What Does the French Word Chouette Mean in English

The French word chouette can be a noun, adjective, or exclamation. Here are some examples of how you might use it. Definitions une chouette (noun, feminine): owl Regarde, une chouette!Look, an owl! chouette  (adjective): great, nice or cool. Ta copine est chouette. Your girlfriend is nice. chouette  (exclamation): great, nice or cool Cest chouette!Thats great! Trà ¨s chouette!  Very cool! Pronunciation The word chouette is pronounced [shweht].

Sexual Education And Sex Ed - 1697 Words

Sexual education (sex ed) in public schools has long been a controversial and debated topic in society. There are several questions when it comes to approaching sex ed in schools. These questions include: appropriate age for introducing sex ed; should sex ed be mandatory or optional; and whether sex ed programs should be comprehensive or abstinence-based. Sex ed is a necessary subject to teach in schools. It should be appropriate to the grade level and taught in a knowledgeable, unbiased manner. Comprehensive sex ed should include teaching students about abstinence, prevention techniques, and should place an emphasis on helping students to acquire decision-making skills when it comes to sexual activity. Sex ed can be a very useful and†¦show more content†¦It is difficult to know at what age sex ed should be administered. It all depends on the physical, emotional, and mental development of the child. Some argue that introducing sex ed at such a young age will encourage young kids to experiment and act on their curiosity. However, According to 48 studies of comprehensive sex and STD/HIV education programs in US schools; there was found to be strong evidence that such programs did not increase sexual activity. Some of them reduced sexual activity, or increased rates of condom use or other contraceptives, or both (Forrest Kannabus, 2009). It appears to be evident that providing sexual education at a younger age, such as 5th or 6th grade, is not only necessary but appropriate as well. Mandatory vs. Optional Sex Ed Because all students deserve the opportunity to have equal access to sex ed; it should be mandated by all schools to teach comprehensive sexual education, with the option for parents opting their children out of class. During interviews conducted with parents of school aged children, by the author of this paper; it was found that all the parents also thought sex ed should be mandatory for schools to teach sex ed, and mandatory for schools to offer parents the choice of opting their children out of the programs. The parents also thought it necessary for schools to allow parents to review the information that would be taught to students prior to their children taking theShow MoreRelatedThe Elementary School Sex Education Debate Essay823 Words   |  4 PagesGrade School Sex Ed. 1 The Elementary School Sexual Education Debate Sara Vanbuskirk English Comp. 1 Professor Evans November 29, 2011 Grade School Sex Ed. 2 Abstract Controversy is rampant regarding the sexual education of grade school children. Some insist that it is prudent to educate children on this subject beginning as early as kindergarten. 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Sex education, or sex ed, is an instructional course built to instruct issues relating to human sexualiy, sexual anotomyRead MoreSexual And : Sexual Education1151 Words   |  5 Pages Sexual Education in Schools By Katelin Garchow Professor Delong English 111 October 10, 2015 Sexual Education in Schools Sexual intercourse is considered to be between two people that love each other very much. It is romanticized in movies and books, and is alluded to everywhere. As the age for sexual experimentation grow lower many question whether or not have sexual education in our school systems. Many argue that by educating the children at younger ages about sex, it promoteRead MoreThe Issue Of Sex Education1429 Words   |  6 Pagesteenagers and even some adults do not know a lot about sexual health. That is because schools are not giving out some of the most important information to their students in sex education classes. All public schools should require that sex education teaches more than only about abstinence and STI’s. First, schools need to make sure that the information being taught in sex education is medically correct. Many teenagers will go through sex education, but it is a different experience for all of them becauseRead MoreSexual Education Should Be Taught1483 Words   |  6 PagesSexual education has been prominent in the United States for many decades. It has been the backbone of teaching adolescents what comes from sex and what does not it dispels certain beliefs such as not being able to get pregnant for the first time. There are many views on whether or not sexual education should be taught in school. Some of those include that they are too young to know about such things and others conclude that anytime will be the appropriate time to teach children about safe sex. ARead MoreHigh Teen Pregnancy Rate: Comprehensive Sex Education at Fault?1377 Words   |  6 Pagesthe lack of sexual education within her school. She claims that because she did not received adequate information on thi s subject, she was unaware of what she was getting herself into. The question is: will the opportunity to experience sex education classes make a difference in preventing teen pregnancy? Sexual education, in a broad sense, is a series of courses taken by adolescents throughout their school years in order gain a better understanding of aspects that pertain to sexual activity. BeginningRead MoreThe Effects Of Sexual Education On Public Schools1702 Words   |  7 PagesI. Abstract Sexual education being enforced in public schools is important and it should be taught in all schools. Young adults are learning that it is important to wait until marriage to have sex. Sexual education taught in public schools does raise a couple of eyebrows because some parents think that young adults should not learn about sex at their age. Sexual education is very important for young adults to either use abstinence or condoms. Sexual education in schools are the proper classes forRead MoreSex Education in Schools657 Words   |  3 PagesSex Education in Schools Nineteen-fifty five marked the debut of sex education programs in schools in the United States. Along the years, many have argued whether or not sex education should be taught in schools. Many believe that the education of sex encourages students to engage in sexual activities which lead to a higher number of pregnancies and sexual transmitted diseases (STD’s).The U.S. is the leading country in teen pregnancies and STD’s As the number of unplanned pregnancies and sexually

Platos Three Parts of The Soul Essay Example For Students

Platos Three Parts of The Soul Essay As the founder of the first university and considered the most powerful thinker in history Plato believed that the soul was made of three parts. The Three Parts of the Soul in Plats Republic and Phaedra are mans Appetite (Black Horse on Left), Spirited (White Horse on Right), and Reason (Charioteer). Each part of the soul has its own virtue as well as its own vice. Temperance is the virtue Of Appetite, Courage the virtue of Spirit, and Wisdom is the virtue of Reason. It was Plats belief that goodness and justice come from the correct balance Of the Three Parts of the Soul. We will uncover the perfect balance of the soul According to Plato and how goodness and justice come form this balance. Known as our animal side the appetitive part of the soul includes a myriad of desires for different pleasures. Comforts, physical satisfaction. And bodily ease. Temperance, which is the virtue of the appetite, is ones ability to exhibit moderation and self-restraint when indulging in lifes pleasures. The good and just practice temperance while the evil and unjust practice lust, greed, and Layton, commonly referred to as the Vice of the appetitive part of the soul. There are so many appetites that Plato does not mention all theme, but he does say that they can often be in conflict with each other, In the republic the workers and artisans were in this category. The ugly black horse on the left represents the appetitive element of the soul. The spirited part of the soul or hot-blooded part is where we get our source of action. This is the part of the soul that will get angry if we feel an injustice is being done. It is also the part of us that loves facing and overcoming challenges, the part that loves victory, challenge, and winning. Courage, which is the virtue of the spirited element of the soul, enables the soldier to stand and fight as well as control the lower class consisting of merchants, artisans and peasants. The souls source Of action derives from courage and enables the appetitive part Of the soul to exhibit moderation and self-restraint keeping us good and just. Anger and envy are the vices Of the spirited part Of the soul. When anger and envy take intro gluttony, lust, and greed will soon follow. The spirited element of the soul is represented by the noble white horse on the right. The last and most important element of the soul according to Plato is reason. This is the part of the soul that thinks, looks ahead, analyzes, rationally weighs options and tries to decide what is best for us overall. It was Plats belief that the rational part of the soul convinces the spirited part of the soul to control the appetitive part of the soul. This is the only way one could achieve balance and armory, The rulers and philosophers were amongst the most rational people in the republic. The charioteer represents our mind and conscious awareness that is guiding the horses and chariot. The charioteer should be in charge of the whole system deciding about when to give each horse it rein or when to hold it back. The horses should not govern the whole system; the whole system should be run by the rational decisions of the charioteer. Plato believed this avgas the perfect balance of the soul and would lead to harmonistic and happiness Of the soul creating a good and just person.

walt whitman Essay Example For Students

walt whitman Essay Walt WhitmanWalt Whitman was a follower of the two Transcendentalist Ralph Waldo Emerson andHenry David Thoreau. He believed in Emerson and Thoreaus Trascendentalist beliefs. Whitman believed that individualism stems from listening to ones inner voice and that oneslife is guided by ones intuition. The Transcendentalist centered on the divinity of eachindividual; but this divinity could be self-discovered only if the person had the independence ofmind to do so. Whitman lent himself to this concept of independence. He once said,Everythingon earth has the divine spark within and thus is all part of a whole.(web.pg2trans.) Thisphilosophy of individualism led to an optimistic emphasis on society.Because Whitmanimmodestly praised the human body and glorified the senses, Walt Whitmans poems assert theworth of the individual and the oneness of all humanity. Walt Whitman was an American poet who was born on May 31, 1819, near Huntington,N.Y. He was the second of a family of nine children. His father was a carpenter and his mother,who he a had a close relationship,was a housewife. When he was four years old, his familymoved to Brooklyn, where he attended public school for six years before being apprenticed to aprinter. In 1835 he began teaching in country schools. After several yrs. spent at various jobs,including building houses, he began writing a new kind of poetry and thereafter neglectedbusiness. Shortly after, in 1955 Whitman issued the first of many editions of Leaves of Grass, avolume of poetry in a new kind of versification, far different from his sentimental rhymed verseof the 1840s. Andrews 2Whitmans first poem in Leaves of Grass is called Song of Myself. In this poemWhitman writes about himself and as is characteristic of Whitman, the self becomes ametaphor for humanity as a whole. Whitman came to no conclusion and does not satisfy thereaders of this poem. In Song of Myself Whitman tells us that the absolute unity of matter andspirit, and all which that unity involves, is the dominant conception of this first and mostcharacteristic period. Whitman said, The true poet is not the follower of beauty, but the augustof beauty. (pg 362 Crit). Whitmans Song of Myself was capable of making whoever withesto be so, wiser, happier, better; and it does these not by acting on the intelect, by telling us whatis best for us, what we ought to do and avoid doing, but by acting directly on the moral natureitself, and elevating and purifying that. We will write a custom essay on walt whitman specifically for you for only $16.38 $13.9/page Order now Song of Myself is the most complete utterance of Whitmans first great conception oflife.No innovations must be permitted on the stern severities of out liberty and ourequality.(web.page 2 USR) That was the message that Whitman was trying to get through topeople by reading his poems. In most of Whitmans poems including Song of MyselfWhitman appears to be surrounded by women and children, and by young men, and by commonobjects and qualities. He gives to each just what belongs to it, neither more or less. The personnearest him, that person he ushers hand in hand with himself. Song of Myself was the poemthat I believe revieled the most about Whitmans attitude and beliefs. In Song of MyselfWhitman celebrates individuality and his beliefs of the existence of a shared universal self orsoul. This also showes how he really believed in Transcendentalism which stated stong intenseindividualism and self-reliance. Critics who didnt believe in Whitmans beliefs rejected hisoptimistic outlook on hum anity and life. They declared such optimism naive and unrealistic. They felt humans were depraved and had to stuggle for goodness. They feared the people whodesired complete individualism would give into the worse angles of mans nature. They viewedWhitmans Transcendentalism as selfish and impractal. .u806cca33aadad7780997ede1a102399d , .u806cca33aadad7780997ede1a102399d .postImageUrl , .u806cca33aadad7780997ede1a102399d .centered-text-area { min-height: 80px; position: relative; } .u806cca33aadad7780997ede1a102399d , .u806cca33aadad7780997ede1a102399d:hover , .u806cca33aadad7780997ede1a102399d:visited , .u806cca33aadad7780997ede1a102399d:active { border:0!important; } .u806cca33aadad7780997ede1a102399d .clearfix:after { content: ""; display: table; clear: both; } .u806cca33aadad7780997ede1a102399d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u806cca33aadad7780997ede1a102399d:active , .u806cca33aadad7780997ede1a102399d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u806cca33aadad7780997ede1a102399d .centered-text-area { width: 100%; position: relative ; } .u806cca33aadad7780997ede1a102399d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u806cca33aadad7780997ede1a102399d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u806cca33aadad7780997ede1a102399d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u806cca33aadad7780997ede1a102399d:hover .ctaButton { background-color: #34495E!important; } .u806cca33aadad7780997ede1a102399d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u806cca33aadad7780997ede1a102399d .u806cca33aadad7780997ede1a102399d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u806cca33aadad7780997ede1a102399d:after { content: ""; display: block; clear: both; } READ: Water Biomes EssayAndrews 3Whitmans Leaves of Grass was made up of 11 other poems that were just asinconclusive as Song of Myself. They were all written to express Whitmans belief ofTranscendentalism. In the Leaves of Grass are the facts of eternity and immortality, largelytreated. Leaves of Grass was an attemped, as they are, of a naive, masculine, and affectionateperson, to cast into literature not only his own grit and arrogance, but his own flesh and form. His whole work, his life, manners, friendlyships, writings, all have among their leading purposesan evident purpose to stamp a new type of character, namely Walt Whitman Essay Example For Students Walt Whitman Essay Through the history of the United States there have been a countless numbers of poets. With them came an equal number of writing styles. Certainly one of the most unique poets to write lifes story through his own view of the world and with the ambition to do it was Walter Whitman. Greatly criticized by many readers of his work, Whitman was not a man to be deterred. Soon he would show the world that he had a voice, and that it spoke with a poets words. Afoot and lighthearted I take to the open road, Healthy, free, the world before me, the long brown path before me leading wherever I choose. Thus Whitman began his Song of the Open Road. This paper will attempt to describe his life and poetry in a way that does justice to the path he chose. He was a man who grew up impoverished, who wrote from his experiences, and who tried to lift his fellow men above lifes trivialities. These are the points to be discussed on these pages. To know the essence of Walter Whitman, you would have to unders tand the heart of his writing. For he is in his pen. We will write a custom essay on Walt Whitman specifically for you for only $16.38 $13.9/page Order now Walter Whitman was born in West Hills, Long Island, New York, on May 31, 1819 . He did not have much opportunity for education in his early life. His parents were mostly poor and illiterate- his father a laborer, while his mother was a devout Quaker. Whitman was one of nine children and little is known about his youth except that two of his siblings were imbeciles. No wonder he demonstrated such an insight for life in his poems. In 1830, at the age of eleven, he worked as an office boy for a lawyer, where he learned the printing trade. Whitman would soon take up teaching at various schools in Long Island. He also engaged in carpentry and house building while he edited newspapers. His early years seemed to show an active interest in working with the public. Whitman at one time accepted a job with a New Orleans newspaper, and in doing so exposed himself to a great deal of the country. Getting to New Orleans required traveling over the Cumberland Gap and down rivers, of which he later wrote. America seemed to be both his home and inspiration. In Calamus, part of his single book, Leaves of Grass, he writes of Louisiana as a live oak growing, thus showing the joy he felt in everything he saw . In short, Whitman lived trough the nations heroic age, at a time when people had to be (or seemed to be) a little more than life-size to accomplish all the deeds they undertook. It was natural that Whitman, with his genius and metaphysical inclinations, should have drifted into journalism, a profession that could make some demands on his native endowments. As much as he was a traveler, he was also a man of the people. In one of his reviews, he described himself as never on platforms amid the crowds of clergymen, or professors, or aldermen, or congressmen- rather down in the bay with pilots in their pilot boats- or off on a cruise with fishers in a fishing smack- or writing on a Broadway omnibus, side by side with the driver- or with a band of loungers over the open grounds of the country- fond of New York and Brooklyn- fond of the life of the great ferries. Whitman obviously felt a kinship with his country, and later exhibited this in his writings. He also was not a man to follow others. Self-reliant, with haughty eyes, assuming to himself all the attributes of his country, steps Walt Whitman into literature, talking like a man unaware that there was ever hitherto such a production as a book, or such a being as a writer . Whitmans major work, Leaves of Grass, was first published on the fourth of July in 1855. He was thirty-six years old, not yet a published writer, and could not find any company willing to take a chance on his unusual style. His experience in newspapers allowed him to help publish his work himself, even setting up some of the type and distributing the first edition. To get a decent start, Whitman even went so far as to write complimentary unsigned reviews of his book which he had placed in the newspapers- An American bard at last! - his own words of his first work, showing his audacity to be well thought of. Whitman wrote only one book- Leaves of Grass- but he took a lifetime to write it, and he saw his one book through many shapes. As biographers have found, it is difficult to write the life of Whitman without writing instead the life and times of his book. He was the kind of parent who lives his life through his child, though he was unmarried and childless. As though in anticipation of scholars and critics who would probe deeply into his private affairs, Whitman placed a warning at the beginning of Leaves of Grass. A little reflection will confirm Whitmans point: no mans life was ever captured and placed between the covers of a book . As Whitman suggests, the reader who would know his life must read his book, and even there he will find only a few diffused faint clews'. No longer a journalist, no longer a carpenter, Whitman was during this period in the process of establishing his identity, not only for the public and posterity, but for himself. As first published, Leaves of Grass was a large book encased by green covers with an ornate, leafy design. It included twelve poems- Song of Myself, A Song for Occupations, To Think of Time, The Sleepers, I Sing the Body Electric, Faces, Son of the Answerer, Europe, A Boston Ballad, There Was a Child Went Forth, Who Learns My Lesson Complete, and Great Are the Myths.. Except for the last poem, al l others continued to appear in each successive edition of the same title, as though Whitman was recreating and reliving his works as often as possible. Song of Myself was by far the longest, a prophetic chant that was designed to shock, startle, surprise, and disturb. The others varied from psychological dream fantasy to poetic-absorption of the universe. His preface even called for a new Kosmic poetry. Whitman celebrated an untamed communion with nature with overtones of sensuality that appeared shocking even though his poetry expressed solid transcendental doctrine. .u0afa2913cb35572ec090c5e374fbfe44 , .u0afa2913cb35572ec090c5e374fbfe44 .postImageUrl , .u0afa2913cb35572ec090c5e374fbfe44 .centered-text-area { min-height: 80px; position: relative; } .u0afa2913cb35572ec090c5e374fbfe44 , .u0afa2913cb35572ec090c5e374fbfe44:hover , .u0afa2913cb35572ec090c5e374fbfe44:visited , .u0afa2913cb35572ec090c5e374fbfe44:active { border:0!important; } .u0afa2913cb35572ec090c5e374fbfe44 .clearfix:after { content: ""; display: table; clear: both; } .u0afa2913cb35572ec090c5e374fbfe44 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0afa2913cb35572ec090c5e374fbfe44:active , .u0afa2913cb35572ec090c5e374fbfe44:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0afa2913cb35572ec090c5e374fbfe44 .centered-text-area { width: 100%; position: relative ; } .u0afa2913cb35572ec090c5e374fbfe44 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0afa2913cb35572ec090c5e374fbfe44 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0afa2913cb35572ec090c5e374fbfe44 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0afa2913cb35572ec090c5e374fbfe44:hover .ctaButton { background-color: #34495E!important; } .u0afa2913cb35572ec090c5e374fbfe44 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0afa2913cb35572ec090c5e374fbfe44 .u0afa2913cb35572ec090c5e374fbfe44-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0afa2913cb35572ec090c5e374fbfe44:after { content: ""; display: block; clear: both; } READ: John D. Rockelfeller was a rich man who made his f EssayThe small sale of the first edition of Leaves of Grass did not discourage Whitman from publishing a new edition with a great many new poems the following year. His major encouragement was a letter from Ralph Waldo Emerson praising his work. States Emerson,I find it the most extraordinary piece of wit and wisdom that America has yet contributed. Whitman immediately seized on this, placing quotes of the praise on the binding of his second edition and also including the entire letter in the back of the book, as well as his own response. The large number of new poems in the second edition must have kept Whitman busy as a poet the full year preceding its appearance. Twenty new poems were present, with several bordering on an almost obscene emphasis on sex. In the final analysis, it is perhaps impossible to say whether Whitmans sexual imagery derives from one unconscious or the other or, indeed, from higher levels of consciousness. It is not enough to say only that Whitman was new and bold in his poetry. He had a unique style- the lyric epic- by which he made long poems stay alive. According to biographer James Miller, Jr., his work seemed to take the shape of a life. His form was similar to thought-rhythm, or parallelism, which also can be found in Old Testament poetry and in some Indian sacred books. Whitman defined the poets function as seer: The greatest poet hardly knows pettiness or triviality. If he breathes into anything that was before thought small it dilates with the grandeus and life of the universe. He is a seer. He saw the world as an open book filled with disillusioned people and the rights of man being abused. The reader of his works could not help to criticize him for his use of the worlds fault to explain his view of the world. To Whitman, the game was life, and in it he maintained his pose. It was important to Whitman to not be simply a poet. He volunteered in military hospitals after the Civil War and later worked in several government departments until he suffered a stroke in 1873. Although he still published several more editions of Leaves of Grass before his death in 1892, his last years were spent in poor health. It is difficult to think of many major American poets who have not felt the need to produce their own long poem and who have not felt that Whitman was looking over their shoulder as they wrote. Growing up without privilege did not dull his ability to decorate the written word from his varied experiences, and he forever strove to uncover the elusive meanings that he felt his readers deserved to know. These are the points that this paper has meant to communicate. Whitman truly placed his heart in his pen as few poets have. In short, it looks as though Whitmans haunting figure will remain a presence in American literature he will be lurking there, waiting to see if the poets to come live up to his expectations expressed in the Inscription poem addressed to them

After-School Care Essays - Mathematics Education,

After-School Care Posner and Vandell's article, "Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs" provides valuable research to support the need for quality after-school programs for low-income children. Low-income children need after-school programs like UCLinks because "poverty affects children directly because it limits the material resources available to them and indirectly because of the psychological distress it engenders in parents, which in turn negatively influences parental behavior."(1) The time a child spends after-school is also important to their academic and social development. The quality and type of after-school care a child receives directly correlates to their performance in school and growth in academic abilities. The UCLinks program was created to offer low-income children a quality, academic after-school program. In the UCLinks program, they have children develop their academic skills in language arts, reading comprehension, off-computer activities, and mathematics. The UCLinks after-school program works on bringing the children up to grade level or furthering their development. It does not serve as a homework center for children. Instead, the UCLinks program concentrates on fostering their academic talent in an organized environment. In Posner and Vandell's article, they document research that promotes organized, academic after-school care, "Children's academic and conduct grades were positively related to time spent in one-to-one academic work, with an adult, whereas academic and conduct grades were negatively correlated with the amount of time spent in outdoor unorganized activities." (454) The children of the UCLinks program work with a mentor in 1-1 or 1-2 setting, where mentors specifically focus on academic areas they need to improve or help them develop their abilities to the fullest. 1B. The UCLinks program understands how important reading skills are to children's success in school. If children do not learn to read at grade level, they have a greater risk of falling behind in class work and eventually dropping out. The UCLinks program uses a combined approach to reading instruction with whole language and specific skills development. In each mentoring session of the UCLinks program, the mentors practice whole language instruction. Children have the opportunity to read one on one with their mentor. Bill Honig advocates this interaction with the children, "Teachers classroom routine should include reading good literature to students and discussing it with them, especially by asking questions that stretch children's minds beyond the literal meaning of the text."(3) The active participation the children engage in while reading to their mentors is productive because the children are able to practice decoding, automatic recognition of words, and improve their reading comprehension. Mentors ask their students relevant questions about the book that pertain to the plot, main points and theme of the story. The UCLinks program also practices the specific skills development with their students. Specific skills development focuses on phonemic awareness, phonics, print awareness, word structure, and word-attack and self-monitoring skills. Honig recommends specific skills development, "Students should be taught these skills in an active, problem-solving manner that offers plenty of opportunities to practice the skills in actual reading and writing situations."(13) Children work on computer software like Kid Phonics to develop these specific skills which will ultimately help them read better. The children of the UCLinks program can also spend off-computer time writing stories and poems which immerses them in print awareness and word structure. 1C. In "Children, Mathematics, and Computers" by D. H Clements, he writes "It appears the dominant focus of school mathematics instruction in the last decade has been on computational skills(which students are learning fairly well), but that the development of problem-solving skills and conceptual understanding has been inadequate."(1) The focus on computational skills rather than the problem-solving and conceptual understanding hinder the mathematical abilities of students. As math becomes more abstract, they do not have the required mind state to solve problems with higher level concepts. The UCLinks program supports the teaching of relational mathematics, according to Skewer, knowing what to do and why, over rote learning with their students. The solid mental foundation relational mathematics builds will increase the mathematical abilities of the children and help them problem-solve as math becomes more complex and abstract. The teaching of relational mathematics in the UCLinks program can be observed with the use of pencil and paper, manipulatives, and computers to help children understand mathematical concepts and problem-solving. These practices are further supported in Clements article, "National Council of Teachers in Mathematics recommends that students be actively involved in learning, experimenting with, exploring, and communicating about mathematics."(4) The development of children's mathematical abilities increases when they actually learn the concepts behind the math problems and how to solve them on their own. The interaction children have with pencil and

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