Animal Farm the Danger of an Uneducated Working Class and...

â€Å"ANIMAL FARM† by George Orwell â€Å"The Danger of an Uneducated Working Class and the Use of Language as Instrumental to the Abuse of Power† Teacher: De Giacomi, Ana Carolina. Student: Resoalbe, Cecilia Analà ­. English History and Literature of the Twentieth Century. ANIMAL FARM: â€Å"The Danger of an Uneducated Working Class and The Use of Language as Instrumental to the Abuse of Power† Born in 1903, Eric Arthur Blair, better known as George Orwell, was an English political novelist and journalist, who became a recognized writer due to his sharp criticism of political oppression around the world. Having experienced hard times during the Spanish Civil War and the Russian Revolution, Orwell turned into a biting critic of both capitalist and†¦show more content†¦3 Orwell, George. Animal Farm a Fairy Story, Penguin Books, UK, 1945 (p.23) Orwell, George. Animal Farm a Fairy Story, Penguin Books, UK, 1945 (p.50) 5 http://www.sparknotes.com/lit/animalfarm/canalysis.html, August 2012. 6 Orwell, George. Animal Farm a Fairy Story, Penguin Books, UK, 1945 (p.30) 7 Orwell, George. Animal Farm a Fairy Story, Penguin Books, UK, 1945 (p.31) 4 This is how the author exposes throughout the story, the little intentions to learn and/or to exercise their skills the animals have. Whether for being lazy or innocent, the animals open the way to the pigs to have more and more control over them. A great example of this is the long-lived donkey, Benjamin, who â€Å"could read as well as a pig, but never exercised his faculty†8. Maybe, if Benjamin worked out his capacity to read, the other animals would be encouraged to do so, or at least to understand that they were being fooled by the pigs. On the other hand, the pigs rapidly become aware of the great advantages they have by developing their knowledge and critical faculties. They effectively develop speaking and writing skills from children books. Together with the awareness of the importance of education, comes the realization of the fact that if they hindered education and knowledge from other animals, they (pigs) would continue to be beneficiary. This resembles the history of England during the

The Life of William - 704 Words

Even though he doesnt know it yet, on February 18th, at 79 years of age, William will rest eternally at his late wifes side. On October 18th, when he is 26, they will be married in a small, peculiar ceremony among family, On June 8th, at 32 years, he and his wife will have their second child, and in just a few minutes, at the age of 23, he will meet his wife, to-be, at this coffee shop after accidentally spilling coffee on her. How do I know these things? Because I’m here to make sure he trips. I’m a Time Lord, one unassociated with time and space ultimately to ensure others lives happen as their schedule dictates. Normally my duties arent so direct, and usually I would welcome a chance to be more involved, but honestly, this time Im a little jealous. Im here to join two lives, while Im bound to alienation from connection. Ill be here for the next few minutes, enjoying a cup of coffee, ensuring William ‘accidentally’ spills his coffee before jumping off to another time, person and situation. For now, I try to find half a moment of peace in this crowded coffee shop, wrapping a hand-hug around my warm mug. Although the stuffiness and smell of coffee hang a little too thick in the air, I prefer that to the bite offered by the chill. I’m resentful of the occasional obnoxious scream of the milk steamer which interrupts the otherwise relaxed atmosphere. Nobody else around me really seems to notice - their phones or laptops absorb every ounce of their attention. EvenShow MoreRelated The Life of William Carlos Williams Essay1153 Words   |  5 PagesThe Life of William Carlos Williams â€Å"Nothing whips my blood like verse.† These are the famous words of the great poet, William Carlos Williams. Williams was born on September 17, 1883 in Rutherford, New Jersey. 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Personal Story Whats in a Name Essay Example For Students

Personal Story Whats in a Name? Essay Although I am called by many names and each are greatly connected to me, I feel my first name most accurately defines me. My first name belongs to me as a unique individual while my last name pertains to a group of people. Through my name, I was able to perceive three significant images which are a terrarium, a beaver, and a mouth. The terrarium and mouth were seen through the two ‘n’s, and the beaver was seen through the ‘y’. These three images portray significant experiences that I have gathered over the years. The first letter ‘n’ had a picture of a opened mouth which reveals my personality, values, and passion for eating. The picture depicts the mouth open so that the top and bottom rows of pearly-white teeth are visible and the red tongue is also visible. It represents how I am constantly hungry and enjoy tasting foods from cultures around the world. My personality is also reflected, for I am extremely sociable and talkative. Even if the person is a stranger, I would attempt to engage them into a conversation and make them smile or laugh. Eating is also a way for me to connect and bond with my family and friends since much of communication is accomplished over meals. For example, on my birthday last year, my friends and I celebrated by eating KBBQ and we were all ecstatic. For three hours, we were laughing, telling jokes, and recalling memories; and overall, we were growing closer and strengthening our bond. Through the second letter ‘n’, I drew a picture of a cactus terrarium. One side of the terrarium represented the day while the the other side represented the night. The day was characterized by bright greens for the cacti and luminous reds, oranges, and yellows for the sunlight. The contrasting night was a mixture of blacks, purples, and blues to embody the mysteriousness of the night sky. A few shadows of the desert fox and mouse were also drawn. My older sister, Winnie, loves cacti and she once told me her wonder of how such beautiful and unique plants can survive and flourish in such lifeless environments. I share the same wonder as her, and I also realize this resembles both my own desire and my sister’s desire to always be able to trust and depend on one another and the importance of never giving up. In addition, my family and I traveled up to Arizona last year, and we were able to witness the beauty of the desert both during the day and at night. I tried to incorporate the beauty of the scenery into my drawing. I transformed the last letter of my name into the face of a beaver. I tried to give the beaver a furry texture by using four different shades of brown and a featherlike stroke. The top of its head is a darker shade of brown compared the the lower half of its face. I love the arcane role of beavers and nature in general. I am an active supporter of the environment and I wish to spread the concerns of global warming and our negligence of the environment to more people, for many are still unaware of its consequences. When beavers construct a dam and alter the geography of rivers, they create a beaver meadow which helps store carbon. This helps sequester greenhouse gases from the atmosphere; however, the decline in the beaver population has greatly reduced the amount of carbon storage. The picture of a beaver reflects my subconscious impulse to protect mother nature and the animals that are suffering because of the humans’ ignorance. I used my first name, Jenny, to convey my view of myself as an individual. In each of the letters of my name, I was able to draw a picture that represented myself. .u4e1ed6b705e4eadb8a06aa6bf02c30ab , .u4e1ed6b705e4eadb8a06aa6bf02c30ab .postImageUrl , .u4e1ed6b705e4eadb8a06aa6bf02c30ab .centered-text-area { min-height: 80px; position: relative; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab , .u4e1ed6b705e4eadb8a06aa6bf02c30ab:hover , .u4e1ed6b705e4eadb8a06aa6bf02c30ab:visited , .u4e1ed6b705e4eadb8a06aa6bf02c30ab:active { border:0!important; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab .clearfix:after { content: ""; display: table; clear: both; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab:active , .u4e1ed6b705e4eadb8a06aa6bf02c30ab:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab .centered-text-area { width: 100%; position: relative ; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab:hover .ctaButton { background-color: #34495E!important; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab .u4e1ed6b705e4eadb8a06aa6bf02c30ab-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4e1ed6b705e4eadb8a06aa6bf02c30ab:after { content: ""; display: block; clear: both; } READ: Effects of Civil War EssayThe three most significant pictures are the mouth, the cactus terrarium, and the beaver. For the entire artwork, I used colored pencils, markers, and black acrylic paint on white paper. During the process of constructing this artwork, I discovered the deepness of my connection to nature and the advocator inside of me. I always wound up getting inspiration from animals and environments threatened by the effects of global warming. It was extremely fun and I enjoyed creating this work of art. I had never done something like this before where a name had more meaning to it than just a sound so it was a new experience.

Our Class Field Trip to the Zoo Essay Example

Our Class Field Trip to the Zoo Essay Can bizarre events actually happen on a field trip with a typical teacher, a normal class, coming from an ordinary school? This was one question nobody had considered In Mrs.. KS class before their extensive, I-day field trip to the zoo. The class did not know the unfortunate events that would follow their Jovial mood prior to their first step on the old and musty bus. Many preparations had been made for the field trip on the luminous Monday morning. The birds chirping was a sign that the weather would stay serene throughout the day. Among the excitement, there was one very poignant boy who as sitting on a couch in Mrs.. KS blissful classroom. This boys mother had not signed the field trip form, therefore forbidding him to go. Nobody had sensed this discrepancy in the room, except a petite, blonde girl, named Gabby, who looked to be refined, but was very clever and tricky. She bent down and looked straight at the gloomy face that lay on the couch in front of her. Whats wrong, Matt? Matt looked up at Gabby smiling face. He wanted to say go away, but he knew that would Just make him feel worse. My mom never signed the permission slip. Now I have to sit In the library and read boring books. We will write a custom essay sample on Our Class Field Trip to the Zoo specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Our Class Field Trip to the Zoo specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Our Class Field Trip to the Zoo specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Gabby looked up In the air, with a smile that only came when she had an Idea. You have an Idea? Matt asked eagerly. HIS pupils dilated, and he suddenly felt hungry for a trick to go on the field trip. Gabby scowled at Mats eagerness. Well, did you tell Mrs.. K about the permission slip not being signed? Matt shook his head, his face still looking excited. Okay, well you could forge the signature, but Gabby suddenly lost her balance, because Matt Jumped off the couch and ran to his seat to get out the permission slip. Gabby fell on the floor, and just rolled her eyes. Okay, class, settle down! Mrs.. K tried to scream over the hustle and bustle in her classroom. The class eventually quieted down, however not at the alacrity the teacher was hoping for. Dont forget to take only your lunch and your permission slips. When you walk out the classroom, I will collect them from you. And dont forget any of the rules! The class promptly got out of their seats, brought their belongings, and hurried out the classroom door. Matt was the last one to get out of his seat. As he got up, he brought his hands toward his lunch. However, he TLD let go of the pen that he used for a very dire purpose. As he sauntered out the door, Mrs.. K. Glanced toward Mats hand that held the pen. She looked at him suspiciously, then shrugged her shoulders, and followed the rest of the class to the busses waiting outside. When the whole class had gotten on the bus, Mrs.. K. Motioned the thumbs- up sign at the bus driver. The bus driver nodded his head, and started up the bus. Mrs.. K. Leaned her head on the back of the first seat of the bus, and carefully pondered the moment when she thought Matt had forged his mothers signature. Matt and Gabby sat next to each other on the bus, ready for the two hour ride to the o. Matt, Gabby said, In a wincing tone. Why did you forge your mothers signature? You are the one who l Just said It was an Idea, Gabby disrupted, And then you Interrupted me! I was going to say that It could get you In a lot of trouble. l wont get Into trouble, Matt declared. l wont get into trouble as long as you dont tell anybody. Tell anybody want salad a vole, wanly seemed extremely Tambala to Matt Ana 1 Doom looked up slowly and saw a tall shadow hovering above them. As slowly as a baker ices a cake, they figured out who the shadowed figure was. It was none other than heir teacher, Mrs.. K.! Tell anybody what, Matt? Repeated Mrs.. K. Uh L Uh Matt kept stuttering until Mrs.. K. Gave in. Mimi forged your mothers signature on the permission slip, didnt you Matt? By now, the whole class was looking at the two kids. There were whispers, then stares, then more whispers and stares. Matt looked down at the gray seat he was sitting on. He whispered a tiny, mien. Mrs.. K. Just smiled and said, Well, we are already a half an hour away from school, so I guess youre Just coming with us. But when we get back to school, dont think that youre off the hook. Youll be spending a week with me in detention. Mrs.. K. Smiled again and walked away. Matt and Gabby Just looked after Mrs.. K. And Matt quietly sobbed, saying phrases like detention! Detention! and what will my mom say? Another half hour had passed before Matt had stopped his weeping. Gabby had her elbow leaning on the window. Her eyes kept fluttering, but she didnt want to go to sleep, because she didnt want to miss anything that happened. Gabby was thinking about nothing in particular. She Just wanted to go to the zoo, and come back. Just as Gabby was about o fall asleep, her elbow unexpectedly slipped down onto the sill of the window. This hurt Gabby elbow, and it started bleeding. Everybody in the bus was screaming. There were masses of shouting saying foolish things like, The bus is falling in quick sand, and Were all going to die! The bus was merely under the case of two flat tires. However, there was no gas station for three miles. The bus couldnt survive for even a minute with only two working tires. Mrs.. K. And the bus driver were talking about this inconvenient disaster. It seemed like hours when Mrs.. K. Finally turned award her class. The bus became pin-drop silent. We have tried to reach the school, but apparently, the signal is very bad out here. We have looked at the map, but the nearest gas station is pretty far away. If we want to get out of here, we are going to have to Mrs.. K. Hesitated, Push the bus. WHAT? screamed the class. The silence had turned into severe commotion in no time at all. Mrs.. K. Tried to clam the class down, but to no avail. Eventually the class figured out that they were not going to go anywhere until they pushed the bus to the gas station three miles ahead. So, he class filed out of the bus in an orderly fashion while Mrs.. K. Kept trying her phone. It was extremely hot outside, so by the time the bus was pushed, everyone was sweating. It took more than forty minutes for the bus to be pushed the whole three miles. Gratefully, the class took water bottles provided by the gas station. Finally, the class got to settle back on the bus. It was hotter in the bus than it was outside, so everybody opened their windows. Another half hour passed before Matt and Gabby got bored on the bus. They finished playing hand games, and word games, and they couldnt think of anything else to do. Ugh! exclaimed Gabby. Im so bored! Theres nothing to do, and the bus is extremely stuffed! Me too! whined Matt. Why couldnt they Just request a truck to haul us to the gas station? As Matt and Gabby thought up all the reasons why this field trip would be the worst, they, along with the rest of the class, had no idea what Mother Nature was cooking up for them. As soon as Gabby felt a raindrop on her shoulder, and looked outside the window, she knew that Mother Nature was being extremely cruel. She had brewed up a storm, something ten wangle class was moping not to nave. Can person on ten bus had their own version of saying, Monomania! While they closed their windows. It was raining cats and dogs! None of the meteorologists had predicted a severe storm. First a week of detention for Matt, flat tires on the bus, and now rain. What else could go wrong on this wacky field trip? The streets were almost flooded. There was a large amount of traffic. On top of that, the bus was moving exceptionally slow. Instead of having a half an hour left of the bus ride, the time doubled. The classs Jovial and buoyant mood was turned into a miserable and distressful mood. The once loud bus had turned down the volume a great deal. Cacao! sneezed one Cacao! Sneezed another. Cacao! Cacao! Cacao! sneezed the Wickers brothers. Suddenly the whole class started sneezing and coughing. Well, it is allergy season, commented Mrs.. K. In a wincing tone. She didnt know what to do. She finally faced the fact that this was the worst field trip ever to be taken. She had already given out a seven-day detention because of a forged signature. She got all sweaty, sticky, and dirty from pushing the bus three miles. Mrs.. K. Also got wet from the harsh storm. On top of that, the signal on her phone wouldnt work, and they were already delayed at arriving at the zoo. Mrs.. K. Oldest take it anymore. The whole class was becoming sick and there was no way they were going to make it to the zoo. Mrs.. K. , as well as the rest of the class, fell asleep, ignoring the fact that everything that could possibly go wrong went wrong. On the bright side, the rain had stopped and the traffic decreased. When the class eventually got to the zoo, they were an hour late. Apparently, the tour guide had given up waiting and left. Because of the amount of work put into getting to the zoo, Mrs.. K. Decided to lead the group herself. The sky around them was still dark and cloudy, but the sky was starting to clear up. It was also extremely humid, with a slight wind. As Mrs.. K. Took attendance and went over the rules, Gabby became Jaded. She made a lets go motion with her hands aimed towards Matt. He got the signal and followed Gabby, without Mrs.. K. Seeing the both of them. The two children snuck through a bush nearby, and passed the entrance of the zoo. They started walking around the colossal zoo together. They had no idea what was headed their way. Back outside the zoo, Mrs.. K. To up to Mats name. Matt Mrs.. K. Looked around the horde of students. Matt, please say here when I call your name. Matt! Suddenly Mrs.. K. Started panicking. She frantically searched through all the students. Oh no! First, he forges his mothers signature and now he has wandered off Where can he have gone? All at once, Mrs.. K. Also grasped the fact that Gabby was missing too. Mrs.. K. Started gathering up the class and talking about a search party. Okay, you guys go this way, and you guys go that way. She moved her hands frantically in the air, pointing her finger in different directions. When everybody was given their places to search, Mrs.. K. Said, Remember, when you find Matt or Gabby, make sure you yell as loud as you can. Okay, go ahead. The whole class rushed into the zoo, ready to search. All this while, when Mrs.. K. Was trying to calm herself, Matt and Gabby had finally realized that they had gotten lost. They didnt have a map with them, and they have never been to this zoo. They both panicked, as they were trying to find the entrance. This is tattletale going to AAA to my week AT attention! Matt moaned. on stop worrying about yourself, Matt. Try and look for the entrance. As Matt and Gabby kept searching, they had no idea how far into the zoo they had gotten. In the front of the zoo, all of the small animals were shown, such as birds and monkeys. The middle of the zoo held water animals, such as reptiles and seals. Finally, the back of the zoo held large animals such as elephants and gorillas. These are the animals Matt and Gabby ran into. After several minutes of walking aimlessly around the zoo, Matt leaned on a few metal bars that were within his reach. Im so tired! How much longer will it take to find the entrance? Gabby faced Matt, ready to contradict him, but her air skin turned to a deathly pallor. Uh Matt, Gabby said in a shaky tone. Mirrored leaning on It was too late. Matt was leaning on a gorilla cage. The gorillas hand held on to Mats shirt through the bars. Matt started screaming hysterically. Since Matt had a skinny figure, he easily fit through the extensive bars. Help, Gabby! Dont just stand there! By now, the gorilla had Matt lying face-down on its back. The gorilla started walking to its bowl of food. Okay! Okay! Gabby, whose face was still pale, turned and walked away. She was determined to find help. On her way to find help, Gabby knew that she was getting lost even more. Just as she was about to give up, her foot stepped into something mushy. Ewe! Gabby squealed as she looked down at the elephant poop on her brand new shoes. Oh! This is so disgusting! Out of the corner of her eye, Gabby sees a large water fountain that was big enough to use as a bathtub. Gabby ran towards it, with her sullied shoes. Her footprints left their mark on the once clean sidewalk. As Gabby got nearer and nearer to the water fountain, Gabby imagined what was happening to Matt. She pictured Matt, his face cared to death, and the gorillas mouth coming closer and closer. Fortunately, that was not what was happening at all. Matt was actually attempting to communicate to the gorilla. Over here! Over here! said one of Gabby and Mats classmates. A few other kids ran over to the enormous gorilla cage. Matt! one of them shouted, Get out of there! Dont worry! said Matt without any fear or panic. The gorilla is feeding me. Its really nice! Matt turned his attention back towards the gorilla and went on with the conversation. Another group of kids from Mrs.. KS class saw the elephant poop footprint marks Gabby left. Smartly, they followed the footprints which led straight to the fountain where Gabby was floating on. Hey guys! Gabby said cheerfully as he saw her classmates approach. Mimi should definitely try this. Its so much fun! Gabby had her back on the water, with her hands behind her head. Although her clothes were soaking wet, she didnt seem to care. Along with the shouting of Gabby finders and Mats finders, Mrs.. K. Came rushing over to where she heard the shouts. She first went to Gabby. Dear God, Gabby! What do you think you are doing? Gabby immediately got up from her resting position and made her ay toward the edge of the fountain to get out. L Uh Was Just, you know, um Bathing? Never mind, sighed Mrs.. K. Lets Just get you dried up and find Matt. Gabby nodded her head and faced the floor. The shouts for Matt were getting louder and louder, ensuring Mr.. K. She was going in the right direction. Eventually, she arrived at the gorilla site. When she saw Matt in the gorilla cage, Mrs.. K. Almost fainted. Oh my god! First Gabby is bathing in a fountain and now youre in a cage with a gorilla! Matt thought of explaining how kind the gorilla was, but decided gallant It Matt gave ten gorilla a quickly mug Ana clammed out AT ten cage. Dropped down, he saw Gabby shivering with excitement. Matt was going to ask what happened, but Mrs.. K. Already started leading the class toward the bus. They didnt want to get lost again so they obediently followed. When the class neared the bus, Mrs.. K. Cleared her throat and bean speaking. All of you did a wonderful Job in finding Gabby and Matt. Everyone in the class, except Gabby and Matt, were high fifing and patting each other on the back. Mrs.. K. Walked towards Gabby and Matt with anger in her eyes. As for you two

Sexually Transmitted Diseases essays

Sexually Transmitted Diseases essays What comes to mind when you here the words sexually transmitted diseases? Usually, the first thing that pops into peoples minds are Herpes, HIV, Chlamydia, Gonorrhea, and many more. STDs are becoming more and more of an ethical problem involving younger ages. These younger ages especially include college students. There are more than thirty STDs sexual transmitted infections (Planned Parenthood, April 1997). Sexually transmitted diseases are the most common communicable disease of young people. In a matter of fact, five to ten million people under the ages of twenty-five are infected with an STD in the U.S (indstate.edu/). STDs are becoming a major concern with college students. More than one third of college students have had sex with six or more partners in their lifetime, according to a study bye the Center for Disease Control. Sex is being more and more devalued by the younger ages. In todays time, people arent thinking of diseases that can be passed through sex. It used to be something more sacred and treasured. Now, its just becoming an act to satisfy their physical needs and wants. Up to seventy percent of college students are or have been sexually active (linfield.edu/). For instance, Ebony Sails, a sophomore at the University of Maryland, quoted, Sex is a beautiful thing, and I dont believe that you have to be married to have sex. This just proves the morals of younger ages have changed. A lot of this has to do with information that is poorly distributed among campuses. No one wants to have to worry about STDs, so no one really talks about it and educates students on this subject . Though college students should be aware of this problem, more importantly, it should be more conscious in high school. Many high school students are experimenting more these days. In this case, high schools should be more pe...

How To Write Newspaper Editorial Essays

How To Write Newspaper Editorial Essays A guide to writing a persuasive Newspaper Editorial Essay Editorial Essay Definition To understand and personally define an editorial, you should first try to define the word â€Å"editorial.† It is a newspaper article that covers the diverse concepts of the author. The author may choose to write about any topic, but it should focus on social issues concerning the subject matter. Each point expressed should be backed up with reliable support evidence or facts to give meaning to your work. Detailed research should be done to identify a suitable topic for discussion. An editorial essay should highlight and discuss the problem identified, and at the end offer reliable solutions. For example, if you as the author plan to address issues that are related to the mentally handicapped population, you should give detailed feedback about ways to tackle such an issue for a suitable solution. You should develop a message that addresses those affected with this issue, with part of the message sent to the healthcare providers on how to handle the situation. A newspaper editorial essay also addresses the ruling government on the issue at hand and the need for them to take necessary actions. Writing an editorial essay is similar to writing a research or a normal essay paper. If you know this, then writing your piece will be easy and the work with come out interesting to the reader in the long run. Ways of writing Different Editorial Essays Editorial essays are quite different from other types of essays. They are clustered according to the purpose they serve, unlike other essays where they are categorized according to their nature. With the above information, it’s safe to say that there is no single way of answering what an editorial essay is, without gaining knowledge of all the types of editorial essays. There are several ways of writing your essay. You could: Define/Expound/Interpret the Subject While writing your newspaper article, highlight how it addresses a specific subject. For instance, as an editor of a fashion companys magazine, you could address the different fashion trends on the rise to your readers. Criticize the Problem Critical thinking is needed by all writers to come up with a meaningful and interesting piece which addresses a vital issue. Bear in mind that an excellent editorial essay provides a critique on cases in question which provide solutions to existing problems. This craft is intended to make the reader identify the problem and not just the solutions offered. Use the Central Argument Focus of the Editorial to Convince your Audience You should inspire your readers to implement solutions by getting involved in the action from the introduction of your essay. While editorial essays only offer critique, persuasive papers handle all the suggested solutions without paying attention or providing information about the problem. Compliment Editorials relating to this theme focus on praising and admiring the works of organizations or people involved in a beneficial activity to society. While writing these types of essays, remember to place your focus on highlighting the positive outcome and appreciation of the subjects involved. If by now you are still not fully satisfied with the information given about editorial essays, no need to worry. Below I have introduced and explained other ways that can help you to craft a first-class editorial essay. More Ways to Ensure You Always Write a Persuasive and Attractive Editorial Essay Social media is the reason for the fierce writing we all experience in this time and age. For that reason, many people cannot craft a creative piece for a persuasive newspaper editorial. However, this should not be a problem as I have provided more vital tips and advice on how to be a professional writer of an editorial essay. Look for controversial problems: -the use of this theme provides a debatable discussion which will engage your readers. Since the use of this theme provides room for research, ask your audience questions as you gain more perspective of the subject in question. Making the right decision is important in writing a persuasive editorial essay: -the author can only support one side of a controversial paper. Before you start writing one, choose a side you feel best fit for you and you can back up with your experience and knowledge about it. Read a famous newspaper from your state: -reading this type of newspapers is helpful in many ways. They contain the relevant topics that need to be addressed while providing facts and solutions to the issues addressed. As they lay down their opinion, they leave the final judgment in the hands of public opinion. There are many ways to explain solutions in an editorial essay: -it is important for you to provide your audience with multiple solutions for them to make their own preferred individual choices. An inspirational excerpt by Minyvonne Burke from the United States’ Daily News says that: For an argument to make sense, make sure you talk about a couple of analogies. You are entitled to choose diverse social, cultural and political analogies as many people place trust in such areas. For instance, your research problem could be about the rising suspicion of the integrity of the several mobile spying applications in the market. Burke adds that search for relating issues in other technologically advanced countries whose family adopt this type of security to ensure the safety of their families. When it comes to writing an editorial, youre searching for solutions as you realize what other places did to resolve their issues. Steps of Writing a Newspaper Editorial There are several features for writing an editorial essay you will require as an editor to know and have them at the back of your mind. An impressing and engaging introduction, which will be accompanied by the body paragraphs and a compelling solution. You will realize that the structure is similar to many other essay types. Your interpretation of the issue-at-hand should make sense, through the use of factual or statistical evidence. At this point, have in mind that the complex issues should get more attention. Find the most effective news angle and use it appropriately. You need to know that the arguments brought forward by the opposing group are totally impartial and objective. While you write an editorial essay, make sure that you put across your different perspectives on the topic of discussion and do it in the most formal language. Utilize professionalism and criticism while crafting solutions. Don’t forget to put down a summary and a persuasive call for action. Ensure that you read the instructor’s guidelines before you start writing your persuasive essay. Consider factors that you need to develop your work such as the content, formatting and the number of words you are limited to. Topics for Editorial Essays Below are some of the best essay subjects you can use to create your own. Additionally, you will find appealing research issues and their respective solutions. For Charter Institutions, driving to the right decision is paramount For example: Public charter schools are associated with the public schooling program, which sticks to the required standards of learning. These types of institutions should demonstrate high levels of efficiency in all their adopted teaching methods. Any school which does not stick to these aspects should be closed if they do not uphold the required standards. The teachers have the mandate to educated heir students according to the standards set by the United States of America learning system.† Reality alternation and development by reality television programs Example: Reality shows aired on television mislead people into losing touch with the reality. Most of the directors try to convince the audience that the problems faced by their characters are the same we face in our day to day lives. They even try to convince the viewers that the consequences face by their characters is far more adverse than those faced in reality. Research conducted by Michigan State University by Dr. Gibson states that long term viewing of such programs brings about specific challenges. One of the challenges is heightened levels of aggression within the people living in the United States. The viewer rating of such programs should be placed at an age that will prevent the adolescent age group from viewing them. Other topic designs include: Advantages of higher education in the United States. Understanding the reasons and consequences of the Subprime crisis. Is legalization of marijuana a good move for its soothing effects, or destructive to the brain What challenges are likely to be faced with the banning of cigarettes A recap of the NBA season: Primary goals, training, prospect, prediction, best-performing players, debate and outcomes. Facts proving that gambling is illegal The best treatment available for diabetes Why is the death penalty legal in my country? More example samples of persuasive editorial essay topics can be found in the academic writing websites. To create an editorial essay that is captivating and has a logical flow of ideas, you need to adopt a structure that will formulate the backbone of your work. An Approach You Should Use in Writing a Persuasive Editorial Essay Identify and Pick the Preferred Topic Go ahead and select a debatable social issue and address it from all possible perspectives. Always remember to address a social issue that your target audience will be willing to read through to the end. Brainstorm on the ideas you have and choose one specific topic you are familiar with and can tackle with creativity and accuracy. Offering Your Opinion You should be aware that writing an editorial is the same as crafting an argumentative essay. At this point select a debatable, contradictive, and recently discoursed issue, and highlight your stance about it using valid evidence. An excellent tutorial should have both the positive and negative aspects concerning the topic of discussion. As you highlight your stand on the mater, remember not to pay attention to only one side. Looking for professional and editorial services are acceptable in instances you experience difficulty in handling the topic of discussion and writing the essay. Putting Down the Outline Having a framework for your editorial essay is vital in ensuring your work is well arranged, with the existence of a logical flow of ideas to make the essay legible and with high levels of professionalism. It is crucial because it helps you not to go off topic and keep to the subject of discussion when as new ideas pop up in the writing process. Your concepts will be well organized and structured to perfection. Composing the Final Piece of Editorial First, come up with an argument that is related to your selected topic and craft a headline that will attract the attention of your readers and impress them to read it some more. For instance, including an exclamation mark is a sure way for compelling your readers to look through your work. Use of rhetorical questions is also a way that will engage the reader. For each argument presented, make sure that you support them with valid resources, factual data, and examples. An effective way to achieve this is by highlighting the positive and negative aspects of issues addressed. Here are some extra pointers to help you in your creation of a persuasive editorial essay: Assimilating facts and figures from reliable online resources or those that are available in the library can be of great help. The resources will be of help in the explanation of your argument to make it credible and concrete. The most interesting evidence should be the last to be discussed. By doing this, you can keep your reader hooked to the essay and willing to read it all through. Don’t be too passive in the ideas that are not major. Engage your readers and address each point of view clearly and with necessary support offered to make sense out of it.   Ã‚  Ã‚   Conclusion or Relatable Solutions The edited piece of your work should have a concrete solution that is founded on constructive criticism. You should still remember you have two perspectives about your issue of concern. For example, if youre covering the governments effort to reduce the use of tobacco by applying regulations and rules to govern its use, identify and discuss why this strategy is effective and vital as compared to any other. Also, remember to propose any alternative regulations that can be effective in achieving the desired goal.

Cultural relativism (sociology) Essay Example | Topics and Well Written Essays - 250 words

Cultural relativism (sociology) - Essay Example Such relationships are popular in western world in terms of partner relationship and marriage but it is condemned in the eastern world. When we deal with people in or from cultures different from our own, not only prudence but also moral decency requires that we attend to these differences and consider them with care and sensitivity in light of the respect we owe the members of other cultures simply as human beings. It is a true doctrine relating to the sociology and anthropology of moral beliefs (What is Culture relativism). Differences in dress, diet, and social norms are readily apparent. Such diversity in terms of ethics and justice are also easily seen and apparently shaped by the culture in which we live. Proponents of cultural relativism believe this cultural diversity proves that culture alone is responsible for our morality (Culture relativism). Moral relativists say that what we perceive as moral convictions or conscience are the byproducts of culture. Moreover, to pass judgment on another culture would be ethnocentric. This strength, nevertheless, is also a major weakness. Cultural relativism excuses us from judging moral practices of another culture. Still, provide the feeling of being compelled to condemn such actions as the Holocaust or ethnic cleansing (Cultural Relativism).

Gross Domestic Product Essay Example | Topics and Well Written Essays - 2000 words

Gross Domestic Product - Essay Example The dependent variable used for this study is the Gross domestic product (GDP) of the United Kingdom (UK). GDP is an important measure for any country because it represents the healthiness of its economy. It is calculated by summing the market value of all goods and services produced within this economy. The percent change in GDP is used to measure the growth in the economy during the specified period. GDP is measured in real prices in order to remove the effect of inflation. The data for the GDP for the UK is extracted from the Economic Trend Annual Supplement (ETAS) database. ETAS is released annually from British office of national statistics (ONS). It contains a summary of the United Kingdom (UK) economic accounts. Field number 2.1A is selected from the database which contains the time series of GDP chained volume measures which is referenced by the variable ABMI. These values are seasonally adjusted to represent the period from 1948 to 2005. Annually linked and weighted chain volume measures better highlight changes in GDP than constant price values. This is because take account of year-to-year changes (Aspden & Person 2000). Figure 1 shows little change from year to year in UK GDP. Therefore the percent change from year-to-year is computed and replaces by the real values of annual GDP. The percent change in the British GDP (appendix B) is shown in the following figure: Figure 2: Percent Change in UK GDP from 1948 to 2005 Figure 2 amplifies the changes and highlights that occurred during the period of the study. It shows periods when GDP positively increased or negatively decreased which were not visible in figure 1. From the above graph the following years experienced major increase in the British GDP: 1973 (7.1%), 1964 (5.5%), 1960 (5.3%), 1988 (5%). The following years also experienced the most decrease in GDP values: 1980 (-2.1%), 1981 (-1.5%), 1991 (-1.4%), 1974 (-1.4). 3. Econometric Model: Regression is considered as a special case of econometric modeling (Wang & Jain 2003). Theory suggests that GDP growth is positively related to inflation and negatively related to unemployment and real interest rates (RIT). The following relevances of these three variables are explored in the following sections. 3.1 The relevance of Inflation in predicting GDP: The relationship between inflation and GDP is a very delicate relationship and still causes much controversy in both theory and empirical findings (Hossain & Chowdhury 1996). Mallik & Chowdhury (2001) examined the long-run and short-run dynamics of the relationship between GDP and inflation. They found that inflation and economic growth are positively related on the long run. They also found that inflation is more sensitive to changes in growth rates than that of growth rates to changes in inflation. Thus moderate inflation is good for growth but fast economic growth feeds back into inflation. Thus too much GDP growth would accelerate inflation rates, which would decrease the value of money more than the value gained by GDP and even more taking the economy downhill as verified by Bruno and Easterly (1998). 3.2

Current Trends in Technology Essay Example for Free

Current Trends in Technology Essay School is no longer limited to simple reading, writing and arithmetic. The use of technology has expanded the prospect for education, giving us never-ending possibilities. Therefore, technology deserves significant school attention in order for students to possess technological survival skills. The positive effects of how it can be used in the classroom to enable learning for teachers and students will be explored as well as the need to ensure job stability in the future. What lesson ideas can teachers do using technology? Assign a digital presentation. Students can express themselves more clearly using technology. Technology can be used extensively for language arts. Student reports no longer have to be limited to a written report. Students now are able to have access to unlimited books online. Therefore, teachers are only limited by the student’s ability to access a computer. Web quest is also a tool used for literature exploration. Teachers are able to use media clips to show in class. Videos are available online that help many teachers provide a visual aid to the lesson that they are teaching. Power point presentations enhance instruction in the language arts classroom by storing daily objectives in a PowerPoint presentation and begin each class session by sharing the daily objectives. Creating PowerPoint presentations for essential notes and providing students the slides using the handout option will prevent students from focusing on simply copying the notes from the board or overhead. They will listen to teacher comments and make meaningful notes in the spaces provided. The amount of information on each slide should be limited to one or two important bullets. Students should be encouraged to use PowerPoint presentations when they are required to present to the class. Their self-expression and creativity can be explored with the program’s design options. Reading strategies can be done with the use of technology. During reading teachers can help students activate prior knowledge and generate predictions in order to comprehend text. Teachers can do this when they introduce a reading lesson or topic. Using a multi-media approach, the teacher shows pictures, slides, or clips that is similar to the story concept. Real life connections can also be made with the help of these visuals, as well as helping them create mental images. Students can be asked to make predictions on what they think the story is about. Their answers and responses can be recorded and played back to them after the story is over. This stimulates their interest in the current reading lesson. They will be keener to paying attention and listening. They will be eager to hear their responses played back to them to see if their predictions were correct. Internet provides access to public domains. It also gives students the freedom to read some of the greatest written books and materials. Using websites provides students with a greater knowledge of historical and social foundations in which many pieces of literature rest upon. Printouts of short stories found on line can be distributed to the class. They can be required to read the text and highlight the story concepts such as setting, characters and etc. Teachers and students can also set up a blog that is viewed by their class only. This allows the students to express their ideas and thoughts with the teacher and vice versa. Students can share ideas with classmates and also read one another’s post. This helps tighten the bond between teacher and student and bring classmates closer together. They will all have something in common that they are a part of. There are a number of strategies that can be used in the teaching of reading for students. If a teacher is uncertain how they can integrate technology into their reading instruction, there are many websites that gives lesson plans and ideas. Technology also can be used with writing. Teachers are able to have advance writing instruction with the help of technology. Projectors can be used for students to see the writing process modeled by their teachers. This gives students a chance to see how the procedure works from rough drafting to final revisions. There is a lot of software available that help kids make their story come alive. Programs are available that read their story back to them. How awesome is that? Kids can hear what their writing sounds like and this offers a chance for them to critique it even farther. Microsoft Word is a poplar application program that is used widely in education. This program allows and helps students recognize grammatical and spelling errors. This provides students with guidance on writing a correct composition. It also guides students as well as help them overcome and accomplish the task of terminology difficulty. They are provided with a vast selection of terms. Websites are available that demonstrate proper organization and correct format for writing. It helps with the building and organization of thoughts for a paper. These websites serve as a learning tool. They assist teacher and students in recognizing rational and well thought-out writing ideas. Researching these web sites inspire students with many writing ideas they may have been blocked from. Not to mention, the expansion of the writing curriculum for students with disabilities have greatly been expanded. These students are now able to use voice and touch screen programs as a way to express their ideas. This method is much more effective than the use of paper and pencil. These programs assist these students in developing language skills as well as writing skills. The internet allows for the publishing of student’s work. This procedure makes the idea of an audience more real to them. It can motivate students to become authors and possibly encourage a future in the writing field. There are many websites that offer contests for student’s writing. Teachers should take time to find challenges for their students and inspire them to write for profit. There are many schools that don’t have the privilege of having available reference books. Many publishers have made their reference books available online. Another way to get students to write is student produced newspapers. This is a great practice for their writing skills. It also allows them to be creative, productive and organized. Technology can be used as a written language convention. Students reinforce their grammar skills with online games and activities. This is a way students can have fun with dry material. Oral language can be improved with the use of technology. PowerPoint presentations allow students to organize their speeches and make the audience follow along with the presenter and the teacher to assess a student’s performance. Project based learning can greatly be increased with the use of technology. This is a way students can use technology in proportion to real life situations. Students are able to make decisions in small groups based upon their design, problem solving, resolutions, and analytical measures. This allows students the freedom to be n charge and have full control over their own project. They will be digging deep into those critical thinking skills in order for their project to run smoothly. It gives them more creative independence. This serves as a hands-on learning experience in order for students to answer and relate to the main ideas and standards of the subject area. These encounters are related to e veryday life. Students will be able to take what they’ve learned and apply it in their own life. Students are also able to get involved with projects which connect classes together around the world. The internet provides structure and resources for students to do research on an international level. The use of technology broadens student’s horizons, their goals and beliefs. They can actually connect to another part of the world. They can learn cultural information about places they’ve only heard about. It gives them a chance to explore what’s out there in the world from inside their classroom. What better way for a child to learn about new things than being in a school environment? This is safer for our kids. It takes down the risk of them exploring outside of school on their own. A lot of children don’t know what’s out there because they’ve never been exposed to new surroundings. Children tend to stray away more so out of being curious. Why not fulfill that curiosity by exploring it in class? Project based learning allows children to feed their curiosity by allowing them to choose and have control over what they want to learn. What about drugs, sex and weapons? These are all subjects that kids can explore using technology as a guide. They can research the most harmful drugs in the United States and compared it to the harmful drugs in another country. Teenage pregnancy rate and STD’s can be compared or examined around the world. Weapons that are used to kill children and or our soldiers can be brought to the student’s attention. These subjects are also crucial one’s that need to be discussed with our youth. Students can present their information and their results to the class. They can also come up with a way they feel these problems can be solved or minimized. There might be a student who’s considering having sex, once they research and see the effects of sex up close and personal (i. e. regnancy and STD’s) maybe their mind will be changed. Another one might be interested or all ready taking drugs. They will gain knowledge about what drugs really do to your body. Guns are growing more and more poplar. Students can see first hand the consequences of these weapons. The innocent lives that is lost due to carelessness. As a result of the use of technology, project based learning can be upgraded trem endously and provide a whole new level of learning experiences, which will be beneficial to the student in the long run. Technology can be used to provide visual learning. Digital storytelling challenges students to take their written ideas and translate them into a visual medium. They could write a script then produce a video. Teachers can create rubrics for assessing students, writing and speaking. Teachers can use projectors in the classroom to show photographs, videos or slides. These visual aids keep students engage in the instruction they are receiving. A teacher can integrate a video to go along with the lesson they are teaching. A student can only get so much from a lecture. Most people are visual learners. A video can reemphasize the information that the teacher is trying to convey. That allows those students who weren’t able to grasp the understanding or the concept of the lesson an alternative measure. Teachers can also use technology as visual aids by printing out statistical information for students to see. They can make printouts of graphs and charts to reiterate a particular subject. There are many websites available that provide many resources and tips teachers can use to create hands-on visual aids in their classroom. This will be a great way to allow students to work together as a team. It will decrease isolation among students. They all can work in teams to research a project on the internet. Teachers can also ask students to use the internet to come up with an audio visual project they can share with the class. Students have fun and learn more when they can see what they are learning. Point blank students will be excited and eager when they are able to participate and contribute to their own learning. Shouldn’t they be able to donate and feed their own minds? Technology as visual aids is a way they can connect their interest to learning. Another visual aid that the teacher can use is handouts. Handouts are a way to reinforce the instruction that is given. It gives students a general overview of the material as well as identifying the key points. This will cut down on confusion and students will be clearer on the focus points. Visual aids, especially audio visual help many students that have different learning styles. This strategy brings mode of students who don’t have the so called, â€Å"norm† learning style. In history this can be used for students to see some of the places they are iscussing. Students can view pictures and artifacts through the web that will really make the lesson come alive for them. They will be like, â€Å"Wow this really happened! † or â€Å"Wow this really did exist! † There are many websites that provide simulations for certain subject areas for students. Science is a subject where there is no limit to what students can explore and research with the help of the i nternet. Students can look up all types of animals and insects. This will be much more fun than just reading about them in their textbooks. They can even print out certain information they have found, with teacher approval of course. Visual aids are an awesome way to turn a classroom into an adventurous experience instead of a place. Teachers can benefit tremendously from the use of technology. Technology can help boost the relationship between students and teacher. It affects the way teachers instruct and give a lesson. Technology is a level where students and teachers can relate and identify on. Teachers can use computer tools to reorganize record keeping and clerical tasks, in order to free up time for instruction or professional development. Teachers are able to keep track of grades, behavior and other classroom information with the use of a computer. This information can be saved and always be available for the teacher to pull up at the demand of a parent. This cuts out paper work that can often be misplaced. Teachers can input their lesson plans and goals on the handout for parents to have a record as well. Therefore isolation will be decreased by using e-mail and the Internet to communicate with colleagues, parents, and the outside world. What grown up doesn’t have an e-mail? E-mail is a great way for parents to communicate with teachers effectively when face to face is not possible. Teachers are so busy; often they don’t have the time to call each individual parent. Simple questions and information can be exchanged through e-mail. This mode also help out working parents who can’t often answer a phone call when their busy. A click in their e-mail and this problem can be eliminated. Professional development activities can be increased by taking distance education courses, accessing educational research, and accessing classroom materials such as lesson plans. Teachers will be able to take courses that their principal may suggest through the use of the internet. They can also take classes that can help further their education online. Also, teachers will not have to leave their classroom when they are looking for additional activities for their students. They can search the internet for educational ideas that will help productivity in their classroom. Teachers can find video clips and other materials that will go hand in hand with their lesson plans. These can serve as great visual aids and teaching tools when giving instruction. If a student poses a question that the teacher may be unclear of the answer, they can look it up together. There are a wide variety of tools that are available to help teachers transform their classroom into a more exciting place for learning. Smart boards are growing more and more poplar. These non traditional boards are a way for teachers to transmit information from their computer screen to the class. Their also software available that help teachers set up websites for their class. Teachers can create websites that are designated specifically to the concept they are teaching, for the purpose of helping their students. This eliminates those web sites teachers are not comfortable with their students exploring. The teaching of technology to our kids will help secure them a successful career in the future. In a demanding economy, technology skills are required to stay ahead. Jobs are being lost everyday. Why not ensure our children a spot in the years to come? Technology is used even in the simplest profession. Students not only need to learn the skills that are evident in the workforce today, but also be ready and prepared for the technology changes that will happen in the future.

Camaro Essay -- Automobiles Chevrolet Camaros Essays

Camaro The name â€Å"Camaro† came from a French word for friend. The decision on the name came down to the last minute, with most of the world sure the car would be named, â€Å"The Panther.† Although the strange name had to be explained to the public, Camaro fit in with other Chevy names- Corvette, Chevelle, Chevy 2, and Corvair. The main reason the Camaro was introduced was because of the huge success of the Ford Mustang. The Camaro was roughly the same size as the Mustang, a little wider and based more on performance. The Camaro is one of the last remaining muscle cars still in production today. It is only fitting that buyers still expect maximum performance from their Camaros. It is that expectation that has kept the Camaro alive for all these years, while many other cars have faded away, lost in memory. The Mustang GT only only offered the 289- cubic inch or an 390- cubic inch V8 in 1967. The Camaro rolled out with 302, 327, 350, and 396 cubic inch V8’s (Camaro 14) The Camaro’s style was much smoother as well. The introduction of the Camaro threw pony car development into a frenzy. Before the Camaro, the Mustang and Barracuda were not quite considered full muscle cars. Most serious performance enthusiasts still opted for intermediate sized GTO’s or the Chevelle Super Sports (SS). The Camaro changed the image of those sport coupes. (Camaros, Eric Ethan) The Z28 and the stout SS-396 were more than just a stylish ride. Under the hood Camaros were well respected. Such respect helped establish the Camaro as the premier high-performance pony car. Camaro sales increased each year form 1967-1969. To this day, these Camaros are the favorite among enthusiasts. The Camaro brings a bad-boy image to the street and the track. The car has always been based on racing even when the Camaro was not officially involved. â€Å"It’s at home drag racing, and racing away from convenience stores after hold-ups. Because of this, media has given the Camaro a bad boy reputation.†(American Muscle Cars, 47) 1969 saw several noteworthy changes to the Camaro. The grill became deeper set, the taillamps were longer and thinner and broken into three segments. A heavy "eye-brow" crease was added on the both sides of the car extending from the front wheel well to the rear wheel well. A matching crease went from the rear wheel well to the rear quarter panel. Endura rubbe... ...white was perhaps better suited to the older cars, but the look was still striking. Chevrolet even revived the interior with 30th anniversary logos. White wheels added to the effect. 1998 was a big year for the Camaro. It received a major refreshening with body upgrades including a new front fascia, a new hood, composite reflector headlamps, and new fenders. The 1998 model also received chassis upgrades, a new 4-wheel disc brake system and a new anti-lock brake system (ABS). But the biggest upgrade was the all new LS1 V8 engine for the Camaro Z28. This new engine produces 335 horsepower. That’s more than twice the standard horsepower offered in the 1982 Z28, to shine a little perspective on the state of modern high-performance. Although most Camaros sold through the years have not been performance models, it is still the image and reputation of the various Super Sports, Z28’s, Pace Cars, and IROC-Zs that have defined the Camaro and kept the car in the public eye. While other car fashions have changed, Camaro buyers still want powerful V8s driving the real wheels, preferably with a manual transmission between the two. Given the opportunity, they will buy performance.

America’s educational system Essay

Introduction As America’s educational system continues to strengthen and develop, a focus on individualized instruction and intervention within the regular education classroom has been brought forth in an attempt to keep struggling students from falling behind. This specific additional instruction and intervention, known as Response to Intervention in most states (RtI), is not only viewed as a push towards the improvement of education for all students, but is also being used as the means by which decisions regarding a student’s special education eligibility is based upon. However, for such a program to ultimately be beneficial, it will be up to the schools to ensure that the education professionals are putting forth significant effort in using the most appropriate type of intervention for that specific student. It will be the RtI team’s duty to define the student’s problem, plan an intervention, implement the intervention, and regularly evaluate the student’s progress (Martinez & Young, 2011, p. 44). Various interventions should be attempted if the scheduled improvement is not initially apparent. Statement of the Problem The groundbreaking passage of the Education for All Handicapped Children Act in 1975, the long overdue act which provided official protection of the rights and individual needs of those with disabilities within the educational system, sparked the remarkable increase of students being quickly diagnosed with a learning disability in whatever subject the specific student was struggling in (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). It was also noted that the majority of this increase in special education was found to be packed with minority students due to the deficient amount of teacher cultural awareness within the classroom. The special education identification method of Response to Intervention came about as education personnel searched for appropriate ways to identify students who genuinely required special education and attempted to remove the subjectivity from the identification process that had caused the previous increase (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). Instead of instinctively assuming that a struggling student has an LD, therefore immediately referring him or her for special education, educators need to attempt to reach this student by using other methods of instruction  that are research-based and proven to be highly-effective. Purpose of the Study This paper is designed to inform the readers about the core principals of Response to Intervention, the roles of school personnel, effective implementation, how educators are reacting to the process, and how RtI is filtering into the behavioral domains of the classroom. Both positive and negative aspects of Response to Intervention will be presented. The research is current and needs to be added to the available body of knowledge. Significance of the Problem Providing quality education to the children of this nation will hopefully always be unquestionably significant to society. The growth and development of society essentially relies on such provision. Considering this reality, the actual effort an educator makes in order to guarantee that each individual child is presented with the opportunity to reach his or her full potential academically will not only affect this individual child’s future, but the future of all of America. With the proper implementation of the Response to Intervention framework within the nation’s educational system, the appropriate exertion of effort from educators can be ensured. Limitations This article’s content was taken from database research using scholarly sources. It was researched and written in a period of 15 weeks with the required minimum of 15 pages but limited to 20. Response to Intervention is the structured process implemented by education personnel in which individualized instruction and intervention is provided for students who are struggling either academically or behaviorally (Martinez & Young, 2011, p.44). RtI’s purpose is also to serve in the early identification and preventative intervention process with hopes of ultimately reducing the amount of inappropriate special education referrals that are issued due to poor instruction. In order to construct a sound Response to Intervention framework within a school, the core principles of RtI need to be efficiently developed. Attention to each of Rudebusch’s principles from The Source for RTI: Response to Intervention will help to  ensure a more successful intervention process and should be used as a guide for educators. These principles include: We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method to make decisions Use research based, scientifically validated instruction and intervention Monitor student progress to shape instruction Make decisions by using student performance data Use assessment for a variety of purposes (Rudebusch, 2008, p.20). As the general educator develops and constructs his or her own plan within the classroom, it is important that he or she fully understand that effectively teaching all kinds of children is possible. Thanks to No Child Left Behind (2001), teachers are now expected to deliver high-quality instruction to their students at all times as well as be held accountable for their student’s achievement (Osborne & Russo, 2008, p.17). To push for student achievement, and for high-quality instruction to occur, teachers need to implement both explicit and systematic instruction. This explicit instruction is especially important in the beginning stages of the widely-followed model of teaching provided within the Gradual Release of Responsibility Model. Rudebusch states; â€Å"The instructional sequence gradually moves each student from teacher-dependence to learning-independence. The teacher focuses the lesson with explicit instruction, uses guided instruction and student teamwork to practice the skills, and finally, allows students to demonstrate independent mastery of the skill.† Teacher responsibility decreases as student responsibility increases. This process also helps children in developing crucial self-regulated learning skills. Self-regulation can be defined as â€Å"the child’s capacity to plan, guide, and monitor his or her behavior from within and flexibly according to changing circumstances,† (Bramer, 2011, p.41). The development of this proficiency is critical as it will push the child to take control of his or her own learning helping to bring about a sense of independence which is the main focus of the Gradual Release of Responsibility Model. High-quality instruction has been filtered through the  self-regulated learner’s education. The second core principle of RtI provided by Rudebusch establishes the significance of early intervention. As soon as a child reveals any signs or symptoms regarding academic or behavioral difficulties to come, the educator is to intervene in order to attempt to keep the student on a similar pace compared to others in his or her same grade (Rudebusch, 2008, p.22). Students who receive such assistance early have been known to need fewer special education services as well as fewer rehabilitative services throughout the entirety of their education. The U.S. Department of Education states that intervening during preschool years can â€Å"enhance the child’s development, provide support and assistance to the family, and maximize the child’s and family’s benefit to society† (Rudebusch, 2008, p.22). If the child is identified at an early age then there is a greater possibility that they will benefit from the intervention strategies that are designed to meet their personal needs. Early intervention is also supported legislatively as the Individuals with Disabilities Education Improvement Act (IDEA) addresses the guidelines. Part C of IDEA â€Å"addresses services for children from birth to age 3 and their families, and section 619 of Part B†¦covers services for children ages 3 to 5,† (Bruder, 2010, p.339). Using a multi-tier model of service delivery allows struggling students to be provided with increasing levels of support in regards to their specific areas of difficulty. Each level varies in time consumption, intensity, and the amount of students receiving intervention. Whether they are receiving intervention in small structured groups using specific organized programs, or more intensive, individualized intervention that is provided for longer periods of time, this model of service delivery has been constructed to ultimately prevent future academic and/or behavioral problems, as well as assist in identifying students who actually posses specific learning disabilities (Rudebusch, 2008, p.23). RtI models are typically created with at least three tiers. From the description provided by Amy Detgen, Mika Yamashita, Brittany Davis, and Sara Wraight, in State Policies and Procedures on Response to Intervention in the Midwest Region, we are provided with a brief description and purpose of e ach tier: Tier 1:  Evidence-based instruction provided to all students in the general education classroom. Student progress is continually monitored. Tier 2: Small-group supplemental instruction provided to students who fail to make adequate progress in the general classroom. Programs and strategies are designed to supplement tier 1 instruction. Tier 3: Specialized and individualized instruction provided to students who are not responding to tier 2 interventions. Throughout each of these tiers, the progress of each individual student is monitored as data is collected and evaluated. This process is completed in order to ensure that the constructed intervention is proving to be effective for the targeted student. If the student continues to underachieve and show no progress, despite the various â€Å"high-quality instruction and targeted interventions† that have been provided, than this student may possess a specific learning disability (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). All remaining RtI related decisions have been left up to the schools, such as â€Å"†¦how many tiers are needed; movement from one tier to the next and duration, frequency, and timing of the interventions; and how screening for secondary intervention should occur†¦Ã¢â‚¬  (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 19). Rudebusch’s fourth RtI core principle consists of using an appropriate problem-solving method when making decisions within this multi-tiered model. This will aid in determining the specific student’s needs, as well as continue to develop and help evaluate student responsiveness to the actual intervention being provided. An efficient problem-solving process that should be used within the RtI framework should involve a variety of professionals’ skills and opinions in order to create the most appropriate intervention for the child in question. This process should involve: using measurable terms when defining the problem; effectively analyzing the problem and its variables; constructing a plan that will appropriately address the problem; putting the plan into action; evaluating the ultimate effectiveness of the plan (Rudebusch, 2008, p.24). Such a problem-solving process will contribute to the validity of a child’s individual plan as each step will help to ensure that appropriate decisions  are being made. Being able to effectively and efficiently solve RtI problems when they arise is of great importance as the child’s first constructed plan will not always be successful. In order for Response to Intervention to bring forth the amount of efficiency that it is capable of, it is essential that educators use â€Å"research-based, scientifically validated instruction and intervention† (Rudebusch, 2008, p.24). In No Child Left Behind (2001), scientifically-based researched is defined as â€Å"†¦research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs† (Zucker, 2004). Using this type of instruction for your students will be critical for their ultimate academic success. Another important quality to the highly-effective teacher’s style of instruction is differentiation. As the student population continues to expand and diversify, and as it is now known that not all students learn in the same manner or are at the same level in regards to their intelligence, differentiated instruction is crucial so that all types of lear ners can be met. Joan Van Bramer (2011) declares in Teacher Talk and Assistance and Self-Regulated Learning within the Context of RtI and Explicit and Systematic Teaching, that, â€Å"In differentiated classrooms, teachers begin where students are, not the front of the curriculum guide†¦In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one’s student’s road map for learning is identical to anyone else’s†¦Differentiated classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interests†¦Differentiated instruction is the heart and soul of Tier 1, a teaching model necessitated by the wide reading range represented in each classroom.† Providing research-based instruction as well as differentiation on all three tiers can set in motion positive progress from each and every student. In the sixth, seventh, and eighth RtI core principles, Rudebusch highlights the importance of monitoring student progress in order to effectively shape instruction. Decisions made should be based on the student performance data that has been consistently collected from this progress monitoring. Rudebusch also stresses the usefulness of  assessments when checking progress. This progress-monitoring is the most suitable way in which an educator can determine whether or not the specific intervention being provided to the child is actually effective. By monitoring student progress, educators can understand and genuinely witness which types of instruction the child has positively responded to as improvement in their targeted area has been documented. This monitoring can also point out ineffective instruction as a child’s lack of improvement would be noticed. This is equally important as unproductive intervention should be put to an end or altered in a way which will hopefully meet the student’s previously denied needs. Using the collected performance data to identify the most appropriate methods of intervention, as well as using a variety of specialized judgment from the professionals involved, and using â€Å"scientifically validated evidence and information about a student,† are the foundations of the previously mentioned RtI problem-solving process (Rudebusch, 2008, p.25). To continue making the most efficient decisions in regards to student academic and behavioral intervention needs, the schools systems need to: continually collect student data; be able to pull valuable information from the data concerning student needs; use this data to â€Å"make informed instructional decisions at every level of the RtI framework,† (Rudebusch, 2008, p.25). Determining student needs from the data collected from progress monitoring is a reliable way to ensure that the selected intervention for said child is actually helping the child to improve in their targeted area of struggle. Using assessments within this progress monitoring is also another effective way to measure improvement. Assessments are also initially used to screen those children who are believed to not be making appropriate academic or behavior progress before intervention has even begun. Effective implementation of the Response to Intervention program within schools is key if success is to be witnessed among those struggling students who are participating within the program. In order for effective implementation to occur, the foundation of the RtI framework needs to not  only be based upon its eight core principles, but also needs the appropriate amount of dedication and commitment from the school personnel who are involved in the process. There are seven essential skills and competencies identified by Rita Bean and Jennifer Lillenstein in Response to Intervention and the Changing Roles of Schoolwide Personnel that education related professionals need to possess to help ensure the success of RtI within the schools. These seven proficiencies are: in-depth knowledge of literacy development and instruction; an understanding of how to collect and interpret data for instructional decision making; being able to differentiate one’s instruction; a willingness to collaborate and work successfully with others; a commitment to Lifelong Learning; possessing leadership skills; a facility to work with technology (Bean & Lellenstein, 2012, p.493-497). With the workings of RtI within the schools, it is now being found important for all school personnel to understand the â€Å"components of reading acquisition† and to be able to effectively provide evidence-based literacy instruction (Bean & Lellenstein, 2012, p.494). Principals viewed this knowledge as a way to better understand their educator’s struggles and concerns, while specialized personnel, such as special educators and psychologists, who formally did not need to possess such knowledge, now find the understanding of the literacy curriculum to be of great significance. All RtI school personnel involved and knowledgeable in reading and literacy education have a better chance of helping those students who are struggling with language arts eventually reach their full potential. As well as understanding the importance of effective literacy instruction, school personnel also need to be able to collect, interpret, and use the data they pull together from monitoring student progress to construct further instruction and intervention. Teachers need to understand that certain assessments might not be the most appropriate choice for one child while it could be the most effective for another. A wide variety of ways to assess students needs to be used, such as teacher observations and collaboration, rubrics, and student work samples, in order to truly grasp  what the student is struggling with. â€Å"To use data effectively, there is a need for shared expertise, with reading specialists, principals, and psychologists offering their expertise in psychometrics, instruction, and so on,† (Bean & Lellenstein, 2012, p.495). With school personnel interpreting data effectively and using such information to construct the most appropriate instruction and intervention for the targeted student, the likelihood that the student will benefit from the RtI process is much greater. The ability to differentiate instruction, as mentioned previously, is extremely significant to the implementation of RtI, and yet is one of the most difficult factors to achieve. However, successful differentiation is possible when educators take the time to seek out the most effective way to reach the child, understanding that all children learn differently. The support of differentiated instruction can be carried out by principals who help to develop staff schedules that will ultimately increase the availability and numbers of personnel available to aid in the classroom. These professionals can include special educators, reading specialists, or English language learning teachers. Using such professionals within the RtI process will only benefit those struggling students and help to differentiate the kind of instruction they will receive. This will aid in discovering the best way to reach each child academically. Another important ability school personnel needs to posses in order to carry out RtI effectively is the ability to collaborate positively with one another. Being able to work with others toward a common goal is extremely important, and regardless of the situation, this common goal should always be to discover the most efficient way to educate the child in question. Jennifer Lillenstein and Rita Bean (2012) state, in regards to collaboration within the classroom, that â€Å"there was consensus that to collaborate effectively, there must be a sharing of and value for diverse perspectives and preparation to attain the larger goal of enhanced instructional decision making and improved student outcomes.† By effectively working with one another in an attempt to make the best decisions in regards to what the targeted student needs, the educators establish joint responsibility for the  student. From this joint responsibility, the educators will be able to discuss the student’s strengths and weaknesses when making decisions concerning instruction (Bean & Lillenstein, 2012, p.495). Efficient collaboration between those who are a part of the RtI process is critical if what is best for the targeted student is truly in question. This consistent collaboration also provides opportunities for education professionals to learn from one another as they maintain and inspire their commitment to lifelong learning. Educators can always learn from the strategies, thought processes, and experiences of their co-workers. The final two skills and/or competencies mentioned by Rita Bean and Jennifer Lillenstein (2012) are leadership qualities and competency within the field of educational technology. Leadership qualities can involve a variety of skills, such as interpersonal skills, communication skills (such as assertive communication), skills related to the principle of trust, and skills involving active listening and problem solving. Other important aspects of leadership qualities an educational professional should possess include being able to successfully collaborate with a team, and leading and participating in conversations with individuals or groups concerning pressing matters. During these times of discussion, a leader should be able to not only provide positive feedback to his or her fellow co-workers, but must also be able to provide critical feedback if necessary. When critical feedback is taking place, a leader needs to treat his or her other co-workers with respect, be able to back up his or her claims with data and evidence, and should always keep the student’s best interests in mind. In regards to school technology, educators need to possess facility concerning these kinds of classroom advancements. Collecting data, monitoring the process of students, finding ideas for differentiated instruction, and learning more on one’s own are merely a few of the ways technology is now being used in the classroom. The collection, reviewing, and monitoring of student data and performance is critical to the success of their individualized RtI plan (Bean & Lillenstein, 2012, p.496). To find out how schools are implementing the entire Response to Intervention process within the classroom, as well as how educators are responding to the  process, a specific example is provided. In South Eastern Texas, an online survey in both rural and urban schools was completed. In Response to Intervention: How is it Practiced and Perceived?, by Rachel Martinez and Andria Young, the various aspects of RtI, as well as the results of the survey are examined. Ninety-nine educators completed this online survey in rural and urban schools in South Eastern Texas answering questions regarding the RtI process and their opinions about the procedure. The questions related to the RtI initiation practice, documentation of the student’s goals, data collection, intervention procedures, the resulting follow up decision process, and the educators’ overall opinions regarding the entire implementation. In reviewing the results, it was discovered that 87% of the respondents stated that it is the general education teacher who initiates the RtI process for the struggling student (Martinez & Young, 2011, p.47). Seventy seven percent of the respondents indicated that this course of action is most often initiated after a student scores poorly on a school-wide screening test. Now that this student has been identified as one who will participate in the RtI process, an RtI Team is formed. This team usually consists primarily of the general education teacher, special education teacher, administrator, and a reading specialist. Only 34% of the respondents stated that the child’s parent was a part of the team (Martinez & Young, 2011, p.46). In order for a child to be properly monitored, school personnel are to write specific academic goals concerning the student’s targeted areas and the amount of progress he or she is to make before a certain time period. These areas are to be operationally defined so that they can be continually examined (Martinez & Young, 2011, p.47). This is extremely significant to the RtI process as student progress needs to actually be seen in data form in order for the specific intervention to continue. Yet the comments left by the respondents concerning writing these measurable goals indicate that this is an area of weakness for educators and needs improvement. Concerning the follow-up process, results indicate that a follow up meeting was usually held by the RtI Team in order to appropriately monitor a student’s progress.  Seventy six percent of the respondents’ answers points towards the fact that at least half of the time students are making some sort of progress (Martinez & Young, 2011, p.49). Seventy one percent also indicated that students actually met their goals at least half of the time (Martinez & Young, 2011, p.49). If a student does not reach their goals, it is indicated that a new type of intervention is started and if progress is still not made, a special education referral is conducted. Yet the majority of the respondents, 74%, indicated that this eligibility is determined using a combination of RTI results and standardized testing data instead of just relying on RTI data alone (Martinez & Young, 2011, p.49). This specific example has provided evidence of the positive results of RtI and that the greater part of the respondents involved in this study felt that such a process ultimately benefited students. Yet comments concerning how the process is perceived by educators in this area were not all entirely positive. Some educators indicated that the same students who were being put through this process were actually already being provided extra help by their teachers. There was also an overwhelming amount of complaints in regards to the time RtI paperwork and documentation takes (Martinez & Young, 2011, p.50). In Special Education Teacher’s Perceptions and Instructional practices in Response to Intervention Implementation, by Elizabeth Swanson, Michael Solis, Stephen Ciullo, and John W. McKenna, some similar complaints involving RtI are stated. These negative aspects include scheduling challenges—as it is sometimes difficult to set aside a time in which all those who are required in the RtI process are available, the increased amount of paperwork necessary for each student, and the probability that additional staff may be needed. Despite these challenges, teachers find the early intervention opportunities, meeting the unique needs of each student, and the positive collaboration with other staff members to outweigh the previously mentioned negative features. The results of the specific study completed in the South Eastern Texas area indicate that the school personnel are consistently tending to the important components of the RTI process, despite such challenges, as they attempt to help each individual student reach their full potential academically. As Response to Intervention continues to show success in regards to aiding students academically, the use of RtI to help students who struggle with the social, emotional, and behavioral aspects of school is now an option. Since this type of negative behavior can be associated with poor school-related outcomes, the use of RtI behavioral interventions may prevent further dire behavior as well as prevent the need for special education services. A specific example where such intervention took place is provided in Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities, by Elina Saeki, Shane R. Jimerson, James Earhart, Tyler Renshaw, Renee D. Singh, and Kaitlyn Stewert. This study uses RtI as a constructive approach for preventing and remedying emotional, social, and behavioral problems in students. The study took place at a public elementary school in a midsized city in Southern California by a collaborative problem-solving team consisting of the school psychologist, the principal, university faculty supervisors, and school psychologist interns. The participants included 55 third-grade students from three separate classrooms who all participated in Universal Intervention (Tier I). During Tier I, the two school psychologist interns conducted impulse control lessons for the students and administered a specific assessment both before and after the intervention. At the conclusion of Tier 1, the teachers nominated nine students who would possibly benefit from further behavioral intervention within Tier II. One student was chosen from this group by the school psychologist to receive intensive intervention (Tier III) targeted to his specific emotional areas of difficulty (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.48). In regards to the implemented Tier I Universal Intervention, 81% of the students improved their score on the assessment provided. For those receiving intervention at Tier II, four scores increased, one decreased, and two showed no change. The remaining two students were not present for either the pre- or post-assessment (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011, p.50). However it must be stated that in this particular study the type of lessons provided to these children at this level were based on teacher recommendation and not on their actual testing scores. In regards to the child identified for targeted intervention, no pre- or  post-test measures were actually conducted and the school psychologist’s clinical judgment was used. Yet the results were stated to be favorable concerning the child’s progress. Bringing the RtI framework into the area of social, emotional, and behavioral issues among students, instead of only issuing such intervention in regards to their academic insufficiencies, is a way school personnel can provide additional support for those students who are at-risk but are not eligible for special education services. However, it is of great importance that educators use a combination of both quantitative and qualitative data and that the interpretation of both must be objective. In the previous example, teacher input was used as the main source concerning the identification of students who would be receiving Tier II and Tier III intervention (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.50). This specific example of how behavioral issues are being tended to by RtI is shown to have overall positive results. Yet every school who implements such a structure for behavioral purposes must use a multifaceted evaluation process to avoid strong subjectivity in the decision making procedures. The implementation of the Response to Intervention program within classrooms, schools, and the entire educational system can have an overwhelmingly positive effect on those students who are struggling, either academically or behaviorally, when the process is executed in the proper manner. For this to occur, the eight core principles of RtI need to be apparent among educators and flourishing throughout the schools. These core principles include the understanding that all children can be taught effectively, the necessity of early intervention when possible, using a multi-tiered model of service delivery, using an effective problem-solving method to make decisions, using research based, scientifically validated instruction and intervention, monitoring student progress in order to shape instruction, making decisions involving implementation and instruction by using student performance data, and using the appropriate assessments for a variety of purposes when necessary (Rudebusch, 2008, p .20). Each of these Response to Intervention aspects are critical to RtI’s strategic implementation and crucial to the ultimate success of the program. Behind the eight Response to Intervention core principles are the educational  professionals who are following such guidelines and putting them into action. As RtI continues to grow and expand within the educational system, the various roles and tasks of school personnel also continue to develop. There are a mixture of skills and competencies that each educator should possess in order to carry out the RtI core principles effectively. These proficiencies include an in-depth knowledge of literacy development and instruction, an understanding of how to collect and interpret data for instructional decision making, the ability to differentiate one’s instruction, a willingness to collaborate and work successfully with others, a strong commitment to Lifelong Learning, various leadership qualities, and the ability to work with educa tional technology (Bean & Lellenstein, 2012, p.493-497). RtI implementation will have a greater chance of success for its students if the educators involved grew to be knowledgeable and comfortable in each of the previously mentioned areas. A study conducted in South Eastern Texas provided an amount of insight in regards to how schools are implementing the Response to Intervention process. This study also presented the manner in which school personnel responded to the program. RtI initiation within the schools, documentation of student goals, collection of data, intervention procedures, follow up decisions, and the educators’ overall opinion concerning the entire process is reviewed (Martinez & Young, 2011, p.47). Although the study ultimately praises RtI for its effectiveness, complaints regarding the amount of paperwork, time, and documentation procedures were noted. South Eastern Texas is not the only area in which these complaints have been made. Another source complains about the RtI scheduling challenges, the increased amount of paperwork, and the need for additional staff. Negative aspects aside, educators praised the early intervention opportunities, meeting the individual needs of each student, and the overall positive and informative collaboration with other co-workers. Since Response to Intervention has proven effective in aiding its participants academically, the use of RtI within the social and behavioral domains of the classroom is now an option. This behavior-driven intervention is used as a preventative measure as well as a remedy for those students who are already struggling with poor behavior. A study conducted in Southern California used this type of multi-tiered intervention to address some of the behavior issues taking place within the school as well as  appropriately aiding those children who were struggling both emotionally and socially (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.50 ). Although the results were deemed positive, the subjectivity of the educators in charge was questioned. Objectivity is a must if behavior-driven RtI is to truly address those who require the program. In conclusion, the Response to Intervention process is one that can benefit scores of struggling students if the structured program is adequately conducted by the professionals involved. In order for RtI success to occur, these professionals will need to consistently work together in discovering the most efficient way to sufficiently educate the students in question. Although the appropriate materials, specialists, and other intervention tools can be extremely significant to the RtI process, it is the distinguishing quality of effort that will ultimately hold the entire program together. If educators and other related school personnel do not exert the proper amount of effort in carrying out this process, then Response to Intervention will eventually be deemed worthless. It is up to the ed ucators and school personnel involved in this program to help RtI genuinely reach its valuable potential.