Throughout the webinar, Riley’s mother identifies several privileges she and her family had that influenced what they were able to provide for Riley in terms of her bilingual development. What are the privileges she mentioned? Based on what she has shared and what you’ve learned this semester, re-imagine an early intervention system that would work for families and give children and parents the support and opportunities they need. What personnel/human capital would be involved? What resources would be provided? What would the goals and outcomes be? What would the EI experience be like for parents and their children from the moment they enter the system?
https://courses.language1st.org/courses/take/raising-riley/lessons/38371864-raising-riley-a-hearing-family-s-approach-to-asl-english-bilingualism-for-their-deaf-child
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Redesigning Early Intervention for Bilingual Development: Ensuring Support and Opportunities for All Families
Introduction
Early intervention is crucial for children’s development, particularly when it comes to bilingualism. However, not all families have equal access to resources and support, leading to disparities in language development outcomes. This essay aims to reimagine an early intervention system that addresses these disparities and provides comprehensive support and opportunities for all families. By examining the privileges mentioned by Riley’s mother in the webinar and drawing upon the knowledge gained this semester, we can create a more inclusive and equitable early intervention experience.
Identifying Privileges
During the webinar, Riley’s mother mentioned several privileges that influenced their ability to provide for Riley’s bilingual development. These privileges include:
Financial stability: The family had the financial means to access various resources, such as sign language classes, private tutors, and educational materials.
Access to information: Riley’s mother had a background in education and was knowledgeable about language development and bilingualism. This knowledge allowed her to make informed decisions and advocate for Riley’s needs effectively.
Supportive network: The family had a strong support system, including friends, family, and professionals, who provided guidance and assistance throughout Riley’s language journey.
Redesigning Early Intervention
To create a more inclusive early intervention system that supports all families, several key components should be considered:
Personnel/Human Capital
Bilingual professionals: The system should include bilingual professionals who are trained in supporting bilingual language development. These professionals should have expertise in both the target languages spoken by the child.
Cultural liaisons: Culturally sensitive personnel from diverse backgrounds should serve as liaisons between families and service providers. They can bridge any cultural gaps and ensure that families’ unique needs are understood and addressed.
Resources
Accessible and affordable resources: Families should have access to affordable resources such as books, educational materials, and language learning tools in both languages. Online platforms and libraries could provide a wide range of resources that cater to different linguistic needs.
Financial assistance: Financial support should be available to families who face economic barriers, ensuring that they can access necessary interventions without financial burdens.
Goals and Outcomes
Individualized plans: Each child should have an individualized plan based on their unique needs and strengths. This plan should include specific language goals that align with the child’s cultural background and family preferences.
Long-term language development: The focus should be on long-term language development rather than short-term milestones. The system should support children in becoming fluent speakers in both languages, while also fostering cultural identity and pride.
The EI Experience
Holistic approach: The early intervention system should take a holistic approach by considering all aspects of a child’s life, including their home environment, family dynamics, and cultural background.
Parental involvement and empowerment: Parents should be active participants in their child’s intervention process. They should receive training, guidance, and ongoing support to facilitate their child’s language development at home.
Culturally responsive practices: Service providers should be sensitive to the cultural backgrounds of families they work with. They should incorporate cultural elements into interventions, respecting and valuing the diverse linguistic and cultural identities of children and their families.
Conclusion
By reimagining the early intervention system for bilingual development, we can level the playing field and ensure that all families have access to the support and opportunities they need. By incorporating bilingual professionals, providing accessible resources, setting individualized goals, and fostering parental involvement, we can create an inclusive and empowering early intervention experience. This redesigned system will promote equitable language development outcomes for all children, regardless of their family’s privileges or socio-economic background, leading to a more linguistically diverse and inclusive society.
