No Child Left Behind Act Essay - 1247 Words

No Child Left Behind Act President Bush quoted, â€Å"Clearly, our children are our future†¦Too many of our neediest children are being left behind† (www.ed.gov). The â€Å"No Child Left Behind† Act expands the federal government’s role in elementary and secondary education. The NCLB emphasizes accountability and abiding by policies set by the federal government. This law sets strict requirements and deadlines for states to expand the scope and frequency of student testing, restore their accountability system and guarantee that every classroom is staffed by a teacher qualified to teach in his or her subject area. Furthermore, the NCLB requires states to improve the quality of their schools from year to year. The NCLB pushes state governments†¦show more content†¦Ultimately, because of NCLB, parents will know their children’s strengths and weaknesses and how well schools are performing. Parents will have more options and resources for helping their children and school s in which they attend. The NCLB gives parents a very important option. As said before, if a student is attending a low-performing school, then the parents have the option of sending their child to a higher performing school. I think this raises a conflict in the education system. Many parents are more interested in what is going on in their children’s current school than they are in transferring their child. In addition, the parents do not get a choice of which school their child will be transferred to. Therefore, it puts a great amount of stress and pressure on the child to adapt to a new environment and a new society. I think another big problem that has not been well addressed is the fact that low-performing students are being sent to higher performing schools. This means that the low-performing students may bring down the achievement level and standards level at the higher performing school. This may disallow the higher performing school to meet the necessary standards and then another tran sfer may be needed at the end of the next school year. I agree with the NCLB in which early learning will prevent adolescent and adult difficulties. Parents would surely agree with this statement. Parents want the best education for their children from the start.Show MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

Pride And Stubbornness In Oedipus Rex And Antigone By...

â€Å"Think: all men make mistakes, but a good man yields when he knows his course is wrong, and repairs the evil. The only crime is pride.† As a writer, Sophocles examined the interactions between truth and ignorance. He wrote plays in which the hero has a tragic flaw, many times that being the lack of wisdom caused by many different character flaws. In Sophocles’ Oedipus Rex and Antigone, pride and stubbornness obstruct the senses of Oedipus and Creon in a classic play about seeing the truth. Sophocles delves into the meaning of seeing, in a conventional way, and also in terms of insight. Pride in itself is a good character trait: pride in your country; pride in your heritage; pride in yourself. However, excessive pride, hubris, can lead to†¦show more content†¦She is to no avail as Oedipus’ stubbornness abets her death and his exile. After Oedipus sees Iocaste dead, he gouges out his eyes. The choragus ends by saying, â€Å"Your fate is clear, you a re not blind to that.† (72). Creon meets a similar fate in Antigone. Thebes, under the rule of King Creon, successfully thwarted an attack from Argive. Antigone and Ismene, Oedipus’ daughters, hear Creon’s startling decree about their two dead brothers. Eteocles was buried with military honors, while Polyneices†¦ â€Å"No one shall bury him, no one mourn for him, but his body must lie in the fields, a sweet treasure for carrion birds to find as they search for food.† (190). While this may seem justifiable, in ancient history, the dead must be buried for their soul to pass into the Underworld. If a body was not buried, the person would be stuck wandering the earth as a spirit. It was considered a violation of the will of the Gods to leave a body unburied. Creon’s punishment for anyone who tried to bury Polyneices was death. Nevertheless, after Antigone decided to bury his body, Creon charges her with the crime, but she unflinchingly says,  "It was not God’s proclamation†¦ the immortal unrecorded laws of God. They are not merely now: they were, and shall be, operative for ever, beyond man utterly.† (208) Creon does not relent, his hubris his downfall. The chorus augurs Creon’s demise, when they question, â€Å"What mortal arrogance transcends the wrath of Zeus?... No pride on earth isShow MoreRelatedOedipus Rex Vs. Antigone1417 Words   |  6 PagesComparative Essay 11-20-01 Oedipus Rex Antigone It is only natural that an author use similar vessels of literature, such as figurative language, literary devices, and elements in his/her work. It is even more apparent between works that are connected by character, time, and theme. Sophocles did this when he wrote Oedipus Rex and Antigone. When comparing the two pieces, it becomes evident that very similar vessels connected these very different plays. Sophocles uses a specific type of figurativeRead MoreEssay about Tragedy in Sophocles Oedipus The King and Antigone 1403 Words   |  6 PagesTragedy in Sophocles Oedipus The King and Antigone The Greeks considered tragedy the greatest form for literature.   However, the tragic ends for the characters were not ordained or set by fate, but rather caused by certain characteristics belonging to that person.   Such is the case with the characters of Sophocles plays Oedipus the King and Antigone.   Oedipus from King Oedipus, and Antigone and Creon from Antigone posses characteristics, especially pride, that caused their tragic ends.   AsRead MoreEssay on Creon as the Tragic Hero in Sophocles Antigone1326 Words   |  6 PagesCreon as the Tragic Hero in Antigone     Ã‚   This essay will compare two of the characters in â€Å"Antigone†, Antigone and Creon, in an effort to determine the identity of the tragic hero in this tale.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To identify the tragic hero in Sophocles’ renowned play â€Å"Antigone†, we should first consider both the elements present in Greek tragedies and what characteristics define a tragic hero. Aristotle’s definition of tragedy is: â€Å"Tragedy is a story taking the hero from happiness to miseryRead MoreCharacter Development in the Oedipus Cycle875 Words   |  4 PagesIn the Oedipus Cycle Sophocles conveys a powerful message through his charactersÂâ€"that with experience comes wisdom, and with wisdom comes the ability to see the truth. Oedipus is the man of unyielding pride and arrogance, Creon, his brother, is the crafty politician, and Antigone, the daughter of Oedipus, is perceptive and righteous. These three characters personae play a major role in making the idea of truth tangible. In the beginning of Oedipus Rex, Oedipus is still riding on the powerRead MoreThe Tragic Characters Of Sophocles Antigone1652 Words   |  7 Pagesare from Sophocles’ Greek play Antigone from the trilogy dealing with Oedipus and his children (Oedipus Rex, Oedipus at Colonus, and Antigone). The two Aristotelian tragic characters are Creon, the king of Thebes in Antigone, and Antigone herself. Creon‘s hamartia, his flaw that causes his downfall, includes his stubbornness which causes him to not listen to the opinions of others, including Tiresias, additionally, this also connects to hubris since he also did this because of his pride. In AntigoneRead MoreAnalysis Of Oedipus The King By Sophocles819 Words   |  4 PagesSophocles’ plays are among some of the best-written performances of the 5th century, and they have evolved into several modern theatrical productions and movies. Although not written as part of a trilogy, Sophocles’ three interconnected plays focus on the same dysfunctional family: Antigone, Oedipus Rex (Oedipus the King) and Oedipus at Colonus. His second play Oedipus the King continues to awe the audiences today as much as it entertained Sophocles’ audience. There existed then and now a fascinationRead MoreOedipus the King1164 Words   |  5 Pagesexcessive pride, which usually serves as the driving force of the play’s ac tion. It is common, even beneficial, to have pride in oneself, but when it becomes expressed as arrogance or in defiance of one’s fate, it is considered excessive and often leads men to engage in activities that will lead to their downfall. Aristotle (1998) stated â€Å"the tragic hero falls into bad fortune because of some flaw in his character of the kind found in men of high reputation and good fortune such as Oedipus.† ThisRead MoreEssay on Antigone - The Tragic Flaw2238 Words   |  9 PagesAntigone - The Tragic Flaw  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚           Antigone, Sophocles’ classical Greek tragedy, presents tragic flaw as the cause of the destruction of Creon, the king of Thebes. This essay examines that flaw and the critical perspective on it.    Robert D. Murray, Jr. in â€Å"Thought and Structure in Sophoclean Tragedy† gives the perspective of the Greek audience, and thereby the reason why there has to be a tragic flaw in Sophoclean tragedy: â€Å"A Greek of the fifth century would, of course, haveRead MoreAntigone : A Portrait Of Ancient Greece2905 Words   |  12 PagesKelly Devlin Dr. Anna Peak IH 0951-002 10 December 2014 Antigone, a Portrait of Ancient Greece Famous for its production of tragedies, Ancient Greece often employed the use of drama and conflict to illustrate tales relevant to the society at the time. The playwright Sophocles is a prime example of this. In his tragedy Antigone, Sophocles tackles issues such as the role of the gods, the proper behavior of women, and the power of a leader. These motifs not only add value to the narrative, but offerRead MoreThe Tragic Heroes Of Sophocles Oedipus Rex And Antigone Essay2374 Words   |  10 Pagessuffering. The plays Oedipus Rex and Antigone, written by Sophocles, display the themes defined by Aristotle. Are we the authors of our fate or is our fate written and destined to happen? In both plays, Oedipus and Antigone face their downfall because of self-will. They bring on their own doom because of their actions. The author explores many themes such as the high-standing and heroic traits of the tragic heroes as well as to the flaws and pride of Antigone and Oedipus. Finally, the author explores

Strategic Thinking for Social Development- myassignmenthelp.com

Question: Discuss about theStrategic Thinking for Social Development. Answer: According to Natalija (2016), for one to design an organization in a manner which can make it to improve its strategic effectiveness, it is crucial to consider Galbraiths five critical elements in his the star model. These elements comprise processes, strategy, reward, people, and structure. To improve productivity, I would also focus on rewarding employees who perform better to improve their self-esteem and job satisfaction. I would also align the goals of the staff members with those of the organization. This would be fundamental in attaining better production because when goals align in workplaces, employees develop a common focus, and will, therefore, commit their efforts towards achieving the best for the organization (Andrea, 2010). Having similar goals with the organization will enable the employees to understand how their commitments relate and serve both short and long-term goals of the organization. Some of the significant benefits of goal alignment include an increase in o perating margins, quicker execution of company strategy, reduction in employee turnover among others. The other way in which I would use the star model is organizing the structure of the organization in a manner which can enable it to communicate its placement of power and authority. According to Amanda (2017), businesses perform better when power and influence are efficiently communicated in all sections. To succeed in this aspect, I would ensure every division has a leader who reports to a senior person. This will aid in communicating power and authority from the top management level across other levels of management. To make the organization perform better, I would implement strategies that outline its goals and objectives in a manner which can make it to fulfill its mission. Loay (2014) affirms that goals and objectives are fundamental in businesses because they aid in turning the vision and mission into measurable goals. Outlining goals and objectives also assists in translating the mission and vision of an organization into reality. This means coming up with a strategy that describes these elements will make the organization to remain productive, satisfy customer needs, and to survive competition. Workforce is also an essential element in Galbraith's star model. According to Amanda (2017), access to highly skilled workforce plays a crucial role in any companys success. To make the organization remain with a workforce which is made up of experienced and qualified professionals, I would ensure some guidelines govern the human resource policies regarding various aspects such as recruiting, selection, training, rotation, and development. Proper policies that govern these activities will be fundamental because they will ensure the organization has a team of employees who can utilize their knowledge for better performance. Lastly, I would also consider designing processes in a manner which can enable proper workflow and resource allocation. This would include finding out the resources required in various sections in each department to ensure each one of them attains its target. I would also use the established procedural rules to ensure proper execution and automation of different processes to allow an appropriate passing of tasks and information from one area to the other for action. References Amanda, J. K. (2017). Strategic Thinking. Human Ecology, 45(1), 65-80. Andrea, G. E. (2010). Building a Culture That Encourages Strategic Thinking. Journal of Leadership Organizational Studies, 17(2), 245-268. Loay, S. A. (2014). Impact of Strategic Thinking and Strategic Agility on Strategic Performance: A Case Study of Jordanian Insurance Industry Companies. International Review of Management and Business Research, 3(4), 56-70. Natalija, J. L. (2016). NatalijaDemographic Variables Influencing Individual Entrepreneurial Orientation and Strategic Thinking Capability. Journal of Economic and Social Development, 3(1), 121-132.

Wife of Bath/Lanval free essay sample

Chaucer’s The Wife of Bath’s Tale revolves around the issue of feminine desire. A knight of King Arthur’s court rapes a maiden, which in the story is an offence punishable by death, but the queen grants him mercy. If in a year he could return to the court with the correct answer for her and her ladies to the question ‘What thyng is it that wommen moost desiren’ (Chaucer, l. 905) he could keep his head. This is not a straightforward question to answer yet the knight succeeds, stating that women most desire mastery over their husbands, bringing in the theme of female power. The concept is laid out plainly enough; however, the delivery in action is somewhat confusing. The actions described, performed by women themselves, seem contradictory to this desire, casting this ultimate desire into a shadow of doubt, forcing the reader to scrutinise the text to make sense out of the contradictions and try and pinpoint Chaucer’s message on feminine desire and power. By chronologically analysing The Wife of Bath’s Tale, with reference to her accompanying prologue, it is possible to draw out a comprehensive understanding of the articulation of feminine desire in the text. Hansen criticises this integrated perception of marriage and power stating that the Wife of Bath is â€Å"ironically trapped in the misogynist culture she explicitly names as the enemy and is blind to the ways in which her tactics further embed her in the assumptions she tries in vein to defy† (1996 p. 274). This statement insults Alisoun’s character as it oversimplifies her understanding of her situation and neglects to take into account the social context of the text. She is not a victim as she has knowingly embraced an institution associated with female confinement and oppression. By willingly playing the game she manipulates marriage in her favour and uses it as a tool to help her achieve the power and autonomy she strives for, â€Å"What sholde I taken keep hem for to plese, / But it were for my profit and myn ese? † (Chaucer, l. 213-214). This was not commonplace in medieval literature as in medieval marriage the woman was a legal non-entity. This further shows Alisoun’s cunning. However, only knowing how to achieve this goal through manipulating her husbands the Wife of Bath must continuously be married. To possibly portray this female control in a traditionally uppressing environment, the Wife of Bath writes herself into a masculine role, whilst still employing a feminine one. Her character is choosing to portray herself in a certain light. This gives Alisoun an amount of power on its own. Through her use of and reference to texts, she takes on the male role of a clerk while she also claims her authority on marriage comes from her experience , which is a female association (Dinshaw 1989, 114)). This can also be seen in her tale. However, it is the knight’s position, which is being inverted to a more female role, as he must learn about female desire through the experience of his quest. This puts the women of the court and the queen in the more powerful position. The reader becomes aware that the initial rape scene is the link between the fictive world and reality. The Wife of Bath is using this story to criticise her own society, showing what it could and should be like instead. The crime the knight committed is punishable by execution. This shows the reader that men are not all powerful after all, but they are subject to justice. The queen postpones the execution and will completely deny it on the grounds that the knight has a year and a day in which to figure out a satisfactory answer to the queen’s question. It can be read that this shows the folly of women. One could carry this argument throughout the rest of the text, pointing out that the women, such as the â€Å"wyf†, give up their gained mastery as soon as it is granted them. Showing the foolishness of women could make room for an argument that women do not have power because they should not have power. However, one can look at the queen and her ladies being aware of â€Å"an ironic connection between an unthinking act [the rape] and an unthinking punishment [the execution] for it, and also the waste in separating an act from its causes and underlying assumptions† (Van 1994, pp. 85-6). Van points out that â€Å"they want to change the insides of a head the law proposes to remove† (1994, p. 186). This means that the women are giving the knight a chance to go out and learn of his crime. By taking the time to talk and listen to women he will begin to see that women are not just objects of male gratification, but ar e humans who, like himself, desire. This would enable for him to become aware of his crime, which if he thought of women as there for no other reason than to pleasure himself with he probably could not wholly comprehend his own actions and why they were bad. Changing one man’s perception of women is a large step forward for women in a male dominated world. The answer, women most desire mastery over their husbands, is given to the knight by the hag, yet it appears that she gives up her own mastery over her husband; she marries the knight as reward for her aid, to become completely subservient to him as soon as her desire is actualised. This puts strains on the trueness of the answer provided. There were so many varying answers the knight comes across on his year long quest, he was unable on his own to find a desire that spans all women. However, this also suggests that the queen and her court of justice were not so much interested in him finding the perfect answer, but on female desire being vocalised and acknowledged as existent, especially by one who did not previously acknowledge it. Returning to the hag, she attains her desire for a fleeting moment only to have herself give it up in transforming into both a beautiful and faithful wife, both qualities her husband wanted, after posing the knight with an ultimatum between the two. The tale goes on to say she served her husband’s happiness for the rest of their days and they lived those days happily. This seems to directly oppose her previous desire. However, as Mckinley states, â€Å"[her] transformation is evidence that he has chosen rightly—and that his choice effectively places her preferences first. His reward emphasizes the nature of reciprocity in marriage which Chaucer here suggests, where each spouse must give up ‘rights’ to self and so, paradoxically, receive benefits of a much greater kind† (McKinley 1996, 366). The male must relinquish his socially inherited power, being able to give this up implies he was holding the power, but the wife must also choose to renounce her newly found authority, creating them both equal in their relationship. This view changes the meaning of the answer somewhat. The answer now seems to be a lesson in itself, to teach men to respect their wives, hosting them up to the status of equal, not superior. This is also the Wife of Bath’s wish, to have the perfect marriage, the union of two equals, and her tale shows how one is to go about this to achieve it. Similarly, Marie de France’s Lanval deals with an element of feminine desire and power. The Wife of Bath’s Tale creates a world which becomes almost a Utopia, where women are seen as equals, in at least marriage, feminine desire is recognised and also realised. Lanval approaches the same concept of feminine desire and corresponding power in a different way. Mare de France constructs two worlds within her story; the known, human world of King Arthur’s court, and the fanciful, fairie land of Avalon. She uses two women, one from each world, to show how female desire can only be achieved in a place removed from the known patriarchal society. In this way Lanval is very different from The Wife of Bath’s Tale, which uses the text as a didactic medium, showing how the world could function in a society of more equality. The two main women portrayed in Lanval, Queen Guinevere and the Fairy Queen, play an active role in the plot progression and wield considerable power. Arthur’s queen has counsel of his ear and appears to have some sway over him. As the queen in The Wife of Bath’s Tale, her power is through her position in relation to her king. She shows she is a powerful woman when she first approaches Lanval. For whatever reason, the queen takes a shining to the foreign knight and proposes an affair. She seemingly overestimates her power, which she gains from her marriage and her beauty, in relation to Lanval’s loyalty to his king. Her desire is clear, and her confidence reinforces her power in society. Her rejection can be seen as a moral lesson for other women. Not even having power should gain a person an immoral desire. Her desire is immoral as it would be an act of adultery and in fact treason. Immoral desire was not an issue in The Wife of Bath’s Tale, it dealt simply with the issue of desire itself. However, the queen’s desires change after her rejection. She then desires retribution for this rejection and his insulting her. She manipulates the situation, portraying herself as the victim of insult to her husband, and through him puts Lanval on trial and almost sees him punished. One must remember that the king is also insulted by Lanval’s claims there are maids of the Fairy Queen more beautiful than his queen, and so there is also a male desire for retribution. However, this desire of the queen’s is also quelled it can be viewed that women do desire in the Arthurian world, and by extension the actual world, but their personal desires are not able to be realised. Again though, the morality associated with a desire, not solely a feminine desire, seems to impact the accessibility of said desire, and so Lanval can be treated as a moral text. The Wife of Bath’s Tale and Lanval can, as has been shown, explored in relation to feminine desire. The Wife of Bath’s Tale brings the reader to the conclusion that feminine desire is not in fact mastery over their husbands, as directly stated in the text, but is rather a desire for equality, at least in marriage, with men, and that their desires are recognised and they are treated as persons, not objects of male gratification. Lanval, on the other hand, explores feminine desire in a moral sense.