Why drug testing should not be allowed in schools Research Paper

Why drug testing should not be allowed in schools - Research Paper Example The paper discusses briefly on the reasons why drug testing makes apparent sense and then talks in greater detail about why it should not be allowed for the right reasons on issues very closely related to it. The brief digression is intended to highlight the rationale why it should not be allowed at all. It can be safely said that there are always two sides to an issue; debate and arguments can get heated and become divisive as long as people hold opposing views and stands on issues which they think and feel affect them and has an important bearing on their lives. This is the case with issues like abortion, euthanasia (mercy killing), same-sex unions, organ donations, the more recently-repealed DADT (dont ask, dont tell) policy in the military services and many others. A more closely-related legal issue is the use of plea bargains which critics say tends to undermine the whole judicial system by letting criminals off the hook lightly with a suspension or probation. This is the same situation with regards to the use of drug testing, whether voluntary or not. This particular issue resonates with almost everyone concerned, as the problem of drug use is quite a widespread social and health problem, given the proliferation of illegal drugs in society today. The drug problem is certainly a menace and many citizens feel that American society is about to overwhelmed by the enormity of this problem. Various solutions have been proposed to deal with it and drug testing is gaining popularity because it seems to make sense to most people. The idea of drug testing has caught on even among populist politicians, who proposed using it in varied aspects of American life such as applying for welfare benefits, where a welfare applicant has to take the drug test first and if he comes out clean, then he gets reimbursed for the expense and qualifies for welfare. If not, he waits for one year and take the test again (Cohen, 2011, p. 1). The idea has even been

Content Area Instruction and SDAIE Essay Example | Topics and Well Written Essays - 1000 words

Content Area Instruction and SDAIE - Essay Example Such equality, at learning institutions, can be tackled if educators offer well-designed assistance to their ELLs (Math Solutions, 2009). This paper will discuss the challenges English Language Learners face while trying to learn mathematics. A lot of educators share the misconception or myth that because mathematics applies a lot of symbols, then the subject is not associated or connected to any culture or language (Haynes, 2011). A majority of educators also supposed that mathematics is ideal for facilitating the changeover of recent immigrant learners into English instructions. To their disbelief, language has a significant role in learning mathematics. Educators apply language so as to explain mathematical ideas, as well as carry out mathematical procedures. When solving mathematical problems, students use specialized vocabulary such as subtraction, addition, sum and addend. Mathematics researchers have discovered that learners widen their math understanding through using languag e, as well as echoing on the concepts, which will cement their understanding. When students discuss their mathematical reasoning, it can assist them in improving their capability of reasoning logically (Haynes, 2011). The challenge or hurdle of teaching math to these ELLs lies not just in making mathematics comprehensible to the learners, but also in making sure that the learners have the language required to understand/interpret instructions. The challenge also lies in the fact that is it tedious to assist ELLs to express their understanding of mathematical concepts both in writing and orally (Math Solutions, 2009). English Language Learners have a duty of learning content, as well as English as a second language, at the same time. It is, therefore, difficult for them to understand both the content, as well as language objectives. Language can never occur if ELLs center only on subject matter, and same is the case for content knowledge. It can never occur if ELLs center only on und erstanding the English language. Another challenge that ELLs might face while studying mathematics is trying to understand unknown vocabulary. For instance, English Language Learners might become puzzled during a discussion or debate in case the math vocabulary has diverse meanings in its daily application. Such words include even, function and odd among others (Math Solutions, 2009). The ELLs might also be puzzled further than before when a similar math operation is signaled with various math terms for instance plus, and, add, sum or combine. A phrase such as "left" will be confusing to an ELL when used in a mathematical operation to ask how many individuals are "left". The ELL might confuse this left – remain – with the directional left. The phrases "whole" and "sum" also can create confusion since they carry nonmathematical homonyms – hole and some (Simmons, 2012). Another challenge is with a partial understanding of grammar and syntax. For instance, mathemat ical queries are frequently set in a language, which makes the problem difficult or unclear for the student. Such matter is explained below: John bought four bags of mangoes with eight mangoes in each bag. How many mangoes did John buy? The above problem employees both present and past participles of the irregular verb "to buy" in a single question. This might be difficult for an ELL to understand since they are not well in English. Another