Reagan Revolution Through President Obama Research Paper

Reagan Revolution Through President Obama - Research Paper Example The security threats within and outside the State were very much demanding the unanimous outbreak of the straightforward policies of the government but the political failure to take all parties on board also worsened the situations. Similarly one of the most important historical events was the cold war. The cold war ignited the hate culture between the Americans and the Russians and there was always a fight to stop the Russians to reach the hot water sea ports of South East Asia to minimize the chance of growth and put the fence to the stance of terror and hatred towards the American state. These importunate historical events shook the American policy making strategies andaffected the people on the overall grounds. The events continue to affect the people in some form or the other (Kettle, 2011). Changes in social, cultural and technologicalaspects can cause extensive changes Inthe attitude of the people because of the fact that the nirvana of intuitiveness of the technological progr essions of the modern world candrive the whole society in way that can change the pivotal aspects of the society for example the advent of the television technology has really changed the way of perception of the masses and now there is nothing in the sense of activity in the political corridors and important aspects that is hidden from the people. The elevation of social media around the world has also changed the attitudes of people. People can become more interactive and critical towards the general regimes around the world because everything is subject for open discussion in the social media and there is nothing that can be perceived in the wrong context. The changes and advancements in technology can drive the whole society in a specific way. The policies of government in the United States have effected largely on the social and historical aspects of people because of the fact that the government policy can embark huge effects on the vicinity of the people. For example the deci sion to take part in the cold war and support the Afghans back in eighties has changed the pivotal aspects of thoughts of people now. Most of the people are of the view that supporting the people of Afghanistan back in eighties was a wrong decision which has affected every single individual of the United States in some form or the other. Similarly, the policy to fund the technology park and boost up the technology advancement in the country has supported the people’s lives, created more jobs and elevated the progress of the individuals in all the contexts. The economic policies in the times of crunches have also affected the local living standards (Tradshad,, 2013). Being the â€Å"super power† has raised many questions at the legitimacy of American State affairs because of the fact that American has been at the threat of violence and internal conflicts after the furious 9/11 attacks that took 3,000 lives of the Americans and injured numerous. The effective winning of the Cold war back in nineties and the throttling effect of the incidents after that people have given the Americans a sense of responsibility to elevate the proper manifestation of the responsibilities of the Super power entity. The lives of the common man have not beeffected by turning of the American state into super power because there are augmented threats of terror

How to Teach English as a Second Language (ESL) Students to Read and Research Paper

How to Teach English as a Second Language (ESL) Students to Read and Reading Comprehension - Research Paper Example Effective instruction needs to include the development of thinking skills as well as the teaching of learning strategies that will help them do so. The Role of the Ll in Instruction One way in which to encourage students to have confidence in their abilities is to promote the use of the L1 in the L2 reading program. This enables the learners to access and apply any existing L1 knowledge to the L2. From a socio-linguistic viewpoint, this meets the criteria for the Ll- L2 transfer continuum and constitutes positive rather than being what was referred to in the past as negative interference of the Ll (Chamot, 2004; Chamot, 2005; Shanahan & Beck, 2006). Direct Instruction of Basic Decoding Strategies In addition to incorporating the Ll in the reading tutoring program as a way to facilitate positive transfer and provide student participants with a means for accessing and sharing background knowledge and personal experience, teacher should also place an emphasis on the direct instruction o f basic decoding strategies. In discussing the relationship between bottom-up strategies and reading ability, Stanovich (1980) and Grabe (1988) argue that reading is more dependent on the speed with which a reader can recognize words and construct a representation using bottom-up skills than on the ability to use top-down skills to make predictions about the text. Grabe (1988) concurs with Stanovich's (1980) position when he states, "There is a need for a massive receptive vocabulary that is rapidly, accurately, and automatically accessed - a fact that may be the greatest single impediment to fluent reading by ESL students" (p. 63). According to Chall, Jacobs, and Baldwin (1990), there are a number of effective methods for teaching vocabulary, including those methods that emphasize direct instruction as well as those that rely on the acquisition of vocabulary through wide reading of increasingly difficult texts. An example of this latter methodology is the whole language approach, w hich proposes that basal readers and the teaching of skills be abandoned in favor of real literature and a combination of reading and writing (Chall, Jacobs, & Baldwin, 1990). While Chall, Jacobs and Baldwin (1990) found this strategy to be effective with certain groups of readers, they also noted that there is still a need to focus on basic skills and to make use of a combination of reading textbooks (basal readers), workbooks, and wider reading in order to achieve optimal results in teaching reading. Brisk and Harrington (2000) also address the debate over the merits of skill-based and meaning-based approaches, and they point out that neither approach should be embraced to the exclusion of the other. Rather, "literacy uses need to make sense in order for students to acquire and develop them. In turn, students need skills to make use of literacy" (Brisk & Harrington, 2000, p. viii). Snow et al. (1998) further emphasize that "literacy programs should be designed to provide optimal s upport for cognitive, language, and social development, within this broad focus; however, ample attention should be paid to skills that are known to predict future reading achievement" (p. 9). Specifically, there is a need for inexperienced readers to concentrate on the connection between letters and