The Common Core State Standards - 937 Words

Forty-two states, along with the District of Columbia have adopted Common Core State Standards. These standards were created to focus only on English and Mathematics. An effect of states adopting Common Core State Standards is that all other subjects taught in school were emphasized less. History, Science, and many other subjects are no longer stressed; therefore students are limited to being proficient in only two subjects. The Common Core deprives students’ ability to be skilled in multiple areas. These standards do not provide a slight â€Å"break† from the challenging and fast paced teaching of English and Mathematics. In addition to limiting education to English and Mathematics, Jill Bowden explains that the Common Core is affecting kindergarteners by taking them â€Å"away from materials that encourage playful learning† (36). Simple, beneficial learning materials typically used in kindergarten classrooms are being replaced with workbooks and textbooks. Thes e standards are not benefiting education; instead they suppress enjoyable learning that one could gain from free learning. All grades are affected, but especially kindergarteners. These kindergarteners are too young for authoritative standards, and should be learning concepts appropriate for a child the age of five. Standards were made â€Å"to become the backbone for student, teacher, and school accountability systems and will play an increasingly prominent role in the American educational ecosystem† (Gutierrez 78) Therefore,Show MoreRelatedThe Common Core State Standards764 Words   |  4 PagesThe Common Core State Standards are a state attempt to create strong educational standards. The standard are created to ensure that students in the country are learning and grasping the information that are given in the classrooms for them to succeed academically. The Common Core plan included governors and education commissioners form forty-eight states and the District of Columbia . They wanted to make sure the standards are relevant, logical and sequential. For content all subjects must have critical-thinkingRead MoreThe Common Core State Standards 1791 Words   |  7 Pagesnew Common Core State Standards for Mathematics bring a new opportunity to the classrooms of the United States that many people view as a controversial. According to the NCTM (2013) â€Å"The Common Core State Standards offer a foundation for the development of more rigorous, focused, and coherent mathematics curricula, instruction, and assessments that promote conceptual understanding and reasoning as well as skill fluency† (par. 1). While some people believe that the Common Core State Standards mayRead MoreThe Common Core State Standard1492 Words   |  6 PagesWhen looking over the Loveless article, the paper seemed to have a very negative view of the Common Core State Standard. The part that was most interesting to me throughout the reading was when Loveless referred to the furthering of teacher development with the Common Core Standard. The article was very persuasive for someone who had not known a great deal about the Common Core and led me to believe that it was not a helpful tool to the teaching community. Nonetheless, once I did some deeper researchRead MoreThe Common Core State Standards1733 Words   |  7 PagesCommon Core, these two words have come to mean more, in the past four years, than two words with no similarities. 43 out of 50 states are signed on to the Common Core State Standards as of now (Khadaroo). This paper will review the good, the bad and the alternatives to the Common Core, from the eyes of a student that is affected by these standards everyday. Through researching this topic, it has become apparent that the common core has good intentions, however bad implementations. Forty PercentRead MoreThe Common Core State Standards Essay1433 Words   |  6 Pagesyour life? The Common Core State Standards (CCSS) not only standardizes education, but it makes comprehension and intricate tool of the learning process. When it comes to American public education, the diagnosis has been offered that our schools suffer from a lack of consistent standards from coast to coast about what our kids should leave school knowing. The fix that has been adopted in a number of states in the last few years is a set of standards called the Common Core State Standards (CCSS), whichRead MoreThe Common Core State Standards881 Words   |  4 PagesIn 2009, states around the country began adopting the Common Core State Standards. These standards were put in place to ensure that each child was on the same academic level by high school graduation. As the global marketplace becomes increasingly more competitive, the United States hopes that Common Core will enable the coming generati ons to be better prepared. As of right now, my working thesis is Common Core is overall unsuccessful in its effort, and discontinuing or, at the least, replacingRead MoreCommon Core State Standards760 Words   |  3 PagesCommon Core State Standards, or Common Core for short, has been making headlines in 2014. Not a curriculum, Common Core is a set of standards defining the skills in which students from kindergarten through 12th grade need to have each year in order to be prepared for the next grade. Creating these national academic standards was a state-led initiative that included a coalition of educators and governors. Administrators, educators and parents participated in the developement of the actual standardsRead MoreThe Common Core State Standards Essay1271 Words   |  6 Pages2009 the Common Core State Standards, or CCSS, was initiated, and since then has become a large part of education today. News shows in multiple states have shown students protesting these new standa rds by skipping classes and school all together. These actions obviously show their refusal to work with the new standards. While there are many teachers who are happy with these standards, students still need to be convinced, and teachers can help this by supporting Common Core State Standards. This inRead MoreThe Common Core State Standards1298 Words   |  6 Pagesterms of core subject content, as well as though social activity and elective/activity courses. However, there has often been a disconnect between different states and districts over what exactly should be in the curriculum for various grades and what is needed to prepare students for life beyond school, as well as providing little basis for comparing the US to other countries. That’s where Common Core State Standards (CCSS) come in. According to Teaching in the Middle School (2012), the Common CoreRead MoreThe Common Core State Standards1282 Words   |  6 PagesThe Common Core State Standards (CCSS) initiativ e is a plan to restructure the educational system in the United States and provide students with a high-quality education. Many states have adopted and are implementing these standards. In our fast changing world, different skills are needed to do the jobs our society has to offer. Upon completion of high school, these students need to be equipped to either enter the workforce prepared to meet the demands of their employers or to enter college prepared

Theme Of Isolation In A Rose For Emily - 1741 Words

People often label themselves based on their personality types, more specifically as either extroverts or introverts. Introverts prefer solitude and minimal social interactions, but are sometimes misunderstood as standoffish people. However, how for can social isolation go before it becomes harmful to one’s mentality? In the short story â€Å"A Rose for Emily,† William Faulkner creates protagonist Emily Grierson, an aloof Southern belle whose life is built on extreme levels of introversion and eccentric behaviors. The plot describes her life and downfall through the perspective of the townspeople. Through this story, Faulkner shows the prevalence of some mental disorder caused by Emily’s isolation through different sources of seclusion: from†¦show more content†¦All Emily had was her father, therefore by accepting his death, she would have to accept that she was alone with nothing but the house her father had trapped her in. It is evident that Mr. Griers on’s parenting contributed to Emily’s behavior towards his death. Furthermore, Geertjan Overbeek’s study showed that overprotective parenting psychologically had an effect on children. As a result, the present study demonstrated that parents’ lack of care and overprotection were longitudinally, non-specifically linked to the incidence of several DSM-III-R mood, anxiety, and substance disorders (i.e., major depression, dysthymia, social phobia, agoraphobia, panic disorder, alcohol and drug abuse, and alcohol dependence)† (Overbeek 92). We can see that overbearing parenting can lead to some mental illness, and Emily is no exception. Moreover, Emily’s confinement seems to have caused some attachment issues as seen through the death of Mr. Grierson and later through her romantic relationship with Homer Barron. These attachment issues seem to be a way to cope with her deteriorating mentality. Letting go of her father was difficult for Emily possib ly due to the fear of loneliness or depression from losing someone who had such a strong presence over her life.. Along with the isolation caused by her father, the townspeople also confined Emily through their Southern ideals. Some time after the passing of Mr. Grierson, Emily met Homer Barron, a Northern laborer who came to doShow MoreRelated Theme of Isolation in William Faulkners A Rose for Emily Essay1048 Words   |  5 PagesThe Theme of Isolation in A Rose for Emily As an author establishes the characters he simultaneously attempts to develop the theme of the story. An author uses various elements such as point of view, the setting, and symbols to work toward the expression of one central idea. In looking at A Rose for Emily. a short story by William Faulkner, it is evident that Faulkner successfully carries one main idea throughout the piece, the idea of being isolated from society. One of the most effectiveRead MoreAnalysis Of A Rose For Emily Essay1643 Words   |  7 PagesBeing An Outcast: Emily As Manifesting Thematic Alienation in Faulkner’s â€Å"A Rose for Emily† I. Introduction Being taught in high schools and universities all across the nation, William Faulkner’s short story â€Å"A Rose for Emily† has achieved a great deal of both academic and mainstream respect in the United States. In being arguably one of Faulkner’s strongest stories, and since Faulkner himself has assumed the position of being one of the great masters of American fiction, â€Å"A Rose† is undoubtedlyRead MoreA Rose For Emily Literary Analysis875 Words   |  4 Pagesnew ideas allows for both the individual and society to progress. William Faulkner packs the short story â€Å"A Rose for Emily† with different types of literary devices that describes the fight against change in the post-U.S. Civil War South. Faulkner’s story takes place in the Southern town of Jefferson Mississippi in the late 1800’s, early 1900’s. The symbolism of the primary characters (Emily Grierson, her father and the Grierson estate) chronicles how difficult change is in Jefferson. Assuming a darkRead MoreSymbolism In Rose For Emily892 Words   |  4 Pages Desperation for love from extreme isolation results in destructive actions and extreme situations. William Faulkner achieved to describe that in the story â€Å"Rose for Emily† through the main character, Miss Emily Grierson who suffered from necrophilia. This story is enriched with full of symbolism, along with a deep-rooted issues and messages. Symbolism helps to gives readers to think about text and hidden themes that go along with the symbols. This gives reading a more rich and vivid experience.Read MoreAnalysis Of William Faulkner s A Rose For Emily1526 Words   |  7 PagesWilliam Faulkner uses theme, imagery and symbolism to highlight the decline of the South in his short story â€Å"A Rose for Emily.† William Faulkner is the author of â€Å"A Rose for Emily.† In â€Å"A Rose for Emily† the story starts off at Emily’s funeral, and the whol e town is there too. The men went out of respect for losing a person who had been a citizen of Jefferson for a long time, and the women went because they wanted to see what her house looked like because only a select few have seen it in the lastRead MoreEssay about A Rose For Emily - In Memory Of Emily Grierson1181 Words   |  5 Pages In the short story  ¡Ã‚ §A Rose for Emily, ¡Ã‚ ¨ (1930) William Faulkner presents Miss Emily ¡Ã‚ ¦s instable state of mind through a missed sequence of events. Faulkner arranges the story in fractured time and then introduces characters who contribute to the development of Miss Emily ¡Ã‚ ¦s personality. The theme of isolation is also presented by Faulkner ¡Ã‚ ¦s descriptive words and symbolic images. amp;#9;Faulkner uses anachronism to illustrate Miss Emily ¡Ã‚ ¦s confused mind. The story is split into five sectionsRead MoreIsolation: Short Story and Mrs. Mallard Essay1195 Words   |  5 PagesIsolation and loneliness In the following short stories Eveline written by James Joyce, The Story of An Hour written by Kate Chopin, and A Rose For Emily written by William Faulkner we find that isolation is a popular theme throughout the stories. There are several factors in each one of the stories that makes us feel the isolation that each one of the women in the stated stories felt. Weather it is Eveline feeling stuck at home due to a request for her to tend to her family and resume the placeRead MoreTrifles By Susan Glaspells A Rose For Emily1227 Words   |  5 Pagesother hand, isolation from society can also bring peace, comfort, and evaluation of one’s self. In the â€Å"Trifles† by Susan Glaspell’s and â€Å"A Rose for Emily† by William Faulkner the short story and play transmit a theme of isolation, but in their case, it leads them to disturbing actions. Starting off firstly, in â€Å"A Rose for Emily†, it shows that the setting took place around the end of the civil war. After the war, Emily’s father Mr. Grierson in essence, raised his young daughter Emily to believe thatRead MoreLiterary Appreciation Essay1347 Words   |  6 Pagescharacter must face with and hopefully defeat. What behind conflict is want. The author always creates situations where the characters crave something. Laura in The Glass Menagerie is the tragic heroine and so does the woman called Emily in the story of A Rose For Emily. Both of them have external conflicts with their parents, in other words, they are forced to submit to their parents. The difference here is that the conflict between Laura and her mother Amanda is that Amanda wants her to get marriedRead MoreA Rose For Emily And The Last Of The Crazy People Essay1446 Words   |  6 Pages Similar themes of death, mental health, and isolation are portrayed through characters’ interna l and external conflicts within the short story, â€Å"A Rose for Emily† by William Faulkner and the novel, â€Å"The Last of the Crazy People† by Timothy Findley. Together these themes illustrate how traumatic experiences can result in an inability to function within society and a stigma impacting their overall wellbeing. These actions and behaviours are explored through Emily and Jessica, who both experience

World War One The Predictable Hurdling Towards Open...

World War 1: The Predictable Hurdling Towards Open Continental Conflict World War 1 was one of the most brutal wars of the 20th century. Commonly referred to as The Great War, it saw the adoption of trench warfare lasting between 1914 until 1918. While the scale of the casualties and damage to the European Theatre was unlike any wars held previously, the political, social and economic circumstances of the continent was a powder keg that was ready to ignite at any moment. The causes of the War to End All Wars vary but are generally narrowed down to militarism, alliances, imperialism and nationalism in Europe. These were the main causes that made World War 1 a predictable outcome in the early 20th century. World War I was not like the Second World War were there was a single belligerent pushing others to take a military stand. It also did not have the moral vindication of resisting a tyrant. Rather, it was a delicate but toxic balance of structural forces created a dry tinder that was lit by the assassination of the Archduke Franz Ferdinand in Sarajevo. That event precipitated the July 1914 Crisis, which saw the major European powers hurdle towards open conflict. World War 1 was the first war to be labelled a modern war because of the introduction of new technologies like new machine guns, submarines, tanks and gases. The discussion begins with an examination of militarism in Europe at the turn of the 20th century. Militarism is defined as the policy of building up or

European Union Law A Case Study of MetroElectric

Question: Directive [imaginary] 2011/32/EU aims to provide protection for the people responsible for the electricity supply in public work places, such as national rail train stations and underground train stations. The Directive provides that all employers shall take the necessary measures to provide adequate protection of employees who work in power and transport related industries. This shall include provisions taken by the employer to provide and maintain appropriate clothing and equipment to protect workers. The date for implementation of the Directive was the 21st October 2013. The UK has, however, passed some legislation that only requires the adoption of general precautionary measures by the employers, and does not oblige them to provide the workers with necessary clothing and equipment. Matthew is an electrician, working for MetroElectric, a semi-privatized company, that was initially created by the state and has exclusive contracts on public works with electricity. This company is responsible for all relevant electricity works in the tube stations that are currently being modified. Matthew, who was using his own worn out clothing and other old protective equipment, had an accident at work, which resulted in painful burns to his left leg. He was due to take a holiday but had to cancel it because of his injury; he had not taken out travel insurance. He asks MetroElectric to cover the costs of his holiday, to give him alternative weeks as leave and to issue him with new clothing and other protective equipment, but MetroElectric refuses to agree to any of his requests. Advise Matthew whether he can rely on the Directive 2011/32/EU in legal proceedings against MetroElectric. Answer: Introduction: European Union is an organization of treaties along with legislation such as Directives and Regulations and all these have an impact on the laws of member states of the European Union either directly or indirectly. These treaties, directives and Regulations not only impose obligations on the individuals, but rather certain legal rights are also conferred upon them. The composition of the European Union includes three bodies: the European Parliament, the European Commission and the Council. Its only after a particular legal text has been agreed upon by the Council as well as the Parliament, it is considered as a law. Such a joint judicial effort of the European Union is termed as a directive and then it becomes binding on all its member states to implement such directive. In simple words, a directive is a kind of legal tool, which is used by the European institutions for the execution of the European policies. It is versatile because it merely provides the outcome, but method of its e xecution is left on the nations. The directives are not executed directly by the member states at the national level, but for their execution, they have to incorporated by the member states into their national laws.In simple language, they are transposed into the internal laws of the member states. If at any stage it is found that any member state has been unsuccessful in execution of the directives, judicial proceedings can be initiated by the European Commission against such member state in the European Court of Justice. Binding nature of the Directive: Article 288 of the TFEU (Treaty on the Functioning of the European Union) confers a binding nature to the directives of the European Union. As per this Article, a directive will always have a binding effect upon all the member states to which it has been addressed and they are bound to implement the result to be achieved. However the choice of the structure and procedure of achieving that result is left open to the national authorities. Not only this, the binding nature has to be in entirety and hence a directive cannot be executed partially, incompletely or selectively. For a directive to come into force, it is through notification to EU member states or by publication in the Official Journal. As mentioned above, it is then transposed by the nations into their national laws. It is the principle that such a transposition must necessarily take place within the deadline specified by the institutions (which is mostly between 6 months and 2 years). In case, a member state does not execut e/ implement the directive within the specified deadline, the Courtof justice can rule it out on the Commissions recommendation. An individual can approach the court against a member state for the execution of a directive. The Principle of Direct Effect, Indirect Effect and State Liability: For the purpose of ensuring the appropriate execution of the legal obligations of the EU by the member states, Article 258 TFEU provides for a procedure for the initiating the judicial proceedings and for this certail guiding principles have been provided, which fall into three categories: Direct effect Indirect effect State Liability Direct effect: It means that the European Law creates such rights for the individuals, which makes it binding on the the courts of the member states to enforce it and execute it. Though, an exhaustive list of such rights is not provided anywhere explicitly under the European law. The first case, in which the European court of Justice identified such rights was: Van Gend en Loos v Nederlandse Administratie der Belastingen. A criteria was laid down by the court in this case, for the application of this effect, according to which the provision should be: Clear and concise Unconditional Capable of producing rights for individuals A positive obligation In this case, the court provided an individual with the power to enforce his rights against a member state, conferred by the EU law. Two kinds of direct effect were recognized by the European Court of Justice in Defrenne v. Sabena. Horizontal direct effect: When the individual is capable of enforcing the rights of EC against another individual. Vertical direct effect: When the individual is capable of enforcing the rights against the state. Difference between Horizontal and Vertical effect and Emanation of State defined: In the case, Foster v British Gas a Fosters test was formulated to determine if a case is under the heading of the horizontal or vertical. For this, to define a public body as an emanation of the state the following factors were prescribed: The public body in question should be providing some public service. Should be under the control of the state. Should have special powers. The state in this case was made liable to pay for damages for the individuals loss. Indirect effect: It means when a member State becomes unsuccessful in implementing the European laws and the direct effect cannot be applied for the reason of either the entity to be a private entity against whom the Directive is to be enforced or the non fulfillment of essential conditions of the direct effect. State Liability: It was in the case of Francovich v Italy, universally called as 'Francovich Principle, when State liability was recognized. Certain minimum standards were laid down in this case by the court for making a member state liable for damage/loss suffered by an individuals because of non compliance with the EU laws by the State: The Directive should have conferred rights on the individuals. It should have been easy to identify the rights provided by the Directive. A casual link must exist between the States failure in implementing the directive and the the individuals loss/injury. Thus, in this case the state was made liable to compensate for the loss of individuals on account of its failure to comply with the EU law. Remedies available: Any individual who has suffered injury or harm because of infringement of any directive or any other European law, has been granted the right to claim for full compensation for the injury or harm caused along with the enforcement of the the execution of the concerned directive. Here, full compensation means placing the victim in a place where he/she would have been if the Member State had complied with the European Law. The court will consider an actual loss and the actual loss of profit, before calculating the full compensation and will compensate the victim accordingly. In Sutton v. Secretary of State for Social Security, certain tests were defined by the court to determine and calculate the seriousness of the breach of the European law made by the member State. The clarity and the accuracy of the law infringed by the Member State The amount of discretionary powers conferred on the national as well as community authorities by that law Whether the breach/infringement, the harm or injury caused were intentional. Whether it was possible to excuse the error of law or it was serious. Application of law to the given case: 1. In the given case, Directive 2011/32/EU provided that the employers should take all the necessary steps required for providing sufficient protection of employees working in industries responsible for supplying the electricity in public work places. It included providing and maintaining suitable clothing and equipment for the protection of workers and 21st October 2013 was the deadline provided for its implementation. 2. As per the above facts, all the member states of EU were supposed to transpose the Directive 2011/32/EU into their national laws till 21st October, 2013. Since, injuries were received by Mathew after the deadline, direct effect may be invoked by him as held in a similar case, Pubblico Ministero v. Ratti. In this case, the court held it is possible to apply the direct effect, only if the deadline specified by EU for the execution of the directive has elapsed. The member States are bound to execute the directive within the time limit given in the Directive. If it ela pses and the Member State becomes unsuccessful in executing the law, only then it is possible for an individual to invoke the direct effect.3. Moreover, as mentioned above under Article 258 TFEU, directive has to be transposed in entirety. Thus, the laws of U.K., which provided for the preventory measures to be taken by employees but did not impose the use of special clothing and equipment as required by the directive is not valid. It implies partial incorporation of EU directive and can be considered as equivalent to breach of the directive.4. MetroElectric, a semi-privatized company, in which Mathew worked was initially created by the state and had exclusive contracts, responsible for public service of supplying electricity. As per Fosters test as given above, it can be called as an emanation of state. Thus, the state of U.K. can be made liable for Mathews injuries. Reference can be made to a case: Francovich v. Italy, the court held that those companies as well as individuals wer e cpable of making any member state liable for the payment of damages, who had been adversely affected on account of non-execution of a directive by that member state. Thus, the MetroElectric company, being an emanation of state, the principle of vertical effect can be applied and state can be made liable for Mathews injury.5. The Metro Electric was a semi privatized company and was under the state, thus the state had the wide discretionary powers to make laws in line with the Directive 2011/32/EU of the EU, for the protection of the employees against the dangers in their work of supplying electricity in public places. In s pite of having powers, the state of U.K. falied to implement the directive in its national laws, thus can be made liable for the injuries caused to Mathew due to such failure of the state. Refernce can be made to the joined case laws: Brasserie du Pcheur and Factortame III: Held that if there are wide discretionary powers with the national legislature of a member state for making legislation and yet infringes the Community law, the victim has the right to claim for reparation for the injury or harm caused to him and especially where the provision of EU infringed breached was for the protection of individuals. 6. Mathew received injuries because of the ordinary clothes worn by him during the work. If the directive had been complied with by the company, which falls under the state of U.K., Mathew would not have received such injuries and also he had to cancel his holiday due to the injuries received. Thus, on the basis of the principle of full compensation as defined above, he is liable to recive not only damages for his injury but also the holiday coverage by the company with a sick leave and appropriate clothing. Conclusion: Mathew can rely on the Directive 2011/32/EU in the legal proceedings against the Metro Electric company and can force the company to pay damages and execute the directive, for the injury received by him along with the coverage of holiday and the leave. 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