Water, Agriculture and Irrigation Simulation for CROPS Statistics Project

Water, Agriculture and Irrigation Simulation for CROPS - Statistics Project Example Temperatures are at the highest in the month of July and August with temperatures reaching high as 40  Ã‚ °C. Temperatures are recorded the lowest in late January and early February with temperatures reaching less than 5 °C. ETO is highest in the month of June to July with records reaching up to 7mm. The month of December and January record the least ET0 at an average of 1mm a day. The ideal period to grow crops in Cordoba is from January after which they will take 4 months to be harvested. The major climatic constraints include high temperatures. Cordoba experiences high temperatures in the mid year. The increasing temperatures occur in the summer season after which most of the crops have already been harvested. Increasing Carbon dioxide in the atmosphere is also high from June to December and is increasing at an increasing rate. Carbon dioxide should not be directly proportional to the oxygen released to the atmosphere. Increase in carbon in the atmosphere lead to low productiv ity. Increased carbon dioxide in the atmosphere may have direct impact on agriculture productivity. This may also lead to extreme weather. A warmer climate could bring low rainfall which results to low water availability. The maize sown on 15th February yielded 2.726 with a biomass of 8.388 ton/ha with a potential biomass of 18.314 ton/ha both in ratio of 46% with a water productivity of 1.01kg yield per m3 evapotranspired. Canopy Cover (CC) of the maize sown in 15th February increased from 0 to 96% at the 15th day to 40th day and reduced from 85th day up to 111th day.

Write a 125 words for each question Essay Example | Topics and Well Written Essays - 250 words

Write a 125 words for each question - Essay Example On the other hand, Romania remained largely unaffected. It wasn’t until the leader of the Communist Party returned from a state visit to Iran that the people came out in protest. Mikhail Gorbachev realised that the Communist states were struggling financially and needed more openness with the West. President Ronald Reagan supported military groups who opposed communism in their own countries. His ideas became known as Reagan Doctrine. 2. The Christian right first started in response to the 1964 Civil Rights Act, which outlawed discrimination against women and blacks. Another reason was the liberal culture of the 1960s, and was motivated by fear of social breakdown. The Christian right had an increasing role in American politics and vocally supported particular candidates (usually Republican) by producing voter guides and distributing them to conservative Christian churches. The Christian right gained exposure between the 1960s and 1980s through increased Christian television p rogramming. Jimmy Swaggart was one of the most famous televangelists of the 80s; by 1983 he had more than 250 television stations broadcasting his program. Other televangelists, such as Jim Bakker, were criticized for preaching prosperity doctrine and acquiring considerable wealth.

Liberal Arts vs Science Essay Example for Free

Liberal Arts vs Science Essay Liberal arts deal with the sections of education that specialize in imparting general knowledge to learners. This is usually meant to build a strong intellectual capacity on general subjects that would not require technical or even professional skills. The sections of arts that are basically seen as to be in this category include languages, philosophy, music, basic arithmetic and history. In as much as humanities are considered to be part of liberal arts, they my lean towards scientific processes like those in geography and research sciences. On the other hand, sciences are based on technical subjects like physics and chemistry. Scientific knowledge is specific and can be based on a plethora of scientific specialties. Some examples may include biology, physics, engineering and medicine. Other areas in sciences that are specific can include actuarial science and applied mathematics. Developments in the current world of education indicate that more and more students are being encouraged to specialize on sciences than liberal arts. Does this signal that liberal arts are dead and everything is now about science and technology? Specialists in many quarters have advanced arguments that point to the fact that liberal arts are dying fast. Reasons include the fact that more professionals in sciences receive better compensation packages than their counterparts in liberal arts. The idea that liberal arts are a dying section of education is supported by facts. This is due to the fact that more and more people are embracing education in sciences that seem to be generally more appealing. The Industrial Revolution experienced in the world over seemed to emphasize the fact that the world would lean more towards technical aspects of education than on the arts. During the onset of this revolution in the late nineteenth century, inventions in sciences drove many to pursue technical subjects as they seemed to be leading to the most lucrative jobs. Examples lay in the engineering and other technological fields that had strong foundations in sciences. As such, many institutions that were recruiting prospective employees developed pay packages that were tailored to be better than those for employees in the liberal art field. Other factors that point to this being true include the declining budgetary allocation in universities that specialize in liberal arts. This was aggravated by the recession experienced during the period 2008-2009. A study showed that most students who had degrees in the fields and disciplines in liberal arts suffered job cuts and lay-offs during this period (Cook 1) (The Death of Liberal Arts: How the Recession and Unemployment are making Schools and Students Rethink the Value of an Education in The Humanities 1). The numbers of tertiary institutions that offer courses in these fields have declined by nearly a hundred since the early nineties to date. Despite this trend in developments, there are facts that point towards this being the truth and there are some others that seem to dispute this idea. Current job markets indicate that every employee has to have at least some basic technical knowledge. This may mostly lie in the knowledge of Information Technology (IT). It is prudent to observe that in the modern world, nearly all organizations insist on recruiting employees who have basic knowledge on how to process data using computers. This may be in writing documents or even manipulating data to obtain a desired result. Therefore, most organizations recruit prospective employees with basic computer proficiency skills. These skills are deemed to be mandatory in communication and other day-to-day activities in the office. On the other hand, most companies that are recruiting prospective employees are insistent upon the ability of employees to integrate with the community. This would include the immediate community living within the precincts of the location of such companies or even the prospective customers. To have such abilities, one needs to have studied some form of psychology or even sociology. These form part of the liberal arts. Consequently, these companies recruit employees who have studied in these fields and hence have the abilities to mingle with the said people. This knowledge might be important in marketing or even companies that deal in communications and customer care. Therefore, there are job market patterns that may seem to suggest that liberal arts may not be totally dead. Kathleen Haney, a professor of Philosophy of Education in the University of Houston-Downtown, opines that in the view of a layman, liberal arts are dead. She observes that liberal arts are mainly important in the formative years of education such as the elementary and secondary education. Later on, when a student needs to become more skilled in specific subjects, he may need the knowledge acquired in the elementary and secondary that dealt more on liberal arts. Such skills might include languages so as to communicate with others well. However, in â€Å"The Liberal Arts and the End of Education†, she explains the need for everyone to view liberal arts as losing its shine due to the influence of development. Development, she insists, impresses upon scholars the need to embrace more technical subjects. This she attributes to the need by more organizations to employ people who have knowledge in practical-oriented subjects like sciences. In as much as her works seem to approve of this as the trend, she however goes ahead to implore us to change our mind-frame so that we can see liberal arts as pivotal in enabling us to be able to be proficient in these practical subjects. She insists that the more technical subjects would need the services of liberal arts to survive. This she subtly alludes to when she says that languages are the essence of understanding and communication. Therefore, she agrees to the fact that liberal arts are losing their shine due to the current patterns in job markets. She however does not encourage this as it might be of detriment to ignore important sections of liberal arts like languages. The trend that she observes goes way back in time and is founded from the early times. The enthusiasm with which liberal arts were embraced before the Industrial Revolution has considerably gone down due to the mentioned facts. There seems to be a number of reasons that have been fronted for this kind of happening. It is only natural that for this, there has to be some form of consequences. The future generations face a more challenging task of trying to ignore or even do without an important part of education. As a matter of fact, the consequences might have very heavy repercussions on education in general. The main factor that will contribute to this is the need for people who can efficiently communicate in certain settings. For instance, when languages are abolished in the curriculum, students will need extra efforts to learn foreign languages so that they can earn whole-some multi-cultural competency. An example is when a company needs to venture into a foreign market and it requires one of the staff members to be able to communicate to the natives in their language. This would mean that the staff will be required to learn the native language of the people residing in the area. This might be expensive to undertake as the only other option is to employ a native. Many people have come up with arguments in support of the notion that liberal arts are dead. However, there are some writers who have come up with opposing arguments that seem to be water-tight. The American Council of Learned Societies has come up with issues that seem to show that the liberal arts are still popular in colleges. It discusses the importance of liberal arts in communication and the full understanding of human nature (American Council of Learned Societies 1) (Liberal Arts in American Higher Education: Challenges and Opportunities 1). It is subjects like philosophy and psychology that enable scientists like doctors and psychiatrists to understand how to deal with illnesses of the human mind. Coupled with this, the languages help in comprehension of several issues. Their argument is based on the fact that liberal arts build a comprehensive understanding of the human being. This seems to be a very convincing argument since most of sciences deal in the physical part of a human being but not on the moral, spiritual and social part. In the international arena, the science vs. art debacle has taken various forms depending on situations. For instance, many parents still insist on their children taking more professional courses as opposed to them having to take courses in liberal arts. It is of interest to note that many writers attribute this to the different priorities that people in the different social classes have. For instance, many students in the upper middle class will not feel pressured to earn degrees in the professional courses that are not seen as art-based. On the other hand, students who have to work to earn money for their fees have always chosen professional courses over the liberal arts. This has been attributed to the fact that the students from affluent families have no worries about fees and which college they feel they want to attend. Their schooling is a matter of choice as opposed to students with limited financial abilities who will be restricted to their budgets due to financial constraints. In conclusion, it has been shown that liberal arts are losing attention as an important part of education. Many factors have pointed to this. It is important to note that the need to study other technical subjects important in scientific development have led this. It is also important to note that the foundations of basic education are laid through the use of liberal arts like languages. Therefore, it is pragmatic to stop this trend before it leads to harm. The fact that more and more institutions are beginning to lower the budgetary allocations on liberal arts is worrying. It is worth noting that the recession exposed the weakness in the humanities sector of education as professionals in this field suffered more job cuts. This would actually lead to anyone conclusively saying that the liberal arts are actually dead. However, many a writer has sufficiently come up with arguments that signify the importance of liberal arts in the current and future settings. Therefore, while it is important to note that liberal arts are dying, it is a task set upon us to develop curricula that will ensure that the sections that liberal arts cover in education are taken over by an equally fulfilling branch of education. References Cook, N. The Death of Liberal Arts: How the Recession and Unemployment are making Schools and Students Rethink the Value of an Education in The Humanities. (5th April, 2010). Newsweek Web Exclusive. Web. America Council of Learned Societies. Liberal Arts in American Higher Education: Challenges and Opportunities. 2005. American Council of Learned Societies. Print.

Louis XIV and Absolutism Principles

Louis XIV and Absolutism Principles The palace of Versailles is considered to be one of the greatest expressions of European Absolutism. Louis XIV, also known as the Sun King, reigned for 72 years; he is credited for building this monumental palace. Starting in 1661, he transformed a small, quaint hunting lodge into a glittering palace. He drained swamps, built over a village and completely changed the landscape to build one of the most renowned palaces in the world. Thesis Louis XIVs palace of Versailles is a physical and cultural manifestation of the principles of absolutism. Louis XIVs palace embodied the essence of absolutism through its Classicist symbols of power, its sheer size and luxuriousness and through the housing of the nobles on palace grounds. Reason #1: Louis XIVs palace of Versailles is the epitome of the principles of absolutism. As an Absolutist King, Louis XIV was profoundly influenced by Classicism. The influence of Classicism can be seen throughout the palace. These various references to Classicism were meant to reinforce Louis XIVs rule as a strong and centralized authority figure. Reason #2: When Louis XIV moved his court and government to Versailles, he gained more control of the government and the nobility. By keeping potential threats near him, he rendered them powerless. Reason #3: The palace of Versailles sheer size and splendour exhibited Louis XIVs supreme wealth and boasted his power as an absolute monarch. The size and grandeur of the palace sent a message to the people of France and to other leaders that he had complete authority and that no one should dare defy him. Reason #1: As an Absolutist King, Louis XIV was greatly impacted by Classicism. There were various references to Classicism throughout the palace, these references were meant to cement Louis XIVs rule as a strong and centralized figure of authority. The exterior of the palace is considered to have a classical design with Roman columns. The Main Gateway- when people passed through it, they had to pass under a replica of Louis XIVs crown. This served as a constant reminder of his power to all who entered and left Versailles. Louis XIV had a Classicist inspired statue of himself created with the following inscription: World come and see what I see, And what the Sun admires, Rome in one palace, in Paris an Empire, And all the Caesars in one King This engraving on a statue shows Louis XIV belief that he is as strong as Roman Emperors. He also refers to himself as the Sun, which is an allusion to the Greek Sun God Apollo. The Latona Fountain- The fountain tells the story of Apollos mother. This is another indication of Classicism which is what Absolutism was influenced by. His silver throne was 8 feet high; this reinforced the notion that the King was larger than life. Hercules Drawing Room- The room was specifically built to house a Venetian painting. Hercules, who was a Roman demigod, was known for his strength and for making the world safe for mankind. Since Versailles was an embodiment of Louis rule, having a room named after Hercules shows that Louis believed he himself can stand in comparison to Hercules. The Mars Room- The room was originally used to house the guards. Mars was the Roman God of war. Having a room named after Mars depicts Louis XIVs ability to go to war and emerge triumphant Louis XIV also had a very large bronze statue of himself on horseback. He believed that the King and the state were one; this statue all with other art was created to embody that. The Hall of Mirrors- The hall became a symbolic focus of the palace. The walls of the hall housed busts of Roman Emperors. This furthered reinforced Louis XIVs connection to Classicism. Reason #2: When Louis XIV decided to make the palace the new centre for the royal court, he moved his court and the nobles to Versailles. By doing so, he was able to keep an eye out on all nobles and thus preventing them from revolting and maintaining his power. Louis XIV required that nobles of certain standings to spend time at Versailles. This prevented the nobles from developing their own provincial power at the cost of his power. He prevented them from stopping his efforts to centralize the French government and retain absolute authority. There were parts of the palace that were specifically made for housing nobles. All the power of France was centered at Versailles; there were government offices there, the palace acted as the homes of thousands of courtiers. To attract the Louis XIVs attention, the nobles visited the royal residence regularly and observed the rigid rules of conduct the King set out. In return for their constant availability, the nobles were rewarded with royal pensions, living quarters in the palace of Versailles and regular invitations to festivities and ceremonies. Louis XIV was able to draw the nobles favour and keep an eye at them all at once. By holding the nobles at a greater importance than previous Kings had, Louis XIV gave them a sense of service. This sense of service was useful to the kingdom and contributed to control over the nobility, thereby strengthening Louis XIVs absolute authority. Reason #3: The palace of Versailles size and finery exhibited Louis XIVs supreme wealth and boasted his power as an absolute monarch. The palace itself sent a message to the people of France and to other leaders that Louis XIV was in full control. The Park of Versailles has over 2037 acres with over 232 acres of gardens. The palace grounds include over 12 miles of roads, 50 fountains, 67 staircases, 200 000 trees, 6000 paintings, 2100 sculptures, and 6000 pieces of furniture. The palace had a total of 700 rooms. The palace employed nearly 600 people, while housing thousands of courtiers and friends of Louis XIV. The Battle Gallery- The gallery was 120 metres long. It was dedicated to the difference battles fought by the French. These larger than life features of the palace emphasized Louis XIVs power and intimidated any visitors. The Peace Room- It was built to depict France as the arbitrator of peace. The Queen had her own staircase. She even had a whole room in which nobles waited to meet with her. The Royal Chapel- A number of religious ceremonies took place at the chapel. The King and Queen sat at the very top of the chapel. This indicated that they (especially the King) were closer to God making them more important than the rest of the people. Conclusion The palace of Versailles is considered to be one of the greatest expressions of European Absolutism. Louis XIVs palace underwent a transformation from being a small hunting lodge to an extravagant palace the likes of which had never been seen before. The Palace embodied the essence of absolutism through its Classicist symbols of power, its size and luxuriousness and through the housing of the nobles on palace grounds. The palace of Versailles will forever remain an expression of the principles of the Absolutism that dominated the 17th century. CHY4U0- The West and the World How is Louis XIVs palace of Versailles a physical and cultural manifestation of the principles of absolutism? As an Absolute monarch, Louis XIV was significantly influenced by Classicism. There were various references to Classicism throughout the palace of Versailles. These prevalent references were meant to bolster Louis XIVs rule as a strong and centralized leader. The exterior faà §ade of the palace is considered to be inspired by Classicism. The palace includes beautifully crafted Corinthian columns complete with elaborate capitals decorated with acanthus leaves. The Main Gateway that led to the palace had a replica of Louis XIVs crown. The crown served as a constant reminder of his power and presence to all those who entered Versailles. There are also a number of rooms such as the Apollo Room, which compared his powers to that of the Greek and Roman Gods. Louis XIV also had a number of statues of himself in the palace and around palace grounds. These statues along with other forms of artwork were created to embody the Absolutist belief that the King and the state were one. The influenc e of Classicism can be seen throughout the Palace of Versailles; this emphasizes the belief that the palace is a manifestation of Absolutism.

Easy And Difficult Works In Ed :: essays research papers

According to the article "When Does Education Stop?" it stated that a young man interviewed the author, James Michener, and bellyaching about writing a three thousand words paper which is about James’ book. Because the young man sounded whimpering, James started to talk about his own experience of writing millions words paper. He mentioned that young people should realize that they have to put many efforts in order to achieve their goals. Also, men and women should know that they would face the difficult tasks before they success. Besides, no college can educate people with all they want, and all they need in the future. Although people study literature, logic or history probably have a fewer job opportunities, these fields actually have more wide job opportunities in the future. In addition, the schools are not a relax place. In stead of it, these schools are the places to train people. Therefore, if professors do not give many works for students to study, they s hould quit those professors or schools and seek others who have harsh teaching rules. The changes of the social structure caused people tend to learn the high technology instead of studying arts or literature. Some scholars think that people don’t know how to write a good paper, or a nice article because people think it’s too tedious that takes a lot of time to write, to research, and to edit. People love to look for material satisfaction, or participate with things which they are interested in. Therefore, they probably don’t want to spend much time to devote in studying. In my opinion, either having a lot of works or less works has it’s own advantages and disadvantages which depends on person’s own interests. People usually get different kind of benefits from various things, and it’s hard to determine which is better or not. According to the author, people avoid doing difficult tasks; instead, they just complain about those works. The hard works can develop people’s own knowledge, and that can train their brains to think deeper. People will have better abilities to face the future problems. The more experience people have in college, the better performances they can achieve in the society; for example, the biology students have to do a lot of lab works before they become a medical student even a doctor. If they don’t make any experiment before they become doctors, they probably will make many mistakes during the operation.

Resources for Food Storage Warehouse Requirements

Warehouse Sanitation Workshop Handbook, by Education Resources Information Center (ERIC) – PDF http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? nfpb=true&_&ERICExtSearch_SearchValue_0=ED201821&ERICExtSearch_SearchType_0=no&accno=ED201821 Foreword (pg 31/67)| There is good description of the scope of how they define ‘Food Warehouse’ and differentiate it from Food Manufacturing| II Buildings and Grounds (pg 31 – 32)III Fixtures and Equipment (pg 32)| Can be used for Section 2: Warehouse exterior and surroundings| IV Sanitary Facilities (pg 32-33)V Sanitary Operations (pg 33-34)VI Procedures & Controls – Part I, J, K (pg 35 – 36)| Can be used for Section 8: Hygiene of premises including housekeeping, personal hygiene, pest control and waste disposal| VI Procedures & Controls – Part A to H (pg 34 – 35)| Can be used for Section 7: Safe Handling of Food| VII Personnel (pg 36)| Can be used for Sect ion 11: Appointment of hygiene officers and personnel training| Appendix (pg37-39)| Could be used as our Appendix and Checklist too| 2.Food Safety for Warehousing and Distribution (a training course that comes with a copy of the AIB International Consolidated Standards for Inspection: Food Distribution Centres) https://secure. aibonline. org/php/ecomm-catalog. php? catalogNbr=11-3375 3. Food Establishment Regulations, by Southern Nevada Health District – PDF http://www. southernnevadahealthdistrict. org/food-regulations/index. php Chapter 1 Purpose and DefinitionsChapter 9-1 Definitions| Can be used for Section 1: Definitions| Chapter 2 Management and Personnel Supervision| Can be used for Section 11: Appointment of hygiene officers and personnel training| Chapter 3-305. 11 Food Storage (pg 35/166)Chapter 3-305. 2 Food Storage prohibited areas (pg 36)| Can be used for Section 6: Safe storage conditions of food| Chapter 9-202 General Warehouses| Can be used for Section 3: Ware house structure, design and maintenance| Chapter 9-302 General Warehouses| Can be used for Section 7: Safe handling of food|Chapter 9-302. 17 to . 19| Can be used for Section 8: Hygiene of premises| Chapter 9-302. 20 Transportation| Can be used for Section 9: Transportation requirements| 4. Oregon ODA Food Safety Division http://oregon. gov/ODA/FSD/reg_law_index. shtml Division 25 – Food Establishment Standards and Standards for Retail Food Service Activities http://arcweb. sos. state. or. us/pages/rules/oars_600/oar_603/603_025. tml 603-025-0010 Definitions| Can be used for Section 1: Definitions Definition of Food Storage Warehouse: means any building or place where food is stored as a commercial venture or business, or stored in connection with or as a part of a commercial venture or business, but does not include a home, restaurant, rooming house, hotel or similar place where food is stored to be used or consumed by the owner or served to employees, customers, or guests, nor an establishment licensed by the department under other laws| 603-025-0020 General Standards (1) and (2)| Can be used for Section 2: Warehouse exterior and surroundings| 603-025-0020 General Standards (3) – (8)| Can be used for Section 3: Warehouse structure| 603-025-0020 General Standards (9) – (11)| Can be used for Section 8: Hygiene| 603-025-0020 General Standards (12)| Can be used for Section 11: Personnel| 603-025-0020 General Standards (13),(14),(16)| Can be used for Section 7: Safe handling| 603-025-0020 General Standards (15)| Can be used for Section 9: Transportation requirements| 603-025-0140 Food Storage WarehousesIn addition to the provisions of OAR 603-025-0020, a food storage warehouse shall comply with the following: (1) Cold Storage: Each cold storage room in a food storage warehouse shall be equipped with an accurate and easily visible thermometer with the sensing element at least five feet above the floor. (2) Morgue: The operator of a food storag e warehouse shall provide an area for the accumulation and holding of all damaged foods or foods which are or may be unwholesome. The operator shall maintain a program of timely and proper disposal of damaged or unwholesome foods to prevent development of insanitary conditions or vermin breeding places and rodent harborage.5. Organic Food Federation Storage, Warehouse & Transport Standards (PDF) http://www. orgfoodfed. com/Our%20Standards. htm 6. International Food Safety & Quality Network http://www. ifsqn. com/ http://www. ifsqn. om/brc-storage-and-distribution-quality-management-system-p-94. html 7. Wholesale Food Warehouse Risk Control Plan Workbook (PDF) sandiegohealth. org/food/wholesale_workbook. pdfSimilar Chapter III Food Storage Procedures| Can be used for Section 6: Safe storageCan be used for Section 7: Safe handling| Chapter IV Receiving, Transportation| Can be used for Section 9: Transportation requirements| Chapter V Food Security| Can be used for Section 11: Personnel| Chapter VI RecallChapter VII Traceback| Can be used for Section 13: Recall| Chapter X Pest Control| Can be used for Section 8: Hygiene| Sample Self-Inspection Form (pg 64/74)| Can be used as Appendix|

Abolition for Bilingual Education

One half of United States children who are not proficient in English live in California, a state who's future depends on these three million children becoming fluent in English. In 1968, the Bilingual Education Act was passed with the theory that if you academically instructed students in their native language first, learning English would be better and faster in the long run. Since the passage of bilingual education, there has been a continuing debate over whether or not the programs are benefiting children. Although there is not any research to support this conclusion, bilingual advocates believe that â€Å"bilingual students who first master Spanish and then make a transition to English, do at least as well academically in the long run as their English-only counterparts† (Netkin 1). Supporters feel that even if students are not gaining in English, the programs keep them from falling behind in content areas and also boost their self-esteem, which gives them the confidence to catch up later. The search for some proof that the five hundred million dollar industry works to help immigrant children learn English, in order to prosper in a California society, continues with little success. For decades throughout California, bilingual education has been commended as a miracle for schoolchildren who are not proficient in English, but the programs have been proven to be unsuccessful and should be abolished. Research indicates that bilingual programs are not helping children, but instead are bringing about high drop out rates and low test scores. There have been many struggles to educate children in bilingual programs. Teachers and instructional materials are hard to find, which makes instruction in academic subjects to the great number and mix of children difficult. Highly transient students and the inability to involve parents in their children's education present a barrier to instruction. Bilingual programs require great amounts of money that California taxpayers should not have to provide because taxpayers should not be responsible for teaching immigrants the American language. Proposition 227 was passed in June of 1998 that was to eliminate bilingual education and place children with limited English proficiency into classes where English is the only language spoken. This new law will enable California schoolchildren to succeed in America and taxpayers will no longer have to provide for a program that â€Å"actually keeps children from learning English, the language of their future, and hinders success in American society† (McCain). â€Å"63% of research shows no difference between bilingual education and doing nothing† (Research Evidence of Bilingual Education 4). Each year, only five percent of the bilingual schoolchildren gain English proficiency. Scores on comprehensive tests reveal that students who move from bilingual classes to English-only classes are unable to perform. Latino children in bilingual classes â€Å"end up not speaking either Spanish or English well† (Netkin 2). They have the highest dropout rate, forty percent, of any ethnic group and have consistently scored the lowest on Scholastic Assessment Tests. Instructing children in their official language and not teaching them English is making the children unable to succeed in society. Since this is an American country, children should be placed in English speaking classrooms in order to learn the language of the dominant group. Educating children in bilingual programs is difficult. Schools cannot provide the proper bilingual instruction because teachers and materials are limited or unavailable. Students speak languages that are not historically represented in the United States so bilingual teachers and materials for the languages are nonexistent. Even in schools where all students speak Spanish, teachers are hard to find and have to be recruited from Spanish speaking countries. However, sometimes the immigrant teachers cannot be certified to teach because they lack a college degree or simply cannot pass the English portion of a state teacher certification test. The California Department of Education estimates that about twenty-two thousand bilingual teachers are needed for instruction and studies predict that filling the need may be impossible. Bilingual education cannot provide children with the instruction needed to prosper in California so the programs should be eliminated. Immigrant students are highly transient which makes continuous instruction difficult. New students arrive to schools on a monthly basis, contributing to overcrowded classrooms that make teaching complex. Existing students move frequently or are regularly absent for long periods of time, disrupting their learning. Often times, students with excessive absences from school cannot be promoted to the next grade level or graduate, which makes the children discouraged and leads to them dropping out of school. Transient actions effect a student's ability to receive an education, contributing to the failure of bilingual programs. Parental involvement is important for student achievement, but extreme struggles arise when trying to involve parents in their children's education. Many parents are illiterate in their native language as well as English, making communication impossible. Translators are used successfully, but for uncommon languages, very few translators are available. Parental self-help classes are provided to parents who have trouble communicating. The classes have taught parents how to help their children in school, but several problems with parent involvement remain. Without the five hundred million dollars a year that taxpayers provide to the federal government, bilingual education programs would not exist. Why should the taxpayer be responsible for immigrants learning the American language? Before entering this country immigrants know that English is the dominant language, therefore, they should be responsible for learning the language themselves. By not knowing English and being unable to communicate effectively, newcomers are only hurting themselves. Taxpayers should not be responsible for educating immigrants. Learning English should be the responsibility of the person seeking to speak the language. Proposition 227 was passed to eliminate bilingual education. Children with limited English proficiency are to be placed into English-only classes where their native language is never spoken. This practice is called English immersion, a non-taxpaying system that will push children toward the quickest path to success in America. Students will learn English better and faster by being around the language all-day and everyday. The quicker they learn the language the sooner the students will be able to join in with their peers and develop an education. Although Proposition 227 was passed in June of 1998 to eliminate bilingual education, the programs remain in schools. â€Å"In Redwood City, south of San Francisco, the school district reports that eighty percent of Spanish-speaking children are still enrolled in bilingual† (Michels). Many other schools have confessed to not eliminating bilingual classes. The schools feel that the children need to be transferred to English-only classes slowly in order to avoid student confusion. Bilingual supporters feel that the programs give children self-esteem and a better education. This is absurd. Separating children from others because they cannot speak English makes them feel insecure and different. If anything, the students loose self-esteem and pride, making learning difficult. Bilingual programs are a failure and schools should obey the law and abolish the instruction. â€Å"The students will gain whatever added self-esteem they need when they develop proficiency in English, the language in which their peers are learning, and the language that they will need to succeed in the United States† (Netkin 1)