Film Review - Freedom Writers free essay sample

Film Analysis Inner-city schools are suffered by multilayered structural and institutional problems. Although urban problems mainly stem from socio-political power relations rather than individuals, classroom teachers must shoulder the responsibility for making education caring for urban youth. Freedom Writers (2007), a film released in 2007, addresses the complex challenges that inner-city teachers face by acting the special pedagogy of one teacher, Erin Gruwell. Throughout the film, the main character Ms. Erin Gruwell is an exemplary teacher regardless of the complexities that surrounds the learning environment. The story discusses how students managed to survive in school with the aid of an exceptional teacher who influenced them to change and aim for success. This essay aim to define how two issues of cultural difference and racism impact upon the educational experiences, then the connection with the ideas based on Gruwell’s pedagogical practice, followed by the suggestions about how teachers can do in order to improve current education for achieving just schooling. We will write a custom essay sample on Film Review Freedom Writers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the film of Freedom Writers, majority of the students suffers from social justice issues regarding racism and cultural diversity, which sets them apart and made them involved in serious gang wars. One of the characteristic Eva, her father was in prison because of loyalty to the gang, and she had to testify in court on a case similar to the one that sent her dad away. Marcus was kicked out of his house when he joined a gang. One boy tells the class that he has no other family, just them. The students’ resulted in low classroom performances and in fact that most they were not given properly support and attention by their families. Students are motivated from what surrounds them. When the learning environment is full of negative elements, students will lose their focus and will stop them from achieving the academic success. Ms. Gruwell in the movie was able to find ways to counter the rising educational problem. Gruwell’s revolutionary pedagogy begins when she refuses to mechanically follow the prescribed curriculum. She transforms the content of the required English readings and incorporates history into her curriculum. Based on the students’ needs and interests, she selects new readings (e. g. The Diary of Anne Frank), organizes a field trip (a visit to the Museum of Tolerance), and develops an assignment (writing a letter to Miep Gies, the Dutch woman who risked her life to hide the Frank family). Gruwell ties each activity to a coherent unit shaped around the Holocaust; such strategies allow students to build one piece of knowledge on top of another (Beane, 1997), which lead them involved high order thinking. Surprisingly, this method sparks a turnaround in her students’ attitudes. They are so inspired by the museum field trip that they become self-motivated to read the story of Anne Frank. Gruwell’s pedagogical was shift to accommodate students’ interest. Her decision to teach The Diary of Anne Frank goes against the institutional norm of a prescribed curriculum. According to Haberman (1995) states that teachers should be knowledgeable and creative enough to teach around the textbook and accommodate emerging issues generated by students. It is better to set the same high expectations for all students and to provide differentiated levels of support to ensure that all students have a fair chance to achieve them. That is a view put by many leaders in the indigenous community on behalf of their young people (National Curriculum Board, 2010). Supporting this notion, Brooks and Brooks (1999) argue that constructive teachers should have a broader concept of lesson direction that guides day-to-day instructional activities. In addition, teachers need to involve the community in the development of the curriculum, which ideally should be responsive to local also the global cultural and economic contexts, and encourage and assist students to draw on their cultural experiences to succeed academically (Gale Densmore, 2000). Teachers need to begin with whatever is familiar and comfortable to their students, whatever its source. Anne Haas Dyson (1997) argues that this is a teacher’s pedagogy of responsibility: not only being sensitive to but using diversity by acknowledging the diverse cultures present in their classrooms and helping students become aware of their cultures. In addition, Gruwell treats students as creators of knowledge instead of recipients of knowledge. Instead of having students memorize the process of professional writing mechanically (e. . , drafting, writing, editing, and publishing), Gruwell helps each become a writer, learning writing by experiencing it. This learning allows the students to take ownership of their knowledge, express their expertise, and experience a sense of ability. They can relate academic subjects intimately to real-life experiences when students write about their own lives. John Dewey’s (1938) states the progressive education is when learning start s from the student, not from an expert, the student becomes a creator of knowledge. This theory underlines the teacher’s job of discovering students’ abilities, maximizing them in the classroom context, and transforming their personal expertise into legitimate knowledge. However, seeing students as creators of knowledge requires observation ability on the part of teachers. A teacher must be able to recognize his or her students’ potential and manage their resources. In Gruwell’s teaching, her students participate in the process of building the curriculum. For example, when they finish reading The Diary of Anne Frank, Gruwell gives them an assignment to write a letter to Miep Gies. One student, knowing that Gies is alive, suggests inviting the elderly woman who lives in Europe to visit the class. Gruwell validates the suggestion and motivates the students to write their best letters to the woman. Furthermore, they collectively organize fundraising events for this venture. By helping define the curriculum, Gruwell’s students become active agents participating in democratic pedagogy. An example best illustrates how, with the right pedagogical approach, students can play a central part in their learning. The literature on democratic pedagogy emphasizes an egalitarian relationship between teacher and students. This is radical because the traditional hierarchy of knowledge, in which knowledge is transmitted from experts to teachers to students. Feminist educators (Gore 1993; Luke and Gore (1992) state the classroom as a place in which community members construct knowledge. Gruwell’s teaching using this pedagogy, because the strong classroom community and the bond between students and teacher are central to her success. Freedom Writers shows how a teacher can achieve a high level of trust and respect between teacher and students and among students. One classroom activity, the line game, helps Gruwell build a sense of community. She asks the students questions, such as how many of them bought the new Snoop Dogg album, how many of them live in the projects, and how many of them have lost friends to gang violence. The exercise reveals striking commonalities among students and forms the basis for bonding, making the classroom a safe space where they can say what they want to say. Later, students are able to share their diaries, which are filled with anguish about family evictions, domestic violence, gang violence, and false accusations of murder, which build a good teacher-student relationship. Furthermore, the importance of community is not acknowledged in traditional education. In the traditional classroom, students compete over who knows the most and whose knowledge is more akin to the teacher’s. In critical pedagogy, however, students are creators of knowledge, peers become collaborators, and the classroom is transformed into a significant space where voices emerge, are tested, and are legitimated (Cochran-Smith, 1991). Ladson-Billings (1994), a success of culturally relevant pedagogy, stresses the importance of community in constructing knowledge. Gruwell reinforces this idea through her efforts to create a familial bond that extends beyond the classroom walls. She meets her students outside of the classroom, becoming privy to their family and street lives. Activities outside of the classroom, such as field trips and fundraising events, also serve as excellent opportunities to create a community. Room 203 thus becomes another home for Gruwell and her students. The sense of community developed there reaffirms the belief that each student is a valued member of the whole. This bond is so special to the students that they work to maintain it even after graduation, fighting the administration to allow Gruwell to move up to the next grade level with them. According to Lingard, Hayes, Mills, Christie (2003) illustrate that in order to make classrooms more inviting to children, when it comes to understanding and accepting personality and culture differences among students, teachers should be effective enough has the ability to build relationships, think of activities that will enjoy and educate at the same time and provide guidance inside and outside the classroom. Gruwell’s method of teaching and interacting with students is an example of the non-authoritarian leadership described by Hooks (1994) and Ladson- Billings (1994). Gruwell gains credibility by sharing, rather than assuming, authority and, despite racial tensions, transcends her race in establishing trust with students. Gruwell gives authority on her students by trying to learn their culture, evidenced in the way that her vocabulary shifts as the movie progresses. She perfectly illustrates democratic and participatory pedagogy. In conclusion, Freedom Writers offers a model of how to exercise teacher autonomy in an era of accountability. Although much research shows that the establishment of standards harms low-income minority students and widens the achievement gap between races, Gruwell’s story proves that standards and innovative curriculum can be reconciled. Gruwell uses the standards to make her lessons stimulating and empowering. Instead of narrowing the curriculum to the standards, she broadens the curriculum to meet the standards. Gruwell exercises her autonomy through her creative approach to her classroom.

Balkanization (COT) essays

Balkanization (COT) essays In 1912 the term Balkanization was coined and describes the region formerly known as the Balkans. It can be defined as a region broken up into smaller and usually hostile units. The region known as the Balkans is where the Slavs meet the Germans, Greeks, and other different ethnic and religious groups. Due to the major ethnic and religious diversity the region has trouble sustaining stability. During the nineteenth century, many changes and conflicts disturbed the Balkan region. In the diplomatic history of the Balkans a change in diplomacy came across the new forces of nationalism and militarism). Rivalries in the Balkans grew after 1878 with the tension between the ethnic groups. The assassination of the Archduke of Austria-Hungary, Franz Ferdinand was the spark that ignited the war that was first between Austria-Hungary and Serbia, yet the tension in the Balkans assisted in creating the energy to the spark. World War I was inevitable in 1914 because of many different reasons. One reason is that both the governments of Austria-Hungary and Serbia believed that their character and veracity were on the line in the international population. For Austrians, a personal attack on the royal family required a strong response, especially if it concerned the Serbs. Another reason is that both governments believed that they were in high favor of winning if the war came. Th e Austrians had the Germans as allies as the Serbs had Russia; neither thought the war would spread across Europe although they all created alliances just to make sure that they had their chances reassured. A further reason is that neither side believed that their divergence could be compromised by negotiation, only one regime could rule. Fourth, each side focused on victory and not the expenses of defeat. Fifth, both governments had little fear of war. Lastly, an essential element of Greek, Serb, and Bulgarian nationalism had always been the eradication of t...

Application of Organizational Managerial Theories in Law Enforcement Term Paper

Application of Organizational Managerial Theories in Law Enforcement - Term Paper Example Managerial strategy, the component that manages and guides the organization toward its missions and visions, has been and remains a crucial element to police administration. For decades, the police administrator has been held accountable for the weaknesses of law enforcement agencies. Nevertheless, recently, it is simply stated that police administrators have turned out to be and continue to be highly qualified in comparison to their forerunners (Dantzker, 1999). However, in spite of the idea that police administrators nowadays may be more trained, experienced, and knowledgeable than those of the earlier periods, subordinate police managers and police executive nowadays perhaps perform a much more challenging task than earlier administrators. Due to the greater issues and challenges that confront present-day law enforcement, like a constantly changing workforce, an overstrained criminal justice system, and an overwhelming set of tasks, the police administrator’s job keeps on d emanding for more progress (Champion, 2002). This essay discusses how the three major organizational managerial theories, namely, classical or traditional, human relations, and systems have been applied in law enforcement managerial procedures and their impact on police administration. Classical Management Theory Classical theory, or also referred to as the ‘scientific management’ model, is the groundwork for American police administration, but this theory in law enforcement is quite difficult and unfavorable when it is rigidly applied. Above all, it tries to put into practice dominant, dictatorial standards to manage people who normally abide by egalitarian principles (Cordner & Scarborough, 2010). According to Gaines and Worrall (2011), more difficulties are produced as agencies have implemented policing principles, which involve empowering subordinates for them to gain more control over policing issues, criminal activities, and their tasks. The progress toward such managerial technique tends to burden and pressure classically managed agencies. Primarily, the traditional police administration and the classical organizational theory have been applied to police administration successfully. Even though the classical organizational model was conceptualized a century ago, it is stil l the main organizational design for law enforcement agencies and other governmental departments. Police administrators have relied on this model to lead them in managing their divisions and completing the police task (Allen & Sawhney, 1999). In spite of this, there has been considerable strain on law enforcement agencies to change the traditional police managerial framework. First, the general public has criticized police conduct and outcomes. Citizens trust law enforcers in terms of preventing criminal activities and resolving crime issues when they take place. At present, the public criticize police conducts like the maltreatment of civil rights and racial profiling (Allen & Sawhney, 1999). This has encouraged law enforcement agencies to build stronger and better rapport with community organizations and the general public, mostly by adopting community policing. According

Christology Essay Example | Topics and Well Written Essays - 3000 words

Christology - Essay Example Although all attempts to categorize the views of others risk oversimplification, it is nonetheless necessary to distinguish between and categorize different approaches if we are to evaluate them briefly and effectively. What does this say about Christian mission I do not mean to suggest that evangelization is incompatible with respectful dialogue -- quite the opposite. Although evangelizing calls at times for clarity about the faith that informs Christian action, evangelizing is not the same thing as proselytizing. To evangelize is to witness to the Gospel, and very often the witness that is required is decency, cooperation in pursuit of the common good, and willingness to profess one's own faith truthfully (Haight, 2000, 103-112). In the context of interfaith dialogue, witness to the Gospel should lie precisely in refusing to take advantage of the situation to make converts. But this is the nub of the problem, since it is precisely the content of the Gospel as it relates to dialogue that is in question. (Sobrino, 2002, 42-48) The refu Christology in Contemporary Christianity The refusal to proselytize can only be a witness to the Gospel if the Gospel itself warrants such a refusal. Christians have always understood the Good News as something which demands to be shared with everybody because the salvation it proclaims is addressed to everybody (Hill, 2004, 93-100). If there are times and situations when going out of one's way to make converts is to be avoided for the sake of the Gospel itself, this can only be because the Gospel vision places a high value on respectful dialogue, even on a dialogue that is prepared to continue interminably with no agreement in view. Thinking along these lines, we might say that in Christ the presence of the alien is welcomed and the fact of difference is embraced-this is the Good News that is proclaimed by Christians when they not only live peaceably with nonbelievers but seek fellowship and common cause with followers of any tradition that honors the stranger and says yes to difference. But if significance (or even the me re assumption of religious superiority) is the natural fruit of Christian faith, then the Gospel I have just described cannot be the Christian Gospel. (Snyder, 1988, 54-62) We can also turn this around and say that if philosophical significance does not belong to the essence of Christianity, what we are left with is a Christian Gospel that demands that the church forswear all claims to spiritual privilege, and rejoice as it does so. So, where does the Christian Gospel really stand with respect to philosophical significance As I have suggested, the New Testament itself is unable to decide the question, since it can be read both ways. This collection of mid-to-late first-century texts with widely varying and at times contradictory theological agendas is unified by its persistent claim that Jesus is the Messiah (Snyder, 1988, 54-62). Some would add that it is also unified by the importance implied in this claim about Jesus.

Problems with Act Utilitarianism

Problems with Act Utilitarianism According to act utilitarianism, the measure of the value of an act is the amount by which it increases happiness to a person. If the act produces much happiness as compared to any other act then the act is morally right. To understand the term act utilitarianism, compare the consequences of doing a charity work and the consequences of watching TV at home. A person can generate more happiness by doing charity work as compared to watching TV. In this situation according to act utilitarianism, the right thing for a person is to do charity work as compared to watching TV because charity work will generate more happiness. Problem with Act utilitarianism Though there is some criticism on this theory because for some people the act of torturing and enslavement is a source of happiness and this theory allows these act morally. This act according to some critics justifies crime. Another issue about this act is that how will the happiness be calculated. This is always difficult to find out that which act will generate more happiness. Rule utilitarianism Rule utilitarianismÂÂ  is a form ofÂÂ  utilitarianismÂÂ  that says an action is correct only if it conforms to a rule that leads to the greatest good and generates happiness. For rule utilitarians, the amount of good brought about when followed determines its rightness. ÂÂ  Rule utilitarians argue that following some rules leads to the greatest good will, and this will have have better consequences overall. Problem with rule utilitarianism In some cases ÂÂ  breaking the rule produces more utility so people tend to break rules. In this case sub-rules should be added that can handle such cases. Difference between Act utilitarianism and Rule utilitarianism These two forms of utilitarianism differ from each other. Act utilitarianism is based on consequences while rule utilitarianism is based on rules. Act utilitarianism sees the consequence of an action in itself whereas rule utilitarianism sees the consequences as if it will be repeated all over again. Act utilitarianism before choosing an act first looks into the consequences then the one with the better consequence is selected while rule utilitarianism looks first into the consequences of choosing what rule to follow. The more correct choice is the rule that generates the greatest utility or happiness. According to the theories, act utilitarianism is the belief that it is correct to break a rule as long as it brings a greater good and happiness, while Rule utilitarianism is a belief that even if a rule does not bring a greater good, breaking it will not bring a good either. In Act Utilitarianism the value of an action is not judged in terms of laws. Instead it states that when the actions benefit the most people they are moral. For example, a person might say it is moral to murder someone if they are a danger to society. even though the law is present against murder. Rule utilitarianism states that an action is correct only in reference to a rule. It measures the amount of good an individual action does by acting according to a law. For example, taking the same example of murder, a person might say ÂÂ  Murder is wrong according to the law and if everyone follows the law, no one will have to be afraid of being murdered and we can be in public and private spaces without any fear. Conclusion Act utilitarianism states that an act is correct if the act produces much happiness as compared to any other act. Act utilitarianism sees the consequence of an action in itself . There is some criticism on this theory because for some people the act of torturing and enslavement is a source of happiness and this theory allows these act morally. Rule utilitarianismÂÂ  is a form ofÂÂ  utilitarianismÂÂ  that says an action is correct only if it conforms to a rule that leads to the greatest good and generates happiness. There is some criticism on this theory because in some cases ÂÂ  breaking the rule produces more utility so people tend to break rules. The difference between these two acts is that act utilitarianism sees the consequence of an action in itself whereas rule utilitarianism sees the consequences as if it will be repeated all over again. Act utilitarianism is the belief that it is correct to break a rule as long as it brings a greater good and happiness, while Rule utilitarianism is a belief that even if a rule does not bring a greater good, breaking it will not bring a good either.

Importance of Personal Ethical Viewpoint

Personal Ethical Viewpoint A personal ethical viewpoint is a statement that defines what a person believes in, in terms of ethics, morals and values. Almost every part of our life is governed by our ethical viewpoint. What do you believe is right and wrong? It is represented in the way that you act, respond and live your life every day. Your ethics, morals and values define your strength of character. They show who you really are as a person.These values are learned and developed as you grow from a child to an adult. It is important to know what you believe in because as the old saying goes, â€Å"If you don’t stand for anything, you will fall for everything. † The ethical lens exercise helped opened my eyes and helped me to further define my ethical viewpoint. As an African-American, I have always valued the equality of all people because I feel this is the just way to live. As a child, I was taught to value justice and justice is righteousness.So, the ethical lens inv entory was correct about these two values, but I feel that the exercise overemphasized the fact that I value rationality over sensibility. I do believe in being logical because yes, sometimes things do not feel great but using rationality can help you come to the best decision. But, this does not mean that I do not value sensibility; I feel that I am a very sensitive person and I always consider others feelings before I say or do anything. This proves that I do value sensibility.According to the Ethical Lens Inventory, my preferred ethical lenses are rights, responsibility and relationship lens. This means that I value mine and other’s rights. I feel that taking responsibility is important. It also means that I prefer to have personal relationships rather than being alone. My blind spot is the belief that motive justifies method or overconfidence in the process. To be quite honest, I am not sure how much I agree with this statement but, I must say that I do believe with all m y heart that justice should be upheld.Justice is fairness so I do not think that this could hurt someone that does not deserve it. My strength is being able to logically think and research options before I take action. My weakness is feeling sad or guilty when I am not able to provide justice or seeing someone who did not receive justice. My classical values are temperance and justice. Temperance is the using moderation and self- restraint. My course of action is always defined by my personal ethics. I will continue to uphold justice in every situation because RIGHT is RIGHT!

Mental Health & The Workplace

Participants were randomly selected from an electronic version of the white pages and were sent informational letters regarding the study to their home. A total of 2790 participants were obtained; 1390 female and 1396 male, all over the age of 18 at time 1; 2009. Time 2 (2010) consisted of participants from Time 1 who agreed to a follow-up and there was a 74% response rate (N=2024; 927 female and 1147 male). All dependent variables were measured using accredited questionnaires. Depression was measured using the Patient Health Questionnaire 9 (PHQ-9).This questionnaire is a nine item scale constructed from the DSM-lVs diagnostic past month, how often were you bothered by feeling down, depressed, or hopeless? † Responses were measured with frequency ranging from O (not at all) and 3 (nearly every day) and severity O (no depression) and 27 (severe/clinical). Sickness absence and presenteeism were measured using the WHO Health and Work Performance Questionnaire. The questionnaires recorded the number of days that were missed due to being sick physically and or mentally and the employees weekly work hours.Bullying was measured by having an operational definition provided for the participants and then being asked to report if they ever felt subjected to those behaviors. Job strain was measured using the Job Content Questionnaire asking on a four point Likert scale (1 †strongly disagree to 4=strongly agree) inquiring about how taxing their Job was. Table 1 depicts that individuals with mild depression show a doubling in estimated productivity costs, 1040$, when it has to do with annual sickness absence. For sickness absence this number is tripled compared to the employee without depression at 1616$.The annual costs for presenteeism followed similar trends showing that there is not much of an increase from moderately severe depressed employed and severe. The effects of depression on the individual ranges in the thousands of dollars annually compared to the employee who does not suffer from depression. Table 2 illustrates the costs that organizations face nationally. The majority of the costs can be traced back to the individuals who are suffering from mild depression despite severely depressed workers costing more individually.The total costs of depression nationally are under 8 billion. Table 3 (PAR=Population Attributable Risk, OR†odd Ratios) shows that bullying is a significant predictor for depression (6% 0 2. 54 OR). Job strain without bullying had no significant effects. Regardless, the impact of the significant results of Job strain, Job strain and bullying, and bullying that is attributed to depression cost around 693 million. Lerner et al. (2010) also investigated the impact of depression on work performance and impact stressors. Like the previous study, Lerner et al. akes into consideration how stressful work place behaviors can either create or enhance depression. Much of this research is based on the Job demand-contr ol-support framework which indicates that work involving high psychologic demands will be harmful to health, whereas work involving control and/or social support will be protective (Lerner et al. , 2010, p. 205). Using a longitudinal cohort study surveys were distributed at 6,12, and 18 months. There were a total of 14,268 participants between the ages of 18-62 years; 286 of them being depressed and 193 of them being controls.