail take it out on society. Prisons are mythical beliefs society has built to believe keeps society from intermingling with convicts and from crime overtaking the outside, from prisons, world. However, jails are not effectively fighting crime. Other punishable methods can be the answer to repair crime within convicts and society. Trippett , in this case, talks about experiments, which have already been set up in the state of Mississippi, that are capably of taking liberty from convicts and make it a punishment while requiring them to make up for the damages they’ve made to society. Overall, making his point more clear, other punishable methods are more useful than prisons, which are doing anything for repairing the crime found in society.
From my standpoint prison is not the best solution for dealing with gang members. Prisons are the most common place known for harsh violence, constant rape, brutal treating is practiced frequent among its inmates; the least tender existing corner on earth. Gang members are mostly young people who grew up lacking a basic need for their survival, paternal love for instance, and incarcerating them inside a hatred commonplace would be the poorest solution for repairing or bettering a gang member and improving him would be the case of least expected. Rather than making these individuals better, prison only cultivates hate among gang members. In prison, every gang member is placed in the region to which his gang affiliation is assigned, and separated from rivals. The system is not teaching inmates how to cope with each other but rather showing them that being apart from one another is for them the very best. So, once a gang member is set free the very first thing they’ll do is to get back to their start point, their gang, and continue practicing the avoidance of allying with their rivals. Crime will preserve between gangs if other than brutal punishment isn’t allocated in prisons. If inmates were to coexist along rival gang members, than the violence and hate between them would decrease. Fighting is exhausting and eventually everyone gives up. The anxiety and crave for violence between gangs will in no time get burned out. So, if rival gang members were to share cells in prisons, they would discontinue their violence against each other and collaborate for their own survival and their own good.
Prisons have not met their aim for over a decade now, however, partnering up prisons with advising centers can help achieve its goal of acceptable punishment towards the inmates. Advice from individuals who have experienced and successfully resolved their prison life can persuade current inmates to cease their society unacceptable conduct, that a living of crime only harms the desired life. Mentoring can lead and encourage others to make better decisions in their lives for their own wellbeing. In the process of in-taking advice, prisoners can become aware for their wrongdoings and be acceptable for them but rather than only taking culprit for their actions they can come into realization of doing good for their community and own good.
Monday, October 21, 2013
Bay Area Gang Problems: Should we have compassion for a community callus?
Eva Tovar Gil
Professor Monique Williams
English 1A
October 21, 2013
Many gang members have eventually died inside due to the fact that no compassion is offered towards them. Gang members are individuals who others view as hazards for society and deny to show or offer compassion towards them. However, these group of individuals are no different from the rest of us and depend from others sympathy to stay together and alive. As mentioned in Tattoos on the Heart by Gregory Boyle "Author and psychiatrist James Gilligan writes that the self cannot survive without love, and the self, starved of love, dies." (Boyle 46) Compassion makes an individual feel good it makes him feel as if somebody or anybody cares for him; that he matters. Many people from callous communities chase after a hopeless damaging path because there's no advice contributed against their harming actions. Often advice is received by one's own parents or other relative who just want the best for one. Yet, too frequent there's no way to have hold of this person for certain reasons. Many parents spend their time making money to support their families and have no time to put towards advising their children. Alike any other teenager kids become rebellious and do what pleases his desires. Many children, teenagers and even adults at many times wonder around the harmful environments in seek for something that fulfills their desire and get involved with trouble, until it becomes a habit doing it. Alike drugs, in which many get into, getting into trouble also becomes an addiction and it gets hard to get rid of. Many of the individuals who become addicted to entity need support from others get of the enslaved habits. They require for someone to let them know that they matter and their life has a value. That their state of being alive isn't just of benefit for them but for others as well. Having compassion towards these falling people can attain them some advice and lead them through a good path. A path that they themselves will enjoy later on in life, not a path they will regret of. In spite of the fact that falling forms process of the lifting, it takes someone to have compassion and to be there to guide him towards the higher roadway. Although, if no benevolence of such type is put towards these group of individuals, gang members are the productivity for this absence of compassion.
Professor Monique Williams
English 1A
October 21, 2013
Many gang members have eventually died inside due to the fact that no compassion is offered towards them. Gang members are individuals who others view as hazards for society and deny to show or offer compassion towards them. However, these group of individuals are no different from the rest of us and depend from others sympathy to stay together and alive. As mentioned in Tattoos on the Heart by Gregory Boyle "Author and psychiatrist James Gilligan writes that the self cannot survive without love, and the self, starved of love, dies." (Boyle 46) Compassion makes an individual feel good it makes him feel as if somebody or anybody cares for him; that he matters. Many people from callous communities chase after a hopeless damaging path because there's no advice contributed against their harming actions. Often advice is received by one's own parents or other relative who just want the best for one. Yet, too frequent there's no way to have hold of this person for certain reasons. Many parents spend their time making money to support their families and have no time to put towards advising their children. Alike any other teenager kids become rebellious and do what pleases his desires. Many children, teenagers and even adults at many times wonder around the harmful environments in seek for something that fulfills their desire and get involved with trouble, until it becomes a habit doing it. Alike drugs, in which many get into, getting into trouble also becomes an addiction and it gets hard to get rid of. Many of the individuals who become addicted to entity need support from others get of the enslaved habits. They require for someone to let them know that they matter and their life has a value. That their state of being alive isn't just of benefit for them but for others as well. Having compassion towards these falling people can attain them some advice and lead them through a good path. A path that they themselves will enjoy later on in life, not a path they will regret of. In spite of the fact that falling forms process of the lifting, it takes someone to have compassion and to be there to guide him towards the higher roadway. Although, if no benevolence of such type is put towards these group of individuals, gang members are the productivity for this absence of compassion.
Wednesday, October 9, 2013
English 1A: The 3 Last Paragraphs
Colors and recreations can affect
the mood of children negatively if they do have hold of them. Many children are
attracted to bright colors. Studies have shown that "color can affect mood."
states Mark Twain in Colour and Children.
At early age the kids in elementary schools in Anacostia take notice of the
dullness their schools project. These kids think of ways of bettering their
schools by adding color to "the classrooms. [Being more specific] Blue and
white." (Kozol 218) they are terrified by the sadness their schools show,
which they shouldn't because it is not their role and it's unhealthy for a kid
to worry of such circumstances at early age. The color blue, according to David
Johnson's article, is "Peaceful, tranquil blue causes the body to produce
calming chemicals...". The kids show concern for their schools, which
makes understandable why these little children look for ways to find calm. At
other schools, Gourdy Elementary in Chicago for instance, the buildings are
"nonetheless depressing." (Kozol 77) They lack playgrounds, swings
and jungle gyms and if they were to benefit from it they'd possibly not "cry
out for something more... "( Kozol 78). Poor public schools, due to lack of
funding, tend to be the least cared of, they lack supplies but worse of all
they lack the interest of a child; the buildings lack vivid environments for
the children. Playgrounds might not be essential to a school's staff but for
kids they are to the kids. Whether kids go "home light- or heavy-hearted
[it all] depends on what happened during play time." "recess is the
emotional core of [the children's] school day" (Bernstein, David); mentioned in The Power of Playground.
Playgrounds make the children feel joyous and content. Yet, when these are
taken away or not present or at reach, kids feel the sad, blue, inactive, the
opposite. The absence of colors and jungle gyms, which are typically not
obtained at the poor schools, tend to bring down a child's emotions.
When there's zero or poor supplies
to provide in schools the students feel less motivated and to a smaller extent
inspired. I, personally, experienced my soccer-mates' little enthusiasm in
continuing in the team because we were offered crumbs. Our school's sport teams
had no equipment especially for soccer, which was the sport that I had involved
with, and the little it did was not under no condition to be used. The ladders
had knots that held them together, the uniforms' numbers weren't completely
taped, the soccer balls were literally falling in pieces, the field was
technically a pond, in the winter, which most of the time dragged us down and
held us from running. The school had a turf field but it was saved either for
football, track or varsity soccer while we were excluded; they were the
school's priority. During practice, under the rain, I often saw the
disappointment on my mates, nothing would come out of their verbally, but you
wouldn't need for them to out-pour their thoughts, their faces would state
everything their minds did. We weren't going anywhere far with what we had that
was a fact. So, as we continued with the everyday practice their motivation
would start to drastically disappear. Alike a plague, I started to sicken as
well. I lost interest because it seemed like we weren't given at most the
basic. I lost motivation in getting enrolled in the sports that held that
specific school. Several other girls, almost most of the team, we can say, lost
their motivation too and quit. When there's nothing being offered when there’s
a no desire to of trade in. The point of giving up everything for nothing in
return sounds somewhat unfair to many of us, so we tend to get discouraged.
Therefore, an absence of inducement is created when encourage (or material)
itself it's not proposed.
Contribution of materials influence
the consciousness a child, when they're not contributed it makes the individual
feel less appreciated. "Her eyes are bright with anger. [And asks] 'Why
are we treated like this?' " (Kozol 186) is a question that echoes the
conscious of a teenager and many more who experience the same recognition of
worth. The useless books, collapsing buildings and other matters make these
individuals unappreciated and treated unfairly. Compare to what the rich
receive in the suburbs these poor people have nothing. The poor notice that
their competitors are treated superior to them when they all belong to the same
kingdom. They notice that there's a dual system that works district schools and
local districts by segregating them, although segregation for them is not a
beneficial. As much as the rich and system try to blindfold the truth they
notice, and coactively reality makes the poor feel less, and although they
shouldn't, the feeling can't be avoided. Un-appreciation can be avoided when
there’s nothing offered.
Tuesday, October 8, 2013
English 1A: The 9 Paragraphs
Eva Tovar
Gil
English 1A
Professor
Monique Williams
October 6,
2013
To what where given can either break us up or build us up,
materials are absolutely necessary for the better achieving of a child. The
skills an individual gains through what is given can be conclude where he might
end up later in life. “well-known private school… alumni gifts, the colleges
that they attend [to], [where] 99 percent of the children graduating, a superb
curriculum…” (Kozol 176) due to the skills they acquired through the provision
of pleasant school materials, which children from poor schools, that lack these
supplies, are not prepared and don’t “even have a chance” “ to compete with”.
In Pyne Point High School in Camden, NJ students still use "Olympian
[typewriting] machines," (Kozol 167). Children don't have access to
recently updated computers which keeps them from improving their clerical
skills. In addition, they are at a high disadvantage from obtaining the most
common job within their surroundings. "If you learn on these typewriters,
you will find it easier to move on to computers... ” (Kozol 168) says these
students' teacher. Yet, an office job does not only consist in typing but
knowing how to use a computer including many other factors. Every individual
seeks for a different world. Carlos, a high school student, who once had
dropped out of school, found achievement in theater. According to his teacher
if it wouldn't be because of theater God knows where he would be at that time
of his life; "Now, if we didn't have the theater program, you would have
to ask if Carlos would have stayed in school." (Kozol 123) Many students
depend on theatrical futures and are at high ability to achieve it, they have
what it takes, however their only impediment is what could harm them the most,
a theater in which they can unfold and practice their gifted skills. At Woodrow
Wilson High in Camden “the average reading level of the students of the school
is just below sixth grade.” (Kozol 195) Basic-skills classes also take place in
the school’s basement where the students are taught “the ’Work-A-Text’ on 12 computers”.
The “Work-A-Text Study Program” according to Kozol has “no literature─ in fact,
there are no books.” Students are limited to expand and better their writing
skills due to this lack of computers and deficiency of literature practice.
Eventually, students are held behind and kept from improving their skills and
are therefore at a huge disadvantage from competing against the suburban kids.
The higher a student achieves and gains in education, and other academic
associations, the more likely he or she is to find more opportunities, when
talking of job matters. Yet, again, with such a high deficiency in the urban
schools, these students are less likely to move forward in life. They are most
obliged to end where they began. Meanwhile the rich suburbs take Apple 2
computers and “higher-order skills” (195) for granted, refraining the fact that
they have gained a “verbal competence” that will benefit them in their future;
a verbal competence that the children from the urban children will hardly ever
acquire. “To a certain degree, the skillfulness and cleverness that they
display seem to derive precisely from this sense of unreality.” now imagine
what the children from the poor public school could do with such a skill, they
would anon take advantage of it. Their life experience would thunder their
words similar to those of Socrates, whom often spoke with cleverness. Yet,
sadly these kids aren’t offered much which is why their ghetto language will
continuously often be heard in incorrect or incomplete declarations, alike
“There go one!”, and will resonate within our minds and conscious. The
materials provided within the education of a student can ascertain where the
child will eventually land, whether it is for better or for worst for him.
The lack of materials and shortage of supplies can indeed
affect the performance of the students. The provided material can influence the
outcomes of a student. “Lack of facilities have an adverse effect on the
performance of students in the less endowed schools…” states a KNUST professor
in Lack of facilities affect students’ performance. Distractions are some of
the misfortunes that many of the schools that, due to deficiency of required
space, have to go through as an everyday life. Over-crowded classrooms are
provided to students at several of Washington’s poor districts. Kozol, itself,
experienced crowding when in 1964 he was settled, with his fourth graders, in a
shared-auditorium in which three other classes where arranged as well, those
subjects included rehearsing and choir. The lack of classrooms in schools leads
the staff members to make arrangements that are scarcely at their reach and
therefore are left with no other choice but to assign more students to already
full classes. Over-crowding students into large classrooms often leads to low
performances. Students tent to lose their concentration and the capability to
intake the material in lecturing decreases. Often when there’s too much noise
within a classroom it is difficult, even for the instructor, to put full focus
and to fluently follow lecturing with ease. In high school when I was currently
enrolled in algebra, the classroom in which I was in was often used by other
teachers to send their misbehaving-students. Supposedly, Mr. Lopez, my once
professor, was well-known for "punishing" students, but if you were
one of his official students you’d come realize it wasn’t true; in fact he was
one of the nicest teachers. He never quite achieved to manage a misbehaving
class and would frequently get distracted and often found enjoying a
conversation with the students who were “punishably” sent to his classroom. Yet
again, compared to Boston’s, Washington’s, etc. over-crowded and distracting
classrooms, we had nothing to complain about. Our distractions were willful
while theirs obligatory. “It is a betrayal of the best things that we value
when poor children are obliged to sing these songs in storerooms and coat
closets.” (193) states Kozol as he makes a statement observation of children
being squeezed into spaciousness. Students
in Woodrow Wilson High are tightly packed into "extremely old and too
small... " (195) desks. It is an obstacle trying to pay full attention
when one is certainly feeling uncomfortable. Distractions as such only obstruct
the students' well-being and better performance and only access the inability
to focus. Not being enough, other schools run short in physical educational
materials. In East Orange, little children have to wait approximately fifteen
minutes to have a hold of a jump rope. Meanwhile, in at Irvington High School
"To shoot one basketball... "students have to wait about twenty
minutes. It is a shame to hear such circumstances in which these schools are,
meaning that jump ropes can be obtained at dollar stores, and yet there aren't
enough for each child. Less jump ropes, basketballs and other physical
education materials means more weight gain. In addition, more weight-gain means
more fat stored into the children's brain which eventually causes brain
shrinkage. According to a study, when brain shrinkage is acquired with it comes
poor memory, attention, language and processing speed skills. Often people say,
that there's no such thing as impossibility, but I deny to believe that these
individuals have tried grasping some knowledge out of a book which several
pages that have gone missing, any assistance or without any help at all.
Students in the urban schools have experienced these absences. "We have to
read Charles Dickens... Pages are missing." (186) points out a student,
missing the observation that this can harm her achievement in class. With so
many missing pages children cannot gather the material needed for their
assignments that will, in matter of time, hunt back. Moreover there is little
to expect from incomplete books, since too much information cannot be obtained.
Yet, books and classrooms are not the only essentials in scarce, furthermore,
schools also combat the shrinkage of scientific supplements within the labs.
Some "children hold eyedroppers" (Kozol 168) while performing assigned
experiments instead of utilizing pipettes. Yet, the problem isnot the
eyedroppers being used rather that the results they are receiving are not the
desired ones from the experiment. The students are to describe the phenomena
going on the experiment nevertheless, with the supplies they have in hand, they
will not accomplish it; cocktail glasses where not designed for creating
ripples. Required equipment is indispensable in order to be in possession
pleasant achievement alike those of the suburban kids.
Motivation also depends on the equipment provided to the
students and schools’ staff. Additionally shortage of materials can surrender
individuals break up their enthusiasm to continue with education. “This school
ain’t shit.” (Kozol 223) doubting that many more individuals do not feel this
way, points out a of student at Spingarn High School, one the several poor
urban schools located in Washington, D.C., which held a steaming-hot-humid
temperature not mentioning that every window appeared to be “nailed shut”. However
the student’s teacher did not intent to argue against his point of view, in
fact agreed with the visible and torturing reality as she replied, “I have to
teach you here. We both know what it is.” (223). Incarceration seems what it
feels like when there’s no air conditioning and other resources. Disappointment
and little motivation are the feelings which surround the rooms of the poor
public schools that do not benefit from the materials the rich take for
granted. Many students, from the urban regions, feel ashamed of what’s being
offered to them, and what we expect from somebody who’s ashamed is to
eventually give up or at least avoid what’s being offered. “This school ain’t
shit.” could, to many, be just a cheap shot, but within this message comes an outpouring
of rage, of anger that others might not be able to see, reason why they don’t
have the necessity to do so, because they are not at deficiency of what keeps a
student motivated. They rage because they are aware that all this is due to
racial and discriminant segregation, yet nobody offer them a good,
understanding and clear reason of why this is being done. “Way it is, I feel
ashamed.” (Kozol 218) replies a little girl after when she’s asked “Why [would
she buy] blue curtains?” for her teacher’s classroom. Shame of what is that's
being held at her school, nothing is what the school holds. “Curtains” is all
she asks for to keep the place a little vivid, a little vivid to bring those
who convivient in the building alive a little cheered up, motivated. There is
little motivation from elementary schools that cannot afford to set up a
playground for the children. Playgrounds are what bring the fun out of
children, without them the fun disapears and the brightness of their tiny souls
vanishes away. Indeed, little children are young enough to not be aware of
recism but not ignorant to know that not having a playground for their shool is
unfair and out of sense. Disregarding the fact that even teachers fall asleep
in the classrooms reason why they are not motivated enough to keep a class
going on. In science classes for instructor there's little to continue with if
there are no materials so then they tend to fall asleep which leaves the
students with no salvation and even less motivation. The scope of the absence
of equipment can get to overpower an individual's inspiration to as low as the
dust could get.
Menace and malign is just about one of the groups that fruit
in the poor urban cities, tolling the diminishing of educational equipment. In
Waiting for Superman "Experts tent to blame falling schools on falling
neighborhoods, but is the contrary." Falling neighborhoods are determined
on falling schools. Prostitution, drug dealing, violence, and other substances
enter forcefully the cities in which poor public schools invade. Anacostia
"it's like being in a battle zone." (Kozol 226); according to a
mother living in the region. Pregnancies among high and junior scholars does
not become an abnormal topic. However, pregnancies aren't at high rate just
because girls want to be rebellious alike "rock-stars", rather due to
the little expectations, hopes and much hate towards the school system that
provides them with inadequate appliances; same reason why school drop outs
eventually surplus. Individuals have nothing to look forward to in school which
is why most students end up dropping out, including that at last find
themselves cruising the streets in search for trouble or already in jail. Job
opportunities are found at their most scarce level. Among other, prices in these
urban cities are too high that most of the population affiliates can hardly
afford a daily meal and so the search for the cheapest and easiest way to
obtain it. Women set a price to their bodies while on the other hand men rob or
sell drugs. So then, a cycle is created among them and so they tend to find
themselves stuck in the same place. Helicopters soar up the sky staying on
vigilance for drug dealers. Malign individuals surrounding children share with
them the streets, sunshine and moonlight as an everyday life. Little children
see drug addicts kneeling down and crawling at night in search for rocks
accidently left behind. Prostitution over-crowds the cities too overwhelming
that they are arranged to be shipped to other states. Cities alike, Camden,
hold more whorehouses, pornographic theaters, gambling establishments and
liquor stores than decent restaurants altogether. Violence and the barbarities
being performed at the atmosphere creates low property value, indicating that
the low bargains attract the low income families and troublemakers. So, once
again, there's a cycle that, unless school pregnancies and drop-outs get
shortened or even better discontinued, will not get discontinue.
Unhealthy citizens are at more productivity attempt vengeance
to school poor availability. However much the performance of a student should
matter its health matters the most although the schools do not assure this. As
if it wasn’t enough with schools already running short on money, “there’s a
lack of health care and the ugly poverty on every side.” (Kozol 185) Roof-less
ceilings as in the case of Humphrey County High School in Mississippi, can be
hazardous for the health of the students. The uses a hole in the roof as
"The only air conditioning" (159) not considering the contradictory
outcomes of students and a heavy flu catch. It is understandable that schools
lack the funding to make building repairs and that in order to take action upon
them it would take a great amount of the school's finance, something that
cannot be afforded. And although the schools' priority is the students'
wellbeing, poor schools can provide them with well assembled buildings but
rather holes zipping water through in raining days. But the children health
does not only depend on holes in the ceiling. Wild mushrooms grow besides water
barrels, that are intentionally set up to prevent water from spilling, at
Morris High; "Big fat ugly things with hairs," (Kozol 127), poisonous
creatures surrounding the presence of the students. "Excess moisture can cause
mold to grow." and so can mold grow mushrooms. "Mold, bacteria,
cockroaches, and dust mites have been linked to... cause children... allergies
or asthma [or] to develop either condition." (Quinn, Pat) But families can
afford for their children to gain more unhealthy issues. School campuses at
East St. Louis already pack up great amounts of sewage, chemicals, and other
trash. "The streets are underwater... " (Kozol ) positioning the
schools at no difference. Sewage flowing the kitchen of the schools leaving the
staff at no other choice but to dismiss the school home. Schools will have to
eventually be getting destroyed; materials and objects don't last forever. The
problem, however, is that all these factor due to low funding, which aren't
being addressed, are not just affecting schools but along with it are damaging
the members' health as well particularly the delicate ones, the students.
During the increase of their experience students becoming
quite aware of their surroundings. Facts of existence face these poor public
school attendants twenty-four-seven that it becomes difficult to avoid and make
see them as ordinary pattern of their social life. Kids in urban cities
"know enough" (Kozol 648). These youngsters for much young they might
seem are at their high capability to know what occurs within their living loop.
They are alert that the lemons they receive have, as of that moment, danced too
many symphonic songs. That they are becoming too worn out and that the acid
fluids have already been squeezed. Students ask Kozol whether he knows if they
are "citizens of East St. Louis or America?" genuinely meaning
whether they deserve what being proposed to them. Not only the students but
including the teachers are conscious of what the system is providing the poor
schools with; "I'm not sure I'd recognize what they are doing. [But] We
are utterly cut off. "(Kozol 36) Children see the fact that they lack too
many supplies within their schools, many of that which are most essential. From
crayons to roofing is what the kids settled in the poor schools miss. Many have
lost faith on their selves that they don't believe their capability to
attending to a college. So do the teachers forget on having little faith on
their students, they often and consciously doubt to the most certain points
that their apprentices can compete against superb students from the rich
suburbs, or to even make it through their sophomore year. Students make comparisons
of the things that are included and offered at their schools from that to other
schools and come to realize the humongous differentiation. They compare the
books they're given for their subjects to those granted to rich kids and take
notice of the year differentiation and ask themselves whether the rich are too
achievable and advanced or they are just too much of a failure. Still they
don’t fall for that. These kids are smart enough and continue asking
"why?" until they reality decides to face them and crack-opens the
truth that the suburban students take much more than a book at their level for
granted.
Schools supplies and materials are essential for a desired
performance in every matter, however, obstacles should impediment bestow and excess
to the obsessed and those who worship money. "Many of our children suffer
from too much." (Kozol 215) accords a Great Neck parent. Cherry Hill has
above ten offerings P.E., contains a greenhouse, "18 biology
electives" (Kozol198) and has enough finances to offer its certain groups
of students with trips. Very much alike to the luxuries at Millerburn where AP
courses and sports like ice hockey, which technically requires an ice surface,
are all offered to the students. The suburban schools have everything a school
needs to perform admirable lectures for their students. Yet, several parents
still complain that it is unfair the quality of education their children are
receiving at the very wealthy suburbs including the statement that their
schools to that of the urban cities are at no great difference from one
another's education; "it isn't just New York. We have problems on Long Island too."
(Kozol 214) Just let me restate this, "Sarah Lawrence" a campus that
according to my research is neither an elementary school nor a high school but
a college, a private and one of the most expensive schools in the nation, not
just any wealthy ordinary suburban school, yet this man dares himself to say
that it is unfair. The quantity or value these individuals receive seems to not
fulfill their expectations. Their mindset appear to be more than cling to
selfishness, as no individual agrees to cooperate to give up little of their
taxes, as much as they're not willing to give up certain amounts of their staff
members, to up-bring and meet the necessities of the others. Many agree that
"Money is not the answer... " (Kozol 206) yet we take a glance at
their educational properties and we see these illustrate the contrary. So
"What [else] could they possibly want,... they don't [already] have?"
(Kozol 186) The rich may worship money, however such existence of fact, does not
signify that they are least or most depended on materials. Of course materials
matter, yet there's a limit of how of much and what type of materials matter.
Perhaps, all in all, even if materials do come in
consideration for a better success the mindset is the core material. If
anything, luxuries are a hazard. A child can "give up in the face of
failure, where the other children may be motivated by the failure... "
(Krackovsky, Marina) The effort effect. Children from foreign countries at their
homelands achieve more than the children in America, yet, many of these
countries differ from each other at a great distance. Several countries offer
their apprentices updated technology like Tokyo, Japan. Whereas many other
countries, alike Kenya, still offer pencil paper lectures to their students.
Although the students that attend to modern schools may be under possession of
up to date technology, this does not assert for them to be any better than
students how don't have access to such appliances. Indeed, they are different
countries, but their capability of learning is still at an equal level or even
better. I find myself quite aware of such happenings reason why I've studied in
two different countries, not mentioning that the schools I've attended
throughout fifteen years distinct their lecturing methods. In Mexico I attended
only one school, in a little town, for about five to almost six years. Teachers
at the school used blackboards and chalk for the lectures. Meanwhile the
students took notes with pencil on paper notebooks, nothing less nothing more.
Everyday every kid would show up to class with immense enthusiasm and a great
desire to gain more knowledge on the subject. We had little, many most times
couldn't even afford their lunch but we were happy, there's no question on
that. We had the best anyone could ever have; a family to love and who would be
there for support and a knowledge that nobody could rip off. At the early age
of six we didn't knew what computers where, but heck did we knew how to multiply
and write in cursive, or at most attempt to. We'd perform P.E. exercises
outside in the air on dirt floors even on rainy days. "Air
conditioning?", well we knew of fans. Yet, never complaint of the little
we had and we all achieved outstanding grades compared to those kids from the
city. You'll be amazed to see that in Mexico is the entire contrary. The rich
kids get to go to the schools in the city, meanwhile the not so poor mixed with
the poor attend to the schools located in the small towns. Either way, it was
motivation and mindset that rose our school to become one of the highest
racked. So, after all, the desire for becoming enlightened and the realization
of the scarce options of higher future and education within our small world
induced us to get above our level. Therefore, I, from where I've stood, believe
materials don't matter as much as how an individual should be inclined to
achieve better because "If you want it, you must will it, and if you will
it, it will be yours." Materials are only a delusion, the difference might
be visibly present for many but in reality there there's nothing there, not
much changes when their hold of them. They aren't going to make any miracles to
accomplish more for a person.
Apprentices from urban public schools averagely frequent run
short on necessary supplies in comparison to their competitors, the rich, who
take too much for granted. Poor children lack the access to materials that are
essential for their education. "Children in [cities alike] New York may
[and do] suffer from too little." (Kozol 215) reason enough to give these
children the priority of supplement matter. Such poor groups of children are
provided with the worst of all. Kids in the poor New York are given books that
seem useless to read because they're missing several pages. It is senseless to
read incomplete material, there's zero benefit. There would be not much to
chat, debate or argue if information or evidence is ripped out. Without fine
books to read possibilities that children will get motivated to read are at
floor level; on the contrary they'll grow strong resentments. Furthermore,
students can aid from the books by increasing their reading level and
vocabulary. Children depend on books to absorb, the knowledge that it’s within
them, and play with it, but unless children are not under the possession of
such satisfactory quality and quantity books they will not be at their ability
to do so. As small as a book can be it is an object that can overpowers children's
reading, comprehending, and many more skills. Yet, this is only about the books
they lack. These poor children experience many more shortchange, additionally,
which clarifies and accord that materials for them are of absolute necessity.
Tuesday, October 1, 2013
English 1A Homework: Comparison from Research to Book and vice versa. :)
Instructor Monique Williams
English 1A
September 30th, 2013
Schools that fall within the
integration of the bay area, alike those to Burbank Elementary, Explore Middle
and Hillside Elementary schools, are at low achievement alike the many of the
schools in states like East St. Louis High, Woodrow Wilson High and Du Sable
High, which don’t receive the necessary aid which doesn’t bring about the same
factors to that of other better aided schools. In Differences exist far away
from each other in fact these schools are very much alike. According to
Jonathan Kozol’s view, as he mentions in one of his projects Savage
Inequalities, the image which the poorest schools he’s visited create a feeling
of, “simply, bleak.”(91) Kozol’s observations in regard to the schools he
attends to are pointed out as inappropriate environments for the children. In
1965 Kozol experienced “35 children in the [fourth grade] class [that] hadn’t
had a permanent teacher since they had entered kindergarten.” In the state of California,
“[the] average number of students per teacher [is] not to exceed the greater
[number] of 29.9” for grades four through eight; according to the California Department
of Education in the current fiscal year of 1964. The average numbers are not
much far from each other’s. Regarding a recent post as of the year 2011 to 2012
“Union City where schools had an average of 34 students per class” (Oakley,
Doug) without including that school officials expect for, Union City high
schools, members within a classroom to increase up to 37 students per class by
2013. Districts received no new funding which lead them to cut down their staff
members to a lower number leaving the students with fewer teachers and less aid
from these members, “Less money forced school districts to cut staff so class
sizes grew and individual students got less attention,…” (Oakley, Doug). Teachers
in schools located in Boston, Chicago, New York and New Jersey, and other
states mentioned throughout the reading, have had to share other school areas
that have no relativeness with lecturing a class. Instructors have been forced
into school restrooms, hallways, gyms and other extensions that do not
contribute with lecturing. Having been enrolled in two of the lowest performing
high schools in Hayward, CA Tennyson and Mt. Eden, I have experienced many of
these unpleasant happenings. Tennyson’s school campus did not quite had a
special application for a computer lab nor did the library had any computers or
even an expansion for suitable reading. The supposed “to be a” computer lab had
many old computers, computers from 1998 which are rarely found nowadays. Indeed
there were many of these computers inside the look-alike storage room, however
about an eighty percent of these did not work. Space is not the only factor for
low achievement within these schools, however, the branch spreads its twigs. Alike
many other urban schools, “We don’t have the money.” (Kozol 168) to afford new
technical equipment for students. “Each school in which I volunteered suffered
from lack of current technology, but the extent of inequality in this realm was
baffling.” states the author of the article Reboot
Our Schools as he portrays his experience while volunteering at San Francisco
public school, alike the situation of typewrites which are still being used in
a Camden school, as mentioned by Kozol. Restating the fact that schools within
the bay area region, we don’t only lack the money to keep the staff but we lack
the motivational and willful teachers similar to Irl Solomon the 58 year old history
teacher who had been teaching for nearly thirty years and still received an
income of $38,000 or similar to the 40 year old fifth and sixth grade teacher Cola
Hawkins who invests her own money on school materials to provide her students
with the most she can help with and keep them enrolled. Many children attending
schools in the bay area, alike the students mentioned by Kozol, are dropping-out
of school “because they are not getting a strong foundation at the elementary
level” reason why “Adequate Yearly Progress [is] not meeting the proficiency
levels in both English-Language Arts and Mathematics.” (Kurhi, Eric). Among
these elements, school districts can’t provide a safe environment for the
children in Glassbrook elementary parallel to the East St. Louis children.
Glassbrook is a “very bad school to go to if you want your children to have a
good life. they have gangs and kidnappers. i was a student there once and
everyday there was this guy that would be there, say hello, and then disapear
in a split second. i was very worried that i was going to get kidnapped or
molested.” comments one of the reviews posted for the school’s overview on
great schools web page. Schools don’t
have the position of these fundamental necessities due to money and yet its
members are only children, innocent victims who don’t deserve such scarcity.
Savage inequalities, brings about
every bit of information as possible to the reader. I concordantly, gathered
from reviews of witnesses to numerical statistics, including factual events.
Alike Kozol whom introduces his own attestants I searched for reviews on
GreatSchools.org which asserted to have experienced the lack of funding and
little appreciation towards the education of the children; very similar points
of view to that of the characters in the book. Kozol also introduces a great
variety of supportive numerical statistics which I also found in a different
research on the California Department of Education web page. The CDE page
contained information similar to that of the statewide salaries to teen
pregnancy and parenting in California rates. The Oakland Tribunes post article
With new state funding, East Bay schools eye crowded classrooms by Doug Oakley
supports one of Kozol’s main arguments throughout the whole book. Oakley, in
its article, mostly addresses the fact that schools and students can increase
their achievement in a successful technique, meanwhile on the contrary the low
funding can harm its performance.
Many of these elements are all unfavorable
factors due all to funding. Low funding towards the education of children does
not only create a melancholic bleak atmosphere in addition it also constructs a
blue anonymous soul. Is not just about fighting over a crayon rather how
fighting over crayon affects the thinking of a child. It creates the thought of
wonder of reason why educational materials dissolve within his or her
surroundings. Computers of expensive brands can be of luxury for those who can
afford them, however what poor schools require and ask for their students, to
succeed in class and complete with their assigned researches, are updated
computers. Teachers are one of the main essential appliances for learning, yet
mentoring as any other existing service has a value. Teaching has a value which
is out of reach for many schools. According to California Department of Education
statistics statewide salary for a beginning elementary teacher is $38,625 while
for the higher annual salary for a high school teacher is $77,129. The
districts may just look at it as just a waste of money but for a poor crowded
school it means a four square foot more of space. School resources are vital
for the students’ achievement however much high of a cost the object may be.
Students seek for their mentors for aid alike their mentors who seek for
assistance to help out their students. It’s a cycle, without funding there is
no improvement without improvement there is no funding; as ironic as it may
sound. Not only does the teacher feel more secure with an accessible class
along with them the students feel more successful and less pressured reason why
the more available the teacher becomes the more students become encouraged to
ask questions. Once leadership takes a start by one of the students then encourage
is passed on into other students, and makes them feel comfortable as they get
involved with their teachers. These emotions that are created within the
students are therefore to be appreciated due to the availability of enough
teachers.
Restating what Doug Oakley states
in With new state funding, East Bay
schools eye crowded classrooms an article in which the foggy view for
several districts is finally releasing away from the stress cause by the cuts
which were made years ago. Due to cuts many staff members got released from
their positions at schools which eventually harmed the performance of students.
Oakley summarizes the cause and effects due to low school funding in a small
portion of the article. Generally, Oakley asserts that class size does matter for
education in fact it creates a better education for its students particularly
for kids enrolled in kindergarten or preschool educational programs which is
the most affected area of all. Additionally, it addresses the fact that focused
teaching for students who fall behind is more reachable and adjusted to classes
of smaller sizes. According to one of the studies mentioned smaller class sizes
doubles the knowledge grasped by students. Class size also creates concern
within the parents and the wellbeing of their children. In kindergarten
teachers have more time to spend with their students, individually and in
smaller groups, during reading time which can help to increase the child’s
capability of reading. The CDE web page provides its user with more accurate
numerical facts akin to the state’s constitutions. Reboot Our Schools with anonymous author arguments the lack of
current technology within the public schools of San Francisco which he/she experienced
encountered while volunteering for a non-profit organization. The author
discusses how some schools lack actual computers however it argues that neither
the government nor schools districts are at fault for such shortages. In fact, who is at full fault is the San
Francisco district for not keeping up with the maintenance of the already set
up computers at these school. The author includes within its article the
charitable act of obtaining donations from other companies to include their computers
to the schools at no cost. With the identification of this gap the author
believes he/she and community members can actually financial stakes could be
easily avoided through corporate donations.
Wednesday, September 25, 2013
English 1A Homework: Responsive Insight on Topic Sentence :)
Eva Tovar
Instructor Monique
Williams
English 1A
September 25, 2013
“Poor
funding in public schools have a substantial effect on its students.” -…
Low funding towards public education hunts down the achievement
of the students. As consequence of high impotence to acquire the resources and
assistance schools need, children are the primary victims and bear the cost for
these consequences. With such lack of funding schools are unable to gather
enough teachers for suitable classrooms for students. Students lack the essential
materials such as air-conditioning, acceptable boards, fine chairs and desks
and countless other resources for their ability to grasp into educational
knowledge. From personal experience: During my sophomore year of high school I attended
one of the lowest funded public schools in Hayward, CA. We never had quite a
good staff service on campus. During that period I really looked forward on
applying for university and covering the required, I knew it was never too early
for taking such a huge step, however, the counselor to which I was assigned to,
would be scarcely available to anyone. I know time is priceless and irreplaceable,
yet all I would really ask for were a couple of minutes, just a couple to
discuss my future, but which never got to happen. This has been by far the most
upsetting experience I have ever been through. For this lack of services due to
low funding I blew a year of education which eventually led me to exclusion for
enrolling to a university. On account of these shortage of finances that led to
shortage of resources and poor service many of my schoolmates became emotionally
drained on their education and most of them gave up. The surrounding and
elements within an environment creates strike within its guests, indeed. “The
poorest rural schools I’ve visited feel, simply, bleak.” (91) said Jonathan
Kozol, in Savage Inequalities, although,
he’s not the only individual in this world coping with these overwhelming sentiments.
Many schools in California might not be in such bad conditions alike the ones
mentioned from East St. Louis school, however many do lack the financial aid to
keep their atmospheres at the best for the students. I am friends with a couple
of students from Oakland schools, in California, and many of them don’t have
the required services to keep up with a good performance. I am often told
that the schools, to which they attend to, don’t offer tutoring or that their
teachers are not willing to offer extra help because of their barely pleasant income or even worse
that the books they are provided with are incomplete with ripped off pages. All
of these only create hopelessness within themselves reason why they are not being well supported and don’t
believe they are capable of passing the subject, although this is sad to hear what
makes it even more depressing, is the fact that they aren’t even being given the chance to try. In consequence to such low funding, hopelessness is what makes an
ambiance feel bleak. Schools should receive a sufficient amount of funding to provide the essential and create a substantial effect on its students, a substantial beneficial effect within the apprentices.
Friday, September 13, 2013
English 1A Homework: Rule of the Three Part III
English
1A Homework: Rule of the Three Part III
Although
educational campuses rely upon corrections these services scarcely have hold
for safety assistance. School campuses have the necessity to be far placed from
hazardous areas and events. Morosely the states have no concern for the safety
of these children or the parents’ well-being. Violence has only been increasing
since the 1990’s and the efficacy from corrections decreasing because of the
low funds budgeted by the state. As factors of very low safety support, high
chances are there will only be a productivity of greater misfortune.
Unfortunately here the victims are those with low income, those who can’t
sending their kids to a private a school, those who send their kids to public
schools and most important of all the defenseless students. If the government
does not provide the necessities for safe school it will only increase chaos
and endanger the lives of innocent students and guiltless staff members. As
parents and caregivers of individuals, who are not to blame, everyone must
withstand and command for assurance armor.
Educational
program cuts have been expanding alike the bubonic plague. Elective classes,
educational trips and sports are the most inspiring and most amusing programs
and leisure activities that absorb students’ presence. Because of the small
amount of funds schools receive from the states, school districts seem to find
no other choice but to force the schools to cut several of their programs. The
aftermath to these cuts will eventually lead to more and more students to stop
attending to schools and will, in the course of a time, dropout. Students need
motivation in order to keep up with their duties. Without motivation
apprentices feel like prisoners in school; lose their interest in getting
educated. This does not only affect the students on moving towards a better future
additionally it affects the teachers’ income, the educational system, the
district and so on the cycle continues. However much the others’ loss parents
care mostly for their children and whether they’re getting a great education.
If no demand for increase of funds for educative programs is taken upon such
cuts will continue and elective courses, bright futures and inspiration along
with passion will vanish away.
Services
and resources are fundamental for the education of the children except the
amount of funds budgeted to schools cannot afford the satisfying services and
resources desired for these establishments. The food provided within the
schools only causes harm to the health of the students whom are the individuals
that consume out of this food daily, it decreases brain volume and their
capability to perform in a prosperous way. Other than food concerns school
busses are being drove and transporting students without seatbelts. These may
be seemed as little details yet the consequences to these disagreeable features
are of high risk. Without the presence of seatbelts in school busses chances
are no survivors in the case of an accident. Many parents wouldn’t want to
paint such thoughts of their children, yet again, let’s face it, facts are
facts. Indeed, it is the responsibility for the school district to provide fine
assistance, though until nobody decides to speak up for the safety of their own
children then these services will eventually endure unchanging and busses will
continue to cruise children on their unprotected seats.
Wednesday, September 11, 2013
English 1A Homework: Small Summary Response
Teacher-student
relationships impact both the student and the teacher. A teacher's well-being
and stress are factors from the relationship created within his or her
students. A relationship between a teacher and a student bring out emotional
involvement from the teacher. Teacher emotions are portrayed on the student
academic and school engagement and studies show to be effective. The most mentally
and emotionally affected individual here without the access to this educational
relationship is the teacher. Although teacher-student relationship contributes
mostly in accord with the teacher’s well-being certainly, it can certainly be
hazardous towards the teacher depending on the mental emotional responses. Warm
teacher-student relationships accord to positive feeling on favor of the
teacher. On the other hand, negative feeling about the student can only drive
the relationship to worsen and create an even more disobedient student and a
more stressed out teacher with a poor well-being level. Studies have also found
the same results in relationship of parents and their children. Teacher-student
relationships gives helps teachers avoid bad behavior from the students as he
or she gets to know the student better with an often practice relationship it
can perceive the behavior and view the feelings of that particular student. Teacher-student
relationship does not only affect the professional life of and instructor but
it also affects his personal life. Back to my point, why emotions are so important in the educational field, because alike everyone else every teacher and student have emotions, feelings, affections whatever one might call it, are so important on the human daily life and with emotions included within these group of individuals one can evaluate a situation in which emotions have to be brought up upon to play their role or whether they are not needed at all. Without any doubt, education is always a situation in which emotions are required to cooperate for well-being.
Teacher Wellbeing: The Importance of Teacher–Student
Relationships
Jantine L. Spilt & Helma M. Y. Koomen & Jochem T. Thijs
http://web.ebscohost.com.proxy1.clpccd.cc.ca.us/ehost/pdfviewer/pdfviewer?sid=2559d51b-81bc-4dc2-8ee7-3bd55f6487c2%40sessionmgr11&vid=2&hid=24
Published online: 12 July 2011
# The Author(s) 2011. This article is published with open access at Springerlink.com
Sunday, September 8, 2013
English 1A Homework: Response to TED Talk Sir Ken Robinson: Bring on the Learning Revolution
Most individuals find
it difficult when trying to figure out what is that they want out of life for
their future and try to define their answers by find it difficult when trying
to figure out what is that they want out of life for their future and try to
define their answers by rushing things out the door. Lots of us tend to find
ourselves confused in such situations and it can be stressing how long it could
take when we are unaware of passions or talents. In the past couple of months
I’ve meet several people, from teenagers to sixty year elders, some that have
had already decided what they wanted to major on and others who had no idea of
what they are getting involved into. As I got to know more and more people I’ve
realized that “the human flourishing is not a mechanical process [but rather]
is an organic process” as Ken Robinson mentions. For a couple of us it takes
more than time to officially state what we want or what we may be good at, our
minds and emotions are constantly changing as we grow up and experience new
things. Experience is required in life in order to find our talents it takes little
steps in order to find what truly motivates and sparkles our souls our
passions. Parents, teachers, and other society members tend to have high
expectations from the young coming generations. We are often expected to take
huge steps in educational matters, from being a recently graduated high school
student to suddenly becoming a doctor, but no. There should be a stop sign to
the pressure that’s being brought upon us from others’ anticipations. We all
need time to become fully developed and be able to flourish our passions what
really screams inside of us, we need time to define our souls, the organic
process requires time it is the human development.
Monday, September 2, 2013
Homework
Eva Tovar
Monique Williams
English 1A
September 2, 2013
Teachers’
Involvement and their Emotions
Throughout
history emotions have been a huge influence in all individuals within society.
“Feelings are contagious, good or bad.” (7). The SDT (Self-determination theory
of motivation), which is applied in “educational psychology to study motivation
and wellbeing”, has shown “academic motivation and achievement from students
that find satisfaction of the three basic needs through emotional involvement…from
teachers…” (462). Emotions portrayed by the teachers will always have impact on
the students and will be of high influence towards the students’ academic
performance. Often such emotions that outpour from the teacher’s mood, behavior
or person will be applied on the student’s manner of conducting and reflected
upon others, “disobedient student behavior, for instance, is more likely to be
appraised as challenging and threatening when the teacher has internalized
negative feelings about the relationship with the student and holds unfavorable
schema’s of the relationship with the student.” (467). Although sometimes it’s
not the occasion, not all students will cast back the same affection it is
common seeing the same emotion bouncing back and forward within an educational
relationship. Yet, teachers are only humans and have their ups and downs in
life like any other individual out in society trying to cope with one another
and life events. We humans try our best to not mix up our professional with our
personal lives and try even harder to keep our emotions kept in place; however
we tend to fail over and over again. As professional as it may get, teachers
should bring from but yet again leave at home their emotions. When it comes to
education negative emotions such as stress it can only bring conflicts within
the teacher-student relationship, on the contrary when it comes to emotional
discharges, or similar to, of passion for enlightenment during class lectures
it can bring about the best from the students and teacher. The educational
system should consider only hiring teachers with high objectives, teachers that
will willingly pass on the knowledge on to others, teachers that will
gratefully spend extra time with the students if necessary, yet best of all, it
should consider hiring individuals that will share the joy of learning seeing
that emotion is transmittable. A teacher’s satisfactory condition will always
be the student’s wellbeing. Teacher-student relationships are of major
importance and acquaintance for better success during development for knowledge.
Indeed, instructors are responsible for teaching the students however that does
not intend for the instructor to become fully responsible for absorption of
knowledge into other individual’s capability. Students have the accountability
to conduct the willingness to learn role. In addition to the students’
responsibilities they should be expected to bring out their best encouragement
skills to induce the instructor with engagement and passion. In order for the
instructors to feel inspired, not to just give lessons but rather teach, there
must be an academic categorized affiliation because “According to the
self-determination theory of motivation, warm teacher–student relationships
contribute to teachers’ self-determined or autonomous motivation, which is
primarily characterized by positive feelings” (467). Meaning that as an outcome
of one contribution another act of benefaction will result, and so on the cycle
will continue. Seldom do we ask ourselves whether
society is approaching for education as we should. Often we complain on failure
of our education yet we do not clarify who is to blame for such lack of
success. We wonder whether to blame the teachers, the students, or the
educational system for not hiring high quality instructors when in fact we
should come up with a solution. We should all take culprit for such flop
because education should be of high importance to everyone not just certain
individuals. We should keep our passionate emotions to learn alive so we can
keep our teachers alive and not blame the educational system for our own responsibilities.
Spilt, Jantine, Koomen, Helma and Thijs, Jochem. Teacher
Wellbeing: The Importance of Teacher-Student Relationships. Educational Psychology
Review. Dec2011, Vol. 23 Issue 4, p457-477. 21p. 1 Diagram.
Skye Ontiveros. The Passion Project.
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