The Treatment Of Names Toni Morrison s Beloved And...

To many individual’s names are a personification of their identity, a way to make them unique and mold them into the person they hope to be. In Toni Morrison’s Beloved and Charlotte Bronte’s Jane Eyre the treatment of names are utilized in a way to place characters into the role of second class citizens, but once certain characters shed their names they gain themselves a new sense of freedom. In the book Beloved the renaming of Baby Suggs assists in removing her from the role of second class citizen. The name Baby Suggs is an interesting chose for a grown woman who is often called Grandma Baby by her grandchildren (Morrison 113), her name is an oxymoron because she is an adult being called a baby. At first the name comes off as being degrading, it doesn’t feel like an appropriate name for a freed slave. However, the name Baby Suggs is the character’s way of freeing herself from the subservient rolls she has been placed in all her life. On Baby Suggs bill of her sale her name was listed as Jenny Whitlow. The last name Whitlow belonging to her previous slave owner; it is the name that the Garners have chosen to call her. However, in a conversation with Mr. Garner just after Baby Suggs gains her freedom it is learned that the last name Suggs belonged to her husband who was sold away and Baby was the first name he used to call her (Morrison 167). By choosing the name Baby Suggs after her husband it is a form of empowerment for her. Baby Suggs is a name that was not give n to her

Children With Learning Disabilities Are Inherently At Risk

Children with learning disabilities are a population who are inherently at risk. They are at risk of not being able to utilize the presented curriculum, as their non-disabled peers do. They are also at risk of suffering from emotional stress and or low self-efficacy as they negotiate classrooms assignments and expectations. Our Exceptional Children text states that children with learning disabilities, â€Å"†¦ often struggle with reasoning, attention, memory, selecting and focusing on relevant stimuli and the perception and processing of visual or auditory stimuli (p162 Heward)†. It also says that â€Å"Seventy-Five percent of children with learning disabilities exhibit deficits in social skills†¦ and have a higher incidence of behavioral problems (p.169 Heward).† The effects of one or multiple deficits, of those stated above, have the potential to steer, even a willing child, away from academic and or social success. Due to this risk, and the legal obligation for schools to provide free, equal educational opportunities to all students, schools must do whatever it takes to give equal access to the curriculum no matter their ability. The Idaho State Education Manual from 2015 states that â€Å"The district shall ensure that the same array of academic, nonacademic, and extracurricular activities and services is available to students with disabilities as is available to students without disabilities.† It is my opinion that schools best serve students with learning disabilities by providingShow MoreRelatedThe A Independent School District1463 Words   |  6 Pagesstudents of lower socioeconomic backgrounds, and those in special education (NCLB, 2001;) Then, In 2004, the Individuals with Disabilities Education Improvement Act (IDEIA) was signed into effect as a reauthorization of the Individuals with Disabilities Education Act (IDEA) (IDEIA, 2004; Abrego Abrego, ). IDEIA requires schools to id entify children who might have disabilities and provide them related services (IDEIA, 2004;). This requirement, in combination with NCLB holding schools accountable forRead MoreResearch Intervention And Prevention Programs867 Words   |  4 Pages I ensured that children could interact with their parent in a way that was safe, appropriate, and healthy for the child’s physical and emotional health. Each of the families I monitored had histories of violence, neglect, substance abuse, criminal history, or parental mental illness. I witnessed the resiliency and risk factors that affected the children these children, who ranged in age from infancy to adolescence. However, I was impacted by the fact that many of these children were not receivingRead MoreHuman Development : A Life Span View By Kail And Cavanaugh1744 Words   |  7 PagesThis paper explores two published articles that report on results from research conducted on social functioning of children with cerebral palsy, a nd a study of available techniques to improve cognitive function in cerebral palsy patients. This paper also refers to the published book, Human Development: A Life Span View by Kail and Cavanaugh (2016). This paper will examine the results of the differences in social and cognitive development of individuals with cerebral palsy and those without cerebralRead MoreFetal Alcohol Syndrome Essay1727 Words   |  7 Pagessevere growth retardation including decreased birthweight and head circumference in addition to continued growth retardation for height, weight and head circumference. Children with FAS fail to ever catch up in growth during the preschool years and have a tendency to remain thin even though there is adequate nutrition. These children often have anomalies and deformed facial features such as short palpebral fissures, flat midface, thin upper lip, indistinct philtrum, epicanthal folds, low nasal bridgeRead MoreEducational Gymnastics : Safety And The Law1009 Words   |  5 Pagesavoid any conduct that could pose risk or harm to another person. †¢ Failure to be responsible is a breach of trust. STANDARDS OF CARE: 1. Exercise is suitable for a students’ age, as well as their mental and physical capacity. 2. Student is progressively trained and coached to do the exercise properly and avoids danger. 3. Equipment used is adequate and arranged properly. 4. Performance, having regard to its inherently dangerous nature, is properly supervised. †¢ Risk management to assess their ownRead MoreThe Damages Caused by Canadian Residential Schools for Indigenous Children in the 19th Century1618 Words   |  7 Pagesthrough the development of residential schools. Under this system, framed by the Davin Report, Congregations of Christian missionaries were responsible for providing compulsory education to Indigenous children within governmentally constructed schools. They were charged with assimilating these children into mainstream culture and convert them into members of â€Å"civilized society†. The resulting actions on part of the Canadian government and acting missionaries have caused detrimental psychological andRead MoreThe Judicial System Of The United States1519 Words   |  7 Pagesevery student across the state. The court came to a conclusion that â€Å"a school system which a significant number of children receive an inadequate education or ultimately fail is inherently inequitable and unconstitutional† (Foster 34). When the court mandated that the legislature fix the education problem, the defined what they believed was an adequate education with seven learning goals that each student should be able to have the capacity to achieve these educational goals (Foster 34). The courtRead MoreThe Vaccine Safety Study Act1578 Words   |  7 Pagesbill various vaccine programs, keeping track of the number of children, infants, and pregnant women, young and older adults who have received vaccinations over the years. It also discussed the difference that existed between individuals who have received and declined vaccination due to personal reasons. Another issue that was discussed in this bill the research or study between multiple vaccine interactions and how it is affecting children receiving many vaccinations. The objective of the bill is toRead MoreCounselling Case Study: A Gay Student at Auckland University1254 Words   |  6 Pagesin a â€Å"highly respected and well-educated family.† He gained a desire to want to be respected and successful also, simply because children copy those around them, known as ‘observational learning’ (Read Sanders, 2010). James was unable to gain recognition from his parents and began to feel like he fell short in comparison to his siblings, as he struggled with learning difficulties, seeing himself as â€Å"the black sheep† of the family. He describes feeling â€Å"dumb† as he was put in remedial classes andRead MoreBenefits in Youth Football1608 Words   |  7 Pagesmillion children ages six through eighteen participate in at least one school or community based athletic program (Smith Smoll, 1997). Well structured sport programs can provide youths with opportunities to participate in activities that have immediate and long term benefits, both psychologically, physically, and socially (Willox, 1994). A large psychological benefit of sport participation is that sports can boost the self esteem of the people participating. The self-esteem of children is boosted

Mentoring Programs for At-Risk Youth Free Essays

The word mentor derives its origin from a character in Homer’s epic poem The Odyssey. When Odysseus, King of Ithaca, went to fight in the Trojan War, he entrusted the care of his Kingdom to Mentor. Mentor served as the teacher and overseer of Odysseuss’ son, Telemachus. We will write a custom essay sample on Mentoring Programs for At-Risk Youth or any similar topic only for you Order Now 1 In our society today, mentors generally are volunteers who are committed to helping students or youth identified as â€Å"at-risk† and/or as a potential dropout get back on track—academically, socially, mentally and physically. The specific roles of mentors are multifaceted and varied. Mentors are big brothers/sisters, role models, friends and confidantes. Their goal is to make a connection and then, using that connection, convey a positive message to their mentee. Mentors build self-esteem, motivate and help young persons set goals and work toward accomplishing those goals. There is little doubt of the importance of mentoring programs and the benefits they yield. Studies of existing programs indicate that youth who participate in mentoring relationships have better attendance and attitude toward school; less drug and alcohol use; improved social attitudes and relationships; more trusting relationships and better communication with their parents; and a better chance of going on to higher education.2 Unfortunately, all those who could be benefiting from having a mentor are not. According to Mentoring in America 2005: A Snapshot of the Current State of Mentoring, â€Å"Of the 17.6 million young people who could especially benefit from having a mentor, only 2.5 million were in formal, one-on-one mentoring relationships.† 3 In the state of Connecticut, over 160,000 children—or 25 % of Connecticut’s youth—are in life situations that place them at risk for personal and academic failure.4  These situations include poverty, inadequate early childhood experiences and preparation for school, family drug use, violence, involvement in the criminal justice system and lack of access to needed social and mental health services. Government, community and civic groups and individuals are trying to change that; trying to make a difference. Since 1989, The Governor’s Prevention Partnership has worked with the State of Connecticut, Connecticut’s corporate and business communities and other public, private and community organizations to provide the leadership and resources to assist 387 schools, 249 community organizations and 93 businesses in efforts to keep the children of the state safe, successful and drug-free.5 This is being accomplished, in part, through the following programs. The Connecticut Mentoring Partnership Created in 1977, The Connecticut Mentoring Partnership (CMP) challenges business leaders to help create a statewide mentoring initiative as a prevention strategy to protect youth from drug use, school failure and other related problems. The program provides leadership, resources and training to schools, businesses, community and faith-based organizations throughout the state in an effort to increase mentoring partnerships and promote safe, quality mentoring programs. The Partnership also works to: Raise public awareness: CMP has partnerships with NBC30, CBS Radio, Buckley Radio and others, a statewide media campaign recruits mentors during National Mentoring Month in January. Raising awareness of the importance of mentoring is also done year-round. A toll-free number, 1-877-CT-MENTOR, provides information on mentoring and ties into a statewide database of mentoring programs. Recruit and refer mentors: Business and community groups are assisted in recruiting their workforce or members to serve as mentors. Develop new mentoring resources, including public and private funding; advocate and promote public policies and legislation that strengthen mentoring; and collect and track data. Activities and services of the CMP include: The Mentoring Training Institute; technical assistance and support on Connecticut Quality Standards for mentoring programs and assistance on program design; resources and mentor recruitment, screening, training and program design; Regional Mentoring Networks for program providers; mentor recruitment and a toll-free Mentor Referral Line; annual mentoring showcase conference and workshops; The Mentoring Corporate Honor Roll and Corporate Mentoring Round Table that promotes, supports and recognizes corporate involvement; and program evaluation tools and resources. Since 1997, CMP has created over 200 new programs and more than 3,000 new mentoring relationships. Since 2001, 70 schools and businesses have joined the Partnership’s School Business Mentoring Alliance and 90 companies have been recognized through the 2005 Mentoring Corporate Honor Roll.6 The Urban Mentoring Initiative The Urban Mentoring Imitative (UMI) was created in 2005 in partnership with the state of Connecticut. Over the next two years—2006-2007—the CMP will initiate a mentoring expansion effort in Hartford, Waterbury, Norwich, Bridgeport, New Haven, New Britain and Windham. During that time, The UMI will be responsible for attempting to significantly increase the number of mentors for at-risk children in those communities. This will be done by increasing the capacity of existing mentoring programs to reach more children; developing new mentoring programs and models to address existing gaps; and identifying and accessing additional resources. The two-year funding appropriated by the State legislature will be matched by corporate and private sector monies secured by The Governor’s Prevention Partnership. Project Choice Mentoring Program Project Choice Mentoring Program (PCMP) is dedicated to helping the youth of the City of Hartford. Its mission is to empower committed delinquent youth to make positive life choices that will enable them to maximize their personal potential and be successful in their community. â€Å"The program provides caring mentors who are fully trained and supported by the professional staff of Project Choice and Nutmeg Big Brothers Big Sisters,† according to Eddie Perez, Mayor of Hartford, CT. â€Å"Project Choice mentors strive to be a positive support system to the youth as well as to the family by forming a relationship based on trust and respect. This allows Project Choice mentors to advocate for the youth in academic, community and family settings while opening doors of opportunity that otherwise would not be available to them.†7 Project Choice started as an idea of David Norman in August 2001 at the Connecticut Juvenile Training School (CJTS). Norman took on the challenge of becoming a positive role model for one â€Å"in need† youth. Over time, the youngster responded to Norman’s efforts with improved behavior, causing others to notice the change. As a result, the idea of role model became more widely accepted and the term was gradually changed to mentor. This acceptance allowed Norman and others to work with more youth at the CJTS facility and Project Choice was born. Project Choice works with Connecticut’s Juvenile Justice and â€Å"at-risk† youth between the ages of 11 and 21. The program operates on a â€Å"buy-in† premise. It is completely youth-driven, ensuring that the youth have the option to â€Å"buy-in† (or participate). No participant is forced, mandated or court ordered to be part of the mentoring process. In 2003, Project Choice partnered with Nutmeg Big Brothers Big Sisters (NBBBS). Today, PCMP also is partnered with Boys ; Girls Clubs of America and together with NBBBS, work under the umbrella of Connecticut’s Department of Children and Families, Bureau of Adolescent and Transitional Services. Project Choice also is networked with the One-on-One Mentoring Program. Project Choice again expanded its resources by establishing a formal collaboration with Project Connect. Project Connect specializes in presenting alternative choices to youth and reinforcing the belief that positive behavior yields positive rewards. Youth Fair Chance, Inc. This national project is funded by the Department of Labor. Established on a case-management basis, this Connecticut program targets individuals between the ages of 14 and 25. Focus is on computer, job and life skills training; tutoring, which is conducted four times a week; and informal mentoring. There are no specific project guidelines for the mentoring program, which currently operates on an as-needed basis. Set up within a peer-to-peer mentor atmosphere, Yale University students occasionally provide assistance. Other services offered by Youth Fair Chance include day care, summer employment assistance, support groups, high school diploma equivalency classes and recreational activities. Four youth program areas are presently being developed that will focus on gender-specific prevention programs for female youth. During the 2005-2006 academic school year a follow-up evaluation of the school-based mentoring program was conducted by the Connecticut Mentoring Partnership. One hundred and ninety mentored youth from seven school systems were evaluated.8 The evaluation was viewed as a pilot or exploratory study that would serve as a stepping stone for future evaluations and mentoring research. Overall, the results were positive. The state’s mentoring programs seem to be reaching those individuals who are somewhat academically at-risk and are subsequently able to sustain or improve their academic performance during the course of a mentoring relationship. Footnotes 1Reh, F. John. Mentors and Mentoring: What Is a Mentor? Retrieved December 1, 2006, from http://management.about.com/cs/people/a/mentoring.htm. 2Mentoring in America 2005: A Snapshot of the Current State of Mentoring. Results of a poll on mentoring commissioned by MENTOR. Retrieved December 1, 2006, from http://www.mentoring.org/leaders/partnerships/index.php?s=CT. 3http://www.mentoring.org/leaders/partnerships/index.php?s=CT. 4The Governor’s Partnership Program; Connecticut Mentoring Program. Retrieved on December 1, 2006, from http://www.preventionworksct.org/mentor.html. 5http://www.preventionworksct.org/mentor.html. 6http://www.preventionworksct.org/mentor.html. 7Project Choice Mentoring Program. Received from http://www.projectchoicementor.org/index.htm. 8Connecticut Mentoring Partnership 2005-2006 Evaluation Results Executive Summary. Received December 1, 2006, from http://www.preventionworksct.org. How to cite Mentoring Programs for At-Risk Youth, Essay examples

Changing My Community free essay sample

To better the Irving community, I would first change the hindering paradigms which many uses as limitations to themselves. Many perceive the Irving community as a filthy home in desperate need of spring cleaning, a common euphemism for its urgent need of change. Accustomed to a concerted paradigm that any product of Irving is stamped for failure, many of my schoolmates settle for below average but passing grades, and therefore a mediocre lifestyle. If paradigms are like glasses, I would hand out many new prescriptions. Next, I would encourage a spirit of endurance.It is necessary that a community exemplifies this virtue flawlessly, if they wish to conquer many obstacles gracefully and dare to make a mockery out of false statistics. It is arguable that many attempts to bring forth change has failed,however, other attempts envisioned a quick fix, an abrupt change, nevertheless, it takes an effective gradual process to encourage change which is occurring within to be born. We will write a custom essay sample on Changing My Community or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To begin with, Sean covey once stated, Just as positive self-paradigms can bring out the best in us, negative self-paradigms can put limitations on us.Many students attending the only High school in the Irving Community have made negative self- paradigms their realities. It is Vital that we teach them to open their minds and hearts to new information ideas, and point of veils. To help them create more accurate and complete paradigms, we must Inform at a very young age that circumstances does not define individualistic. Parents must make it their responsibilities to help build self-confidence and great expectations. It Is necessary that we promote positive self-paradigms In our community.The better our future adders prepare themselves, the more seeds of hope will be planted. Endurance Is defined as the ability to continue or last, despite fatigue, stress or other adverse conditions-a characterless of many flourishing communities. It Is not enough to change our paradigms, but continue to endure until we shelve our goal. Despite our dally trials, our mission as a community Is to be able to understand, care, and harmonize. Just as spring cleaning takes time, with time, love, tidiness and education, our Irving community will soon become a warm and welcoming home.