Homeless Issue In The United States - Free Essay Example

Sample details Pages: 5 Words: 1392 Downloads: 10 Date added: 2019/03/26 Category Society Essay Level High school Tags: Homelessness Essay Did you like this example? Issue in the United States There is a various amount of people in the United States that are homeless and there is nothing the people can do about it. Statistics show that there are more two-parent families in the West and Southwest than in New York and other large Eastern cities (Homelessness).This happens because they move together to try and make a living and end up not finding a job and get stuck there not being able to afford anything, therefore they become homeless. In the United States, one of the main reasons people become homeless is because there is less job opportunities due to their mental state or personal status. Don’t waste time! Our writers will create an original "Homeless Issue In The United States" essay for you Create order There are some places that will provided for the homeless only if they are in desire need. Only those programs that reduce poverty or increase the supply of affordable housing will be effective in decreasing the total number of homeless families in the United States (McChesney). This shows that the United States does have some kind of shelter for the homeless but not for all. These shelters are there for them if they are hurt or being abused only. The shelters will also let you in if you have any kind of health issues or disabilities. The United States is trying to do as much as they can to make the homeless lives better so they feel like there is hope in their future. They try to make getting jobs easier so we will have less homeless people in the world, but there are still rules and regulations that they have to pass. The unsheltered still have to try and put forth the effort so they can have a job to maybe make enough money to support their family and or life. Governmental Solutions to the Problem The government has passed many laws to help the homeless but they have not necessarily done there best job at keeping up with it and providing for them. It was said that Fire, Flood, or natural disaster could render people homeless by destroying their dwelling (Helping). The government has not done anything to try and fix this problem. There are laws for the special needs and the ones that are in desire need of care but when it comes to natural disaster, they do not realize that not all people could afford insurance and are barely making it by to even pay the bills on their houses. Many homeless people will start with a home but have to end up living on the streets because either the family will reject them or they are in so much debt, they cannot afford a home. The homeless need shelters but it is not always easy to get in. The government makes it hard for them to find places to live because they want them to show a stable working job and or know that they are only homeless because they are special and no one wanted them. Due to the hardships of shelters, it leaves many on the streets in the dangers of the world. The United states came up with a definition of homelessness which says The official definition is meant to hep providers determine who to serve, and to help planners calculate levels of service to provide. (Helping). This meaning that the government whats the homeless to put in the work to receive the good. If they work and have a steady job, they will allow then to stay in these shelters. This has been proven to work because so many are desperate to just sleep with a blanket and in a bed. The government has done so much to help the homeless. Emergency shelter grants were awarded on a formula basis to government agencies in most communities eligible for Community Development Block Grants (Helpi ng). This grant is to help the homeless stay in a safe place and have somewhere to go to at night when they have nowhere else to go. The government has tried to get places for them but they can only do so much. The homeless still have to be able to show that they are dedicated to a life and trying to live a better one. All the government wants is to help but they also want them to put forth the effort into showing them they are trying to live a better life. OFlaherty, (1996), researched that increasing income inequality is behind the increased homelessness (DSouza). He shows that by raising the price on your income, the higher the rates go up on living. Therefore, it is hard for the homeless to afford to live because they are working minimum wage jobs but the rent on apartments is extremely high so they still cannot afford to live on their own. The government has also put laws in the school system that will provide them places to live it is called The No Child Left Behind Act, requires that school districts designate a homeless liaison to coordinate services and provide transportation to allow such students to stay in their original schools (Street). This states that kids with no home should be allowed to stay in school and be provided shelter especially as a minor just trying to get an education. This was passed so that the kids may continue to go to school to get an education and be able to possible go to college that way they could get a degree and hopefully make money to later on in life afford a house and no longer be homeless. The government wants kids to get and education no matter how you live or what you do because they wan t all people to be successful in life. Many acts have been passed within the years to help the homeless out as much as possible. They may not be the best but it is a start. Many people think that they do nothing for them but that is because they do it all behind the scenes. The government has done alot for these people so that they could live their lives just like the rest of the people in this world. Personal Solution In todays society there seem to be a greater accumulation of homeless people due to the fact there are fewer free homeless shelters. Homeless shelters are no longer a free site where people without homes can recover and rest from the heat or from a day of work. Most people without a place to live did not choose to be in the position they are in. For example, homelessness is caused by the need to move into a large city for a job but without a high income job it is difficult to live in cities because of the price of living is extremely high. Another possible solution is to have more easily acquired high paying job that would allow people to stay in their homes while working to support possible families. Federal housing should include the special needs individuals that work for a living instead of asking people to be sorry for them without having a job. Hard working people that just simply cannot afford housing in certain areas should not be punished for the inability to afford housing along with everything else that every American has to pay for. With this mentality permanent supportive housing would be a sensible solution for helping the hard working poverty of the world. Having permanent assisted living for the homeless workforce would benefit those without homes immensely in order to have a normal life. This enables people to work for a living without having to think about being kicked out of their homes and onto the street without being able to afford another place to live. Another permanent solution is to teach kids in school to be smarter with their money so they will not spend their money irresponsibly to get to the point where they have no money where they cannot afford a place to live. With these classes they could learn how to save and have better money managemet. Works Cited Homelessness, Health, and Human Needs. Google Books McChesney, Kay Young. Family Homelessness: A Systemic Problem. Journal of Social Issues, Wiley/Blackwell (10.1111), 14 Apr. 2010 Helping Americas Homeless. Google Books Editorial Board. Endocrinology, vol. 156, no. 5, 2015, doi:10.1210/endo.2015.156.issue-5.edboard. Street Paving. Scientific American, vol. 5, no. 32, 1850, pp. 253253., doi:10.1038/scientificamerican04271850-253d.

Rhetorical Analysis Of I Have A Dream Speech - 710 Words

On August 28, 1963, the civil rights activist Martin Luther King Jr. delivered his famous â€Å"I Have a Dream† speech. He delivered his speech at the March on Washington for Jobs and Freedom where he called for an end to racism in the United States, and civil and economic rights for all. He presented his speech to over 250,000 people on the steps of the Lincoln Memorial in Washington D.C., and he delivered a defining moment of the Civil Rights Movement. Martin Luther King Jr. intended for his speech to gain support for the Civil Rights Movement. As a Civil Rights leader, he spread awareness about the injustices the black individuals experienced, as well as gained supporters of the movement. His audience was the 250,000 people who went to the†¦show more content†¦He continually said â€Å"one hundred years later† and by doing this, he demonstrated how although black individuals have been freed from slavery for this amount of time, they still have not received a ll of the liberties they deserve. In addition, by repeatedly saying â€Å"we refuse to believe,† it is further empowered the audience to fight against the injustices. King’s use of metaphors further emphasized the emotional responses in the audience. The metaphors of a â€Å"thirst for freedom†and â€Å"battered by the storms of persecution† emphasized the urgency of the movement, and how blacks needed to experience equality as soon as possible. King established a logical argument by emphasizing that black individuals should not hate white individuals, but rather they should work together. He emphasized that to fully experience freedom, the blacks needed the support of white people. He used anaphora, specifically â€Å"we cannot† to emphasize this point. â€Å"We cannot walk alone,† (King). In addition, King discussed some of the hardships black individuals have experienced, such as police brutality, to further emphasize that equality is ur gent. He used anaphora to do this. â€Å"We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality†¦Ã¢â‚¬  (King). Throughout King’s speech, several motifs were prevalent and empowered the message of urgency and equality. King frequently used climatic references in his speech, such as â€Å"...now isShow MoreRelatedRhetorical Analysis Of I Have A Dream Speech924 Words   |  4 Pagesis his â€Å"I have a dream† speech. The reason â€Å"I Have a Dream† speech made massive impacts, is due to It struck directly into the hearts of Americans both black and white making America realize just what is really going on in this world. King informed people about racial equality and fairness. This speech hit home so well just by the way he structured his speech. You can notice that MLK structures his speech to appeal to the different types of audience, supporting it with the three rhetorical modes;Read MoreRhetorical Analysis Of I Have A Dream Speech752 Words   |  4 Pages28, 1963 At the Lincoln Commemoration 200,000 individuals accumulated after the Walk on Washington. This is the place Dr. Martin Luther conveyed his discourse I Have a Dream to America. He talked about the treacheries of isolation and separation of African Americans that was occurring in our country. In his first explanation he stated, I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. In this announcement heRead MoreRhetorical Analysis Of I Have A Dream Speech1198 Words   |  5 PagesThe, â€Å"I Have a Dream† speech given by Dr. Martin Luther King Jr. is arguably the most emotionally moving and persuasive speech of all time. But, to understand the speech one must first understand the context. At this time, the slave era was far gone but, not forgotten. Negro men and women were still experiencing segregation in the 1960’s. There was negro bathrooms, negro schools, negro water fountains, and even negro restaurants. Martin Luther King Jr. was an influential black man who took on theRead MoreRhetorical Analysis Of I Have A Dream Speech1058 Words   |  5 PagesMartin Luther King Jr’s â€Å"I have a Dream† demonstrates the combination of the rhetorical appeals to support his argument for equality and social justice because he draws attention to the past history of America’s Injustice and oppression towards black Americans. One of the explanations that the I Have a Dream address by Martin Luther King Jr. is memorable is that it contains a superb balance of Aristotles 3 rhetorical appeals: attribute, pathos, and logos. Ethos is associate charm to authorityRead MoreRhetorical Analysis Of I Have A Dream Speech1061 Words   |  5 Pagesleader in the Civil Rights Movement. He is widely known for his speech that took place on 28 August 1963, â€Å"I Have a Dream.† This speech aimed toward the entire nation. King’s main purpose in this speech was to convince his audience to demand racial justice and for them all to stand up together for their rights. In this speech, King uses emotional and logical appeal to gain the audiences support. He applied many rhetorical devices to his speech to connect with the audience’s emotions, and to logicallyRead MoreRhetorical Analysis Of I Have A Dream Speech900 Words   |  4 PagesThe speaker of this essay that I will be writing about is Martin Luther King Jr. He was born on January 15, 1929, in Atlanta, Georgia at his family house. He was an American Baptist minister and activist who became the most visible spokesperson and leader in the Civil Ri ghts Movement. Martin Luther King Jr. was a great American, worked for civil rights in the United States in the 1950s and 60s. He became so popular and well liked that he was hated just as intensely by those who disagreed with theRead MoreRhetorical Analysis Of I Have A Dream Speech865 Words   |  4 Pagesin history. Throughout his speech, King employs many rhetorical devices that further his appeal for civil rights. King establishes his credibility as soon as he steps to the podium. King, an American civil rights activist and leader, was already known by the American people for his leadership throughout the civil rights movement. His leadership role as a civil rights activist asserts his message as credible and true to the American people. King’s â€Å"I Have a Dream† speech addresses the grueling topicRead MoreRhetorical Analysis Of I Have A Dream Speech768 Words   |  4 PagesBrandon Lim CU English 9/29/17 P:2 Using a variety of rhetorical devices, Martin Luther King Jr’s purpose of his â€Å"I Have A Dream Speech† takes a huge step for black americans by voicing the opinions of the people in a civil, non violent manner. He’s a role model for future activists to present the point clearly without hostility or anger, but with a firm tone and many of rhetorical devices. Dr. King gives the speech to help his cause of nonviolent activism against segregation and in favor of civilRead MoreRhetorical Analysis Of I Have A Dream Speech901 Words   |  4 PagesOne of the most acknowledged Civil Rights activists in this history of the United States, Martin Luther King, in his empowering speech, â€Å"I Have a Dream,† proposed his desire for racial equality across the globe in a strong-minded manner. King’s purpose for both writing and orally publishing this speech at the March on Washington affair was to motivate his audience into demanding racial justice and an amalgamated society for all people. He acquired a shameful but dedicated tone as he described theRead MoreRhetorical Analysis Of I Have A Dream Speech1018 Words   |  5 PagesI Have a Dream by Dr. Martin Luther King Jr. Cruelty, inequality, death, sorrow, misery. All words to be associated with the hardships Dr. Martin Luther King Jr. passionately describes in his I Have A Dream speech. King, an activist and civil rights leader gave an empowering speech on August 28, 1963 in Washington D.C. Millions of hearts were touched and inspired to fight for their rights(â€Å"American Rhetoric: Martin Luther King Jr.†). This speech is aimed towards every race in a different specific

Meeting the Needs of Students Free Essays

Traumatic brain injuries (TBI) are a leading cause of death and disability among children and adolescents, with an annual incidence estimated at 180 cases per 100,000 children between the ages of 1 and 15 in the United States (Yeates,2005). Traumatic brain injuries (TBI) are defined in the special education law in the Individuals with Disabilities Education Act (IDEA 1990) as being an â€Å"injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment† that affects a child’s educational performance (Cave,2004). Knowing that, students learning needs are different from students with other exceptionalities (Spear,2005). We will write a custom essay sample on Meeting the Needs of Students or any similar topic only for you Order Now General and special education teachers need to use a variety of specific strategies based on learning styles and certain resources, with students who have experienced a TBI, to promote learning in all subject areas. A TBI alters a child’s mind and changes the way he or she thinks. Teachers must be aware of this and know how to adapt in order to accommodate their needs in the classroom. TBI’s change cognition and behavior in students and no two students with traumatic brain injury will display the same characteristics (Spear,2005). Students who have sustained a head injury may experience problems in physical, cognitive, and psychosocial areas. Physical effects With regard to physical deficits, individuals with TBI may have an array of problems ranging from sensory deficits to difficulty with mobility. Headaches and fatigue are common, especially during the early stages of recovery (Bullock,2005). Their muscles may be â€Å"weak, hypotonic, or spastic,† which could interfere with learning activities such as writing and keyboarding. They may also experience seizures. In general, schools are more proficient at making physical accommodations for students. Cognitive Effects Cognitive difficulties are common following a brain injury and some may seem quite baffling to educators unfamiliar with TBI (New York State Education Dept. ,1997). For example, children with TBI may have short-term memory problems, yet, may be able to easily recall information learned prior to their injury. This has significant implications for assessment purposes. Furthermore, it is possible for a student to perform well on â€Å"some widely used standard assessments† using his or her prior knowledge. Such a â€Å"false indication† of the student’s current level of functioning may prevent the individual from receiving the proper services. To avoid this drawback, several different methods of assessment should be used when attempting to determine the needs of a student recovering from TBI. Memory is only one aspect of cognition that is affected by TBI. It also commonly affects a student’s ability to attend to â€Å"instruction, mental processing speed, and thought formulation and reasoning†. These are only a few of the hardships faced by students who are affected by TBI and educators must be aware of these problems. Psychosocial Effects Difficulties that result from changes in the student’s social, emotional, and behavioral functioning are known as psychosocial effects (Bullock,2005). The changes in the brain resulting from the injury, along with stress and anxiety brought on by rehabilitation and recovery, may cause children with TBI to exhibit unusual emotional states, such as dramatic mood swings. This emotional state can bring negative reactions from peers and teachers and makes it difficult to maintain positive relationships. When children with TBI return to school, their educational and emotional needs are often very different than before the injury. Remembering how they were prior to the brain injury may make injured students feel â€Å"embarrassed, ashamed, or frustrated† about their change in performance in the classroom (Bullock,2005). Of the various types of difficulties resulting from brain injury, the psychosocial effects have proven to be the most challenging for school personnel and parents to manage. Resources and Services Available The effects of a brain injury include a wide range of services and accommodations that may be needed. Highly individualized planning is also required (Zabel, 2005). Many students with mild to moderate TBI’s usually return to regular general education classes with some adaptations and modifications. Students with TBI who attend mainstream classes may also receive accommodations or related services under the Rehabilitation Act of 1973, Section 504. Section 504 covers â€Å"all students who have a physical or mental impairment that substantially limit one or more major life activities, including learning† (Zabel, 2005). Students with more significant impairments should be referred to special education evaluation to determine if specialized services are necessary to address any cognitive, communication, physical, or social limitations. What Educational Interventions Are Successful? Students who have a difficult time concentrating or completing tasks need strategies. Teachers should present information to these students based on their strengths. These students have to choose a way to strengthen their learning skills by practicing modalities such as learning visually, kinesthetically, or auditorily. It is important that teachers include prioritizing, structuring, and slowing down while instructing a lesson. This can simply mean talking slower, giving less information at a time, and answering questions more thoroughly(Cave,2004). ClassroomAccommodations Altering the classroom environment is essential when trying to meet the needs of a student with a TBI (Bowen, 2005). As an educator, you may want to provide external devices and cues, which the student can use to compensate for organization, memory, and motor deficits. Assistive devices can include technical equipment and materials such as â€Å"tape recorders, calculators, electronic spellers, computers or word processors, augmentative communication devices, timers,or equipment for mobility (e. g. , wheelchair or electric scooter)†. Other external cues used to remind students include â€Å"labels, maps, checklists, pictures or icons, photograph cues, post-it-notes, calendars, planners, and journals† (Bowen, 2005). Modifications to existing materials can assist students with TBI to learn and function in the classroom setting. Typical adjustments that allow students to participate at their grade level include providing â€Å"large print books, books on tape, and graphic organizers†. A similar approach involves â€Å"altering the expectations for student participation. † For example, teachers may choose to allow more time on tests, reduce the amount of written work required, provide exams in multiple choice format, or give pass/fail grades rather than letter grades. Researchers have found that modifying the educational environment and increasing the amount of structure and predictability in the child’s school day facilitates learning† (Keyser-Marcus, 2002). We must consider each child’s individual difficulties and circumstances when determining appropriate modifications. Therefore, we must assess the influence of the environment on the student’s ability to focus and learn; and we need to explore a variety of modifications before we modify the educational surroundings. Due to the fact that many students with TBI experience difficulty with fatigue, a modified school day may be necessary for better performance. Scheduled breaks or a shortened school day may limit fatigue. Another strategy would be to schedule difficult subjects early because the student’s alertness level is higher. In addition to modifications to the school day, researchers have found â€Å"that altering the student’s workload, extending deadlines, and breaking tasks into smaller components have all improved academic performance†. TBI Organizations The Brain Injury Association helps promote â€Å"awareness, understanding, and prevention of brain injury through education, advocacy, and community support services† (Monfore, 2005). Its web site has links to support groups and has a wealth of information on various aspects of brain injury. The Brain Injury Society is a non profit organization that works with clients, families, and caregivers to identify strategies and techniques to â€Å"maximize newfound potential for a stronger recovery† from brain injury. This organization sponsors events, as well as provides general information on TBI, a newsletter, links to other relevant sites, and important contact information â€Å"for government officials in a position to affect legislation†. Summary Children and youth with traumatic brain injury can pose a significant challenge to educators in educational planning, teaching methods, and monitoring of students’ performance. For students who have experienced TBI, educators should be aware of the medical, neurological, and psychological issues which shape each individuals TBI case (Stevens, 1994). The educator must understand the relevance of these issues to plan effective educational programs. Regardless of the types of accommodations and strategies we use with these students, the most effective programs depend on our willingness to learn about the specific consequences of the injuries and our attempts to customize the instruction and curriculum to meet the needs of those students. Educators have a vital role in providing the widest range of opportunities available to these students. How to cite Meeting the Needs of Students, Essay examples

The Movie The Patriot and the Real Life Revolutionary War free essay sample

The movie The Patriot and the real life Revolutionary War are alike and also different in many ways. The Patriot and real-life history compare because the patriot is a movie based on The Revolutionary War; The Revolutionary War spanned from April 19, 1775 to September 3, 1783. The movie begins in South Carolina and shows the life of Benjamin Martin, based off of Francis Marion, and his family throughout the war. There are many ways in which the Revolutionary War and The Patriot are not alike. First, cannons in that time period did not have rounds that exploded on impact, if they missed they just hit the ground without any explosion. In addition to this, muskets, the primary weapon of The Revolutionary War, were only single shot weapons. At times, the movie shows people firing more than one round out of the weapon.In the movie, British officers were depicted as being brutal killers. The movie shows a British officer killing one of Martins sons. We will write a custom essay sample on The Movie The Patriot and the Real Life Revolutionary War or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page burning down a church with people locked inside. More than half the Anglican priests in America left the church and gave up their ministries in order to go against their promise to serve the king The British used to burn some of the colonists houses to teach them lessons but there is no record of the British burning whole plantations. Although there were some vile British officers, the British army conducted themselves with the most respect.In the movie, the French were only shown helping the Continental Army at Yorktown when in reality the French had helped well before that. The movie also shows the patriots fighting very violently which is very accurate because the patriots wanted independence from the brits. In the end, the patriots violence ended up being very successful.There are also many ways in which The American Revolution and The Patriot is similar. Martin helped his soldiers beat the brits in major battles; Marion helped his militia using many tactics and never getting caught by the brits. The Battle of Cowpens and Francis Marions militia crossing a river are similar events displayed in detail in The Patriot. The Battle of Bunker Hill was not spoken about or shown in the movie. However, the movie did show The Battle of Yorktown at which General Cornwallis surrendered to the patriots.