What You Must Know About Graduate School Essay Samples for Speech Pathology

What You Must Know About Graduate School Essay Samples for Speech Pathology What Does Graduate School Essay Samples for Speech Pathology Mean? When you're in high school, it's definite that you're expected to do a few write-ups and projects which require pen and paper. Because you are interested in getting the essay to communicate the very best information about you, you should do thorough preparation for the sample college admission essays to attain its purposes. Essay requirements will change from school to school, but you're going to probably be requested to write 250750 words. For a beginning, the usual application essay topics need you to use language that's absolutely free from language flaws and grammatical mistakes. When some schools may have specific instructions, some could provide a small bit more freedom. Many programs simply request that you submit a personal statement with no more guidance. Some graduate programs will request that you compose an extra essay about an issue within your favorite field. For additional information, get in contact with your selected school or program. Also, based on how developed the program is and what its mission could be, experienced clinicians could be particularly valuable for a few of the more policy-focused work involved with the undertaking. There are a lot of reasons that Marquette has one of the greatest graduate speech pathology programs in the nation. Graduate programs want students that are passionate about what they wish to do, not students that are just seeking to prevent the actual world for another few decades. Most grad programs require some type of private statement, which is where you'll receive the ideal opportunity to inform the school why your experiences and interests make you the ideal candidate for the program. You have to demonstrate that you wish to visit the school. Writing a wonderful graduate school essay is most likely much more straightforward than you may think. The ideal place to explain why you need to visit grad school is in your private statement. Since you may see, the format of the g raduate school application essay is extremely similar to other sorts of essays. Writing a high school essay if you've got the tips about how to do essay effectively. Your essay must incorporate an introduction, a body, and a conclusion. If you are in need of a well-crafted essay, then you can depend on us to deliver. Your admissions essay resembles any other essay you've written. As one may note, a very good essay can allow you to reach your dreams, and the awful paper can force you to fail. Instead, it may be a fantastic concept to emphasize your most impressive achievements. We used the general average rating that every program received to learn its peer reputation. It is advised to look for the one which has a fantastic reputation and offers high-quality papers at economical rates. The Graduate School Essay Samples for Speech Pathology Stories Citations and extracts from assorted sources have to be formatted properly. A description for this outcome isn't available due to this website's robotstxt learn more. You might have diverse experience but make certain all the information that you include is relevant. Of course you want to have an application essay to shine and, as a consequence, take your application to some other level. It is possible to also utilize it like a letter of intent template to make certain that you're following the right format. Both a written thesis and thorough exam is vital to successfully finish the program. For the time being, here's a hyperlink to a large article on how to generate your application more unique. UPenn's Career Services department supplies a huge assortment of CV samples along with the resume samples listed above. Begin an Independent Practice or Partnership Once licensed, you might also think about starting your own company so as to practice independently. Programs are in touch with one another and may have the ability to place you in touch with one who would be pleased to speak to you.

Corporate Accounting and Reporting for Cash-Generating Units

Question: Discuss about theCorporate Accounting and Reporting for Cash-Generating Units. Answer: Reversal of impairment loss for cash-generating units: One of the major accounting principles is that excessively valued assets need not be present in the balance sheet statement. As a result, it requires some concepts related to value in opposition to which the carrying amount of the asset could be compared to determine whether it is excessive. According to Paragraph 1 of AASB 136, the impairment of asset would explain the methods that each organisation needs to adopt for assuring that the asset carrying amount does not exceed the recoverable asset amount. Moreover, according to the above-stated paragraph, assets are carried at amounts, which exceed their overall recoverable amounts, if the amount expected to be recovered from asset sale is lower compared to the carrying amount (AASB 2015). In such case, the assets could be described as impaired and along with this, standard requires the company to recognise losses of impairment and time related reversal of impairment and compulsory disclosures. There is realisation of impairment loss, in case; the asset carrying value is greater compared to the recoverable amount, which is greater of the fair asset value minus value in use and cost to sell. Paragraph 59 of AASB 136 states that if the carrying value of the asset is greater in contrast to its recoverable amount, the former would be reduced to its latter. Such reduction would be considered as impairment loss (Accounting, Part and Plans 2015). However, the procedure of recording impairment loss would change depending on the pursuance of the asset to the revaluation model or recorded at cost. As per Paragraph 60 of AASB 136, the impairment loss recognition is required to be carried out urgently, until the asset carrying amount is conducted at re-valued amount according to the other standard. This yardstick would represent the revaluation model in AASB 116. Hence, the loss of impairment related to a re-valued asset is required to be considered as decrease in revaluation in compli ance with the other yardstick. The assets could be impaired with the help of two methods and these methods take into account the revaluation model and the cost model. Based on the cost model and Paragraph 61 of AASB 136, the realisation of loss related to impairment is required to be carried out instantly in gain or loss at the time cost is utilised for recording any impaired asset. This signifies that there needs to be realisation of loss as expense in the income statement of the organisation (Boennen and Glaum 2014). As per the model of revaluation and Paragraph 60 of AASB 136, at the time of carrying impaired asset like property, plant and equipment at re-valued amount, the treatment associated with impairment loss is identical to decrease in revaluation. In order to reiterate, the impairment loss associated with re-valued asset is recognised in income statement in the primary phase. This would help in assuring that such amount does not exceed the account pertaining to revaluation surplus for the same asset (Detzen et al. 2016). The objective is achieved by debiting the account of remaining revaluation surplus, which is applicable to the asset and the deferred tax liability before any loss balance is recognised in the form of expense in the income statement. However, some instances might be present, in which the recoverable amount of written down asset in past exceeds the carrying value of the asset (Kabir and Rahman 2016). As per Paragraph 110 of AASB 136, a firm is required to locate any indication that impairment loss recognised in previous years for any asset besides goodwill might have declined or the same does not exist. Hence, Paragraph 110 of AASB 136 requires various internal and external indicators for the impairment loss reversal. These indications comprise of significant rise in the asset market value, considerable modification with desirable effect on the organisation, decline in the rates of market interest, desirable changes associated with asset utilisation and evidence. These signify that the economic performance of the asset is greater compared to the expectations (Guthrie and Pang 2013). From the perspective of the cost model, the impairment loss reversal could not increase the carrying value of the asset beyond the overall depreciated value. However, it is noteworthy that the real policy of depreciation is applicable to the asset. Hence, for an asset conducted at cost, the reversal of impairment loss would be recognised as an income item in the income statement of a firm in compliance with Paragraph 119 of AASB 136 (Laing and Perrin 2014). For example, it has been assumed that an amount of $13,000 impairment loss has been realised on machinery and it has been recorded at 30th June 2015. The assumption is made further at 30th June 2017, in which the machinery carrying value has been $11,333. This takes into account cost of $50,000 minus accumulated depreciation amounting to $25,667 and accumulated impairment loss of $13,000. The recoverable amount has been valued at $18,000. The actual rate of depreciation is assumed as 10% per year for six years. Under such situation, the carrying machinery value would be $20,000. Since the carrying value is more than the recoverable amount, the impairment loss realised in the past amounting to $6,667 could be reversed to restate the machinery carrying value to $18,000. As a result, the past carrying amount would be increased. Under such scenario, the loss of accumulated impairment is to be debited, while the reversal of impairment loss is to be credited and both have the same amount o f $6,667. For the model of revaluation, in case, the loss of impairment is treated as expense along with recording in income statement, the reversal would be carried out in the same through crediting the income amount (Linnenluecke et al. 2015). For example, a particular equipment item has carrying amount of $90,000 with $100,000 in equipment account and $10,000 in accumulated depreciation. In order to record the past impairment losses, there is revaluation decrement of $30,000. These losses have reduced the balance of revaluation surplus and deferred tax liability account. References: AASB, C.A.S., 2015. Investments in Associates and Joint Ventures. Accounting, A., Part, B. and Plans, D.B., 2015. Notes to the financial statements. Boennen, S. and Glaum, M., 2014. Goodwill accounting: A review of the literature. Detzen, D., Stork Genannt Wersborg, T. and Zlch, H., 2016. Impairment of Goodwill and Deferred Taxes Under IFRS.Australian Accounting Review,26(3), pp.301-311. Guthrie, J. and Pang, T.T., 2013. Disclosure of Goodwill Impairment under AASB 136 from 20052010.Australian Accounting Review,23(3), pp.216-231. Kabir, H. and Rahman, A., 2016. The role of corporate governance in accounting discretion under IFRS: Goodwill impairment in Australia.Journal of Contemporary Accounting Economics,12(3), pp.290-308. Laing, G.K. and Perrin, R.W., 2014. Deconstructing an accounting paradigm shift: AASB 116 non-current asset measurement models.International Journal of Critical Accounting,6(5-6), pp.509-519. Linnenluecke, M.K., Birt, J., Lyon, J. and Sidhu, B.K., 2015. Planetary boundaries: implications for asset impairment.Accounting Finance,55(4), pp.911-929.

The Host Essay Example

The Host Essay Improving lives. The Host, by Stephanie Meyer is a book about a race of aliens that have come to planet Earth to take over. These aliens called souls are silver centipede like creatures that are placed inside the humans by an insertion on the back of the neck. They take over the human body. The humans are scarce from the planet, except for a small rebellion group. From this group, Melanie, one of them is capture and a soul named Wanderer is placed inside of her. After insertion Melanie does not disappear like she is suppose to. This leads to a series of events where Wanderer is trying to figure out whether she should continue or move on to another host. Wanderer sets out to find Jamie, Melanies brother and Jarred, Melanies lover. And in the process she is captured by the group of surviving humans. The humans soon after realize Melanie is still alive inside Wanderer. And after a lot of controversy is somewhat welcomed as a member of the community. On a certain incident Jaimie gets injured and they need soul medicine. Wanderer suggests of her going on a raid to acquire the medicine, but they instantly refused. We will write a custom essay sample on The Host specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Host specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Host specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This raises the debatable question: should Wanderer be allowed to go on raids? Wanderer should be allowed to go on raids because she can provide them with a broader variety of resources humans cannot get, she is also familiar with the soul community which allows humans not to risk their lives and she could in the long run help them survive longer. The humans should allow Wanderer to go on raids because she has the ability to give them a bigger range of resources which they cannot get themselves. Once a soul is inserted into a human body you can see a silver ring within their eyes, this is the tell to who is human and who is a soul. When the humans go on raids, they have to be very careful not to be seen because this can result in them being captured. With the ability of Wanderer going to raids they won’t have to worry about any of this. She can walk among the souls and not be suspected because she is a soul herself. Wanderer would be able to walk into stores and gather clothes, supplies, food and anything of their desire. She can even get them medicine. She can get them soul medicine which not only treats but cures all of their sickness. There is an specific event in the book when she escapes with Jarred to find Jamie medicine. She succeeds, and brings back the community a large supply of medicine. â€Å"There was the stacked column of Heal. I grabbed the whole column and let it clatter quietly into the bottom of my pack† (Meyer). Allowing Wanderer to go on raids would also help the humans experience less danger. â€Å"†¦she was absolutely phenomenal† (Meyer). â€Å"Walked right out of there with medicine enough to last us all for a long time. She even waved at the bugger behind the counter as she drove away. † (Meyer). The souls don’t suspect her. They are friendly creatures towards their own kind. And with Wanderer on their side, the humans could use that to their advantage. The humans can have Wanderer deal with the souls without putting themselves in danger and they could do the heavy work like carrying all the supplies gathered from the raids. And finally if the humans allow Wanderer to go on raids it can help them survive longer. With Wanderer going on raids and being able to manipulate the souls, they can gather way more supplies then they do at the time. This means they will have more provisions of food and they won’t have to ration their servings. Wanderer can get medicine very easily too. This means less sickness among the human community. If the humans are healthy it will result in a longer life span. Others would argue that Wanderer would turn on the human community and rat them out. They would imply that this can be a silly excuse for her to try and escape. But this is senseless to suggest when Wanderer has come to trust and love the human community so much. She adores Jamie and wouldn’t allow anything horrible to happen to him. â€Å"Jamie was sick. There was nothing to treat him with here. (Meyer). This is a direct quote when she figures out that Jamie is sick and is frantic to find medicine to make him better. It just goes to show how much she cares about him. She wouldn’t do anything to put him or anyone in the community in dangers way. Wanderer should indeed be allowed to go raids. First because she can offer a bigger variety of resources and supplies for the human community. Second because humans wonâ €™t have to take dangerous risk with her around. And lastly because it can help the human community survive longer. The odds are all their side, so why shouldnt the human community take advantage of this and improve their lives? Others would argue that Wanderer would turn on the human community and rat them out. They would imply that this can be a silly excuse for her to try and escape. But this is senseless to suggest when Wanderer has come to trust and love the human community so much. She adores Jamie and wouldn’t allow anything horrible to happen to him. â€Å"Jamie was sick. There was nothing to treat him with here. † (Meyer). This is a direct quote when she figures out that Jamie is sick and s frantic to find medicine to make him better. It just goes to show how much she cares about him. She wouldn’t do anything to put him or anyone in the community in dangers way. Wanderer should indeed be allowed to go raids. First because she can offer a bigger variety of resources and supplies for the human community. Second because humans won’t have to take dangerous risk wit h her around. And lastly because it can help the human community survive longer. The odds are all their side, so why shouldnt the human community take advantage of this and improve their lives?

A Separate Peace Final Essay

A Separate Peace Final Essay A Separate Peace Final Essay A Separate Peace John Knowles Genre – Fiction and Tragedy Adolescent Relationships Antagonist & Protagonist In the story A Separate Peace I believe that Gene is the protagonist and Brinker is his antagonist. This is because Brinker tells Gene that his failure to enlist comes from pity for Finny. He also says that Gene should put the accident in the past by seeing all the details come to light. Brinker hints darkly that Gene knows what he means. Meaning Brinker is starting to figure out the truth about what really happened at the tree. Gene sees Brinker as a threat , because he knows that the truth is finally slipping out in Devon. Although, I also believe that Phineas is the protagonist and Gene as his antagonist. In a Separate Peace, Gene was the one who was on the tree with Finny when he jounced the limb just before Finny fell and broke his leg. Gene was in fact the main problem to Finny and his death, Finny could no longer able to compete and train in the Olympics and play sports as good as he was able to. The trail in the Assembly Room in the First Building would have never have taken place leading up to Finny getting upset and storming out the building breaking his leg as he fell of the marble stairs causing his death. Finny knows none of this would have ever have happened if Gene never jounced the limb on the tree. Character Traits In A Separate Peace , Gene is portrayed as an intelligent student and a thinker, who considers a situation from all sides before making an actual decision. Gene is also a person who strictly conforms to rules and regulations; he always obeys his teachers, studies hard, never misses a class, and makes good grades. Gene has great work ethic and is very hard working. Although he does not really enjoy sports, for he is not a good athlete. Finny, who has a completely opposite personality from Gene, always acts spontaneously and on blind impulse, never thinking about the rules or the consequences. He is also a poor student, for he does not devote himself to his studies and he does not follow the rules. Finny would rather be playing sports, since he is the best athlete on campus. Although Brinker Hadley is extremely smooth with his words and carefully dressed, Brinker strives to impress people and, when he can, exercise control over them. Brinker is very conservative and he in fact tries to be on top with his academics. Brinker is rather strange he makes long-running jokes with rather sinister undertones, seems very independent and determined, and seems like he's his own person. He is the one who starts enlistment fever on campus, and then stops it dead by chickening out since Gene won't go with him. He's a bit of a paradoxical character, and a kind of foil to the rebellious, free-spirited like Finny. Emotions From the beginning of A Separate Peace, when Gene jounces the limb and causes Finny to fall and shatter his leg , I was in complete awe and angry. I asked how can Gene his best friend and his own roommate , do this to him. I believed that Gene was completely loyal to Finny , and he would never turn evil and back stab Finny like that. Gene didn’t just only break Finnys leg , he destroyed everything Finny lived for. My emotions were extremely high at this moment and from that point on I didn’t see Gene the same. Gene might have cried and was truly sorry but from that point on I believe I saw the true colors of Gene. People all the time become jealous and envy one another. But to push a man out of a tree and purposely cause harm isn’t normal or heathy in his or her state of mind. During the story when Gene visits Finny at his house to tell him the truth about the accident , I could almost feel the guilt down my own throat , I felt sorry for Gene. Although I did fe el impressed that Gene matured and acted like a man by going down to Boston to apologize and tell the truth to Finny. Lastly my feelings toward the

Consumer and decision making behaviour Essay Example | Topics and Well Written Essays - 2000 words

Consumer and decision making behaviour - Essay Example Hence, the concept of status consumption as a process of consuming goods and services by status conscious consumers has gained traction in recent years. Though status consumption was always a trend, the fact that the advent of the global village with its mass manufactured visions of happiness has meant that brands and products that they represent can have uses other than the basic need gratification for which they are made (O’Cass & McEwen, 2010). The paper looks at the concept of status consumption and how a marketer might be able to use status to market a product type or specific brand. To start with, there are many definitions of status consumption. For the purposes of this paper the following definition would be relevant: â€Å"Status consumption relates to the consumers’ behavior of seeking to purchase goods and services for the status they confer, regardless of that consumer’s objective income or social class† (Eastman et al., 1999; Bourdieu, 1989). It is worth noting that status consumption often involves expensive goods and services and that consumers use these goods and services on special occasions and events rather than on a regular basis. One reason for the proliferation of goods used as status symbols is because of the mass marketing techniques of marketers, many products have become commodities and hence consumers have an innate desire to consume goods and services that are perceived to be superior in value. This is the need that astute marketers tap into when marketing goods that they label as premium or exclusive. To take this poi nt a bit further, recent nomenclature in advertisements and marketing collateral for the so-called status products tends to highlight the â€Å"exclusivity† of a particular good or service and to connote that by consuming that good or service, the consumer is being conferred a special status in society (Turunen & Laaksonen, 2011). It has been noted by many researchers that status consumption

Reflective log of report Outline Example | Topics and Well Written Essays - 1000 words

Reflective log of report - Outline Example udgment is essential for making entrepreneurial marketing decisions, specifically for marketing decisions that impact customer dimensions, opportunity analysis, levels of provided services, and product ranges. In relation to the report, this competency helps in the identification of market opportunities for the Audi E1, as well as the ability to assess opportunities with scarce resources. In addition, judgment competency helps the entrepreneur to weigh the market opportunity for the Audi E1 against other alternatives that could emerge. Judgment in making this decision for entrepreneurs is usually based on experience, intuition, and hunch, which means that the entrepreneur must show high product knowledge levels (Uslay & Ndubisi, 2014: p16). Another competency required for entrepreneurial marketers in the decision-making stage is the experience competency, which is linked to the previous judgment competency. This competency is important in relation to specific business fields, for instance knowledge of who major players in the electric vehicle industry. Moreover, another important aspect of this competency can be seen in the level of confidence that an entrepreneur’s experience wealth will allow them to make predictions on whether customers of electric cars might react unfavourably or favourably in specific circumstances (Bjerke & Hultman, 2012: p24). This vital competence and how it is expressed is refreshing in this case because it is indicative of the entrepreneur ability to utilize, enrich, and enhance their experience via proactive marketing. Therefore, this competency is dynamic in that it can be enriched and refined constantly with every marketing experience. As a result, previous entrepreneurship marketin g experience came into play during the present activity, increasing the entrepreneur’s competency to deal with increasing numbers of marketing decisions. When the workload is heavy, for example, the competency of experience enables accurate

Education in Freedom Writers

Education in Freedom Writers Foundations of Education Film Critique – Freedom Writers Historically, concepts such as curriculum, syllabus, lesson plan, educational objectives have been all-important words in education. These concepts do not exist in a vacuum. Teaching and learning are often affected by social, political, economic, and historical factors that are not accounted for in the formal curriculum. The film Freedom Writers explores some of these factors from the vantage point of Ms. Gruwell, an inexperienced middle class Caucasian female teacher at an integrated school, Woodrow Wilson Classical High School inLong Beach, California. The film is set in the racially charged atmosphere of 1994, less than two years after the Los Angeles riots sparked by the acquittal of the Caucasian officers who were caught on camera brutalizing Rodney King, an African American. Her group of racially diverse at risk students are unflatteringly labeled â€Å"unteachables†. Before she can teach basic concepts in poetry, however, Ms. Gruwell has to contend with and overcome the racial stereotypes, low teacher and student expectations, poor discipline, socioeconomic restraints, and myopic bureaucratic policy that have resulted in her students’ negative attitude to their teachers, school, the educational system, and life in general. They believe that their educational boundaries are limited, that their teachers are not invested in them, and that school is merely another prison to which they are assigned during the day to fight the undeclared war. Both teachers and students believe that the students are hopeless and that attempts to teach them using the formal curriculum is an exercise in futility. This paper explores how certain factors external to the educational institutions—racial stereotypes, low teacher and student expectation, poor discipline, socioeconomic and historical restraints, and myopic political policy—affect the educational process as portrayed in Freedom Writers. Initially, Ms. Gruell tried an ineffective teacher dominated, teacher centered approach to educating her students. Try as she might, however, she could not get the students interested in her lessons. The students regarded her as an outsider and that she had to gain their respect before they would give them hers and allow her to teach them. Ms. G was forced to revise her teaching style and strategies to reach her students. Eventually she expelled the curriculum and simply listened to her students. Her wisdom was in recognizing that she had to connect with them and to understand that they had needs that had to be acknowledged and barriers that had to be demolished before they would be taught. She assigned materials about minorities and discrimination that they could relate to including The Diary of Anne Frankand Elie Wiesel’sNight. She empowered them with words by giving them diaries in which they could write their own stories. She devised activities and field trips to help them learn respect and tolerance of one another. The student listened to guest speakers, and conducted a field trip to the United States Holocaust Memorial Museum so they could experience racism, intolerance, death and injustice in a new context. She was even able to raise funds for class projects and outings. Once she had gotten their interest, Ms. G relentlessly built on themes that which was familiar her students. In so doing, she achieves what thus far had been seemingly impossible: getting her students interested in reading education. Ms. Gruwell’s pedagogical style evolved to resemble the Inquiry Approach. Inquiry is a student-centered pedagogical model which is based on the idea that teaching and learning are enhanced when students are active agents in the teaching and learning process. Teaching is most effective when students are not just passively digesting arbitrary information, but are engaged in the actual construction of diverse, relevant, and real world knowledge. Thus, the very nature of the Inquiry Approach means that it is highly effective framework for catering to students’ different learning styles and for facilitating the management of challenging curricula. The learning sequence is based on concepts that facilitate effective learning rather than arbitrary classroom activities: tackling real-world questions, issues and controversies, developing questioning, research and communication skills, and solving problems or creating solutions. Schema activation, articulating novel methods of pr ocessing ideas, drawing ideas and generating new ideas from experiences, conducting independent research are important to Inquiry. Inquiry is authentic: lessons and content are focused on authentic, relevant ideas that students are actually interested in. This is the ultimate genius of the Inquiry Approach: the deep understanding of self-generated content in an authentic context which extends beyond the classroom. While Ms. G might have opted simply to teach the established curriculum, she instead opted to teach the students in the way they needed to be taught. One of the important themes of Freedom Writers is that teaching and learning do not take place in a vacuum. Rather, the classroom is a microcosm of the larger society where a host of social, historical, political and economic factors converge in the classroom and directly impinge on the education process. This plethora of factors influence the educational process and how effectively a teacher can teach. Political agents included the school administration and the Board of Education; all cogs in a system designed to suppress the advancement of minorities. The callous label of â€Å"unteachable† placed on the students only exacerbates the sense of oppression these disenfranchised minority students feel. The school serves as microcosm of the larger society where oppression was even more pervasive and detrimental. Instead of serving as a springboard for the students to self-actualize and escape the bonds of the â€Å"matrix of domination† by challenging them to achieve high standards, it instead institutionalized the same oppression the prevented the students from self-actualizing in the first place. A simple example is the reading list for class. Instead of allowing the students to interact with high quality, challenging reading material such as Shakespeare’s Romeo and Juliet, they students were expected to read a condensed version of the play which was below the re ading standard for their grade. Even worse, the main concern of the head of department, Ms. Margaret Campbell, was that the students would damage the books instead of reading them. She was not concerned with challenging students to reach for high academic accomplishments. She simply fed into the machinery of the â€Å"matrix† where â€Å"unteachable† students continue to perform much more poorly than their Caucasian counterparts. What she fails to realize is that this attitude simply perpetuates the very issue that she complains about. According to Carborne II in Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. The disadvantage perpetuated by this oppression can influence a student’s motivation to succeed in school, and has been shown to negatively impact academic performance and levels of self-esteem. In many urban school settings, the racial impact of socio-economic status is reflected in the academic performance of minority students in those schools as well as in the sense of hopelessness that often accompanies it. The influence of historical factors and the influence on attitudes to education is clear in Freedom Writers. The film is set in 1994 soon after the 1992 race riots in Los Angeles which were prompted by the televised police brutality of Rodney King. With the single exception of a male Caucasian student, Erin Gruwell’s students are minorities: African-American, Latino, Asian, and Mexican. Traditionally, undereducated, underprivileged and marginalized, these students grew up with a long history of racial, economic, educational, and social inequity. They come from neighborhoods that are traditionally controlled by crime lords, drug kingpins; neighborhoods where drugs, broken families, gang-life and violence are a way of life. Survival dominates their thinking, and most are confident that the will not reach their 18th birthday. The hate the system that warehouses them in integrated school and forgets that they exist. Their primary goal in school is to survive the day. Learning is of secondary importance particularly if the education comes from a Caucasian, the representation of the system that they hate so much. Initially, Ms. G’s students resisted her attempts to educate them, because they had been socialized to think of Caucasians as â€Å"them†: racially oppressive forces that historically have undermine and disenfranchised minority races. The students refuse to or cannot respect her as a teacher or even as a human being because she is one of â€Å"them. They fail to acknowledge the possible positive ramifications of being educated by her. The most damning aspect of this kind of oppressive system is that it is self-perpetuating. Over generations, the oppression has become firmly engrained in the lives of minorities to the point where they internalize and manifest the stereotypes even as they resist them. For example, while Ms. G was genuinely interested in her students, but after years of discrimination and ill treatment, her interest came across as sympathy, or worse pity. Her positive attitude was not accepted at face value. Instead her display of what the students interpreted as what Freire terms â€Å"false charity† was yet another bit of proof that the system was stacked against them. The fact is that she â€Å"needed† to show â€Å"charity† because of the system—her system—put minorities at an unfair economic disadvantage. Economics play a major role in Room 203. Researchers such as Jonathan Kozol (2008) and Berliner (2006) record startling correlations between the achievement gap and which are directly linked to economic prosperity. According to a Trends in Mathematics and Science Study TIMMS (2003), â€Å"American schools with the most wealth possess the highest test scores†. Conversely, American schools with the highest levels of poverty achieve the lowest test scores. Hodgkinson (2008) reports even more startling statistics: the United States has the largest total number of children living below the poverty line. In this demographic, 33% is African while only 14% is Caucasian. Hodgkinson asserts that long term investment from government and non-governmental agencies would be the best way to alleviate the problem of student performance in underperforming schools. Investment like this would have a ripple effect in the larger society by breaking the cycle of poverty. However, the issue is far t oo complex to be solved by a simple injection of financial capital into poor performing schools. A collaborative effort is needed where students, parents, teachers, school administrators, and teachers converge as a single entity to combat this issue. Initially, Ms. G’s students resisted her attempts to educate them, because they had been socialized to think of Caucasians as â€Å"them†: racially oppressive forces that historically have undermine and disenfranchised minority races. Their attitude toward her was based on their previous experiences with â€Å"white teachers† and other privileged members of a racially oppressive system, who do not understand the struggle that they had experienced as minorities: poverty, discrimination, crime, drugs, racism, and death. In fact, for these oppressed students, these individuals are actually part of the machinery designed to perpetually oppress minorities. With her constant smile, her high minded ideals, and her feeble, misguided attempts to save the minority students from their own lives, she fit perfectly the stereotype of â€Å"white privilege†. The author of â€Å"Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom† explains this in terms of a â€Å"matrix of domination† where the achievement gap between minority students and their Caucasian counterparts has led to the marginalization of many students by social class and race†. The students refuse to or cannot respect her as a teacher or even as a human being because she is one of â€Å"them. They fail to acknowledge the possible positive ramifications of being educated by her. The movie provides an in-depth exploration of the complex dynamics of expectations. Historically, low expectations were routinely assigned to lower class or minority populations by teachers and the students themselves. The academic downgrade of Woodrow Wilson High School after integration â€Å"proved† that minorities are not as academically capable as students from other privileged backgrounds. The poor performance was further exacerbated by the students’ lack of discipline which in turn confirmed teachers’ negative attitude and low expectations. Perhaps the worst consequence so such attitudes is that they creates a sense of inferiority in these students who now internalize these low expectations of others now manifest them as low expectations of themselves. Clearly, expectations are a double edged sword. Positive expectations are a major contributor to student success, while negative expectations have the opposite effect. Over the last several decades a number of researchers have shown that irrespective of whether the teacher or students have high or low academic expectations, self-fulfilling prophecies assure that those expectations will be met. The results of a study of 30,000 minority students by Harvard University economist and researcher Ronald F. Ferguson discovered â€Å"the distinct importance of teacher encouragement as a source of motivation of non-White students†. Both Mr. Gelford and Ms. Campbell, and the rest of the staff, had low expectations of the â€Å"unteachables† in Room 203. From the onset, Ms. Campbell indicated that Ms. G’s objectives in her lesson plan were pitched above the students’ ability and advised her to simplify them. She also dismissed the idea that the student should be provi ded with rich, stimulating material. Mr. Gelford refused to entertain the idea that the students would be able to appreciate the novel The Diary of Anne Frank and sneered at the idea that they had the intellectual sophistication to draw parallels between their lives and Anne’s life. Ms. G’s kids were not expected to achieve as much as the students in Mr. Gelford’s advanced class so they were held to a different, albeit lower, standard. The solution for counteracting the damaging effects of low expectations is not merely to dispel low expectations or to declare a belief in high expectation. Teachers must believe that students have to potential for unlimited success. Rosenthal and Jacobson’s 1968 experiment indicated that students showed remarkable academic success simple because their teachers thought they would. Had Erin attended to the advice about the achievement potential of the students in 203 would never have achieved their remarkable academic performance. What drove them to achieve was her simple belief that they were just as capable of the levels of achievement as their Caucasian counterparts. Despite all odds, Ms. G was able to achieve what the two teachers before her had been unable to. She was able to get the students in Room 203 to take an active interest in their own education. Despite all odds, and with great personal sacrifice, she showed the students what it really meant to have an education in an oppressive world. She gave them hope for the future. Once she shifted the focus from her teaching to the students learning, she was able to recognize that the racial stereotypes, low teacher and student expectation, poor discipline, socioeconomic and historical restraints, and limited bureaucratic policy are real restraints that compromise the educational process. The film Freedom Writers inspires me as a teacher. Students today are much more difficult to manage, but as the film shows, management difficulties are rooted in social, economic, political, and historical factors that the students internalize and consciously manifest in ways that compromise them. It takes enormous dedication, patience, and conviction to help students break through whatever constraints the students are struggling with. Ms. Gruwell’s experiences remind me of my first days as a teacher with typed lesson plans and a thousand misconceptions about how students should be taught. Ultimately, we have to understand out roles as facilitators of learning, and more broadly, life. Our jobs—vocation—as teachers is not merely to broadcast facts. Rather it is to educate students in the sense of helping them to gather and construct relevant information that will help them to evolve as creative individual thinkers. Teachers need to find catalysts that generate the fire for learning in their students. We need to strive daily to find creative and revolutionary means to get students to achieve way beyond their wildest expectations. If Ms. G, inexperienced and idealistic as she was, inspired 150 at risk students to persevere and graduate, then so can any teacher. She truly is an inspiration for us all. References Carbone II, S. A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom.Student Pulse,2(01). Retrieved fromhttp://www.studentpulse.com/a?id=113 Laurier. J. (2007). â€Å"Freedom Writers: Truly no child left behind† Retrieved from http://www.wsws.org/en/articles/2007/01/free-j27.html O’Hara, M. (2009). â€Å"Freedom Writers: Their Story Their Words. A Study Guide†. Retrieved from http://www.metromagazine.com.au/freedom/downloads/freedomwriters_sg.pdf Teach for America. (2011). â€Å"Diversity, Community and Achievement†. Retrieved from http://www.teachingasleadership.org/sites/default/files/Related-Readings/DCA_2011.pdf