Learning Teaching And Assessing

Learning Teaching And Assessing The author will discuss issues relating to assessment in the clinical area including areas for development and improvement. The assessment under consideration is A Safeguarding Children Induction Handbook (Nottinghamshire Community Health 2009). This is a competency based induction framework and is designed to be undertaken by all new staff who will have regular contact with children and families (appendix 3). It is the responsibility of managers to ensure that staff will have the opportunity to achieve and maintain the competencies. The Primary Care Trust (PCT ) intends that use of this framework will meet statutory requirements to safeguard children (Nottinghamshire Community Health 2009). . Practice teachers were directed to facilitate this programme for Specialist community public health nursing (SCPHN) students. Assessment is the means by which learners are graded, failed or passed fit for practice (Quinn and Hughes 2007). Assessment in practice provides the grounding to ascertain if a learner is ready to move on or can demonstrate competence. This is needed in order to protect the public. Nursing and Midwifery Council (NMC) directs that SCPHN courses are balanced with 50% of learning in practice. Practice teachers are responsible for assessing students in public health practice. The portfolio is used to show evidence of achievement in practice. NMC (2008) advises portfolios are a method of evaluation suitable to collect information about a students competence to practice. Portfolios can demonstrate learning, by experience, reflection, personal and professional development and the students must cross reference all work to demonstrate achievement of NMC Standards of proficiency for SCPH nurses. Portfolio marking can be subjective and experience suggests students are not always clear what is n eeded to compile them. Calman et al (2002) suggested clinical assessment has relied on one practitioner observing and reporting on another which runs the risk of bias. As a student practice teacher the author has found this trying. There have been difficulties in achieving supervision due to a demanding caseload. A practice teacher mentor located at some distance has added to the challenge. The student and student practice teacher have benefited from time with university tutorial staff. In order to maintain good assessment processes careful allocation of mentors would be beneficial in future. Price (2007) and Gopee et al (2004) suggest that heavy workload of mentors and practice teachers may hinder learning; however teaching frameworks such as this one can help. Price (2007) suggests that knowing and being able to demonstrate knowledge are not enough to define fitness for practice. Practitioners should be assessed on consistency of accomplishments. Thus placements which take place o ver a long period are well set to meet those needs .The SCPHN student takes place over one academic year with a one to one practice teacher and student relationship. The author as a new practice teacher has found this very rewarding but also a fine balance between meeting the demands of student, clients and her own studies. Duffy (2004) in a report concerning mentors failing to fail students made recommendations. In order to identify any weaknesses in clinical practice mentors should work closely and habitually with students in order to make precise and honest assessments. As a trainee practice teacher the author has felt poorly prepared for assessment of students and though previous mentorship experience has proved useful it was very different. Closer work with a practice teacher mentor would be beneficial and the author has taken steps to address this. Peer support has proved invaluable and shared experience has been a reassuring factor. It is envisaged that the safeguarding induction programme will be part of portfolio evidence for student and practice teacher (appendix 3). It is the responsibility of the managers to evaluate which level of competency should be achieved. A problem based learning approach was considered to provide formative assessment. The NMC (2006) acknowledges that while the practice teacher will make summative assessments there is value in other mentors being involved in formative assessment. In practice other mentors have not been available due to staff sickness. Ousey (2003) found that problem based methods may promote learning as students felt involved and learn knowledge in context. Unfortunately the group identified to take part in this were not able to commit to regular meetings .Student anxiety about working with an unknown group was also a factor. The practice teacher was able to reassure the student that formative assessment was to provide the student with information about progress and tailor teaching to her needs (Quinn and Hughes 2007). Issues of equity and diversity were addressed as the course was tailored to meet an individuals needs. It seemed realistic to assume that the SCPHN student should achieve level 4 competencies, (can teach others) by the end of her course. When participating in an information evening and later first level interviews for potential CCPHN students the clear message was that the PCT intends that nurses with this level of qualification will be team leaders (Nottinghamshire Community Health 2008). Problem based learning can be a very supportive process and has the value of shared expertise (Price 1999). With future students and new starters better preparation should make this possible The safeguarding handbook does not make clear if there is a time limit set to achieve outcomes however they are based on recommendations from a national intercollegiate report (Royal College of Paediatrics and Child Health 2006). Competency based assessment such as these rely on the assessor having the skills and knowledge to effectively monitor learning. The competency framework in question was delegated to new practice teachers with little preparatory training and this has resulted in needing to seek guidance form safeguarding nurses. This could have been avoided with better preparation. Use of the safeguarding induction handbook has proved useful tool to direct specific learning. This however was fixed by the needs of the PCT in order to meet national safeguarding directives. Its content is clearly and carefully designed but like all competency based assessment it relies on the assessors objectivity. It is described as an induction framework which implies it is for new starters only. This is confused by guidance notes which imply it is to be used to maintain staff competence. There are no clear timescales for achievement, that and the level to be achieved relies on individual managers. This may cause problems with equity of competence. Evaluation suggests this is a work in progress .The author recommends that new practice teachers and managers should have further training and feed back should be given to the development group for the annual review.

Developing Independence in Client with Disabilities

Developing Independence in Client with Disabilities Critical Perspective on Diversity Introduction Mandy, a 44-year-old female with moderate learning difficulty, epilepsy, and with a congenital deformity of her limbs has restricted mobility, and limited manual dexterity. Mandy’s condition has caused her to be cared for by her parents since she was born, with the exception of two incidents. Mandy’s father was well informed, he managed to obtain for Mandy full benefit entitlement as well as a substantial payment from the independent living fund before he passed away. Mandy’s mother is the primary caregiver, and the funds that her father set into place before he died pays for her share of living expenses, food, medication, and related allowable expenses. Additionally, the money that Mandy receives permits her to have a carer visit the home for two hours, five days a week, to assist in helping Mandy’s mother. The carer assists in helping to move and wash Mandy as well as dress her and other tasks as a result of the advancing age of Mandy’s mother, wh ose health is deteriorating. The loss of her mother’s husband has left her in a state of long term grieving, for which she has been taking anti-depressants as well as anti-inflammatory drugs. Mandy’s mother has always been there for her, but she is approaching 60 years of age. Over the years, Mandy’s mother has become rather rigid in her beliefs concerning what Mandy can as well as cannot do. Mandy attends a respite care unit at a long stay hospital and has informed her key worker she wants to leave home as things there have become tense and Mandy does not get along with her mother presently as she did in the past, owing to her new condition. Mandy’s respite care is a short term break for patients from their caregivers as well as vice versa, whereby in Mandy’s situation, she is away from home as opposed to someone coming to the house (Rett Syndrome Association, 2006). Respite care is an official program that is a part of the ‘National Strategy for Carers’ that specifically is designed to provide carers with a break from devoting their time to the individual they look after, which is seen as an important component in maintaining a healthy relationship between the caregiver and the patient (Department of Health, 2007a). Prime Minister Tony Blair, in a forward to the ‘National Strategy for Carers’ document stated â€Å"The national strategy for carers – the first ever by a Government in Britain – sets out what we have been doing, and what we are going to do. It offers practical help in ways which are needed, and which will work. Carers will have better information. They will be better supported. They will be cared for better themselves† (Department of Health, 2007a). And while Mandy’s mother performs her care giving activities out of love for her daughter, the implication is clear. The publication for the government informs us that the important service rendered by carers is performed primarily by paid caregivers, representing three-fifths of the total number of people that are looking after an individual with a disability (Department of Health, 2007a). The publication states that women are more likely to be carers than males, and that throughout the United Kingdom there are over 855,000 individuals that care for someone over 50 hours a week, with over 5.7 million, representing one out of every six households (Department of Health, 2007a). In Mandy’s mother’s case, it represents just the ten-hour break she gets on a weekly basis. Respite care is one of the initiatives under the program-implemented buy the government to provide assistance to carers. As mentioned, Mandy has told her key worker that she would like to leave home. Because Mandy attends a respite care unit, there are no cost implications as it is a part of the national program under the National Strategy for Carers (Department of Health, 2007). Mandy’s disability allowance, as is the case with all social care allotments, requires residency in the United Kingdom, as per the following requirements 1). That the applicant must normally be a resident in Great Britain, 2). The applicant must not be subject to immigration control, 3). The applicant must be in Great Britain when making the claim, and lastly 4). That the applicant must have been in Great Britain, the Isle of Man, and either Jersey and or Guernsey for at least 26 weeks of the last 52 weeks (Directgov, 2007a). As Mandy qualifies and has qualified under the preceding, her desire to change her circumstances from home assisted living to a long stay hospital requires a local council assessment (Directgov, 2007b). The preceding is a part of the regulations and requirements in order for the local council to assess as well as work at the support the patient needs for such a change. As Mandy is learning impaired, and her mother has stated that she is the one who decide s what Mandy can or cannot do, Mandy will be filing for the change in carers without the aid of her parent. The learning disability impairment makes the preceding a difficult proposition for Mandy to take on herself, thus she will need help. Her key worker at the respite care unit has offered to help Mandy and thus in order to do so, needs to contact the disabilities teams social worker that is assigned to Mandy’s case, or simply the disabilities team itself, as well as the ‘Valuing People Support Team’ (Care Services Improvement Partnership, 2007a). The Valuing People Support Team was established by the government to address an unintended yet real concerns and problems faced by people with learning disabilities attempting to either be their own voice, or to be heard in the social care system regarding their own personal desires and wishes (Department of Health, 2007b). Prime Minister Tony Blair aptly sums up the purpose of the Valuing People Support Team in stating that People with learning disabilities can find â€Å"†¦ themselves pushed to the margins of our society †¦Ã¢â‚¬  as a result of unintentional circumstances in being able to find â€Å"†¦ the right care, health services, education †¦Ã¢â‚¬  and other aspects (Department of Health, 2007b). He continued that â€Å"At best they feel obstacles are constantly put in their way by society† (Department of Health, 2007b). The foregoing is easy to understand when one realizes that an individual with a learning disability has problems in not only fi nding out things to help themselves, they have problems in completing the paperwork and other facets of the system that has been put there to help them, but in many instances in the past did not as a result of the gap between their learning disabilities and communicating their needs to the system without the help of family members or other parties who either might not desire them to take such an action or simply do not have the time to assist them in wading through the process (Department of Health, 2007b). The Department of Health describes people with learning disabilities as being the most vulnerable as well as socially excluded individuals in the British society (Department of Health, 2007b). In terms of social services, as well as other branches of governmental aid, individuals with learning disabilities faced, in the past, poorly coordinated services, poor planning, and most importantly they had little choice and or â€Å"†¦ control over many aspects of their lives† (Department of Health, 2007b). The publications continues that day services, the contact point for people with learning disabilities, were â€Å"†¦ not tailored to the needs and abilities of the individual†, the last point being ‘abilities’ as the operative word in this instance. People with learning disabilities may be able, over a period of time, or instantly, to verbalise their wants, needs and desires, however, under a system with so many departments and layers, getting in touch with the right department represented a problem. Under the Valuing People Support Team they have a governmental agency that is their road map as well as navigator and operative arm to help them through the system as quickly as possible to the services they needs and or desire. If one thinks about it, the Valuing People Support Team also serves another highly important service, one of being in the position of patients accessing the system. Through a governmental agency helping people to use the system their experiences will provide a wealth of feedback from cases via which to monitor the effectiveness of the entire spectrum of services offered and provided by the government in this area, and make recommendation that have power. This inside system handling of the problems of users of services through its cases is the ideal manner by which to not only put the system on its toes, it represents the perfect feed back mechanism via which to implement improvements and change. In Mandy’s case, this means the first break from one of her parents in her entire life. A prospect, if one is to put themselves in her shoes, that must seem quite intimidating and fearful, in that she has to put her trust in what can be termed as strangers to treat her as family and see to her best interests as her father did. The Valuing People Support Team operates under four key principles, which are 1), Rights, 2). Independence, 3). Choice, and 4). Inclusion as its operational foundation Department of Health, 2007b). Applying these to Mandy’s situation enables one to see the fit and vision of the preceding. The idea is to provide them with choices, thus giving them control over their lives as opposed to being immersed in a society whereby their prospect of finding the appropriate services and or information is left to a ‘well-informed carer’ such as Mandy’s father who waded through all of the necessary steps and information gathering processes to obtain the full benefit for his daughter. In terms of where Mandy is today, in desiring to take control over her life, she needs that same type of assistance, something that was difficult to find. In order to accomplish the objective of providing individuals with learning disabilities with the options to access the system in the manner in which it is intended to work, the Valuing People Support Team was established to function as a ‘well-informed carer’. In the instance of Mandy, the Valuing People Support Team white paper set forth that it understands and has been established to help learning disabled individuals to access housing and other services that fit their needs. In this instance it entails the shift of Mandy from home care assisted living to hospital stay assisted living. Acting in a real sense as her advocate, the Valuing People Support is there to walk Mandy through the maze of social services to aid her in the achievement of her objective. As per its web site, under the Care Services Improvement Partnership, the Valuing People Support Team is there to work with 1), Learning Disability Partnership Boards, 2), Local people and organizations, and 3), Gov ernment Departments (Care Services Improvement Partnership, 2007a). The ‘Team’ 1) offers support as well as advice to people who want to and or are seeking to change services, 2) help people to get together for the purposes of talking and sharing ideas, 3) to listen to what people are saying, and 4) to feed this information back to the government to enable them to have the direct information from the users of the system so that things can be changed and improved for the better (Care Services Improvement Partnership, 2007a). In Mandy’s instance, the Valuing People Support Team as an advocacy department that has been specifically set up for patients with problems like herself (Care Services Improvement Partnership, 2007b). Advocacy The preceding represents the solution to Mandy’s problem, an advocate to listen to her concerns, counsel her as to her options, obtain agreement from Mandy as to the direction she would thus like to take knowing and understanding her options, and then to take the appropriate action based upon the foregoing. The advocacy services segment of the Valuing People Support Team offers the following services 1) self advocacy to enable individuals to speak up for themselves, 2) citizen advocacy whereby people can get to know an individual that has a learning disability and thus be able to get their wishes understood as well as heard, and 3) a short term issue based or crisis advocacy whereby a person is usually paid to speak up for someone regarding a particular issue and or when that person is in a crisis (Care Services Improvement Partnership, 2007b). The Advocacy Toolkit was set up to aid individuals in waking through what this service offers and how it can help. In Mandy’s i nstance, she received the help of her key worker at the respite care unit to get her to the Valuing People Support Team, which is the same course of action that would have been taken by the disabilities team. The disabilities team would have also been able to aid and assist Mandy in the getting to her destination. These teams, disabilities, represent service groups in the individual councils that are positioned within the individual authorities, whose service parameters are limited, however, they are there to assist. A typical disabilities team web site indicates its purpose as being a point of contact regarding disabilities issues that affects young people from partner organizations and other agencies (connexions, 2007). It is in place to offer and provide specialist services to young people between the ages of 13 and 25 who have a statement of special education need. They function as well as offer a limited and lower level specialist service in the pattern of the Valuing People Support Team that is on a lower level, yet in the same vein. Specifically they offer 1) support as well as guidance to personal advisers concerning individual cases, 2) training to personal advisors concerning di sability issues, 3) a direct service for young people that have complex needs, 4) an innovative working arrangement with partner organizations to help young people identify need as well as secure funding, 5) independent advice, along with guidance and information regarding local as well as national special needs provisions, 6) working with individuals as well as groups as advocates and brokers, 7) and provide access to other personal advisors whereby they can help to fulfill requirements as well as guidance as set by the government concerning young people that have a learning disability and or any other type of disability (connexions, 2007). The disabilities team would have not been able to assist Mandy in obtaining her objective of changing her carer, as a result of her age, but could have referred her to the Valuing People Support Team in order for Mandy to complete the process. Advocacy, as stated by Valuing People is that the government’s purpose and aim in putting this service into place was to provide a range of independent advocacy services in each area that permits people with learning disabilities to be able to choose the service(s) that best meet and fulfill their needs. The independent nature of the advocacy services represents one of, if not its most important features and facets as it ensures impartiality on the part of the patient (Care Services Improvement Partnership, 2007b). In addition to advocacy services, the Valuing People Support Team handles many, many other services, including arrangement to place someone at an appropriate residence. Specifically, the Valuing People Support Team states that a long stay hospital does not represent a good place for people with learning disabilities to live in (Care Services Improvement Partnership, 2007c). This option for Mandy is closed as all learning disability patients at long stay hospitals were moved as of March 2006 (Care Services Improvement Partnership, 2007c). Thus, the Valuing People Support Team will need to work with Mandy to hear her needs, wants and desires and advise her on her options. Mandy could not be in better hands than these, as they oversee the full range of services that are available within the health care and social services system. The fact that the Valuing People Support Team oversees the full range of services under the health and social care makes it invaluable to patients as well as t hose seeking help for the first time. It represents a resource that aids all of the departments in getting the person to the right area quickly and avoid moving people around form service to service, and or having them call, hunt and become frustrated in obtaining the assistance and help that they need. . Conclusion Mandy’s situation is in no way unique! There are others that have either similar and or drastically different problems who need empowerment in order to avail themselves of assistance and help when either in trouble or seeking the right governmental services for their condition. The existence of the Valuing People Support Team would be helpful for an immigrant without papers under hospital care in finding out exactly what their options are in terms of support, aid and immigration as a result of a recent event that ended them in that position. Specifically, the case of a gentleman named Boris who arrived in England twenty years ago and never secured his papers. Having had a reversal in circumstances, Boris has been living illegally in England and would up in a hospital as a result of kidney failure. His circumstance in living in an unheated room at the rear of a commercial establishment was unsuitable for return to after his hospital incident that requires follow up care. And as a result of his status, housing options were not open. The Valuing People Support Team represents a resource to aid Boris and the hospital to help this individual. The Valuing People Support Team represents an important governmental resource to aid the citizens of the United Kingdom in wading through he huge maze of services regulations and requirements that is the system of health and social services care. It is helping Mandy and countless others, and will be of aid to Boris as well Bibliography Care Services Improvement Partnership (2007b) Advocacy. Retrieved on 1 May 2007 from http://valuingpeople.gov.uk/dynamic/valuingpeople61.jsp Care Services Improvement Partnership (2007c) Long Stay Hospitals. Retrieved on 1 May 2007 from http://valuingpeople.gov.uk/dynamic/valuingpeople127.jsp Care Services Improvement Partnership (2007) What is the Valuing People Support Team? Retrieved on 1 May 2007 from http://valuingpeople.gov.uk/dynamic/valuingpeople16.jsp connexions (2007) What is this service. Retrieved on 1 May 2007 from http://www.connexionsteesvalley.co.uk/practitioners/aboutus/diabilities/ Department of Health (2007a) National Strategy for Carers. Retrieved on 1 May 2007 from http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4006522 Department of Health (2007b) Valuing People. Retrieved on 1 May 2007 from http://www.archive.official-documents.co.uk/document/cm50/5086/5086.pdf Directov (2007b) Care Homes and hospital. Retrieved on 1 May 2007 from http://www.direct.gov.uk/en/HealthAndWellBeing/HealthServices/CareHomes/DG_10031519 Directgov (2007) Disability Living Allowance – what else you need to know. Retrieved on 1 May 2007 from http://www.direct.gov.uk/en/DisabledPeople/FinancialSupport/DG_10012424 Rett Syndrome Association (2006) Guidance Note 1: Respite Care or ‘Short Term Breaks’. Retrieved on 1 May 2007 from http://www.rettsyndrome.org.uk/_downloads/respite_booklet.pdf

Dropout Intervention Essay -- Education, Dropout Prevention Programmin

Outcomes In Relation to EBD The literature indicates that outcomes for students with EBD were, by and large, positive and indicated that dropout interventions geared toward students with behavioral issues show some potential success for students. Sinclair, Christenson, & Thurlow (2005) found 44% of students within the treatment group with EBD as the primary special education qualifier were more likely to persist in school, whereas only 33% of students with EBD in the control group had the same likelihood. Researcher Remorse Hindsight and seeming regret in regard to measurement and study design weren’t uncommon across the literature. A pervasive â€Å"should have, would have, could have† existed among certain of the studies. The Vannest et al. (2009) study concluded with researchers lamenting the lack of a â€Å"quality measurement† in regard to the mentor-mentee interactions. The writers also bemoaned the study’s reliance on time units (that were not described), components of mentor-mentee interactions at school and via email, and, puzzlingly, a reliance on â€Å"measurable and observable data†. Both Munoz (2002) and Franklin et al. (2007) determined that without a control or comparison group, validity is shaky. However, none of the examined dropout prevention researchers were remorseful that the current span of literature didn’t consider race or gender in program design or measurement (including research projects explicitly aimed at students upon the basis of t heir race and/or gender). Mobility and Attrition Throughout the literature, mobility and it’s effect on student success rates in dropout prevention programming is noted but not consistently considered in the intervention findings, which is curious considering the possible dynamics... ...about the students we are supposed to provide with individualized, differentiated programming. Ninth, program interventions should consider implementing student involvement with planning, intervention, progress review, and goal discussion. Students who are in control of their own educational process foster ownership and responsibility for their future. Measuring the efficacy of such an approach for our target population could prove extremely beneficial, definitely informative. Tenth, making the realistic consequences of dropping out of school versus staying in school and graduating a more tangible concept for our target population appears to be a worthwhile undertaking. Vocational training programs and career mentoring could prove valuable for increasing graduation for our target population, and should definitely be examined.

Current Free Speech Doctrine: Will It Work On The Internet? :: essays research papers

The Internet offers a much greater potential for interactive communication between information senders and receivers than the more traditional methods of communication such as newspaper, radio and television. Freedom of speech ascertained by the constitution is not an absolute right. Depending on the medium through which information is delivered various degrees of the freedom to express one's self is protected. Internet communication may be analogous to either a specific existing communication medium or even several. Current free speech protection begins to dissipate as it is applied to the uncertain confines of the newly developed Cyberspace. The traditionalist approach to free speech protection is centered on core values and yields results that are basically neutral so that content allowed through one communication medium is permissible in all media.Freedom of speech and of the press is a basic tenant of United States constitutional law. Perhaps concern for the English use of prior restraint (licensing of press) and seditious libel was the reason for including the first amendment in our bill of rights. When the first amendment became law the printed page was the most widely used non-verbal medium of speech. Speech, as we understand it, involves more than verbal communication. Speecht includes pictures, movies, radio, television and expressive conduct [Shelton v. Tucker, 364 US 479 (1960)]. As technology advanced and additional communication medium developed, speech was given various levels of first amendment protection depending on the medium through which the information was delivered.Cyberspace is a network of computer systems permitting literally millions of people to communicate with one another on an hourly basis. Cyberspace may mirror other types of communication medium singularly or several at one time. Current free speech protection approaches break down when applied to Cyberspace since one may prohibit speech when delivered by one medium but permit identical speech delivered via a different medium. A core values approach protects identical speech regardless of the medium in which it is delivered. So it is a foundation for Cyberspace and promotes development of new technology. That, "Congress shall make no law..., or abridging the freedom of speech", suggests an absolute right to speak. Justice Black dissenting in Konigsberg felt that freedom of speech was absolute [Konigsberg v. State Bar of California, 366 US 36 (1961)]. Justice Harlan writing for the majority rejected an absolute right, noting that protected freedom of speech was less than an unlimited license to talk.

The American Education System; Cause For Rebellion :: essays research papers fc

The American Education System; Cause for Rebellion   Ã‚  Ã‚  Ã‚  Ã‚  If America's Schools are to meet the needs of the twenty first century, they must be reinvented. It is not enough to try to fix the schools; they must be reconstructed in both fundamental and radical ways. The school system must be restructured. The future of the American public school system is significant because the maintenance of an informed and productive citizenry is vital to the future of this country. Historically Americans have strongly asserted the importance of public schools in a democracy and despite growing disdain for the perceived value of the school system, public schools remain central to democracy in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  For more than a century, America's public schools have been an indispensable source of the country's strength. Public education has allowed citizens to become productive members of society by providing them with the skills and knowledge necessary for the labor force. Schools prepare students to be literate, informed and reasoning citizens. According to Philip Schlechty, author of Schools for the twenty-first century, â€Å"Public schools are the ties that bind this pluralistic society into a nation. Our Nation's thirty-sixth president, Lyndon B. Johnson, also believed that there is no institution more fundamental to American society and democracy than its public schools.†(36)   Ã‚  Ã‚  Ã‚  Ã‚  Public schools are the cornerstone of America's future. The development of youth's knowledge, skills and social dispositions has always been critical to the country's success. In the next century, America's youth will play an increasingly important role in the country's survival and well-being. By the year 2025, one out of five Americans will be 65 or older, and by the year 2040, one out of four Americans will be 65. In less than 15 years, the first baby boomers will reach the age of 65 (Peterson 64). It is clear that the economic success of America will be in the hands of youth to unprecedented extent. It is time to invest in education in order to maintain the American way of life.   Ã‚  Ã‚  Ã‚  Ã‚  In the competitive knowledge-based world of the twenty-first century, the education of America's youth will be more important than ever. More responsibility will be placed on schools because of greater diversity in classrooms, languages, preparedness, motivation, and the dynamics of the future workplace. Schools also must assume more responsibility because of increasing enrollment. Entering the 1996-1997 school year, there is an all time high enrollment of 51.7 million students in public schools throughout the country (Good 6). Because of enhanced enrollment and technological advances, there is more material that needs to be taught if students are to be competitive and productive in the future job market.

The Five- Forty Eight

Peaceful Triumph in the Face of Evil Atonement can be achieved without vengeance. Revenge is so basic, so animal a reaction to evil; it takes a higher level of thinking to achieve redemption without hateful spite and revenge. Atonement is satisfying after the anguish of rancor and internal violence brought on by maltreatment. When the goal is to equalize one’s enemy rather than destroy him, the end result is fulfilling. Although one immediately wants to take down his aggressor, in the long run, he will discover that this does not bring him the peace that they seek. In the short story â€Å"The Five- Forty- Eight† by John Clever, a businessman named Blake is kidnapped at gunpoint by his former secretary, Ms. Dent. She is mentally ill and angry with him for ignoring and promptly firing her after their one night stand, bringing him to a warehouse where she contemplates shooting him in revenge, but instead simply walks away. Having confronted the man that has wronged her without taking his life, Ms. Dent eventually leaves the scene, reborn without her anger. Redemption found in the absence of revenge is far more fulfilling a solution to a problem than one found through vengeance and violence. â€Å"The Five- Forty- Eight† is a prime example of this philosophy. Ms. Dent feels that Blake’s malice is the root of her unhappiness. While her mental illness has contributed to her deep inner turmoil, a great deal of it has been stirred up by his cruelly insensitive actions towards her. He preyed on her as he had other women, revealed through the narrator’s assertion that â€Å"most of the many women he had known had been picked for their lack of self- esteem† (Cheever). This gives us a brief glimpse into Blake’s past treatment of women. It is meant to be assumed that the women that Blake has â€Å"known† in the past are others that he was intimate with in brief and loveless affairs. Having said â€Å"picked† allows the reader to recognize that these were not simply women he happened upon in passing, these were in fact women that he specifically chose amongst all others, having perceived them as the easiest targets. Most importantly, the narrator says that these women were picked for their â€Å"lack of self- esteem. This reveals Blake’s true predatory nature. He wanted a woman he perceived to be weak and easy to manipulate for his own devices. Blake used Ms. Dents â€Å"oversensitivity† (Cheever) and â€Å"lack of self- esteem† (Cheever) in order to satisfy his own desires. Blake personifies evil within this story, and his actions against his secretary are the execution of aforementioned evil. Had Ms. Dent killed Blake and therefore vanquished evil, she would not have found peace with her inner demons. Ms. Dent was quite ill to begin with, having spent eight months in a hospital prior to her work for Blake, and her handwriting giving â€Å"the feeling that she had been the victim of some inner—some emotional—conflict that had in its violence broken the continuity of the lines she was able to make on paper† (Cheever). The use of the word â€Å"victim† incites that she is suffering unduly by no fault of her own. The idea that there is â€Å"violence† in her illness lends to the reader the severity of her disease. That the disease should have â€Å"broken the continuity of the lines she was able to make on paper† shows that the troubles of her disease are now pouring outward, evident through things so ordinary as her handwriting. Ms. Dent is quite ill, the impact of this illness becoming obvious long before she kidnapped Blake. Shooting him and thereby expressing the violence and â€Å"conflict† within her would push her over the edge and completely destroy her. Had Ms. Dent destroyed Blake, the evil in her life, she could never and been vindicated of the burdening emotional pain she felt. She is quite capable of overcoming the sadness he caused without killing him. Ms. Dent successfully overcomes the reprobate, evil character in her life without killing him. After bringing him to the warehouse, Ms. Dent forces Blake to the ground, repeating several times, â€Å"Put your face in the dirt† (Cheever). He is now beneath her, having been forced to bend to her will so far as to put his face against the dirty floor of a city warehouse. She then goes on to say â€Å"I can wash my hands of this† (Cheever) several times as well. The washing of hands is an allusion to the Bible, where Pilate, the Roman general who decided to hang Christ upon the cross, also claims to wash his hands of any fault he has in persecuting Jesus. In saying this, Ms. Dent cleanses herself of the â€Å"filth† in her life that has caused her such misery. She then leaves Blake there on the ground, crossing a wooden footbridge and disappearing. This crossing of the bridge metaphorically shows that she is now beyond the obstacle that had impeded her ability to be happy, having done so without harming the obstacle itself, much like a bridge continues one’s path over a river without ever disrupting it. The narrator goes on to say that â€Å"he saw by her attitude, her looks, that she had forgotten him† (Cheever), and we finally know that she is ultimately at peace with herself, and has managed to find this peace without resorting to the ultimate violence of murder. Ms. Dent had purged herself of evil without ever having to destroy its source. The root of nearly all great pain and emotional toil is evil. However tempting it may be to destroy this evil, to vanquish it, to kill it, this will never bring he who suffers the peace he seeks. Should Ms. Dent have killed Blake, she never would have found the redemption she sought. Forcing him into the dirt, lowering him below her, and therefore allowing her to elevate herself above evil gave her the fulfillment that she desired and alleviated the pain that she felt. John Cheever’s â€Å"The Five- Forty- Eight† shows us that the destruction of evil is not necessary when overcoming it. It is in elevating oneself above evil, the realization that one is greater than that which has caused one such suffering, that peace is finally found.

Talking to Your Mom and Talking to Your Friends

Talking to your mom and talking to your friends Every teen has their own secrets, which they might tell to either mom or friends. However, someone cannot tell it to his or her mom, because he or she very afraid to mom’s reaction to their secrets , also they are might be shy. Therefore, a lot of teens prefer to tell it to their best friends more than to thier moms. Mother, who always helps, loves, believes, listens and gives a good advice to you, is one of the best people in the world, but not often you can tell her all your feeling inside.Nevertheless, sometimes you won’t want to hurt her with your a few problems, so you do not tell it. But sometimes you tell her about your situation or problem and she always give you better advice to solve your problem than friends who cannot to do anything and help you. Everyone has a best friend, who know everything about you and your problems. Moreover, you spend a lot of time with this person and always tell your secrets, which you cannot tell to your mom.Furthermore, he or she can change your mistakes to joke, your sadness to happiness, whereas attitude with mom is on another level of mutual relations. In conclusion, talking to your mom or friends is depends on the person relationship between them. You can tell your secret or problem to your friend, in the same way to your mom. But no one wants to hurt his or her mom, so he or she just tells it to their friends.