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محمد صالح بحرالدين محمد ص
عضو مميز
رقم العضوية : 7697
الإنتساب : Oct 2014
المشاركات : 699
بمعدل : 0.67 يوميا

محمد صالح بحرالدين محمد ص غير متواجد حالياً عرض البوم صور محمد صالح بحرالدين محمد ص



  مشاركة رقم : 1  
المنتدى : منتدى اللغات
افتراضي Affirmative Action Comprehensive Writing Model-5
قديم بتاريخ : 06-23-2015 الساعة : 06:17 PM

that exponentially enhanced class discussion and contributed to better research for every member of the class. For example, the U.S. students of color helped us interpret and analyze readings pertaining to biculturalism. The Latino students helped a European-American design a study of learning at a Spanish immersion school in St. Paul. A Turkish international student made valuable contributions when we discussed another student's research on the significance of gendered features of the Japanese language. (Turkish lacks the kinds of grammatical gender marking found in Japanese and other languages spoken by class members.) Students with multiple cultures or origin introduced challenging perspectives on issues of cultural identity in the United States and on the process of cultural acquisition and enactment. All students were able to contribute cogent original ideas and interpretations because their rich variety of experiences in varying geographical and (multi-)cultural contexts created opportunities for nuanced comparative analyses. Classroom encounters of these kinds did not occur at "quality" educational institutions when I was a student of social science. Even when occasional non-European-Americans were in my classes, they were there to learn Western models and methods, not to teach and collaborate. What a lost opportunity for everyone -- students, faculty, and researchers!
A situation could arise where a university had to choose between me and a slightly less qualified person who is a minority. I would not mind them choosing that person over me. As long as that person meets the basic university academic standards, and the university wants more diversification. This may seem like a harsh reality to some people, but think of a different situation. The other person is an athlete. Athletes really benefit the schools by bringing in money, and many other things. If the university chose an athlete over me, I would not even question their move. An Asian-American high school student Amy S. Cheung describes the paradox that schools face with enrollment. "Looking at them as a race and giving them benefits because of that race doesn't make any sense. But I do not want to go into a classroom where everyone is Asian. What I like about living in California is that you get to know different types of people. That's one thing that's good about America" (Bronner C!
alifornia's). She does not see fairness in the admittance of people based solely on their race. Yet, she does not want a homogeneous campus either. To create heterogeneous campuses, schools are admitting minority students who do not meet basic qualifications.
Current affirmative action plans require the admittance of an amount of minority students that coincides with their percentage in the local population. If there are not enough qualified students to meet this percentage then the schools "should initiate affirmative steps to remedy the situation" (DOL). Some of the measures they recommend, relating to the work force but similar to education are as follows:
(b) A recruitment program designed to attract qualified members of the group in question;
(c) A systematic effort to organize work and redesign jobs in ways that provide opportunities for persons lacking ``journeyman'' level knowledge or skills to enter and, with appropriate training, to progress in a career field;
(d) Revamping selection instruments or procedures which have not yet been validated in order to reduce or eliminate exclusionary effects on particular groups in particular job classifications;
I believe schools can, and do somewhat, follow the first two of these ideals. More time spent in the recruitment of minorities, and on campus help for minority students. There is a big argument whether
Saleh Bahereddin
BNS –Damazine

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