On the classical rock album 'love over Gold' the British rock group Dire Straits (voice: Mark Knopfler) sings: I go down to Speakers' corner, i'm thunderstruck; they got free speech, tourists, police in trucks. Two men say they're jesus; one of them must be wrong. There's a protest singer, he's singing a protest song. dire Straits ( lyrics from the song 'Industrial Disease obviously - or apparently - two men can't be jesus, so one of them must be wrong. Furthermore we think we know that Jesus died over.000 years ago. The excellent question some people will ask at this point is: If different people believe completely opposite things, can they all be right? The short answer is actually 'yes, relatively speaking'. The longer answer, however, really is rather long winded and we won't go into it here, because this page is supposed to be focused on inspirational"s.
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'i dare say you haven't had much practice said the queen. 'When I was your age, i always did it for half an hour a day. Why, sometimes i've believed as many as six impossibl e things before breakfast.' lewis Carroll (from the book ' through the looking Glass ' - the drawing to the right is by lewis Carrol himself) Belief means not wanting to know what is true. Friedrich nietzsche question: What do you get front when you cross an insomniac, an agnostic, and a dyslexic? Answer: Someone who stays up all night wondering if there is a dog. Groucho marx i have as much authority as the pope, i just don't have as many people who believe. george carlin yes, life has a sense of humor - in fact life is a sense of humor. The times when I playfully view myself, everyone else and life itself as a wonderful cosmic joke are absolutely the best times of my life. I consciously strive to maximize those times! soren lauritzen, the personal development guy i hope life isn't a joke, because i don't get. jack handey two men say they're jesus.
Because, hey, things are never as bleak as they seem. If the world didn't suck, we'd all fall off. Trevor myers The power of Beliefs Beliefs are very, very powerful. When you believe business something, you'll try to prove it's true. And most of the time you will succeed! The funny thing is, two people may very well believe two completely opposite things, and both succeed in proving to themselves - and others - that they're right. All they have to do is believe it enough. 'There is no use trying said Alice; 'one can't believe impossible things'.
mary pickford, people who say it cannot be done should not interrupt those who are doing. motivational saying, biography do not go where the path may lead, go instead where there is no path and online leave a trail. The biggest risk you will ever take is not taking one at all. motivational saying, take risks: If you win, you will be happy; if you lose, you will be wise. Inspirational saying, how come something as simple as an inspirational" can lift your mood - or the mood of others? That's because the best inspiration"s contain a lot of truth. When we read (or hear) the inspirational sayings, we sense the truth in them. And so, our spirit lifts.
But we'll get back to that in just a moment. Boost yourself and Others, if you're feeling down inspirational"s can lighten your day considerably. The same goes for the people around you. You can boost yourself and others just by using some good"s: Life is the biggest bargain. We get it for nothing. A diamond is merely a lump of coal that did well under pressure. motivational saying, what we call failure is not the falling down, but the staying down.
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Plus motivational"s and happiness"s, too, use resume them to encourage, motivate and inspire yourself and others. Or simply enjoy them - and this essay-like presentation of them. Give yourself or Others that Little boost! Want to motivate yourself? Or do you want to encourage, inspire and motivate people around you?
Well, you've come to the patel right place. Here at m we want the same thing. So, let's just jump right into it: Whether you think you can or whether you think you can't, you're right. henry ford, that' how things are. It's your thinking, or more precisely: your beliefs that determine your life experience.
This kind of plan avoids problems associated with exiting children too early from first language instruction (before the English they encounter is comprehensible) and provide instruction in the first language where it is most needed. This plan also allow children to have the advantages of advanced first language development. In the gradual exit program, the second language is not delayed. It is introduced as soon as it can be made comprehensible. Quite early on, students in these programs do a considerable amount of serious academic work in English, well before they reach the very high levels required for official reclassification. The gradual exit model is thus not subject to the criticism that bilingual education programs delay exposure to English for years.
The evidence for bilingual education, evidence supporting bilingual education is of several kinds: (1) the results of program evaluations; (2) the effect of previous education on immigrant childrens academic performance; (3) the effect of measured first language ability on immigrant childrens second language acquisition. This framework also helps explain the strong impact of ses on school success for immigrant children and why some are successful without bilingual education. I would like to suggest a somewhat different approach in evaluating and reviewing research on bilingual education, relaxing one requirement that others adhere to strictly, but insisting on others. The one i insist on is the definition of bilingual education: A program can be considered a properly organized bilingual education program when it provides (a) subject matter teaching in the primary language without translation to the point that subject matter instruction in the second. My prediction is that full bilingual programs, with all three conditions met, will be superior to those with fewer conditions met. I also insist that studies have adequate sample sizes and that the programs run for at least one year (which may be far too short to show an effect). Other reviewers have required that. Several collections of inspirational"s.
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This will serve to make instruction in English at later stages more comprehensible. In later stages, math and science are father's done in the mainstream and other subjects, such as social studies, are taught in sheltered classes in English. Eventually, all subjects are done in the mainstream. In this way, sheltered classes function as a bridge between instruction in the first language and the mainstream. A sample bilingual program. Mainstream esl/Sheltered First Language, beginning Art, music, pe esl all core subjects. Intermediate Art, music, pe esl, math, Science social Studies, language Arts, advanced Art, music, pe, math, Science esl, social Studies Language Arts. Mainstream All subjects Heritage language development. Once full mainstreaming is complete, advanced first language development is available as an option.
At the next stage, limited English proficient children receive sheltered subject matter instruction in those subjects that network are the easiest to make comprehensible in English, math and science, which, at this level, do not demand a great deal of abstract use of language. Putting sheltered subject matter classes at t his stage insures that they will be comprehensible. Students in sheltered math, for example, have had some esl, giving them some competence in English, and have had math in the primary language, giving them subject matter knowledge. These two combine to help make sheltered math comprehensible. Those forced to do subject matter in the second language immediately, without any competence in second language, have neither of these advantages. The gradual exit program appears to be the fastest way of introducing comprehensible subject matter teaching in English. Note also that while the child is doing sheltered math, she is developing additional background knowledge and literacy through the first language in subjects that are more abstract, social studies and language arts.
(Sheltered classes are for intermediates; they are not for beginners and not for advanced acquirers or native speakers. It is extremely difficult to teach subject matter to those who have acquired none or little of the language. Beginners should be in regular esl, where they are assured of comprehensible input. Including more advanced students in sheltered classes is problematic because their participation may encourage input that is incomprehensible to the other students. There is substantial evidence supporting the efficacy of sheltered subject matter teaching for intermediate level, literate students; Krashen, 1991). A sample program, the gradual exit model is one way of doing a bilingual program that utilizes these characteristics (Table 1). In the early stage, non-English speaking students receive all core subject matter in the primary language.
Second, there is strong evidence that literacy transfers across languages, that building literacy in the primary language is a short-cut to English literacy. The argument is straight forward: If we learn to read by understanding the messages on the page (Smith, 1994; goodman, 1982 it is easier to learn to read if we understand the language. And once we can read, we can read: The ability transfers to other languages. The empirical support for this claim comes from studies showing that the reading process is similar in different languages, studies showing that the reading development process is similar in different languages, and that correlations between literacy development in the first language and the second language. All the above is true even when the orthographies of the two languages are very different (Krashen, 1996). Good bilingual programs thus have these characteristics: (1) They provide background knowledge through the first language via subject presentation matter teaching in the first language. This should be done to the point so that subsequent subject matter instruction in English is comprehensible.
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Bilingual Education Essay, research Paper, bilingual Education: Arguments For and (Bogus) Arguments Against by Stephen Krashen, university of southern California. Georgetown University roundtable on Languages and Linguistics. May 6, 1999, introduction, it is helpful to distinguish two goals of bilingual education. The first is the development of academic English and school success, and the second is the development of the heritage language. Good bilingual education programs achieve both goals, but my focus in this report is on the first. Confusion about the first goal is understandable: How can children acquire English, their second language, while being presentation taught in their first language? This occurs for two reasons: First, when we give a child good education in the primary language, we give the child knowledge, knowledge that makes English input more comprehensible. A child who understands history, thanks to good history instruction in the first language, will have a better chance understanding history taught in English than a child without this background knowledge. And more comprehensible English input means more acquisition of English.