Discuss Greek ideas of Democracy, Citizenship, voting Essay

Discuss Greek ideas of Democracy, Citizenship, voting - Essay Example The best example we have of citizenship in Greek times, is Athens where only adult males born to Athenian parents that had gone through military training were known as citizens who had the right to vote. Women, children, slaves and anyone who owed a debt to the city would not be allowed to vote. However, as was the case in later democratic systems, owning land or property was not a qualification required for voters or citizenship. In terms of political action and the number of votes cast, some citizens were more participatory than others just as it happens in the world today (Fotopoulos, 2008). The voting on various matters took place in an assembly of the citizens but these citizens were not elected as in a parliamentary system. The democracy as well as the functioning of the government was based on a direct system in which any adult make citizen could take part in the decision making process and it was considered an important duty of the citizen to do that. The officials who government this process could be elected or might be selected randomly from the assembly itself. The matters before the assembly varied in terms of their magnitude ranging from granting citizenship to some to dealing with political crimes (Fotopoulos, 2008). Before the vote was cast, speakers could make speeches supporting or opposing the motion before the assembly and then citizens would vote on the motion by a show of hands. The system worked without any political parties and the motion was carried or defeated simply by plain majority. The votes were not counted but simply reported by plain sight since thousands of people may be attending the assembly. Not only was the system quite simple at the heart of it, it also seems to be quite participative (Fotopoulos, 2008). This becomes the very root of the democracy that it was participative since the people present at the assembly had to cast their vote according to the conscious they had and the information

Asian American Heritage Language Education in U.S Research Paper

Asian American Heritage Language Education in U.S - Research Paper Example Until recently, negative views about the personality and social development of bilingual children have been frequently expressed. Bilingualism was long associated with and even said to cause, mental confusion, identity and emotional problems, social attachment deficits, loyalty conflicts and poor self-esteem and self-concept (Sung & Padilla, 1998). However, it is clear that most people in the world have some sort of facility in more than one language and, as widely informed, it is monolingualism that is an aberration, an affliction of the powerful, and a disease to be cured.Until the late 1970’s, a majority of authors presented a negative, prejudiced view about bilingual personalities. Bilingual children were described as having split minds, being ‘neither here nor there,’ marginal people. Subsequent research has demonstrated that in any case, bicultural or bilingual individuals suffer detrimental effect on personality; bilingualism is not likely to be the cause. Rather, the social, economic and political conditions surrounding the development of bilingualism generate the problems.In America, where English is considered the dominant language, it would make sense to teach everyone English only. However, would this be the right course of action given that this would contribute to the extinction of heritage languages and cultures? In the late 20th century, United States had enacted the English-Only pedagogy among conquered peoples and minority groups on the margins of national life.... Subsequent research has demonstrated that in any case bicultural or bilingual individuals suffer detrimental effect on personality; bilingualism is not likely to be the cause. Rather, the social, economic and political conditions surrounding the development of bilingualism generate the problems (Park, 2007). In America, where English is considered the dominant language, it would make sense to teach everyone English only. However, would this be the right course of action given that this would contribute to the extinction of heritage languages and cultures? This question is best addressed by looking at the nation’s history. In the late 20th century, United States had enacted the English-Only pedagogy among conquered peoples and minority groups on the margins of national life (Blanton, 2006). The first region to be affected was Puerto Rico, and was considered the most significant pedagogical laboratory for language learning. English was made the primary language of instruction fo r all the subjects shortly after the American occupation in 1898. This was in place of Spanish-English bilingual education (Blanton, 2006). While English-Only pedagogy was the dominant instructional approach for teaching non-English speaking children between 1900 and 1930, it demonstrated an abysmal track record. Children in English only classrooms were simply not expected to thrive educationally. Educators made it clear that spoken English was the only objective it took precedence over such other subjects as reading, mathematics, and science (Sung & Padilla, 1998). In assessing the approach, it was concluded that English-Only pedagogy institutionalized and rationalized academic failure (Blanton, 2006). The most publicized