Acculturation, Pluralism and Cross-Cultural Awareness in the Classroom Essays

Acculturation, Pluralism and Cross-Cultural Awareness in the Classroom Essays Acculturation, Pluralism and Cross-Cultural Awareness in the Classroom Essay Acculturation, Pluralism and Cross-Cultural Awareness in the Classroom Essay Acculturation, Pluralism and Cross-Cultural Awareness in the Classroom First, acculturation is the process of adopting the dominant group’s cultural patterns; some groups prefer to keep, or maintain the original culture. Consequently that group will not have become highly cultured to American culture. Second, Pluralism ideology believes that they should keep their identity and culture. Such ideas have advantages and disadvantages, because most of the case the dominant groups are not willing to share powers, and Third, cross-cultural awareness in the classroom is critical for nation that is form by diversity groups. The main purpose of this search is to evaluate he advantages and the disadvantages of acculturation, pluralism and cross-cultural awareness in the classroom from different perspectives. The supporters the acculturation usually are the groups from the first generation of immigrants. They keep their identity and cultures. One of the issues of this group is that they never become fully form part of the main stream society. By definition acculturation â€Å"refers to changes to that take place as a result of continuous firsthand contact between individuals of different cultures. Such contact not only produces changes in people’s attitude, values, and behavior, but may also significantly affect their cultural identity. â€Å"It is important to note that acculturation is determined, in part by the individuals or family; that us, they can decide how much they want to dress, speak, and behave like members of the dominant group. According to Rambaut and Portes (2001) â€Å"There are three acculturation patterns among immigrants: consonant, dissonant, and selective. Example of consonant acculturation, parent and children learn the language and culture of the community in which they live. In dissonant acculturation, children learn English and the new culture while parents retain their native language and culture, often leading to conflict within the family and decreasing parenting authority, and fluent bilingualism in the second generation is an outcome of selective acculturation in which the children of immigrants learn the dominant culture and language, but retain significant elements of their native culture. †Donna M. Gollnick, Philip C. Chinn (2006) Multicultural Education in a Pluralistic Society Pg. 29 Newcomers, for example, may have come from relatively homogeneous countries such as Japan, where cultural identity is rarely challenged, and may have had no experiences with the new host culture. † Kenneth Cushner Averil McClelland (2006) Human Diversity In Education Pag. 115. People also differ in the degree to which they wish to retain or are willing to change their cultural identity. Second, pluralism ideology â€Å"allows two or more distinct groups to function separately and equally without requiring any assimilation of one into the other† Donna M. Gollnick , Philip. Chinn (2006 Multicultural Education in a Pluralistic Society) It is the point of view of conservative. Pluralism recognized many ethnic and/or religious groups that could coexist. It has advantage and disadvantages. There are not equitably between the dominant group and the groups who identify themselves with the pluralism. For the two groups to function, it will be necessary that power and resources be shared across those groups. Through the long of the history of this nation those power and resources have been controlled by the dominant group. They will be not very willingly share power and Wealth with others. To attain social and economic mobility, minorities are requiring functioning in the dominant culture rules. For example â€Å"some critics of the system believe that the dominant group uses a strategy of divide and conquer to keep ethnic groups segregated and fighting among themselves for the few resources available â€Å"Donna M. Gollnick, Philip C. Chinn (2006 Multicultural Education in a Pluralistic Society Pg. 32) Other believes in the integration of cultural group and promotion of more equality across groups. It is good intention of those groups, but the reality is totally different. The ideology of the dominant group is why we have to share power and resources if we were the first to establish this nation. This position is not directly open, but it subjective by the attitude that the dominant group have toward minority group. We had experienced the feeling of living in a culture where small groups want to dom inate by force, and elite groups have control over power and the few resources. The advantages of the pluralism call for free choice for individuals as well as groups. The practice of cultural choices allows individuals the right to choose statuses such as gender, ethnicity, and age in determining who they are. Even though, of this supposedly advantages in the United States neither assimilation nor pluralism adequately addresses the diversity that exists. The school should also help all students to develop ethnic literacy, since most American are very ignorant about cultures in the United States others than their own. As educators have to close this gap and teach the students to have more understanding of other different. Third, Cushers and Brislin stated â€Å"that for years researchers from cross- culture psychology have searched for methods that could be used to analyze, understand, improve intercultural interaction. †Knneth Cushner, (2009) Human Diversity in Education Pg. 119. As many analytics suggest, that cross-culture have to be with the recognition that people have similar reactions to their cross-cultural encounters regardless of the setting or the person their own cultural background. I believe that everybody have the same feeling when we have to encounter with unfamiliar situation, or new culture. It is just in the universal approach, but in the school setting Cross-Cultural Awareness have a specific meaning; that we must have to think about if we want to become an efficient educator. We have to become as model for students. Students can learn to understand and appreciate culture groups if the adults and teachers set the right attitude about differences. Another example is many educators are in disadvantage, because they do not live, or have never lived, in the community in which their students live. In my understanding it is not a valid excuse. When we take a teaching position in an area that we are not familiar with; we have to do our researcher about that particular neighborhood. There are various resources useful to acquire knowledge about our diversity in the classroom. For example,† we can learn about the perspective of others by reading articles and books written by men women from different ethnics, racial, social-economic, and religious groups. † Donna, M. Gollinick (2006 education that is multicultural) I think that we as educators, we have to open the windows for more understanding between different cultures that take place in the classroom. It is very important that we are familiar with our students demographic, and social economic backgrounds. Create curriculum having in mind all diversity present in the classroom. Cross-culture awareness is a priority not a choice. It is not only for an individual who wants to become an educator. It is something that helpful in the kind of world that we live. Many people have to leave the country for different motives. When we are willing to accept other and understand others cultures it make our life my easy in unfamiliar environment. Finally, as teachers we need to have understanding of diversity and culture differences. I think that it is easy for educators to say that she /he does not see colors, or ethnic in the classroom. It is just because the person wants to denial cultural differences. These teachers do not share experience with the community where their students lives. It is normal that some people want to maintain they own norms and values. Since other prefer the acculturation because they see more opportunities of with the world of the dominant group. The reality is that if an individual does not want to interact with the others ethnic groups then these persons become insolate. A teacher with understand of the real reality of this nation will celebrate culture differences. I believe that each student I unique entity with her/his talents and difficulty. References If you need to type anything after the reference list then start it on this page

Using the Spanish Verb Hacer

Using the Spanish Verb Hacer Hacer is one of the most versatile verbs in the Spanish language, and it is used in a wide range of expressions that youll use daily. Although it is often said to mean to make or to do, in context it can refer to almost any activity as well as the act of becoming. Except as a simple question ( ¿hace? can mean something like will that do? and  ¿quà © haces? means what are you doing? or what are you making?), hacer very seldom stands alone. It is almost always followed by a noun. Key Takeaways Although  hacer  often is translated as to make or to do, it can be used in many other ways, including time and weather expressions.The reflexive form  hacerse  can also mean to become or to turn into.Hacer  is irregular in nearly all its forms. Uses for Hacer Here are some of the most common uses of hacer: To indicate the making or creation of something: A number of translations of the verb can be used in English depending on what is being made. Vamos a hacer una pgina web. (Were going to design a web page.)Hizo una casa grande en Chicago. (He built a large house in Chicago.)Hice un libro sobre mi tà ­a. (I wrote a book about my aunt.)El rbol hace sombra. (The tree provides shade.) As a general verb meaning to do: Hacer can refer to an activity in general, or it can replace a verb used earlier. No hizo nada. (She didnt do anything.)Yo comà ­a mucho y à ©l hacà ­a el mismo. (I ate a lot and he did the same.)Haz lo que digo, no lo que hago. (Do what I say, not what I do.)Hice mal en no estudiar. (I did wrong not to study.) As part of an expression or idiom indicating an act of some kind:  ¿Quieres hacer una pregunta? (Do you want to ask a question?)El acto terrorista le hizo daà ±o a mucha gente. (The terrorist act hurt a lot of people.)Hizo pedazos el comprobante. (He tore the receipt into pieces.) In weather terms: Typically, weather terms use a third-person singular form of hacer followed by a noun. Hace frà ­o. (Its cold.)Hacà ­a viento por todas partes. (It was windy everywhere.) In time expressions: Typically, hace is followed by a period of time to indicate how long ago something happened or started. El dà ³lar cae a niveles de hace dos aà ±os. (The dollar is falling to levels of two years ago.)Este virus se descubrià ³ hace poco tiempo. (This virus was discovered a short time ago.)La tengo desde hace tres dà ­as y estoy muy contento con ella. (I have had it since three days ago and am very happy with it.) To show causation: In some cases, hacer is used similarly to the English make to indicate why sometime happened. Ella me hace feliz. (She makes me happy.)Eso me hizo sentir mal. (That made me feel bad.) To indicate the act of becoming: The reflexive form hacerse is often used to indicate change. Se hace ms feliz. (Hes becoming happier.)Me hice hindà º. (I became a Hindu.)Se hicieron amigos. (They became friends.) In various impersonal expressions: In some cases, hacer can become the equivalent of to be. Hace un dà ­a esplà ©ndido. (Its a terrific day.)Voy si hace falta. (Im going if its necessary.)Hay gente que hace carrera sin talento. (There are people who are successful without talent.) To indicate the taking of a role: The role can be deliberate or not. Hizo el papel estelar en El Barbero de Sevilla. (He had the starring role in The Barber of Seville.)Hacà ­a el tonto con perfeccià ³n. (He played the perfect fool.)Hizo como que no entendà ­a nada. (She acted as if she understood nothing.) To indicate how something seems: The reflexive form is sometimes used in this way. Piorno se hace simptico por su acento caribeà ±o. (Piorno seems friendly because of his Caribbean accent.)Las horas se hacà ­an muy largas. (The hours seemed very long.) Conjugation of Hacer Like most much-used verbs, hacers conjugation is highly irregular. Here are the conjugations of the irregular indicative forms, with irregular conjugations in boldface: Present: yo hago, tà º haces, à ©l/ella/usted hace, hay (impersonal), nosotros/nosotras hacemos, vosotros/vosotras hacà ©is, ellos/ellas/ustedes hacen. Preterite: yo hice, tà º hiciste, à ©l/ella/usted hizo, hay nosotros/nosotras hicimos, vosotros/vosotras hicisteis, ellos/ellas/ustedes hicieron. Future: yo harà ©, tà º harà ©s, à ©l/ella/usted har, nosotros/nosotras haremos, vosotros/vosotras harà ©is, ellos/ellas/ustedes harn. Conditional: yo harà ­a, tà º harà ­as, à ©l/ella/usted harà ­a, nosotros/nosotras harà ­amos, vosotros/vosotras harà ­ais, ellos/ellas/ustedes harà ­an.

Online Marketing Essay Example | Topics and Well Written Essays - 1000 words

Online Marketing - Essay Example IKEA is one such business, which has significant online presence. Founded in the year 1943 this company has grown into a world famous consumer and household goods designer and seller company. It sells its products through their retail outlets in more than 35 countries, including United Kingdom. Apart from this physical presence in UK, it has an online presence in the form UK specific website. http://www.ikea.com/gb/en is the United Kingdom segment of the Sweden based website which offers a wide range of home furnishing products for its customers. Its product range covers all the parts or sections of a house from bedroom to bathroom. United Kingdom’s IKEA website maintains separate pages for each section. The links to each section is placed horizontally on the top, which includes the living room, section, bedroom section, kitchen section as well as bathroom section. Clicking each section, will take one to a separate page (opens in the same window), which features IKEA’s specific category products. Apart from these common sections, keeping in line with Christmas season, a link called Christmas is also added. In addition, there is separate section for Child based products and textile products. Target Users: In the case of IKEA, the target users are UK based mainstream consumers, who want to purchase products from their homes. IKEA in its homepage or main webpage has separate links to each country, so when users from UK visits IKEA’s homepage, they will normally click the link to the â€Å"IKEA United Kingdom†. So, this arrangement will give sufficient idea that the target users of IKEA will be mainly UK based people or consumers, who wanted to buy or even research about various household items. Navigation: In IKEA, the navigation is very smooth, with all the links about the various products provided on the left side. Therefore, this makes the navigation ‘intuitive’ to guide the user of its function in determining to which page

The rights and responsibilities that the Constitution gives American Research Paper

The rights and responsibilities that the Constitution gives American citizens - Research Paper Example It meant that a citizen, as a matter of right, cannot be arrested, detained nor its property be seized without justifiable cause and procedures. Each American has the right to the â€Å"due process of law that protects all these rights. The principle of due process clause is found in the Fifth and Fourteenth Amendments and states that no person shall be deprived of â€Å"life, liberty, or property, without due process of law† (Rights and Responsibilities of American Citizens). The principle of due process ensures that the laws must be fair and reasonable, must be in accordance with the Constitution, and must apply to everyone equally. b. Right to equality The right to equality is one of the crowning glories of American society where everybody has the same rights and privileges from where the lowest menial worker in the country has the same right and privilege of that of the highest officer or richest man in the land. The right to equality is guaranteed in the Fourteenth Amend ment. It meant that every citizen is entitled to the same equal protection of laws in the United States regardless of race, creed or political orientation. This right protects every American from discrimination and arbitrary treatment that ranges from work opportunities to availing of social services. c. Right to liberty This guaranteed right of each American made United States the proverbial â€Å"land of the free†. ... r the constitution Vote in federal elections Serve on a jury Bring family members to the United States Obtain citizenship for children born abroad Travel with a U.S. passport Run for federal office Become eligible for federal grants and scholarship These rights however come with a duty to ensure that such rights are enjoyed by every citizen and to ensure the perpetuity of the political condition that make the enjoyment of such rights possible. Duties are mandatory and are subjected to penalty under the law while responsibilities are done voluntarily and are a positive response from a citizen to contribute to the government and community that his or her enjoyment of rights may continue. Duties every American citizens Obey the law Pay taxes Defend the country Serve in court Attend school Responsibilities of every American citizen Know your right as a citizen that they may be preserved Respect the rights of others Serve the community II. Questions: a. To what extent does the Constitutio n protect the right of privacy?   The â€Å"right to privacy† is not literally stated in the Constitution of the United States. In fact, the word â€Å"privacy† cannot even be found. And so are other important rights like the right to marriage and family. It is because the constitution only spells out what the government can do what the people can do. The constitution limits or delineates the powers that the government is authorized to exercise. Examples of these are the prohibition of the authorities to keep a person in jail indefinitely without the benefit of a fair trial, nor can it search or seize properties without due process of law nor the government can enact laws that will abridge the rights of the freedom of speech, assembly, religion etch. This explains the absence of the literal

Emergency management Essay Example | Topics and Well Written Essays - 250 words

Emergency management - Essay Example At its inception in 1968, NFIP provided insurance to citizens living near coastal areas. However, the government provided subsidies mainly to offset bills for poor families and reduce policy implicated economic effects. However, management of Katrina Hurricanes, Wilma, and Rita caused NFIP to run in debts. Consequently, the government placed a bill that significantly faced out flood insurance subsidies. It is important to note that discontinuing federal subsidies and increase in insurance rates would result into social and economic effects in the country. First, facing out the federal subsidies would significantly increase the cost of purchasing or managing an already built home. The inherent NFIP insurance premiums would additively increase property prices. Consequently, most citizens would not have the economic capacity to purchase homes either in low or high flood areas. Moreover, since high flood zones including Mississippi and Louisiana would incur higher NFIP insurance rates, economic value of home property would significantly remain higher. Consequently, most citizens from other US regions would not wish to relocate to such flood-prone areas. Essentially, such occurrence would fundamentally discourage social life of US citizens by denying integration of persons from low and high flood zone areas. Therefore, it is imperious for the federal government to avoid discontinuing flood insurance subsidies to help mitigate potential socio-economic

Legal Frameworks for Child with Disabilities

Legal Frameworks for Child with Disabilities Outline the legal and regulatory requirements in place for children with disabilities or specific requirements. Every child has the right to be treated fairly no matter what their disabilities/circumstances are. It is against the law for Schools to treat a child discouragingly because of discrimination. Direct discrimination is when you actively discriminate against a child ie refusing a chid into the setting because of a disability/condition. Indirect discrimination occurs when practises are in place but they dont take into account the needs of the child ie signs/labels in a different language so the child can read them. There is also discrimination due to disabilities ie a Teacher may stop a child from doing an activity because of time (it will take the child too long to complete the task). This results in fewer opportunities being offered to them to experience and very unfair. There are legal and regulatory requirements that the School must adhere to protect disability and SEN children from discrimination and promote their inclusion: The Equality Act 2010 Provides addition protection from discrimination for children with disabilities. The Act requires children with disabilities receive the same access to public/private services as any other child and for these facilities to make changes to ensure access for all. It promotes equal opportunities/inclusion for all children. The Special Educational Needs (SEN) Code of Practice 2001 Developed to promote practices that value individual needs of children with disabilities and to offer guidance to Schools regarding equality and inclusion. Main purpose is to provide early invention support for children with SEN, to identify their individual needs and provide appropriate support. Main principles of the code are: *Children with SEN should have needs met and normally in mainstream Schools. *Views of the child must be taken into account and Parents must be involved. *SEN children should be offered full access to a broad, balanced and relevant education. The United Nations Convention on the Rights of the Child to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. Article 1 Respect for the evolving capacities of children with disabilities and respect for the rights of children with disabilities to preserve their identities. Article 3 Details rights/entitlements to all children regardless of their individual needs/circumstances. The United Nations Convention on the Rights of Persons with Disabilities Human rights treaty that confirms the rights of disabled people. Stresses the importance of disabled people being able to enjoy their human rights equally with non-disabled people. It recognises that people with disabilities do face barriers and outlines strategies to reduce barriers and promote their rights. Warnock Report (1978) Introduces term SEN into UK legislation and emphasises the 2 categories of children with SEN 1) children who experience difficulties at School but needs can be met at mainstream level 2)children whose needs are more complex and need specialised educational environments. The Special Educational Needs and Disability Act 2001 Makes further provisions against the discrimination of disabilities in Schools. Strengthens the rights of SEN children to be educated in mainstream Schools. Importance of working inclusively with children with disabilities or specific requirements. It is essential that people working with children promote equal opportunities by providing an environment free from discrimination. Inclusion is focusing on the needs of every child and ensuring the right conditions are in place for all to achieve their full potential. Children with SEN should be given the same opportunities as children without SEN/disabilities and feel valued, respected and supported. Our School has created a child focused approach where we focus on and build on their support using each childs strengths, needs and interests. Each child is an individual and must be listened to. This shows respect and they will feel safe and secure in the setting. This ensures that every child is valued as an individual. When planning activities we take into consideration their interests and abilities. We empathy to SEN children by the way we try and understand their feelings and point of view. We try and adapt the activity according to their needs and abilities so they are able to ta ke part with everyone and not be singled out. We involve the children in decision making and actively encourage them in planning their IEPs. We listen to what they need and want so then this helps us provide opportunities for them to be more independent this helps their confidence and self esteem. We believe children who grow up in Schools where all students are valued and seen as equal members will learn to respect and advocate for diversity in the larger community. Disability, Literacy and Inclusive Education for Young Children. Personally I think it is so important for all children to learn and play together and to be treated the same. It builds an understanding and acceptance for all and highlights the fact that children develop skills which enable them to teach one another. Children with disabilities will often make huge improvements in their communication, socialising and functioning skills while developing children will have better attitudes towards others, greater patience, tolerance and self esteem. One of our school mottos is We all belong where we expect all children to work together, making everyone feel welcome and involved and have a positive attitude. This really helps the SEN children feel a sense of belonging and a reduces feeling of isolation. We constantly run weekly sessions reminding the children to look at their attitudes and beliefs and if necessary help them make changes. It does help that all staff members are very positive about inclusion and diversity and are visually pro active in the activities we undertake, displays that we use and resources/materials we offer in the classroom. Benefits of working in partnership with Parents and other professionals. The Childrens Plan published by DCSF in 2007 highlighted the importance of the partnership between Parents and Schools to support children in their learning. It has been proven that Parental involvement has a positive effect on childrens achievement at School. They are able to reinforce learning from School by using play and extra curriculum activities ie practising times tables, listening to their child read, drawing, painting and visiting libraries and places of interest. They also help improve the childs gross/fine motor skills, communication/listening and social skills. Parental involvement in childrens education from an early age has a significant effect on educational achievement and continues to do so into adolescence and adulthood. The Impact of Parental Involvement on Childrens Education. Parents must always be consulted and involved in the care and support of their child. Schools need to show respect when discussing these delicate matters and always valuing the opinion of the Parents. Schools need to be demonstrating inclusion of all children and a way they can show this is by seeking the advice and resources of external agencies when it may benefit the child. The SEN Code of Practice recognises the value of the partnership with Parents. It is a well known fact that Parents knowledge of their child is exemplary and must be taken into account when deciding on support/education. The child and their needs must be at the centre of all discussions. Parents will have more of an idea of the childs strengths and the support can be tailored to take these into account ie if the child likes singing then perhaps learning can be adapted to singing times tables and alphabet songs. Some SEN like dyslexia may run in the family so family members may have developed specialised knowledge of the condition this may aid in the planning of support for their child. Some Parents find the whole process of having a SEN child very complex, difficult and emotional. Schools need to respect these feelings and emotions of the Parents and value their support. Full discussions and advise must be given to instil trust and confidence that the best is being done for their child at that School. Parents must be aware of all the policies/procedures of the School, support available for their child and any relevant documentation regarding their child. Trust will then be given as the Parents will respect the School and all involved in the care of their child. Schools must remain professional at all times. They should provide time and opportunity to discuss the childs progress. The Parent will feel involved and empowered that their opinions are listened to. Each party should acknowledge each others views and opinions but be able to agree amicably on a plan to support the child. Schools must be flexible when planning meetings with dates/times as they may be dealing with working families or families with siblings. It is a requirement that all Schools have a SENCO a designated person who is responsible for co-ordinating the care and support needed for the SEN children. This is helpful for the Parents as they only need to liaise with one member of staff. Other professionals that the SEN children may come into contact whilst at School are: Physiotherapists, Speech and Language, OutReach (Autistic), Hearing Impaired and Educational Psychologists. How practitioners can adapt their existing practice to support children with disabilities or specific requirements. Care must be taken to make the environment of the setting to be accessible for all children to use regardless of their needs. This may require ramps to be installed or disabled toilets to be fitted. The environment must be well lit, visually attractive, tactile and attractive. Space in the classrooms should be maximised to allow all children to have a sense of freedom. Grounds of the setting should be well maintained and be clear from any hazards which may endanger the children. Resources and activities should be adapted so all children are able to access them ie sand trays at waist height instead of being situated at floor level. SEN childrens needs should be thought of at the planning process with differentiation of activities not to challenging as they will loose interest and not too easy as they will not be fully engaged. They need to be planned to meet the individual needs of the child and age/stage appropriate. All children should have accessibility to the same resources. Some children may require specialist resources ie colour overlays for dyslexic children, flashcards, ICT programs designed to support phonics ie word shark, specialist interventions and 1-1 support. Attitudes of the adults working with SEN children need to be of a positive and understanding nature. Full training should be offered to these members of staff in new policies and procedures. Regular training in specialised areas should take place and involvement of all staff on the needs of certain SEN children. The SENCO must keep up to date with equal opportunities and inclusion policies and hold briefing sessions. Staff need to be available to support children who need assistance in simple personal issues ie dressing/undressing and medical conditions ie diabetics. Consideration needs to take place to help the children become more independent and to try things by themselves ie putting Velcro on dressing up costumes so all children can access the activity. Some children find it challenging to express their feelings, needs and preferences. Our staff who work with SEN children wear feeling flashcards on our lanyards so children can point to a picture to tell us how they are feeling. In Reception we use visual aids to help children decide what activity they would like to do/ show their preferences. We try and encourage independency through the use of computers word processing and dictaphones record their thoughts for the Big Write to help support them in their activities. Teachers try and keep their classroom setup the same so children learn where to find things and helps the SEN children establish routine and a safe/comfortable environment. Resources are clearly labelled with words/pictures and stored in the same location. Schools must be in regular contact with Parents at home supplying them with updates on process and new polices/procedures that affect their child. They must always liaise with outside agencies drawing on their expertise and advise in their particular areas. References The Impact of Parental Involvement on Childrens Education www.education.gov.uk/publications. Article 1 and Article 3 Convention on the Rights of Persons with Disabilities. Disability, Literacy and Inclusive Education for Young Children www.uni.edu/inclusion/benefits_of_inclusion.htm. Abbreviations SENSpecial Educational Needs IEPIndividual Education Plan

Dorm Life Essay -- College Housing Relationships Essays

Dorm Life Each year students entering college face one of the biggest transitions they will ever have to encounter in there life, moving into a dorm room. Most students are use to living in a house with there family and most likely having there own bedroom and own bathroom. Now as they begin college, the students move in with complete strangers, and share a bedroom and maybe a bathroom with one to three other people. Adapting to this new environment might take a lot of time and patients for this college student to adjust and feel comfortable. Finally after adapting to this new life the college students begin to enjoy this new environment. In this paper I am going to talk about and explain some of the steps of this transition to dorm life and give some of my experiences. Just think about growing up and having your own bedroom that was twelve feet by eighteen feet, then all of a sudden you go off to college and you are sharing this same size bedroom with three other girls. Most people would feel very crammed and uneasy at first. This is exactly what happened to me. Even though I knew two out of three of my roommates it still felt uncanny. In our bedroom we had four beds that could not be bunked, a TV stand and TV, and we also had four night stands by each of our beds. Built in one wall of the bedroom were a mirror, sink, and some drawers. This dorm room also had a living room (which was the same size as the bedroom), where we each had our own little desk area for our computers and what not. The fourth roommate decided to bring her own desk even though she had another desk to use. This desk took up a lot of space that we did not have. We also had a futon, papazon chair, trunk, refrigerator, microwave, and storag... ... life is all the memories you get to make. The late night conversations with your roommates about life and your future goals are the best. Cheering up your roommate by doing something funny to make them laugh after a bad day of classes. Its always great to be cheered up by someone who has got to know you in a short period of time but has also got to see almost all side of you. Movie marathons on those rainy days with the roommates to pass the time always keep me out of the state of boredom. These are just a few things that students store in there dorm life memory box. College is not all about the studying, and classes, it is the life outside of classes, the dorm life. Dorm life is not all that bad once the college student gets use to the small room and having to share it with one to two other peers. Most likely the good times out weigh the bad by a lot.