Using SEI Strategies in a SIOP Essay Example for Free

Using SEI Strategies in a SIOP Essay Instruction will begin by discussing the differences between fictional and non-fictional books; Students will read the non-fiction book â€Å"What If You Had Animal Teeth† by Sandra Markle. This book is filled with fun and interesting facts on animal’s different teeth. The book will be read in its entirety engaging students and creating interest. Learning objectives will be introduced using chart paper. 1. I can gather important information related to my topic. 2. I can teach my partner how to find facts related to the chosen topic. 3. I can write my own informative book Teacher will display a premade chart that describes what nonfiction is. Read the definition aloud as students track with their eyes. Create a new chart and list nonfiction characteristics that can be found in a book and discuss their purpose. Look through nonfiction books to see specific examples of the nonfiction characteristics. Inform students that we will now go back and review the book â€Å"What If You Had Animal Teeth† and we will consider what facts we are given. Go to the first page, read the sentence and ask students  to do a think/pair/share. Think: What facts are given? Discuss with your group. Prompt students to share out with the whole class. Continue with each page. Tell students that they get to practice finding more facts by reading other nonfiction animal books. Give students a list of nonfiction books to choose from. Generate a discussion of what nonfiction means. Guide student discussion to the idea that we will research facts and create our own nonfiction booklet to help readers understand important information of our chosen topic. Give students the option of choosing 1 out of 4 animals to research and write about. Point out how when writing nonfiction material, you can use headings to help break up important information that you want readers to understand about the topic. Using ELMO (document camera), display worksheet â€Å"The Working Tools of Insects†. â€Å"We are going to look at the top of page. Does anyone remember what we call this?† Check for student understanding. â€Å"It is the heading.† Read aloud the heading found at the top of the page while students track with their eyes. Ask students to consider what the material is going to be based on the heading. â€Å"What do you think this story is going to be about based on what the heading is? I know that Insects don’t use tools like hammers or screwdrivers, so what else can tools mean?† Illicit responses such as â€Å"their antenna, their stingers, etc.† Relay to students that animals have tools too. â€Å"Birds can use their beaks to gather food. Porcupines can use their quills to protect them against predators.† Tell students that they will now have the opportunity to create their own fact booklet. Show students a premade example of the â€Å"fact booklet† that they will be creating. Explain to students what the purpose of nonfiction writing is. â€Å"Nonfiction writing is used to teach people information about something. When writing nonfiction we need to decide on what the most important information is that we should include in the writing.† Tell students that before writing nonfiction, they should ask themselves â€Å"What information will help the reader to understand the topic?† Ask students to brainstorm and share with their group by reviewing the reading materials of the chosen topic to find important information that they want to include. Show the students an example of how their first page in their fact booklet might look like. â€Å"I will choose to write facts about dogs. What important information  about dogs do I want my readers to know? I want my readers to know about the physical features of dogs for those readers who might not be familiar with them.† Write down a fact on the first page. Tell students that it is also important to have illustrations to help readers connect the pictures to the words, and understand what they are reading. Draw a picture above the facts on the first page. Students will now create their own fact booklet. Pass out construction paper. Have students fold paper in half, creating 12 pages altogether. Have them staple the pages to create a book. On the first page, have students write down their information on the bottom half of the page. On the top half of the page, have students draw a picture illustrating the facts that they have written. Have students include headings for each new fact that they are including. Reflection: Gather students in whole group to debrief. Ask students to explain what nonfiction means. Ask them to explain the difference between fiction and nonfiction. (Guide students to understand that nonfiction is used to give readers an understanding of a topic). Call on several students to share one fact that they have created in their fact booklet. This will give the teacher a good idea of how well students understand nonfiction. The influx of English Language Learners in U.S. educational school systems is on the rise. With this increase, our educators are feeling the pressure of finding a proper balance to support our linguistically diverse students through language and content instruction, allowing them to integrate within school and their community with ease. Educators can meet the immense and distinct needs of all students by integrating different educational instruction methods in their lesson planning. This paper will discuss five important components that should be included in educational instructional strategies for ELL learners and classrooms: comprehensible input, ongoing, specific, and immediate feedback, grouping structures and techniques, building background and vocabulary development, and student engagement. The SIOP lesson plan that can be found above is a detailed summary of a conceivable fourth grade lesson that can be directed in an ELL comprehensive classroom. This lesson encompasses instructional strategies used to  accommodate ELLs throughout class instruction. The Arizona State Standards used to support the components of the SIOP model can also be recognized in this lesson. Addressed in the SIOP lesson is the students’ ability to show awareness and understanding of non-fictional works, their ability to recognize the relationship between fiction and non-fiction, and their ability to recognize differences in the structure and components of non-fiction work by clarifying what nonfiction works are, as well as them capably using specific actions, emotions, or conditions that are basic to specific content (Center for Applied Linguistics, 2013). This lesson includes different instructional practices used with the students including partnering up and whole group discussion. These strategies were utilized to gain a clear and confident understanding of non-fictional structures of writing. The goal of the SIOP lesson plan is to engage students in collaboration with each other so that they can identify why nonfiction is an important part of reading and writing. While using the think/pair/share method, learners will acquire the ability to recognize nonfiction writing and compare it to fictional works. Both language and content objectives have been aligned with state standards, influencing the lesson plan. The language objectives used in this lesson include collaboration with partners and as a class, recognize significant information to a topic, create a structured informational book, and use nonfictional structures of writing. The content objectives include effective collaboration, convey clear ideas and information through informative writing, using appropriate writing format, develop work with facts, definitions, concrete details, quotations, or other information and examples related to the topic, and use appropriate words that demonstrate an understanding of the lesson in its entirety. The instructional strategies that were used in this lesson could be applied to all learners. Learners were given the chance to hold whole group discussion, think/pair/share, have paired peer discussion, and make comparisons. ELLs were able to build background by the inclusion of meaningful activities, collaboration, tactics, repetition, and response used in this lesson. This lesson also provided a scaffolding effect which can endorse high levels of success for second language acquisition. It is critical to an Ell’s growth and development that comprehensible input be integrated within each lesson. Comprehensible input can be described as the ability for students to  understand what is being said and presented to them (Campbell Mailman, 2013). With the use of oral demonstration and context or visual cues being incorporated into numerous methods in instructional teachings, comprehensible input can be attained. It is also important for educators to challenge their students by requesting that they explain what is expected of them. These practices can help heighten a learner’s familiarity and understanding of English. Another important element used in ELL instruction and which can be applied to all learners is feedback. Feedback is given to students to provide them with an awareness of their strengths and what improvements are needed to improve their performance. An educator can deliver feedback orally or through non-verbal communication. It is important to note that feedback is not a one-way communication, but rather an interaction between an educator and learner (McKimm). An attentive teacher recognizes the importance in instantaneous, detailed, and continuous feedback to help build student’s assurance in their own capabilities. This self-confidence can help students extend it to their communicative skills, evaluate their achievements and continue to improve on their work. Educators must ensure that all feedback is remedial, appropriate and applies to the benchmarks given. Educators must also remember that is it not important in the amount of mistakes a student makes. The true value is in the amount of instructional information that a student learns and understands. Grouping structures and methods are also used by educators to endorse collaboration and learning. By grouping students who have strong, developed English language skills with students whose English language skills are still emerging, students have had higher success rates while learning the English language (Albertazzi, Azofeifa, Serrani, 2013). Integrating ELL and non-ELL students gives all students the opportunity to develop and continue to build vocabulary, as well as expand their skills in understanding, listening and speaking. Collaborating with one another can be an equally powerful teaching strategy as any other method of teaching done by educators. Building background and vocabulary development is another instructional strategy used in ELL classrooms to help develop innovative approaches that familiarize ELLs to new language(Campbell Mailman, 2013). This strategy also reinforces language meanings, a crucial step to English language development. By making use of key ideas that emphasize reading,  writing, and vocabulary as well as articulation and word enunciation strategies, teachers can support ELLs in developing their vocabulary so that they learn English proficiently. Lastly, student engagement is an equally important task in ELL instruction. Keeping students active and engaged while teaching a subject that is complex can be difficult. By using various strategies such as acknowledging students interests, providing additional materials, and requesting students to bring in personal motivators to learning English, such as letters from pen pals or applications for sports sign ups, teachers can help keep students actively engaged and participating in educational instruction. Acquiring a second language can be a challenging task for ELL students. Educators are responsible for considering the dynamics of English language acquisition and must take strategic steps in engaging and instructing ELL students. If educators implemented each of the components mentioned throughout this paper by integrating them into their teaching, all students will have the opportunity to receive exceptional learning experiences. References Albertazzi, S., Azofeifa, M., Serrani, G. (2013) Second Language Acquisition. Retrieved on November 14, 2013 from http://www.slideshare.net/milaazofeifa/krashens-theory-on-second-language-acquisition Campbell, A. Mailman, L. (2013). Theories of Language Development. Retrieved on November 15, 2013 from http://languagedevelopment.tripod.com/id15.html The Arizona K-12 Academic Standards. English Language Learners. (n.d.). The Arizona Department of Education. Retrieved November 14, 2013 from http://www.azed.gov/english-language-learners/elps/forms/ CAL SIOP. (2013). What is the SIOP Model. Center for Applied Linguistics. Retrieved on November 15, 2013 from http://www.cal.org/siop/about/index.html McKimm, J. (n.d.). What is Feedback. Retrieved from http://www.faculty.londondeanery.ac.uk/e-learning/feedback/what-is-feedback

The Rise of Private High Schools Essay Example for Free

The Rise of Private High Schools Essay Intro For hundreds of years high school education has been the responsibility of the state.   Yet, in no time in history did government become so fully involved in adolescent education as after the Second World War.   The era of big government would mean big spending in various social programs, one of the most important of which would be education.   Groundbreaking advances would be seen in the instruction of various areas of education previously ignored, such as music, art and sports. Along with this involvement in the lives of their children came parents faith that in countries such as Canada and the United States, public education, most specifically high school education, would lay the ground work for a secure and prosperous future for the future adults of the nation.    It was only towards the end of the Cold War that globalization accompanied by neo-liberal economics would force Canadians to re-examine their public high schools.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The increasing importance of changing technology coupled with the general decline of public schools has caused us to look with greater skepticism upon governments ability to manage the school system in the present day.   It is for these very reasons that parents have become more open to the advantages of private education.   Despite the fact that public high schools are still largely in the hands of government in the last twenty years, we have seen a significant growth in private institution attendance.   The purpose of this work is to discuss the rise of private high school education and discuss its possible future. Literature Review Current literature supports the decline of the public high school and the rise in importance of the private school.   Aurini and Davies (2004, 2007) have done indepth investigation on areas of private schooling in Ontario such as private tutoring and home schooling and throughout their readings have upheld that private education is on the rise.   Aurini (2004) in her experience as a private tutor and in her subsequent investigation into private education has seen a notable rise in important of private education, most specifically with attitudes towards parents.   In fact Aurini (2006) goes to far as to say that appearance of private education has resulted in the re-molding of public education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although it is clear that studies are showing the rising importance of private education they are also outlining why this is occurring.   Geiger (1994) clearly holds the belief that the globalized world and the resultant increase of demands on students and schools to keep up with technological advances is overwhelming for public schools and shrinking education budgets.   Davies (1999) adds to this argument in his analysis of religious groups and the growing acceptance by governments of their demands.   Whereas twenty years ago their was a much more melting-pot mentality surrounding different demands for schooling, with the growth of individualism world wide so comes the growth of individual education. There are numerous liberal minded authors such as Finn who believe that the answers to these problems can be given by the market.   The constant push by some scholars to consistently patch up public school problems are rejected by Finn.   He believes a more radical change is necessary to clean up public schools.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Yet, many authors continue to believe in the public school system and contend that it is an essential part of democracy and equality in a nation.   Fotopoulos (2004) claims that while individuals live in society, they are in fact social individuals and that one of the most proven methods of making them part of society is through a public school system.   Yet, other than increase school budgets it becomes more and more difficult to find solutions to the public school systems problems.   Cowley (2001), in exasperation states, â€Å"while there is agreement about the need for better schools, there is no agreement about how to improve our schools.†    Growth of Private Education Various forms of private education have expanded in impressive numbers in the Western world over the past two centuries.   What was once thought of as a luxury or an innecessity by many parents is now being reconsidered as a viable and safe option.   Canada is not the exception, although it is a notable example of how private education entities are making headway. Davies and Aurini (2004) claim that enrollment in private schools in Canada has gone from 5% to 6% during the past decade (p. 420).   Although the number in appearance may seem small it translates to a 20% growth for private schools.   In Ontario the growth is even more staggering and reached 40% with a total of 750 schools in the province (Davies and Aurini, p. 420).   Private education is gaining importance with parents of both younger and older students.   This is clearly seen in the expansion of Montessori schools as well as proprietary vocational colleges (Aurini and Davies, 2004).   In addition we should not forget about the growth of private tutoring and home schooling. Apart from the growth of private institutions it is important to take into consideration perceptions of private versus public education.   A survey taken last year found that â€Å"46% of parents would prefer to send their school age children to private schools, while 60% of Ontarians agreed with the phrase ‘private school students receive a much better education than public school students’† (Aurini, 2006, p. 108)    Trouble in Public Education As previously mentioned private education, until recently, has taken the back seat the overwhelming importance of government lead education.   An understanding of public education today and all its faults requires that we understand its history.   At the turn of the century we saw a significant rise in big government, specifically in Canada.   The culture and society that revolved around the welfare state of the post-WWII period clearly supported governments incursion into the fields of education and health, to name a few. Parents placing their children in the hands of the state held the general belief that the schools would do their best to provide equal opportunity and social mobility.   Private schools were seen to fall in the realm of those who could afford their astronomical prices. Most often private schools were identified with religion and the upper classes.   Gabbard (2004) states that public schools in American society have held such responsibilities as â€Å"equalizing gender and racial inequalities, providing the knowledge and skills that give everyone an equal opportunity to experience the ‘American Dream,’ producing a workforce with skills that enable U.S. corporations to compete effectively in the global marketplace, and preparing citizens to be effective participants in a democratic society† (p. 3).  Ã‚   There was a common desire to believe that â€Å"schools strengthen our democracy, [and] our ability to meaningfully participate in the decision-making processes that impact our communities and our lives† (Gabbard, 2004, p. 3). Whether or not public schools are still up to this task is one of the terrible questions we must ask ourselves.   Indeed, what has always been a monumental task has been further been burdened by the nature of our increasingly global, increasingly technology based and increasingly competitive society.   Geiger (1994) claims, â€Å"To succeed in the 21st century, today’s students must graduate with more than knowledge of the past.   They must have the ability to synthesize and analyze new information, think for themselves, and adapt quickly to a world where change in the constant† (p. 63).   The technological tools that are present in almost all forms of work are often not found in public schools (Geiger, 1994). Trouble in High Schools Clearly high schools are facing challenges they have not had to face in the past fifty years or that maybe they never have had to face.   Run-down buildings, over-crowded classes, school violence, and poor rural support are only some of the problems on the long list any teacher, parent or school administrator could give you.   There seems to be less schools than ever.   One report shows that,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A complete restructuring of high school facilities is needed, as the current design pushes teenagers into an environment contrary to the way they learn. The first and most important change should be a reduction in the size of high schools. Research has shown that students have better attendance, are less likely to drop out, exhibit fewer discipline problems, and perform better when attending a smaller high school† (Hall and Handly, 2004, p. 21). An even more preoccupying problem is that of violence at school.   The last few centuries has witnessed an increase in attacks of rage and a significantly more violent atmosphere.   One administrator claims that, â€Å"It was only after many years of experience and investigation that we began to understand the degree of rage todays teenagers feel and how the school system is failing them, not only academically but in just about every imaginable way† (Hall and Handly, 2004, p. 21).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While urban schools are plagued by violence and over-crowded classrooms many rural Ontario schools are lacking in basic material resources.   Low school funding seems to be a problem best known to northern boards and rural Ontario boards (Trouble in, 2004).   A study done by The People for Education shows that â€Å"Ontario’s smaller schools are less likely to have librarians or guidance counsellors, music teachers or physical education teachers. And they are much more likely to be threatened with closing† (Trouble in, 2004) . Neo-liberal education There is no doubt that current international focus on liberal economics and globalization has a significant say in where public high schools stand and where they are headed to go.   Neo-liberal and conservative ideology clearly hold the idea that most government run enterprises are bound to get caught up in inefficiency and become labeled as inadequate.   Davies and Aurini (2004) claim that â€Å"The profit motive and need to compete for student-clients is said to provide powerful incentives to improve educational services. Since such incentives do not exist in large public bureaucracies, educational businesses are more likely to deliver real results, according to advocates.† This has resulted in a rising importance of educational entrepreneurialism, mostly brought on by the changing nature of schooling and pressures in the global market place.   According to Aurini (2004) the market, as in so many areas of society, including healthcare, is attempting to weed out insufficient agents.   She states that, â€Å"The belief that competition and de-bureaucratization encourages accountability, efficiency and consumer responsiveness† (p. 476).   In addition she claims that, â€Å"For market advocates, public schools’ monopoly status and bureaucratized form and the presence of teacher’s professional associations foster apathy and mediocrity to the detriment of education consumers† (p. 476). In the presence of competition public education entities may have to admit that they no longer enjoy a monopoly.   Finn states that, â€Å"If schools want students and the dollars that accompany them, they must attract those students, and in order to attract them they have to provide quality education.†Ã‚   In addition, some research suggests that business in education is resulting in the adoption of these same practices by public institutions (Davies and Aurini, 2004).   At the core of the argument is the belief that the market and forces of the market provide better education because the private businesses have to compete with each other. Tutoring: A Growing Industry The significant growth of one sector of private education in particular provides us with significant insight on how private education has progressed over the last years.   While in the past private tutoring enterprises consisted of test-prep centers and moonlighting teachers they have now evolved into private tutoring services that may   include preschool programs, math and reading classes, and writing and public peaking programs (Aurini, 2004, p. 478).   Aurini (2004) claims these entities are a highly evolved form of tutoring, these businesses are often developed as franchises or morph into comprehensive private schools. Aurini (2004) in her two year study of private tutoring institutions in Ontario Canada shows that the significant rise in private tutoring shows a clear shift from public to private education.   According to studies the percentage of Ontario parents requesting private tutoring for their school age children has gone up from 17% in 1997 to 24% in 2003 (Aurini 2004).   In addition, the number of formal businesses that offer fuller tutoring services has grown between 200%-500% in major Canadian cities over the past 30 years, a growth that is independent of public school enrolments or economic trends (Davies and Aurini, 2004, p. 422).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a further study done on tutoring franchises tutoring businesses are shown to be standardizing and broadening their services through franchises. In the form of what are being called learning centers, â€Å"franchises are increasingly transcending old-style test prep and homework support, and are bundling together a variety of offerings that sometimes encroach upon public school practices. A result is that learning centres are becoming increasingly school-like by providing an alternative to public education, rather than a mere supplement† (Aurini and Davies, 204, p. 419).  Ã‚   They attribute this expansion to the fact that franchising is the next obvious step in a successful business and they add that, â€Å"Service industries with many franchises such as coffee and fast food have likely grown much faster than industries marked mainly by a series of small independents†Ã‚   (Davies and Aurini, 204, p. 423).   As high school students are one of the largest groups using tutoring services, this subtle shift from public to private education is bound to have long-term consequences. Ethnicity and Individualism It has clearly been shown through data and example that private education has made great inroads in the education market, largely due to the failures of High schools and other educational entities to keep up to the demands of our fast paced, technology driven society.   It is important to note that while technology is clearly a part of globalism’s demands on high schools, individualism and multiculturalism also play an important role in the weakening of the public high schools.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While in the past it was common for religious groups to make demands on public government on term of their religion, it is now common for ethnic groups to make these same demands.   Davies (1999) states that, â€Å"Rather than presenting their cause as religious revivalism and morality in public education terms with little efficacy in todays political culture-the coalitions are evoking the idioms of multiculturalism, minority rights, and school choice† (p. 3).   Some religious groups have requested that Quebec, â€Å"embrace the reality of group based diversity in its schools, and they couch this tenet in the language of multiculturalism. The coalitions are united in an understanding of multiculturalism in which religious minority communities require separate education† (Davies 1999, p. 15).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although Canada had never been the melting pot that the United States has been education has been fairly homogeneous.   This is important because it shows the growing importance on individuality in Canada’s education system.   In Canada this is particularly important as one of the country’s core tenets has been unity in diversity.   Canada’s long standing respect for cultures has been a core element of its foundation from the beginning.   Having Quebec as an outspoken and integral culture within Canada may have even sensitized us to an even greater extent than other western countries.   That these demands may not be met by public high schools is of course essential to the legitimization of private schools. Intensive Parenting and Individual Children Canadians are having less and less children.   Whereas in the past families consisted of an average of three children many couples are opting to have one or two children.   This most likely is as a result of global factors and heightened individualism in parents living in an extremely materialist society.   The result of global parents and less children is an intensive style of parenting that requires them to be present in every aspect of their child’s life.   The psychology, health and education of Canadian children is under a microscopic lens. Private institutions cater to this new breed of parent using such slogans as calls â€Å"to ‘develop you child’s gifts and talents’† (Aurini and Davies, 2004, p. 420).   Customized education is guaranteed to secure your child with a future in a global economy that seems to becoming increasingly competitive and fast paced.    As Aurini and Davies have observed â€Å"education has become the medium to advance upon or maintain a socioeconomic position as economic prospects for those without credentials deteriorate. Higher education is increasingly sought after throughout Canada† (Davies and Aurini, 2004, p. 420).   They add that this is â€Å"creating a generalized culture of educational competition. From younger ages, more youth are being encouraged to view school as a competitive arena in which they must strive to get ahead† (Aurini and Davies, 2004, p. 420). The most obvious result of this is the re-entry of schooling into many homes.   The number of home schooled children has increased in significant amounts over the last years. Aurini and Davies (2007) claim that while years ago home schooling was â€Å"dominated by a coalition of religious fundamentalists and experimental ‘unschoolers’ a variety of subgroups are now emerging, with very different goals that range from nurturing minority identities, to meeting special educational needs, to simply seeking a superior form of education† (p. 462).   While home schooling only affects 2% of students in Ontario it is â€Å"‘shedding its image as a social or educational aberration’† (Aurini and Davies, 2007, p. 462). In addition, while home schooling was badly seen for many years, most specifically with regard to its legal standing, recent legislature have given it a new level of legitimacy.   These new policies allow boards of education to â€Å"deem that children are receiving satisfactory instruction at home simply by accepting notification from parents†Ã‚   (Aurini and Davies, 2007, p. 4).  Ã‚   In addition the provincial government no longer asks home schoolers to strictly adhere to traditional schooling methodes, and now recognize home schooling as an adequate alternative to that taught at public schools. While many scholars argue that home schooling is a result of government intervention and badly run schools Aurini and Davies take a different stand point.   Clearly the neo-liberal outlook on home schooling is that a badly funded and organized public schools are not providing children with the education that parents would like them to have.   A second explanation is that a fast paced economy is requiring a different type of education for its future workers.  Ã‚   According to this argument, â€Å"the ‘new economy’ is raising credential requirements and intensifying labor market competition† (Aurini and Davies, 2007, p. 4). Aurini and Davies (2007) argue that the distinctive trait of home-schooling has to do with the ability of children to better express themselves in a home environment.   They claim that, â€Å"rather than seek instrumental advantages, many of its practitioners aim to remove children from market (and bureaucratic) settings, reasoning that they are too precious to be entrusted to the care of others† (p. 4) What Can be Done? Canadian public high schools are no doubt moving into an era where shrinking budgets and mounting outside pressures are causing numerous problems within.   Schools are in disrepair, teachers are underpaid, and classes are overflowing.   Cowley (2001) states in frustration that, â€Å"Parents want better schools. Students want better schools. Teachers, counsellors, principals, superintendents, members of local school boards, and officials in the Ministry of Education want better schools. Taxpayers and employers want better schools.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And we may well be going in a vicious circle.   It is clear that high schools and other public schools need more money to keep up.   Finn states that the call is the same every year.   It is for â€Å"smaller classes, more teachers, more teacher training, more technology, more special programs, more hours in the day, more days in the year, et cetera.† He further claims that â€Å"In both Canada and the United States, this has long been our chief approach to making schools better. It is like our chief approach to making lots of things better: install a larger engine, replace the tires, and add more chrome.†Ã‚  Ã‚   Yet, how is this possible when in the example of the United States per pupil spending has tripled since the 1950s (Finn).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Public schools have had no choice and will have no choice but to change to meet ever increasing demands placed upon them.   And as they change the private schools will become more and more necessary to parents seeking the education that their children need to survive in the future.   Some believe that the very creation of private schools will force and overall change in education on both ends.   Autini (2006) believes that the advent of private education has resulted in the re-molding of public education.   The interjection of private schools onto the field of education has resulted in the altering of old public school tenets. While private education entities adopt public school models such as credentialed teachers, age-defined grades and courses such as math and science they, â€Å"are also seen to ‘loosely couple’ by avoiding stark performance indicators such as standardized tests and y embracing broad, often vague goals such as socialization and inclusion† (Aurini, 2006, p. 83).   In addition, â€Å"these strategies permit schools to integrate a variety of objectives and ward off inspection that would otherwise expose inefficiencies and inconsistencies† (p. 84). Private educators legitimize these alterations by relying on arguments of increased individualism and technical advances (Aurini, 2006, p. 83).   They claim to be satisfying consumer demand for more individual education programs.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also important to note that many private high schools have not been successful when competing with public schools (Aurini and Davies, 2004, p. 423).   In fact the history of performance contractors is sometimes one of â€Å"rapid ascent quickly followed by failure† (Aurini and Davies, 2004, p. 423).   It appears as though business are more successful when they don’t have to come up against public, free educational options such as preschools, colleges and private tutoring enterprises.   As tutoring is a form of supplementary education that does not compete directly with public schools it is exempt from this type of market competition from public schools (Aurini and Davies, 2004).   This of course is important to take into consideration when discussing high schools in Ontario, which remain over 90% public.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Conclusion Whether private high schools are successful or not it is clear that they are not only affecting the market but the whole of the education system in Canada.   Their rise in the previous years from institutions created with skepticism to viable alternatives to public education is significant.   Clearly the degradation of public high schools is closely linked to the neo-liberal economic model calling for less government and more markets.   It is a model that claims to know the answers to our future and to the future of our children.   Market competition will make for a better school system with more individual choices.   Private high schools mix well with the current individualistic tendencies shown in parents and students and which so clearly fit in with the core tenets espoused by private institutions. As we have seen in this work private high schools are not always the best high schools, neither socially nor economically.   The best schools may be the ones that allow for the greatest insertion into our ever-changing society by it’s students.   Fotopoulos, in an (2004) claims that, culture in general and education in particular play a crucial role in the determination of individual and collective values. This is because as long as individuals live in a society, they are not just individuals but social individuals, subject to a process that socializes them and induces them to internalize the existing institutional framework and the dominant social paradigm. (p.15) Social apt students are often the most successful students.   It might be relevant to discuss just how much individualism is good for us, our society and our schools. References Aurini, J.   (2006).   Crafting Legitimation Projects: An Institutional Analysis of Private   Ã‚  Ã‚  Ã‚   Education Businesses.   Sociological Forum   21, 83-111 Aurini, J.   (2004).   Educational Entrepreneurialism in the Private Tutoring Industry:   Ã‚  Ã‚   Balancing Profitablity with the Humanistic Face of Schooling.  Ã‚   The Canadian Review of   Ã‚  Ã‚   Sociology and Anthropology   41, 475-492. Aurini, J Davies, S.   (2007)   Choice without markets: homeschooling in the context of   Ã‚  Ã‚   private education   British Journal of Sociology of Education 26, 461 474 Aurini, J Davies, S.   (2004).   The transformation of private tutoring: education in a   Ã‚  Ã‚   franchise form.   Canadian Journal of Sociology 29,   419- Cowley, P.   (2001).  Ã‚   Report Card on Ontarios Secondary Schools: 2001 Edition.   The   Ã‚  Ã‚   Fraser Institute   http://www.fraserinstitute.ca/shared/readmore.asp?sNav=pbid=239 Davies, S.   (1999).   From Moral Duty to Cultural Rights: A Case Study of Political   Ã‚  Ã‚   Framing in Education   Sociology of Education 72, 1-21. Finn, C.   (2001)   â€Å"Reinventing Public Education Via the Marketplace.† The Fraser Institute   Ã‚  Ã‚   http://www.fraserinstitute.ca/shared/readmore.asp?sNav=pbid=270 Fotopoulos, T.   (2004).   Democracy, Paideia and Education: Culture, the Dominant Social   Ã‚  Ã‚   Paradigm, and the Role of Education   In Ross, W. E.   Defending Public Schools. (15-29).   Ã‚  Ã‚   Westport, CT.:Praeger. Gabbard, D. A.   (2004). Welcome to the Desert of the Real: A Brief History of What   Ã‚  Ã‚   Makes Schooling Compulsory   In Ross, W.E.  Ã‚   Defending Public Schools.   (3-14).   Ã‚  Ã‚   Westport, CT.: Praeger. Geiger, K.   (1994).   Rethinking American Schools in the Psot-Cold War Era: Introductory   Ã‚  Ã‚   Remarks from the NEA President.   Financing Education   33, 63-66 Hall, E. and Handley, R.   (2004).   High Schools in Crisis: What Every Parent Should   Ã‚  Ã‚   Know   Westport, CT.: Praeger Ross, W. E.   (2004).   General Editors Introduction: Defending Public Schools, Defending   Ã‚  Ã‚   Democracy   In Ross, W.E.   Defending Public Schools.   Westport, CT.: Praeger.   4 Trouble in Ontario’s small schools   (2004). People for Education   Ã‚  Ã‚  Ã‚   http://www.peopleforeducation.com/releases/2005/sept21_04.html

Research Outline: Effects of DV on Children

Research Outline: Effects of DV on Children This dissertation will examine the evidence for the claim that witnessing domestic violence causes serious and lasting harm to children. As it would not be feasible to conduct primary research on this topic at the researchers current level of training, given the significant ethical issues involved in working with children and families in this context, it will consist of an extensive critical review of the literature on this topic. This body of evidence will be systematically reviewed to establish the current state of knowledge regarding: à ¢Ã¢â€š ¬Ã‚ ¢ The strength of the link between exposure to domestic violence and childrens à ¢Ã¢â€š ¬Ã‚ ¢ Trauma symptoms à ¢Ã¢â€š ¬Ã‚ ¢ Development à ¢Ã¢â€š ¬Ã‚ ¢ Social functioning à ¢Ã¢â€š ¬Ã‚ ¢ Internalising (eg. depression) à ¢Ã¢â€š ¬Ã‚ ¢ Externalising (eg. aggression, disruptive behaviour) à ¢Ã¢â€š ¬Ã‚ ¢ Academic performance à ¢Ã¢â€š ¬Ã‚ ¢ The existence of mediating or moderating factors determining the level of damage caused by witnessing domestic violence, including à ¢Ã¢â€š ¬Ã‚ ¢ Temperament à ¢Ã¢â€š ¬Ã‚ ¢ Social support à ¢Ã¢â€š ¬Ã‚ ¢ Genetic factors à ¢Ã¢â€š ¬Ã‚ ¢ The prevalence of exposure to domestic violence in childhood. Preliminary review of the literature The prevalence of childhood exposure to domestic violence Intimate partner violence is disturbingly common in the UK: an analysis of recent data gathered by the NHS for various purposes found a lifetime prevalence rate of some experience of domestic violence of 13-31% among the general population of British women (Feder et al, 2009). In the US, Dong et al found (2004) that 24% of respondents (n = 2,081) indicated that they had been exposed to domestic violence while under the age of 18. These figures indicate that a high proportion of children will, at at least some point, witness acts of violence between (most commonly) their parents or caregivers in the home or another family setting. However, the usefulness of lifetime prevalence figures like this in assessing the real impact of domestic violence on children is rather questionable: these results do not distinguish adequately between individuals who witnessed a single incident, or very infrequent mild violence, and those who were repeatedly exposed to serious violence. More detailed data is required to address the question of how common prolonged exposure really is. A further problem with the analysis of data for the prevalence of childrens exposure to domestic violence is the high level of co-occurrence with other forms of maltreatment. A large US study (3,777 males and 4,411 females) found that 12.3% of men (n = 482) and 15.9% of women (n = 703; chi square of difference 15.9, p Witnessing parental aggression: its effects on child development There is strong evidence that aggression and violence between the childs parents or caregivers can have serious negative consequences even if the child is too young to understand: in particular, it has been suggested, very reasonably, that domestic violence negatively impacts the quality of maternal care as poor management of emotions and conflicts may transfer from the couple relationship to the mother-infant one (eg. Krisknakumar Buehler, 2000). Indeed, women who are in violently abusive relationships may even express more negative attributions about their unborn child while pregnant (Theran, Levendosky, Bogat, and Huth-Bocks, 2005), creating the conditions for an emotionally distant parenting style which can lead to a poor attachment between mother and infant. Of four studies of children aged 3-6 reviewed by Wolfe et al (2003), all but one found moderate to strong effects on internalizing and externalizing symptoms as a consequence of witnessing domestic violence; Levendosky et a l. (2002) also found a significant level of post-traumatic stress disorder (PTSD) symptoms in a similar population, and Bogat and her colleagues described clinically significant trauma symptoms in one-year-old infants exposed to family violence (2006). Interestingly, however, in a sample of 7865 British children aged 5-16, Meltzer and his colleagues found that Witnessing severe domestic violence almost tripled the likelihood of children having conduct disorder but was not independently associated with emotional disorders (2009:491). The picture is yet further complicated by the finding that at least some mothers who suffer domestic violence in fact appear to compensate for this in ways which increase their availability to their children, showing heightened sensitivity and responsiveness (Letourneau, Fedick and Willms, 2007:649). Domestic violence and adolescent outcomes Given the complexity of the picture of the effect of witnessing domestic violence (and of having a caregiver who is a victim or perpetrator of it) which has already emerged, it is to be expected that the impact of this form of maltreatment on the eventual outcomes of children who are affected by it will also be far from easy to determine. High levels of conduct disorder and other adjustment and attitudinal problems in the adolescent children of battered women have been extensively described (Fantuzzo et al, 1991; Holden and Ritchie, 1991, and numerous later studies); these conduct problems have, however, bee n found to be amenable to interventions to improve mothers own support, and management of their children (eg. Jouriles et al, 2001). McFarlane and her colleagues found, worryingly, that in a sample of 330 children (including black, white and hispanic ethnicities), the mean internalizing behavior score for boys 6-11as well as girls and boys 12-18of abused mothers were not signific antly different from the clinical referral norms (2003:202), suggesting that the impact of witnessing serious domestic violence is enough to lead to clinically significant symptoms including suicidality and self-harming behaviours in adolescents. This indicates that, although the mechanisms by which it causes such great damage are as yet unclear, witnessing domestic violence which is either serious or prolonged needs to be treated as a major traumatic incident in a childs life. However, the prevalence of exposure like this is so great that intervening in the vast majority of cases where harm is being caused would be impossible; we are, furthermore, learning ever more about the factors which determine whether or not these experiences take a lasting toll, both biological and social. Domestic violence and the biology of trauma While only a small fraction of the children who suffer maltreatment are, as it were, fortunate enough only to witness domestic violence and not be subject to other forms of maltreatment, even in these cases evidence has been found that both [hypothalamic-pituitary-adrenal] axis and sympathetic nervous system functioning were found to differ between children exposed to domestic violence and comparison children (Saltzman, Holden and Holahan, 2005), suggesting that exposure to this form of trauma has lasting biological as well as emotional consequences. While the exact effect of the kinds of changes which Saltzman and his colleagues found on later functioning is unknown, findings like this give cause for serious concern that exposure to domestic violence in early life may have consequences which include functional, particularly social, impairments which are difficult (although not impossible) to overcome. They may, too, have long term health effects: the prolonged effects of biological stress responses observed in PTSD sufferers have been linked to a variety of serious chronic illnesses (Boscarino, 2008), suggesting that children who witness violence may be at risk of ill health long after their exposure itself has ended. Future research seems likely to confirm that the hypersensitivity to verbal conflict displayed by the one-year-old (ie. pre-verbal) infants studied by DeJonghe and her colleagues (2005) has a neural basis; this high level of sensitivity may itself predispose individuals who were exposed to domestic violence as young children to displaying high levels of arousal in conflict situations, contributing to the emergence of aggression and conduct problems in later life. Rationale for undertaking this research It is clear from the preliminary review of the literature which has been presented above that exposure to domestic violence is a serious child welfare issue: it affects a large number of children, is frequently combined with other forms of maltreatment, and has been shown to have long-term negative effects on both psychosocial functioning and, more tentatively, on physical health. As such there is an obvious rationale for assessing the current state of research into this topic: there is now a large volume of work on this issue, although it has only been explored empirically since the 1980s, and new techniques such as the use of biomarkers and neuroimaging continue to add dramatically to our understanding of the risks and mechanisms of harm associated with witnessing domestic violence. Producing a broad systematic review of the aspects of this topic of greatest relevance to social policy and professional social work practice will help to inform responses to this grave threat to the we llbeing of thousands of children in the UK, and contribute to the formulation of effective responses to the challenges which family violence poses today. Outline research strategy As has been mentioned above, the research strategy which will be adopted here is that of a critical review of the literature, based on a structured search of major journal databases. This strategy is the most appropriate one due in part to the challenges of conducting experimental or observational research in families where domestic violence occurs; given the researchers lack of training in managing the care and welfare of vulnerable children and adults, a methodology of this kind would not be appropriate. As such, an approach which does not pose these ethical and practical problems has been adopted. A structured literature search methodology will be used to search the PUBMED, OVID and Web of Science databases; the terms used will be selected in order to identify literature which deals primarily with exposure to violence without the copresence of other forms of maltreatment. Due to the broad scope of this review, a meta-analytic approach would not be appropriate: where appropriate, meta-analyses of studies on this topic will be included, along with discussion of the individual studies included in them. Particular attention will be given to critical analysis of the effectiveness of the studies attempts to exclude the effect of confounding variables, including exposure to other forms of maltreatment and verbal aggression in the home, social factors and other issues.

The Awakening :: essays research papers

The Awakening â€Å"Edna began to feel like one who awakens gradually out of a dream, a delicious, grotesque, impossible dream, to feel again the realities oppressing into her soul.† (Pg. 42) In Kate Chopin’s novel The Awakening the constant boundaries and restrictions placed on Edna Pontellier by society will lead to her struggle for freedom and her ultimate suicide. Her husband Leonce Pontellier, the current women of society, and the Grand Isle make it evident that Edna is trapped in a patriarchal society. There are constant boundaries and restrictions imposed on Edna Pontellier that ignite Edna’s struggle for freedom. Edna is a young Creole wife and mother in a high-class society. Leonce Pontellier, her husband is declared â€Å"†¦the best husband in the world†, while Edna sits and feels unsatisfied with her marriage. Edna did not respect her husband as the other women did. Leonce condemned Edna for neglecting their children. Edna’s mind was at rest concerning the present material needs of her children. Edna’s thoughts are clouded with her unhappiness, one night she awakes and sits in the night air and cries. She does not know how to explain her crying, but the reader is able to understand that it is because she is unhappy with her life. Unlike many of the women that Edna is surrounded by she does not worship her husband. In a fit of rage one night she rips her wedding ring from her finger and throws it on the floor. She tries to stomp on it, but her small heel makes not indentation. Later, Edna feels like a child, but the action holds a lot of meaning. A wedding ring is meant to bind two people together through a promise, and Edna wants out of this promise. Determined to leave the life she doesn’t want, Edna leaves her family while they are away and rents a small house. Edna lives with the knowledge that she is not a â€Å"woman-mother†. Her own husband chides her for not paying more attention to the children. Edna’s affections for her children depend on her mood, although she her state of mind always makes clear that she loves them. While talking to a close friend she attempts to explain how far she would go for the sake of her children, "I would give up the unessential; I would give my money, I would give my life for my children; but I wouldn't give myself.

of mice and men :: essays research papers

THEMES Major Theme The major theme of the book is the beauty of a dream, for it gives a person a purpose in life. George and Lennie dream of owning a farm that they can call their own and where Lennie can raise rabbits and stay out of trouble, free from the constraints of society. Both men constantly keep this dream in front of them. In fact, Lennie asks George to repeat the dream over and over. George, himself, refuses to frivolously spend any money, for he is saving every dime to buy the land. The dream keeps both of the working; it also keeps them close. Curley's wife and Crooks, two cynics, scoff at the dream of Lennie and George as being unrealistic, but Candy sees its possibility and its beauty. He offers to give his life savings to help make the dream a reality, for he wants to join George and Lennie on the farm, living out his last days in happiness. When the two men accept Candy, he suddenly has a new lease on life; the dream has given him hope for a better future. At the end of the novel, the dream dies. As soon as Candy sees the body of Curley's wife, he understands his own loss of a dream and curses her for it. George also knows the dream has died with Lennie's death, and the novel ends with his going off to spend his money on liquor. He no longer has a reason to save his pennies. Without a dream, his life is sad and meaningless.Minor Theme The pain of loneliness is another key theme of the novel. Early in the book, George sets the lonely mood by stating, 'Guys like us that work on ranches, are the loneliest guys in the world.' Candy becomes the picture of total loneliness caused by age. He is rejected by all for being old and handicapped. His only company, his faithful, old, blind dog, is taken from him and killed; Candy fears that he will be treated the same way in the future and wants to join Lennie and George on the ranch. Crooks is the picture of total loneliness caused by prejudice. Because he is the only black man on the ranch, he is forced to live alone in a shed of the barn, and no one will have any interaction with him. of mice and men :: essays research papers THEMES Major Theme The major theme of the book is the beauty of a dream, for it gives a person a purpose in life. George and Lennie dream of owning a farm that they can call their own and where Lennie can raise rabbits and stay out of trouble, free from the constraints of society. Both men constantly keep this dream in front of them. In fact, Lennie asks George to repeat the dream over and over. George, himself, refuses to frivolously spend any money, for he is saving every dime to buy the land. The dream keeps both of the working; it also keeps them close. Curley's wife and Crooks, two cynics, scoff at the dream of Lennie and George as being unrealistic, but Candy sees its possibility and its beauty. He offers to give his life savings to help make the dream a reality, for he wants to join George and Lennie on the farm, living out his last days in happiness. When the two men accept Candy, he suddenly has a new lease on life; the dream has given him hope for a better future. At the end of the novel, the dream dies. As soon as Candy sees the body of Curley's wife, he understands his own loss of a dream and curses her for it. George also knows the dream has died with Lennie's death, and the novel ends with his going off to spend his money on liquor. He no longer has a reason to save his pennies. Without a dream, his life is sad and meaningless.Minor Theme The pain of loneliness is another key theme of the novel. Early in the book, George sets the lonely mood by stating, 'Guys like us that work on ranches, are the loneliest guys in the world.' Candy becomes the picture of total loneliness caused by age. He is rejected by all for being old and handicapped. His only company, his faithful, old, blind dog, is taken from him and killed; Candy fears that he will be treated the same way in the future and wants to join Lennie and George on the ranch. Crooks is the picture of total loneliness caused by prejudice. Because he is the only black man on the ranch, he is forced to live alone in a shed of the barn, and no one will have any interaction with him.

Utopia in Gulliver Travels and Paradise Lost Essay -- comparison compa

The Inconceivable Utopia in Gulliver Travels and Paradise Lost  Ã‚      In Jonathon Swift's Gulliver Travels and in John Milton's Paradise Lost, the reader is presented with two lands representing utopias. For Swift this land is an island inhabited by horse like creatures called Houyhnhnms who rule over man like beasts called Yahoos. For Milton, the Garden of Eden before the Fall of man represents Paradise. In it, Adam and Eve are pure and innocent, untested and faithful to God. The American Heritage Dictionary defines utopia as "an ideally perfect place, especially in its social, political, and moral aspects." And while Houyhnhnm Land and the Garden of Eden may seem like ideally perfect places, they are not. Indeed, they contradict our ideas of utopia.    Our fascination with utopias stems from our attraction to and pursuit of progress within our own society. We study utopias with the hope that our society will someday evolve into one. But what often goes unnoticed is that if our society improves enough to become utopian, it won't be able to improve any longer. Hence, it will be rigid and unchanging, the complete opposite of what it was as it evolved to its elevated state. This is an awful truth for us because we place value and virtue in the ideas of desire and progress. Our reason tells us: once in an ideal land, desire cannot simply cease to be, because desire is part of our human nature. And our reason is right. An ideal society should accentuate our human nature, not suppress it. As we desire a perfect society we know that a perfect could not exist without our desire. And as long as we desire, we hope for progress. The idea that an utopia wouldn't allow such progress to occur is enough to make us stop believing in utop... ...ames Holly. "Milton and the Art of War." John Milton, Poet and Humanist: essays by James Holly Hanford. Cleveland: Press of Western Reserve U, 1966. 185-223. Lock, F. P. The Politics of Gulliver's Travels. Oxford, Great Britain: Oxford University Press, 1980. Milton, John. Paradise Lost. Ed. Roy Flannagan. New York: Macmillan, 1993. Patrides, C.A. Milton and The Christian Tradition. (Oxford: Clarendon Press, 1966) Revard, Stella Purce. The War in Heaven. Ithaca and London: Cornell University Press, 1980. Rodino, Richard H. "The Study of Gulliver's Travels, Past and Present." Critical Approaches to Teaching Swift. New York: AMS Press, 1992. Swift, Jonathan. Gulliver's Travels. Mahwah, NJ: Watermill Press, 1983. Tuveson, Ernest. (Ed.) Paradise Lost: A Collection of Critical Essays. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1964.

A Rebuttal to Charles Darwin’s Theory of Evolution Essay

If there’s one thing that would make the highly religious person infuriated, that one thing would probably be the Theory of Evolution by Charles Darwin. Quite a rugged assumption but a little true nonetheless.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Religion, as a social institution, derives much of its foundations on several bearings; the most important being the Theory of Creationism. Under this theory (or belief?), humanity, the universe and life in general were all created in their original form by an Almighty Being or by an Inevitable Force. Usually, this refers to the deity or deities of a certain commune’s religious beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Theory of Evolution, on the other hand, portends that humanity, or life itself, emerged through a series of trial and errors wherein the fittest species among all others emerged victorious over nature’s anarchic character. The idea of a certain animal â€Å"branching off† from its original species to produce a different kind of breed is what the Theory of Evolution calls Natural Selection. By Natural Selection, the theory explains that certain unique features and/or characteristics possessed by a select few would inevitably allow them/it to have a higher chance of survival against those who do possess none of the same features and/or characteristics. For instance, assume that a species of birds uncannily produce a hatchling that possess a rather larger and longer beak than its original counterparts. By having this feature, the bird is now able to catch and eat more food as compared to the other birds of the same species that possess shorter and smaller (otherwise, â€Å"normal†) beaks. The theory claims that once this unique bird reproduces its own hatchlings, the unique features and characteristics it possessed would most likely be passed on; thus, eventually perpetuating the idea of the introduction of a different kind of species of birds that possess longer and larger beaks. And since having longer and larger beaks enables these birds (those which possess it) to catch, gather and eat more food, the natural balance of the food chain is automatically shifted unequally. Being that the birds with the shorter and smaller beaks will always be outcompeted by the new species with longer and larger beaks, the original species (otherwise, â€Å"old†) will probably end up being extinct. This idea is further supported by the theory’s most famous notion, â€Å"The Survival of the Fittest†. In the simplest sense, the theory states that those who are genetically â€Å"strong† as compared to the others will be the ones who will survive. As applied in the case of the birds, it was the newly developed species which seemed to be the â€Å"fittest† against their original counterparts. As such, their survival was ensured; branching off into a higher level of species and eliminating the rather â€Å"weak† species.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Understanding the Theory of Evolution in its general sense is not an easy task. For one thing, the theory itself is now including several different kinds of supposed facts to support Charles Darwin’s original theory (now referred to as Neo-Darwinism). Furthermore, its underlying principles and hypotheses do not lie alone on biology but also on genetics and others.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As if understanding the theory is hard enough, debunking the theory is an even harder task. Supporters of the Creationist Theory will always be under attack by the supporters of the Evolutionist Theory. This unbelievable dedication of faith and belief towards the Theory of Evolution is considered an awesome phenomenon similar to that of Catholicism’s rise as a predominant religion in the late Middle Ages. In other words, the Theory itself, ironically, is now becoming a religion in many ways. Henceforth, as hard as it is to debunk the Creationist Theory, the same will now be likewise to the Evolutionist Theory.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Going back to the theory’s initial stages, however, it would seem rather easy to refute Charles Darwin’s findings. Compared to the status of the Theory of Evolution at present, the status of Darwin’s theory in the past (as he presented it) remained attractive to questions of veracity and factuality. For many, though it seemed credible, it was also contestable.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First of all, Darwin’s Theory does not explain fully the derivation and/or origins of humankind as deduced from that of primates. Sure, there are many similarities existing between humans and Apes. But the Theory never really explained why or how humankind technically â€Å"branched off† from the original species of primates. Even if we use the notion of â€Å"Survival of the Fittest†, none of the pieces still seem to fit.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For instance, let us assume that a group of Chimpanzees produce an offspring that is clearly â€Å"smarter† than the rest of the clan. Now, that offspring immediately becomes the â€Å"fittest† among them. Still, it would be somehow impossible to deduce that this special primate would reproduce a couple more uniquely smart primates that would eventually start an hereditary cycle; causing the almost â€Å"accidental† creation of a new species. Even if that somehow became possible over a course of billions of years, it would still not explain how humankind developed a sense of wearing clothes, cook their food and establish a unique language that is clearly different to that of their original counterparts. Furthermore, some possible explanations regarding the loss of bodily hair, the shortening of the mandibles and other such anatomic inquiries remain in question for the theory.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Second, the development of a certain organ was never fully explained by the great man himself. Take a look at birds, for instance. The development of birds, from land creatures to fowls of the air, is clearly unsupported by the theory. As the theory explains, evolution occurs overtime through a course of millions of years. If so, how did the development of wings benefit the earliest species of birds? Imagine an ancient â€Å"bird† that started growing small â€Å"wings†. Of course, since these are small, it cannot benefit the animal in any way other than be a burden. As such, the status of â€Å"fittest† is automatically removed. Ultimately, the species – who were just starting to develop their own wings – would’ve become extinct and lost to the supposed â€Å"survival†. On the other hand, looking at the picture the other way around, it seems almost impossible that a group of land creatures would suddenly hatch (or give birth) to an hatchling that naturally or immediately possess wings – it would just not make sense. For the Theory of Evolution – and the notion of â€Å"Survival of the Fittest† – to work, organs and other characteristics must be present at once and not in a continual process that would take billions of years.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, the Theory of Evolution never really explained how the complex development of the human mind occurred. Just how exactly did human beings develop a sense of rationalization? How did they come to have a sense of beauty? How about a sense of free will? If humans with mental disabilities continue to breed for thousands of years, would the existence of a unique race of mentally disabled men and women become a possibility? How did evolution come to develop a mind that is so complex and comprehensive as compared to other creatures? These are just some of the questions that truly pose a great threat to the Theory of Evolution (during Darwin’s time at least).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Charles Darwin presented his Theory to the Academic Community, the Theory of Evolution was not as strong as it was today. By all means, it was easily contestable. After a couple of decades, however, the Theory gained so many supporters that even the Scientific Community now almost completely adheres to its principles.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Until the adherents of the Theory of Evolution do not find concrete answers to some of the questions posed above, the theory will forever only remain as such – a theory. Similarly, the Creationist Theory also possesses the same dilemma. Clearly, that is one reason why both theories – despite after several decades – still continue to battle each other out for supremacy (which is ironically a pun of the notion â€Å"Survival of the Fittest† itself). Cited Sources: Campbell, J. A. and Meyer, S. C. (2005) Evolution: Debate it. USA Today December 5, 2007 from Dean, C. (2005) Opting Out in the Debate on Evolution. The New York Times December 5, 2007 from Futuyma, D. J. (2005). Evolution. Sunderland, Massachusetts: Sinauer Associates, Inc. Scott, E. C. and Branch, G. (2005) Evolution: Just Teach it. USA Today December 5, 2007 from Smith, J. M. (1993) The Theory of Evolution. Cambridge University Press Weiss, R. and Brown, D. (2005) New Analyses Bolster Central Tenets of Evolution Theory Washington Post December 5, 2007 from