Angels in Christianity Essay - 2576 Words

From the beginning of time, angels have played a significant role in Christianity and other western religions. Although, they are often seen as the supporting players in the scripture, they are an essential character to the nature of the stories mentioned in these scriptures. Therefore angels still play a significant role in Christianity and portray the character of a multifaceted and multidimensional divine being around the world (Patella 59). This development of the role of angels in the Christian Tradition doesn’t only have an impact through the stories read in the scriptures or from the portrayal of Angels in Christmas decoration or Christian movies, but they also serve an important purpose to Christianity (Patella 59). They are the†¦show more content†¦Although angels are thought to not have any physical bodies, it was thought that God made these angels either with light or fire (Jones 43). This was said because it helped to distinguish angels from human beings a nd animals. Angels were seen as heavenly bodies and therefore distinct from earthly bodies (Jones 44). The famous Christian Theologian, Augustine said that Angels reflected God’s eternal light. This he argues was because they were created when God said, ‘Let there be light’ and these angels share and reflect the light with God because he shines on them (Jones 43). In some ways, Jesus was also seen as an angel or a messenger to God during early Christianity by some people. This was because of the idea that when God has a message to send to the world, he delivers it through an angel. Therefore the greatest angel or messenger for God is considered Jesus since he not only delivers the message of God to individuals, but he himself is the word of God (Jones 63). Jesus was also called the great angel due to the fact that in the book of Isaiah, the savior is described as an angel. Therefore Jesus was seen as the, ‘Angel of Great Counsel’ who gave the good n ews of salvation to the world in the early Christianity (Jones 63). However the dominance of people in Christian religion rejects the idea of Jesus Christ being an angel. Most Christians believe that Jesus is the ‘Word of God’ and the ‘Word made flesh’ thereforeShow MoreRelatedEssay about The role of angels in christianity1067 Words   |  5 PagesGod sent the angel Gabriel to Nazareth, a town in Galilee, to a virgin pledged to be married to a man named Joseph, a descendent of David. The virgins name was Mary. --Luke 1:26-27, NIV Today we will look at some of the aspects of the Christian doctrine of Angels and their continued role in Christianity and humanity in general. 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Study Guide to Samuel Taylor Coleridge’s Poem “Kubla Khan”

Samuel Taylor Coleridge said that he wrote â€Å"Kubla Khan† in the fall of 1797, but it was not published until he read it to George Gordon, Lord Byron in 1816, when Byron insisted that it go into print immediately. It is a powerful, legendary and mysterious poem, composed during an opium dream, admittedly a fragment. In the prefatory note published with the poem, Coleridge claimed he wrote several hundred lines during his reverie, but was not able to finish writing out the poem when he woke because his frenzied writing was interrupted: The following fragment is here published at the request of a poet of great and deserved celebrity [Lord Byron], and, as far as the Author’s own opinions are concerned, rather as a psychological curiosity, than on the ground of any supposed poetic merits.In the summer of the year 1797, the Author, then in ill health, had retired to a lonely farm-house between Porlock and Linton, on the Exmoor confines of Somerset and Devonshire. In consequence of a slight indisposition, an anodyne had been prescribed, from the effects of which he fell asleep in his chair at the moment that he was reading the following sentence, or words of the same substance, in Purchas’s Pilgrimage : â€Å"Here the Khan Kubla commanded a palace to be built, and a stately garden thereunto. And thus ten miles of fertile ground were inclosed with a wall.† The Author continued for about three hours in a profound sleep, at least of the external senses, during which time he has the most vivid confiden ce, that he could not have composed less than from two to three hundred lines; if that indeed can be called composition in which all the images rose up before him as things, with a parallel production of the correspondent expressions, without any sensation or consciousness of effort. On awakening he appeared to himself to have a distinct recollection of the whole, and taking his pen, ink, and paper, instantly and eagerly wrote down the lines that are here preserved. At this moment he was unfortunately called out by a person on business from Porlock, and detained by him above an hour, and on his return to his room, found, to his no small surprise and mortification, that though he still retained some vague and dim recollection of the general purport of the vision, yet, with the exception of some eight or ten scattered lines and images, all the rest had passed away like the images on the surface of a stream into which a stone has been cast, but, alas! without the after restoration of t he latter!Then all the charmIs broken--all that phantom-world so fairVanishes, and a thousand circlets spread,And each mis-shape the other. Stay awile,Poor youth! who scarcely dar’st lift up thine eyes--The stream will soon renew its smoothness, soonThe visions will return! And lo, he stays,And soon the fragments dim of lovely formsCome trembling back, unite, and now once moreThe pool becomes a mirror.Yet from the still surviving recollections in his mind, the Author has frequently purposed to finish for himself what had been originally, as it were, given to him: but the to-morrow is yet to come. â€Å"Kubla Khan† is famously incomplete, and thus cannot be said to be a strictly formal poem—yet its use of rhythm and the echoes of end-rhymes is masterful, and these poetic devices have a great deal to do with its powerful hold on the reader’s imagination. Its meter is a chanting series of iambs, sometimes tetrameter (four feet in a line, da DUM da DUM da DUM da DUM) and sometimes pentameter (five feet, da DUM da DUM da DUM da DUM da DUM). Line-ending rhymes are everywhere, not in a simple pattern, but interlocking in a way that builds to the poem’s climax (and makes it great fun to read out loud). The rhyme scheme may be summarized as follows: A B A A B C C D B D BE F E E F G G H H I I J J K A A K L LM N M N O OP Q R R Q B S B S T O T T T O U U O (Each line in this scheme represents one stanza. Please note that I have not followed the usual custom of beginning each new stanza with â€Å"A† for the rhyme-sound, because I want to make visible how Coleridge circled around to use earlier rhymes in some of the later stanzas -- for instance, the â€Å"A†s in the second stanza, and the â€Å"B†s in the fourth stanza.) â€Å"Kubla Khan† is a poem clearly meant to be spoken. So many early readers and critics found it literally incomprehensible that it became a commonly accepted idea that this poem is â€Å"composed of sound rather than sense.† Its sound is beautiful—as will be evident to anyone who reads it aloud. The poem is certainly not devoid of meaning, however. It begins as a dream stimulated by Coleridge’s reading of Samuel Purchas’ 17th century travel book, Purchas his Pilgrimage, or Relations of the World and the Religions observed in all Ages and Places discovered, from the Creation unto the Present (London, 1617). The first stanza describes the summer palace built by Kublai Khan, the grandson of the Mongol warrior Genghis Khan and founder of the Yuan dynasty of Chinese emperors in the 13th century, at Xanadu (or Shangdu): In Xanadu did Kubla KhanA stately pleasure-dome decree Xanadu, north of Beijing in inner Mongolia, was visited by Marco Polo in 1275 and after his account of his travels to the court of Kubla Khan, the word â€Å"Xanadu† became synonymous with foreign opulence and splendor. Compounding the mythical quality of the place Coleridge is describing, the poem’s next lines name Xanadu as the place Where Alph, the sacred river, ranThrough caverns measureless to man This is likely a reference to the description of the River Alpheus in Description of Greece by the 2nd century geographer Pausanias (Thomas Taylor’s 1794 translation was in Coleridge’s library). According to Pausanias, the river rises up to the surface, then descends into the earth again and comes up elsewhere in fountains—clearly the source of the images in the second stanza of the poem: And from this chasm, with ceaseless turmoil seething,As if this earth in fast thick pants were breathing,A mighty fountain momently was forced:Amid whose swift half-intermitted burstHuge fragments vaulted like rebounding hail,Or chaffy grain beneath the thresher’s flail:And ’mid these dancing rocks at once and everIt flung up momently the sacred river. But where the lines of the first stanza are measured and tranquil (in both sound and sense), this second stanza is agitated and extreme, like the movement of the rocks and the sacred river, marked with the urgency of exclamation points both at the beginning of the stanza and at its end: And ’mid this tumult Kubla heard from farAncestral voices prophesying war! The fantastical description becomes even more so in the third stanza: It was a miracle of rare device,A sunny pleasure-dome with caves of ice! And then the fourth stanza makes a sudden turn, introducing the narrator’s â€Å"I† and turning from the description of the palace at Xanadu to something else the narrator has seen: A damsel with a dulcimerIn a vision once I saw:It was an Abyssinian maid,And on her dulcimer she played,Singing of Mount Abora. Some critics have suggested that Mount Abora is Coleridge’s name for Mount Amara, the mountain described by John Milton in Paradise Lost at the source of the Nile in Ethiopia (Abyssinia) -- an African paradise of nature here set next to Kubla Khan’s created paradise at Xanadu. To this point â€Å"Kubla Khan† is all magnificent description and allusion, but as soon the poet actually manifests himself in the poem in the word â€Å"I† in the last stanza, he quickly turns from describing the objects in his vision to describing his own poetic endeavor: Could I revive within meHer symphony and song,To such a deep delight ’twould win me,That with music loud and long,I would build that dome in air,That sunny dome! those caves of ice! This must be the place where Coleridge’s writing was interrupted; when he returned to write these lines, the poem turned out to be about itself, about the impossibility of embodying his fantastical vision. The poem becomes the pleasure-dome, the poet is identified with Kubla Khan—both are creators of Xanadu, and Coleridge is apeaking of both poet and khan in the poem’s last lines: And all should cry, Beware! Beware!His flashing eyes, his floating hair!Weave a circle round him thrice,And close your eyes with holy dread,For he on honey-dew hath fed,And drunk the milk of Paradise. The PoemNotes on ContextNotes on FormNotes on ContentCommentary and Quotations â€Å"...what he calls a vision, Kubla Khan--which said vision he repeats so enchantingly that it irradiates and brings heaven and Elysian bowers into my parlour.†--from an 1816 letter to William Wordsworth, in The Letters of Charles Lamb (Macmillan, 1888) Samuel Taylor Coleridge writing this poem â€Å"The first dream added a palace to reality; the second, which occurred five centuries later, a poem (or the beginning of a poem) suggested by the palace. The similarity of the dreams hints of a plan.... In 1691 Father Gerbillon of the Society of Jesus confirmed that ruins were all that was left of the palace of Kubla Khan; we know that scarcely fifty lines of the poem were salvaged. These facts give rise to the conjecture that this series of dreams and labors has not yet ended. The first dreamer was given the vision of the palace, and he built it; the second, who did not know of the other’s dream, was given the poem about the palace. If the plan does not fail, some reader of ‘Kubla Khan’ will dream, on a night centuries removed from us, of marble or of music. This man will not know that two others also dreamed. Perhaps the series of dreams has no end, or perhaps the last one who dreams will have the key....†--from â€Å"The Dream of Coleridge† i n Other Inquisitions, 1937-1952 by Jorge Luis Borges, translated by Ruth Simms (University of Texas Press, 1964, reprint forthcoming November 2007)

Information Systems Technology -hipaa Security - 986 Words

Ms. Kays provided an Enterprise-wide Risk Assessment which status updates to apprise the committee of recent events. Areas of note for the audit committee include: †¢ Corporate Compliance †¢ Information Systems Technology –HIPAA Security †¢ IRS 990 †¢ Medicare RAC Review †¢ Sarbanes-Oxley †¢ Stark Laws Ms. Kays provided the committee with information an update on the Medicare RAC review process. CMS had offered a settlement to try to address the large backlog of cases which paid hospitals to resolve pending appeals or waive the right to appeal in exchange for timely partial payment of 68% of the net payable amount. Ms. Keys explained that the Organization did not opt for the settlement. Review of the cases in question and related documentation supported revising the charges to reflect observation, not inpatient. For calendar year 2014, the Organization had 108 cases totaling $326,226 reviewed, with 37 cases totaling $53,345 questioned/denied. January through March 2015 had 34 cases totaling $179,764 subject to review. Of those, 9 totaling $55,579 were in appeals at June 19, 2015. October 1, 2015 is the go live date for ICD 10. The transition to ICD 10 reaches many areas including patient care, charge capture, and collections and reimbursements. On the patient care side, ICD 10 provides the opportunity to better identify the specific nature of a procedure due to the increase in codes from 18,000 under ICD 9 to over 80,000 under ICD10. The Organization has spent 3 yearsShow MoreRelatedHipaa Essay862 Words   |  4 PagesIn enacting HIPAA, Congress mandated the establishment of Federal standards for the security of electronic protected health information (e-PHI). The purpose of the Security Rule is to ensure that every covered entity has implemented safeguards to protect the confidentiality, integrity, and availability of electronic protected health information. 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Much of that concern is dictated by specific goals of the organization, its mission, and the operational elements of the organization. Most importantlyRead MoreTft2 Cyberlaw, Regulations, and Compliance1320 Words   |  6 PagesStatements Kevin Corey Western Governors University Policy Statements 2 Internationally security techniques and standards, such as ISO 17799, establish guidelines that organizations must implement in order to maintain information security. Information must be protected from those without a readily need to know to perform organizational business functions. Unauthorized access to information can have a detrimental impact on an organization from a legal and operating perspective. One of theRead MoreSEC440 Week 7 Essay1041 Words   |  5 PagesAccountability Act (HIPAA) Compliance By Christopher Knight SEC 440 16 Oct 2014 TO: Company Chief Security Officer FROM: Security Engineer DATE: 16 Oct 14 SUBJECT: HIPAA Security Compliance for Alba, IA Hospital Any patient that is seen by a physician within the United States is to be protected by the â€Å"Health Insurance Portability and Accountability Act† or HIPAA, which was passed into law in 1996 (Jani, 2009). All health care facilities dealing with any protected health information (PHI) are to

The Economic And Political Environment During Early Post War

The source, spoken on the 5th June 1947, is an extract from an address given by the then Secretary of State, George Marshall, outlining his and America’s plan to provide substantial economic aid to the European states, to help facilitate the rebuilding process in the continent. To understand both the need and importance of Marshall’s address in 1947, the economic and political environment in early post war Europe the must be put into context. The Second World War left the majority of European states in serious economic trouble; ‘economies were suffering with open and repressed inflation, disruptive food and raw material shortages’, and the destruction of industry from bombing left production stagnant, consequently leading to the collapse of trade and widespread commodity hoarding in Europe. The political state of the continent was therefore volatile, as Europe cooperation struggled deeply with an identity crisis and the Soviet Union increased its sphere of influence across the East. If ‘hunger, poverty, desperation and chaos’ were to amass, the economic and political advantages of being allied with the continent would quickly deteriorate and soon after Europe would become a serious threat to America. Therefore, Marshall und erstood ‘that European economic recovery was essential to the long-term interests of the United States’ and once becoming Secretary of State on 21st January 1947, he knew substantial plan of American aid must be put in place. While Marshall gives hisShow MoreRelatedModernization Theory Of The Post War Years1324 Words   |  6 PagesSecond World War. The United States found themselves in a unique position where they had shown their military and technological prowess, were the only victor whose infrastructure had not been damaged by the war and saw themselves as the technological leader of the world and a model to be emulated. 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Brave New World Research Paper - 1857 Words

Brave New World by Aldous Huxley shows how scientific advances could and have destroyed human values. Huxley wrote Brave New World in 1932, and most of the technologies he examines in the book have, to some extent, turned into realities. He expresses the concern that society has been neglecting human-being distinction in the progression of worshipping technology. In the story there are no mothers or fathers and people are produced on a meeting line where they are classified before birth. They also use a drug called, soma, to control themselves which illustrate the lack of personal freedom. Everyone in the state world do whatever they were taught since they were growing. For example, one of the tasks they give people is sexuality which is†¦show more content†¦Our civilization has chosen machinery and medicine and happiness. Thats why I have to keep these books locked up in the safe. Theyre smut. -Mustapha Mond (234). Instead of relying on fear to control the people and lettin g them choose from their own perspective, the government controls them through happiness; a fake happiness which is put into their heads as they grow up. In the novel, according to the World State, happiness is combined with stability. The basic goal of the brave new world is, supreme: the happiness of all, even if the consequences lead to the loss of freedom and free will. We can see how important it is for the state to improve happiness upon the people when Mustapha Mond says: The worlds stable now. People are happy; they get what they want, and they never want what they cant get. Theyre well off; theyre safe; theyre never ill; theyre not afraid of death; theyre blissfully ignorant of passion and old age theyre so conditioned that they practically cant help behaving as they ought to behave. And if anything should go wrong, theres soma. (220). The governments goal is to control people but it uses a very inhumane way. People arent experiencing what life is really about because the state wants to keep people away form questioning. The essay Brave New World Societys Moral Decline found in www.123helpme.com, talks about Huxleys beliefs and predictions of the future when he was writing the novel. Some of these, he believed wereShow MoreRelatedObjectification Of Women : Women1377 Words   |  6 PagescResearch Paper Slavens  1 Kayla Slavens Mrs. Wiest English 131 22 October 2014 Objectification of Women The objectification of women can simply be defined as â€Å"seeing and/or treating a [women] as an object† instead of a human being (Papadaki). Women today are portrayed as objects because of the overexposure of erotic images and scenarios in society’s media, social networking and their expectations. Say someone is buying something from the local grocery store. While they are in line they notice magazinesRead MoreThematic Research Paper. 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Rewarding Loyalty free essay sample

Viejo guests are looking for wellness vacation and will spare no expense to get just that. Hailing from all over the world, over 70% of guests are women with household incomes greater than $150K. Located in the majestic San Bernardino Mountains, guests experience spa and wellness services, outdoor activities, pampering, and tranquility. With accommodations and services averaging over $600 a day, the expectations of Cabo San Viejo guests have increased over time. To keep them satisfied, Cabo San Viejo has a well trained staff who believes in the product and more importantly in providing the guest with a memorable experience. However, with increasing competition from other resorts, day spas and even cruises, Cabo San Viejo is left wondering is this enough? How healthy is it? If the firm were to adopt a rewards program, what should be its strategic objective? Cabo San Viejo has built a solid reputation and overall is a healthy company who could potentially position itself to be a major player amongst premier vacation/fitness resorts. We will write a custom essay sample on Rewarding Loyalty or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Cabo San Viejo lacks an elaborate customer identification program but has pulse on the needs of their guests because of the personal relationships built with them over time. For future sustainability and growth however, Cabo San Viejo will need to invest in a more sophisticated way to assess customer behavior proactively. Since a client database can be costly, Cabo San Viejo should look at implementing a rewards program from a short and long term perspective. Short-term, Cabo San Viejo should have access to the services each repeat guest took part in during their stay as well as any comments or surveys received from the guests. This information should be shared with all staff members particularly the reservation staff who will use that information to customize conversations with guests when booking their next visit. The reservation staff will alert key staff members of that guests profile so when the guest arrives each staff member has acted upon the profile accordingly. This could mean stocking their room with their favorite healthy snacks and beverages or changing the rules for a particular service that the guest wants to take advantage of. For example, the guest who wants a massage at 8pm, the reservation staff proactively mentions that massage service is available in the evenings and ask if the appointment should be made. The reservationists should then alert the massage staff and even if booked that appointment will happen for that guest. By implementing short-term solutions, Cabo San Viejo can immediately make impact with repeat guests while focusing on their long-term strategy of implementing and investing in a sound rewards program that takes advantage of technology focused on managing the customer relationship. This database would force Cabo San Viejo to organize their data in such a way that they can start to understand patterns with repeat and new guest behavior, a market in which Cabo San Viejo currently struggles with. New guests cost more to attract and retain than repeat guests. By having a database, new client information such as age, services used, length of visit can be collected and a marketing strategy can be implemented to further attract these customers. New guest would benefit from having an awareness of what Cabo San Viejo has to offer. Upon making a reservation, a spa package with the most popular services could be suggested as a way to potentially sell services in which the novice spa guest may not have otherwise chosen if left to select on their own. The long-term implementation of a rewards program would be more about understanding the needs of the customer and having internal milestones rather than an external points system which the customer manages. For example, perhaps all repeat guests get some level of service free of charge. That could include flowers for someone who has visited twice to complimentary service of choice for the highly regarded repeat guest. Cabo San Viejo loyalty program should offer products and services based on guests purchasing patterns and profitability. What is the biggest problem facing the firm (in terms of customer management)? As mentioned above, a clear opportunity for Cabo San Viejo San Viejo is a more robust system to collect data about their guests. This database would not only house information about the clients experience but also provide information on how profitable each client has been and project future earning potential. A challenge also exists with the necessity to target specific markets in order to support their financial future. On average, only 9. 8% of first time and repeat guest are under the age of 35 and Cabo San Viejo is not doing much to attract that segment of people. Cabo San Viejo should employ a strategy to market and reach those customers. In addition, a market that has yet to be penetrated by Cabo San Viejo is male spa visitors.

Institutional Racism and Its Effects on Latino Students free essay sample

The purpose of this paper is to examine the detrimental effects institutional racism in education has on Latino academic achievement. Consideration is given to the role of educators in perpetuating racist attitudes; the ineffective acculturation measures and the adverse effects resulting from the diminished academic expectations. Latino children exit K-12 systems deficient of the necessary skills to thrive in higher education or in the workplace; facts which foster complacency. Qualitative and quantitative data are used to support arguments and observations. Additionally, this paper is intended to promote dialog about a problem that will have long lasting implications on society at large and the growing role Latinos will play in affecting the trends in educational paradigm shifts. Institutional Racism and Its Effects on Latino Students The idea of institutional racism in education conjures up visions of the Plessy vs. Ferguson era of segregation, when common practice was â€Å"separate but equal† institutions. It was 1954, with the groundbreaking Supreme Court decision of Brown vs. Board of Education, that the practice of legal racial segregation was deemed unconstitutional. Its passing represented an end to de jure segregation for Blacks, but had little impact on the segregation of Latinos, who were considered demographically White. It was not until 1970 when the Supreme Court in Cisneros vs. Corpus Christi Independent School District ruled that Latinos comprised a separate ethnic group, that the full effects of Brown vs. Board of Education also encompassed Latinos. Although de jure segregation was outlawed, white flight has, by default, led to de facto segregation, which has resulted in a new breed of institutional racism. A more subtle racism but equally insidious that indelibly changes the lives of Latino youth by allowing the perpetuation of inferior instruction, by stripping students of their ethnic pride, and ultimately culminating in fostering an attitude of mediocrity. It is irrefutable that most educators have students’ best interests at heart when imparting instruction; however, this does not diminish the fact that racial bias affects the manner in which it is done.  Garcia (2001) explains the Pobrecito Syndrome as the inclination of many educators to lower the academic expectations of Latino students because of perceived disadvantages, such as language and poverty. While not intentional, the prejudice becomes so ingrained in the perception, that it becomes increasingly difficult to extrapolate it. The lowering of expectations begins early in the academic tenure of Latino children and creates progressive achievement disparities between them and White peers (Garcia Jensen, 2009). Indeed, the intention is to protect and unburden those whom educators perceive as underprivileged, however it is this over- coddling that sets Latino children up for failure by undermining their ability to compete academically, and later professionally. In a 2009 focus group conducted by the National Council of La Raza, 60 Latino youth ages 15 to 17 from Maryland, Tennessee, Rhode Island, and California â€Å"†¦reported significant ethnic stereotyping by teachers, administrators, and peers. Such stereotyping, they feel, often leads Hispanic students to be overlooked, excluded, or negatively tracked and results in unequal educational opportunities† (p. 15); a fact which clearly demonstrates the pervasive and detrimental effects of institutional racism; intentional or not. A combination of factors has been effectively employed to systematically strip Latino youth of their ethnic identity, in particular the process of Americanization and the notion of color-blindness. For purposes of clarity, ethnic identity will be referent to the self-concept one develops as a result of belonging to a particular group in which similar customs, values, beliefs and language is shared. Garcia (2001) describes the â€Å"Americanization† theory as one that espouses the notion of the dominant Anglo culture as ideal and one to which Latinos should conform by learning English and adopting American values (p. 50). The ultimate goal of those who promote the Americanization theory is to convince Latino youth that internalizing and adopting American culture will be  beneficent to their success in mainstream America. The most recent approach utilized in American schools to divorce Latino students of their ethnic identity is â€Å"colorblindness†. Ullucci describes colorblind ideology as the misunderstanding that racism exists, the denial of racial and cultural backgrounds, and the devaluation of culturally relevant pedagogies (2010). Its basic premise is that Latino and other non-dominant cultures are inherently flawed and their cultural existence should be dismissed by turning a blind eye. Both methods convey the negative message to impressionable Latino youth that there is no place in education for their old world culture (Garcia, 2001) and both neglect the fact that today’s ever growing ethnic populations warrant race conscious dialogue. Disproportionately, U. S schools are failing Latino youth and relegating them to repeat cycles of poverty and of unfulfilled dreams. The U. S Department of Education (2010) indicates that Latino youth continue to have the highest drop-out rates of any other group, at about 15 percent, which for Latinos translates to about 134,000 youth (Fry Taylor, 2013). These young high school drop-outs are more apt to engage in low-paying work, to struggle with unemployment, or to depend on government aid as a result of insufficient basic skills knowledge (Foxen, 2010). While the dropout rate is disturbing, more unsettling is the exponential number of students who graduate ill-prepared for the rigors of collegiate education and for a job market requiring a more highly skilled workforce (Foxen, 2010). By the droves, these students, as a result of teacher expectations, are disengaging from their own education to carry out the self-fulfilling prophecy of mediocrity. The fact that 83% of educators are White, middle class women creates another layer of disconnect for Latino students who are unable to positively identify with successful role models who share their background (Gandara, 2000). Unable to see themselves reflected in the degree-earning demographics and having few encounters with educators who are adequately trained to understand their plight, Latino youth are simply rendered impotent to affect change, thus completing their assent into hopelessness. Conversely, some believe that Latino apathy toward education, rather than institutional racism, is what impedes academic success. It is their work ethic and lack of familial support that disengages students from the learning process. If Latino students would stop being lazy and commit to their studies and if parents would get involved and show some interest in their children’s education, instead of blaming poor performance on teacher bias, then success would be inevitable. While these arguments may seem legitimate, they are based on erroneous perceptions. Madrid (2010) contends that many educators perceive minority status as one of disadvantage, which sets the groundwork for lowered expectations. He further argues that Latino disengagement occurs for multiple reasons, teacher bias being of critical importance. Latino students enter school as equally engaged as White students, but soon discover that their aspirations are incongruent with their academic abilities (Goldsmith, 2004). Latino parents are completely supportive of their children’s academic success, but because of their own low educational attainment, they lack the cognizance of maneuvering the educational system. They believe it is their moral obligation to raise children who are respectful and who behave ethically, but recognize their own deficiencies in academia and consequently defer to the expertise of teachers regarding academic skills (Madrid, 2010). Latino parents wholeheartedly support the role educators play in the lives of their children and expect the same respect for their role. Educators must understand that a lack of formal education does not equate to a lack of knowledge. It is those educators who take the time to understand student and parental shortcomings, regardless of race, who affect the most positive change in student outcomes. Additionally, some argue, predominantly Latino or minority schools have been allocated additional funding to improve disparities, without success. Federal, state and local governments cannot continue to simply dump money into these schools when it has consistently been proven to be ineffectual. There are predominantly White schools receiving less funding yet yielding much higher learning gains. Agreed, simply dumping money into underperforming schools is fiscally irresponsible. However, by investing money in correcting the disparate conditions and by requiring strict accountability, schools can become havens for equal educational opportunities for all children. As a result of de facto segregation, a disproportionate number of Latinos and Blacks attend schools where poverty and overcrowding are the common denominators (Kozol, 2005). When compared to per pupil spending in predominantly minority schools and predominantly White schools, the discrepancy becomes glaringly obvious (Kozol, 2005). In schools populated by mostly Latino and Black students, instruction is conducted in dilapidated buildings lacking basic amenities such as operational plumbing and learning-conducive classrooms (Kozol, 2005). In terms of resources, many of these schools do not offer access to science labs, media centers and libraries, which by default renders students unable to compete with their more affluent White peers (Madrid, 2010). Most disturbing is the number of underprepared and yet- to –be credentialed teachers employed in high Latino population schools (Madrid, 2010). The more highly trained and seasoned educators opt to teach in schools offering better pay, which happens to be in predominantly White, affluent schools (Gandara, 2000). No, simply throwing money at underperforming schools is not the answer, but with appropriate regulations, it is a start. It is the belief of many that racism in schools is a thing of the past. Many argue that Latinos use the â€Å"race card† as a way of deflecting culpability in their own sub-standard academic performance. Historically, it is argued, racism was legally sanctioned through segregationist practices, now however racism is illegal, thus allowing every student equal opportunity and equal access to all facets of education. Although it is true that the inherent racism embedded in segregation was outlawed in the 1954 Brown vs. Board of Education Supreme Court decision, institutional racism continues (Garcia, 2001). The old brand of institutional racism came in the form of physical violence, abusive language and of legally sanctioned separation, but it has morphed into a less threatening figure. Now it comes in the form of lowered expectations, of less funding, of watered-down curriculum and of outdated materials (Madrid, 2010). If it were simply a matter of using the â€Å"race card†, many Latinos would be utilizing it to change the abhorrent conditions in their schools, to ensure qualified instructors, and to demand equally rigorous instruction. In a 2002 interview featured in the North American Journal of Psychology, speaking on multicultural education, Sonia Nieto states, â€Å"It also means that teachers need to be aware of the ways in which our schools, rather than focusing on the potential that all children have for learning, have consistently failed some students because of their social identities.† (Gaedke Shaugnessy, p. 479). It is time for true equality to permeate our schools and for opportunities to be disseminated uniformly. Although there are many instances of institutional racism currently festering in U. S schools, the time is ripe for squelching it. It behooves us as a nation to ensure that all children receive quality education imparted by exceptionally qualified instructors and in conditions that are conducive to equitable learning. Institutional racism breeds long-term effects that our children carry with them into the broader society. The Latino population is growing exponentially in this country, which means that exponentially Latino children will be enrolling in public schools. This growth will require a systemic change in the way education is imparted to meet the needs of the changing demographics. Schools must discontinue viewing Latinos as inherently flawed but rather as fully capable and integral members of a broader society who will positively affect the success of this nation.