Different types of schools free essay sample

Students who are matured 11 to 18 go to institutes. So as to be conceded understudies need to breeze through a selection test. Foundations show understudies the center subjects and they represent considerable authority in a couple of branches of knowledge. Institutes are financed legitimately from government and not by neighborhood gathering and they are controlled by a foundation trust and not by the nearby committee. A few institutes have patrons, for example, organizations and they are liable for improving the exhibition of the foundation. Institutes are unique in relation to different kinds of school since they have opportunity from the neighborhood authority control. This implies they can set their own compensation and conditions for staff, they can pick how to train the educational plan and they can change the lengths of school terms. Institutes follow the national educational program. 2. Network Secondary schools Community schools acknowledge youngsters who are between the ages of 11 - 1 6 . Potential understudies are bound to be conceded in the event that they live close to the school. Network schools train the national educational program and they get money from the legislature . what's more, they are constrained by the nearby instruction authority. Network schools are not the same as different schools . Dissimilar to different schools network schools advances transparency for instance network schools don't have wall that keep understudies in and people in general out. 3 Primary schools Pupils matured 5 to 11. Students are bound to be acknowledged whether they live close to the school or on the off chance that they have a sibling or sister previously joining in. Grade schools instruct understudies key stage 1-5 education and numeracy aptitudes. Grade schools get fund by the legislature and they are administered by parent governors, staff governors and network governors. Elementary schools show the national educational plan. 4 Special schools Special schools teach individuals with unique needs for example learning or social incapacities. The educational program is custom-made around the understudies qualities and learning styles. Uncommon schools are subsidized by the nearby instruction authority. Understudies matured 11 †16 go to extraordinary schools. 4 Independent Boarding schools Students who go to state all inclusive schools are qualified for free training however are required to pay for their boarding. Understudies who go to these sorts of schools are 7 to 18 years of age. State life experience schools follow the national educational program and furthermore show extra subjects. All inclusive school charge are paid for by the guardians 5. Private academies. Private academies are charge paying schools and they acknowledge understudies matured 4 to 11. Point of view understudies are required pass a meeting so as to be conceded. The motivation behind a private academy is to get ready kids to take the Common Entrance Exam to get them into a private free optional school. Private academies follow the national educational program. Private academies are unique in relation to different kinds of schools on the grounds that the class measured is littler. Private academies utilize more master educators this is significant in light of the fact that a few kids may have exceptional requirements or other expected challenges. 6. Sentence structure Schools Perspective understudies are required to take a placement test. Understudies are matured 11 to 16. Sentence structure schools follow the national educational program and they get assets from the legislature. Language structure schools are not the same as state schools since state schools acknowledge all kids matured 11 †16 while punctuation schools acknowledge youngsters dependent on how well they do when they take the selection test. 7. 6th Form A 6th structure is an augmentation from the relating auxiliary school. They take on understudies who have accomplished certain GCSE grades. Understudies who go to a 6th structure are typically 16 to multi year olds. Understudies going to Sixth structures concentrate for A levels and BTECS. 6th structures are government supported. 6th structures are not the same as collections since 6th structures offer just scholarly courses though a school offers both scholastic and non-scholarly courses. Errand B School senator The job of the school representative is to add to the key arranging of the school. They are likewise answerable for the designation of assets and to increase school expectations. So as to do this, school governors go to standard gatherings to discuss strategies and plans. School governors additionally keep a beware of the salary and consumption of the school. Head Teacher The job of the head educator is to give proficient administration and the executives to a school. Head instructors are dependable to the administering body. Head educators are answerable for guaranteeing that the school arrives at the most noteworthy conceivable scholastic standard just as to advance and defend the government assistance of youngsters. Senior Management Team Is comprised of the head educator and head of office. Their job is to set the key bearing of the school and to guarantee that the school is doing the best can for its students. Educator The job of the instructor is to give training to understudies. The job could be done in a school or in a grown-up training focus. An educator should be energetic about innovative learning and have exclusive standards of themselves as well as other people. Instructors are likewise , answerable for making exercises fascinating with the goal that youngsters excited about learning and this thus will empower them to accomplish their most extreme potential. An instructor ought to likewise be set up to adjust their instructing methodology to address the issues of the student. Bolster Assistants Help the educator get ready classes and bolster understudies on a coordinated premise. They represent considerable authority in maths and English. Extraordinary Educational needs Co-ordinator (SENC) SENC are liable for guaranteeing that coming up next is completed. 1. Everyday activity of the schools SEN strategy 2. Noting demand from instructors 3. Keeping up a SEN register for all students with uncommon requirements. Six External Professionals Educational Psychologist An instructive analyst helps kids who are encountering issues in an instructive setting with a point of upgrading their learning . An instructive therapist asses a kid by watching and talking them. An instructive therapist additionally teams up with instructors and guardians. Language teacher Speech and language specialists survey and treat discourse language and correspondence issues in individuals of any age to assist them with bettering impart. Word related Therapist A word related specialist comprehensively evaluates the understudy. This implies the word related specialist will inspect the childs tangible engine work by messing around for instance kicking a ball which surveys engine aptitudes and tossing circle games to improve hand eye co-appointment . Further more they test the childs scholarly capacity by messing around including memory. Training Welfare Officer. Training government assistance official arrangement with students who have poor participation at school. Their job is to discover what is influencing student participation and afterward attempt and work with educators and families. For instance if the kid isn't going to class because of transport, uniform and supper costs the training government assistance official will assist families with getting money related help to take care of these expenses. Different jobs of the training government assistance official is to help organize elective instruction for students who are prohibited from school. Offer progressing help to understudies by making home visits. Physiotherapists Work in extraordinary schools. They are answerable for helping understudies who have physical handicaps with the accompanying: They help understudies to keep up great muscle tone, great stance and simplicity of development by utilizing authority helps and hardware. School Nurse The job of the school medical attendant to limit understudy introduction to malady by giving emergency treatment for wounds. They keep up understudies prosperity by managing drugs and medicines as recommended by an understudies doctor. They are utilized by the nearby wellbeing authority, network NHS suppliers or by a school straightforwardly. Errand C Points :A point is the goal of accomplishing a specific objective. Worth: A worth is a conviction that an association holds so as to accomplish its points City of London is an Independent school for young men. The school acknowledges young men from a wide scope of foundations and it has confidence in the accompanying 1. Keeping up a decent connections between staff. 2. Keeping up great connections between understudies themselves. 3. Attempt to dispense with harassing or separation of any sort 4. Guaranteeing that every understudy accomplishes their most extreme potential. 5. Having a common degree of regard and comprehension between understudies, instructors and guardians. All together for the above plans to be accomplished the school portion the accompanying: 1. Advancing virtues and empowering a mindfulness and comprehension of various lifestyles. 2. Setting schoolwork all the time. 3. Setting tests all the time. 4. Holding guardians evening with the goal that the educators and guardians can talk about understudies progress. 5. Embellishment students conduct and progress with the goal that recognition and consolation are more typical than any discipline. 6. Ensuring that understudies realize what is anticipated from them, specifically to be circumspect, polite and fair 7. Hold standard workforce gatherings so that there is an away from of correspondence between staff individuals. 8. Arranging additional roundabout exercises that includes cooperation, great tempered rivalry and the improvement of steadfastness and initiative. 9. Guaranteeing that exercises are invigorating and advance scholastic meticulousness and empowers understudies to show high accomplishment. 10. Guaranteeing all understudies are dealt with similarly. 11.. Enrolling and holding staff of exclusive expectations and giving fulfilling and guaranteeing that these guidelines are kept up by offering boost instructional classes City of London schools maintains it’s points and it’s values by setting customary tests, checking schoolwork journals and by guaranteeing that the learning condition is sheltered and well prepared. Undertaking D 1. Handicap act 2005 and 2001 2. Children’s Protection act 1989 and 2004 3. Human Rights act 1998 4. Information Protection act 1998 5. Wellbeing and Safety Act 6. Unique Educational Needs (SEN) Co

Agroecology and Miguel Altieri Essay -- Agriculture Agricultural Essay

Agroecology and Miguel Altieri Agroecology and horticulture by and large took a mammoth jump forward in 1492 when Christopher Columbus found the New World. Beforehand, the New and the Old World just shared three species: yam, bottle gourd, and coconut. Since this New World had been found, there was a lot of that could be picked up, and it was something beyond gold (Bermejo 1994). Numerous endeavors at developing yields in the new and altogether different condition demonstrated trivial, however others discovered achievement. Actually, today is realized that numerous harvests arrive at their ideal yield in a domain that is not the same as their own. The primary harvests brought into the Americas were the European grains, vegetables, and organic products; these were ineffective from the start. Be that as it may, a few harvests adapted well to the tropical condition directly from the earliest starting point, including: bananas, sugar stick, and citrus natural products. Potatoes, tomatoes, gourds, beans, and chilies have all discovered their way into European food; these yields all started in the Americas. Rice, a currently significant player in Mexican food, was likewise presented by the Spaniards. African grasses additionally supplanted low yield grass species in Latin America. This goliath trade of species would totally change the world’s diet (Bermejo 1 994). In spite of the fact that voyagers set out in a success for â€Å"God, gold, and Glory,† and did, truth be told, fulfill those wants, they found something that was far more important than anything they could have ever envisioned. They found a totally different world that had boundless assets, land, plant species, and whatever else they would ever use in the course of their life. In their victory, in any case, they figured out how to nearly clear out an entire populace, a large number of long periods of history, an... ... from http://www.historycooperative.org/diaries/wm/60.4/jones.html Lopez, B. (1990) The Rediscovery of North America. The University Press of Kentucky. Lexington. Sandberg, B. (2006). Past Encounters: Religion, Ethnicity, and Violence in the Early Modern Atlantic World, 1492-1700. Diary of World History, 17, Retrieved November 10, 2006, from http://historycooperative.press.uiuc.edu/diaries/jwh/17.1/sandberg.html Schwartz, B., D'Arcy, H., Schuman, H. (2005, April 1). World class Revisionists and Popular Beliefs: Christopher Columbus, Hero or Villain?. Popular Opinion Quarterly, 69, Retrieved November 10, 2006, from http://80elibrary.bigchalk.com.proxy.uwlib.uwyo.edu/libweb/elib/do/document?set=pbsissue&groupid=1&requestid=issue_docs&resultid=9&edition=&ts=22A09C01D33E00EEC1C57E5266921447_1163398443033&urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B106981986

How Observational Studies Work

How Observational Studies Work Student Resources Print Observational Studies By Sharon Basaraba twitter Sharon Basaraba is an award-winning reporter and senior scientific communications advisor for Alberta Health Services in Alberta, Canada. Learn about our editorial policy Sharon Basaraba Updated on February 04, 2020 BSIP/Contributor/Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers There are many different types of scientific studies that give researchers information about the way the body ages. Since aging is a long-term process, longitudinal research is often employed to track a group of subjects for a defined period, usually years. These studies can involve observation or intervention. Scientists might use longitudinal research to answer questions about the effect of certain behaviors, like regular exercise or meditation, or foods â€" like chocolate  or a Mediterranean diet, for example â€" on the long-term health of the participants. In an observational study, no intervention takes place. While participants answer detailed questions about the lifestyle habit being investigated, or measurements are taken, no adjustment of the habit itself is suggested by the researchers. During the study period, participants are revisited and surveyed again to chart the habits being studied, and their effects. The US National Cancer Institute, for example, defines observational studies as those in which “biomedical and/or health outcomes are assessed in pre-defined groups of individuals.” Groups may be defined (or chosen) by age, gender, occupation, where they live, or perhaps grouped according to a disease or condition (for example, heart patients or cancer survivors). Observational research is valuable because it allows information to be gathered in a large population sample, over a long period of time. There are drawbacks, however. Surveys of lifestyle factors depend on the participant remembering, and accurately reporting, their own behavior. Eliminating confounding factors â€" that is, other elements that may influence the outcome being analyzed â€" is also a challenge for researchers conducting observational studies. For these reasons, observational studies are most valuable in finding out whether factors are correlated, rather than determining with certainty which behavior caused a certain outcome. For example, many studies have shown that people who eat chocolate regularly have a lower incidence of cardiovascular disease, but research has not yet determined conclusively that it is the chocolate itself that is responsible for the better heart health. An interventional study, by contrast, would take two groups made up of similar people, give chocolate in predetermined amounts to the members of one group, but not the other. Over time, measurements of blood pressure, blood lipids etc. would be taken and the two groups compared in order to draw conclusions about causation â€" that is, the effects caused by the chocolate. Observational studies are also more appropriate for investigating the effects of negative lifestyle factors like smoking or alcohol consumption, in which interventional research (for example, asking subjects to smoke or drink) would be unethical.

Serving the Worlds Poor is Good for Business - Free Essay Example

Sample details Pages: 7 Words: 2009 Downloads: 5 Date added: 2017/06/26 Category Business Essay Type Cause and effect essay Did you like this example? Serving the Worldà ¢Ã¢â€š ¬Ã¢â€ž ¢s poor is good for business and good for the poorest people in the world Words Count: 1,994 In recent few decades businesses are striving very hard to change their image from simply being à ¢Ã¢â€š ¬Ã…“profit making institutionsà ¢Ã¢â€š ¬Ã‚  to à ¢Ã¢â€š ¬Ã…“responsible players of the societyà ¢Ã¢â€š ¬Ã‚ . However it is not about serving the society unconditionally rather they are aware of the fact that having a socially responsible image is essential for their image and profitability in this competitive business age. Therefore businesses are continuously looking for new ways and ideas for making their relationships better with the society by contributing effectively towards it. They have their special units working on ethical and regulatory compliance and taking initiatives to make lives of their employees, customers, partners and people better and safer. In this way business corporations are taking special and tar geted measures to serve the society by taking the ownership of their activities (Ismail, 2009). Businesses are achieving this by taking responsibility of effects of industrialization, giving opportunities to new talents, taking steps to protect environment, transferring technology and alleviating poverty (Ismail, 2009). Poverty is an international issue not only for governments but for national and international organizations as well (Karnani, 2007). International organizations like United Nations and World Bank are taking huge steps worldwide in order to reduce poverty but this is definitely not enough as in addition to non profit organizations, profit making institutes should also play their part as well. There are many definitions of poor but in general poor is someone who does not have sufficient resources to afford a basic necessities or generally acceptable standard of comfortable living. It is not true that poor has no money but the truth is poor have little or insufficien t money. The practice and debate of rich people helping poor is very old as from centuries generous and philanthropist people of the society are helping poor in order to attain some level of equality and impartiality. They have come up with different charitable and humane ideas to provide them employment, food, health; shelter and education so that poor can become useful members of the society rather than being a burden to the society. Helping poor is not only provides them with basic necessities of life but it also helps in eradicating the sense of usefulness, inequality and unfairness. This also helps as poor people are involved in legitimate economic activities and they are not attracted by illegal means of earning wealth and getting what they want. For some of us it might be quite strange that in this era of free trade and free enterprise where capitalism is at its boom and large business giants are guiding and impacting government policies even laws of countries why busin esses are still concerned about poor? Why they are spending billions of dollars in starting various projects of social work? Why PG is spending a lot in India by establishing hundreds of school? Why Dell is promoting a laptop for each child no matter which country he belongs? Why Unilever is offering loans for education and business to women around the world? Why KFC is campaigning very hard to remove hunger? Is it all for general good or rules of business have changed? In my opinion the later is true and now businesses are playing as per new rules. In this wake of highly informative era when people whether they are employees, customers, investors or general public, are more aware of their rights and obligations than ever. They know very well when companies are required to pay dividends or how industries should dispose of their wastes and so many other issues. A company that is earning billions of dollars from food business is expected to return back something to society by helpi ng poor people in removing hunger. A multinational which is expanding globally by selling technology is expected to play its role by transferring some proportion of technology to poorer countries who otherwise cannot afford these sophisticated technologies. This side of corporate responsibility is supported by corporate giants themselves as Mr. George W. Merck (son of founder of pharmaceutical company) has always mentioned that medicine are formed for patients not for profits and his company took exemplary steps to serve health needs of poorer nations that made their shareholders proud (Handy, 2002). Serving the poor does not necessarily mean that companies start donating their products free of cost without any profit just for the sake of generosity. It also means identifying poor as potential market (bottom of economic pyramid), properly segment and target them and develop affordable products and services which fulfil their needs and are within the reach of their pockets. Compan ies are redesigning their product portfolios and coming up with low cost housing plans, banking solutions, educational and health services. In this way these businesses can tap that market niche and turn into profitable market segment. It will not only help them contribute effectively in providing for poor with basic necessities and making their lives comfortable but in the long run these businesses can play their role in eradication of poverty and bridging the class difference gap to some extent. Improved technological innovations have improved the production efficiency of businesses which has resulted in sufficient cost reduction and by reducing their profit margins in order to serve less privileged potential customers will not only ensure ample profits for them but also help in poverty alleviation. We can find various inspiring examples of businesses serving the poor successfully especially in underdeveloped and developing countries. Take India for example where poverty level has declined from approximately 39% to almost 21% in just five years due to radical increase in economic activity in the country. Multinational corporations like Unilever, Citicorp and PG have come up with specialized products in order to cater the poor but ambitious population of India. Online website stores accessible in remotest rural areas as well are offering branded goods in accessible prices. In this way they have joined hands with government and local organizations in their efforts of reducing poverty and providing poor basic necessities and comforts of life. Another example is from Bangladesh where micro financing model of Grameen Bank by Dr. Yunus has done wonders in serving credit needs of poor and allowed them to not only start their own businesses but also generate employment opportunities for others. Grameen group has also come up with other services for poor including housing, telecom and energy etc. Serving the poor is not only beneficial for poor but it also cruc ial for the profitability of the businesses. Most of the businesses are hesitant to invest in bottom of the pyramid needs as they believe that poor people do not have enough money to spend on their products. The income of poor might be low but it is also true that the aggregate purchasing power. Take the example of project à ¢Ã¢â€š ¬Ã…“Shaktià ¢Ã¢â€š ¬Ã‚  by Hindustan Unilever Limited (HUL) which has come out as a win-win situation for both businesses and poor rural population of India (Anon., 2012). This program was aimed to empower the residents of affluent areas of India especially to women by promoting and facilitating their entrepreneurial potential and use it for the profitability of the company. This program has not only contributed in reducing poverty by increasing the income of beneficiaries of this program to double but also provide a new market niche to the products of Hindustan Unilever Limited (HUL). In order to move a step further Hindustan Unilever Limited (HUL) has partnered with State Bank of India to make financial services available to the poor people of these areas (Anon., 2012). If we look into the effects of this initiative we can assess that this project has not only financial benefits to Hindustan Unilever Limited (HUL) and the recipients of this projectà ¢Ã¢â€š ¬Ã¢â€ž ¢s support but it will have a long lasting impact on the people of rural India. They will consider and remember Hindustan Unilever Limited (HUL) as their long lasting partner who has helped them out of their misery and affluence by not only providing them financial strength but also by paving ways for their recognition in the society, linking them with prospering India and helping them achieve education and health facilities. In the long run Hindustan Unilever Limited (HUL) will have an extremely loyal client segment which will be really difficult for competitors to reach and penetrate as they are enabling poor people to manage their own business, which can then be custom-built rather than patronise the majority into labouring for the few. It is interesting to note that whenever businesses reach out to cater poor or bottom of the pyramid customers they on one hand not only serve them with specific product or service but on the other and they play their part in improving the well being and life style of that niche. The products offered to them are not limited to basic food and shelter necessities but include comfort items like solar appliances, eye sight spectacles, insurance plans, viable energy solutions and hygienic products etc. They improve the health and education conditions of their customers which ultimately bring prosperity to their coming generation. In order to reach out to them businesses try to improve the infrastructure, sanitation conditions, communication system and overall conditions of that particular market so that their product can be reached and used by the customers effectively. In this way by using the blue ocean strat egies businesses tap the new business destinations and develop sustainable markets for themselves. In order to better understand this mind set of businesses the idea of social entrepreneurship has been introduced where entrepreneurs not only run their businesses in societal interest but also welcome and encourage competition in order to serve community better (Cheng, 2014). These investments in base of the pyramid clients are also important for the businesses as they bring about progress on macro-economic level by creating work opportunities and income generation and in this way positively affecting the overall economic activity and GDP of a particular country. Therefore the governments and social sector of that particular country try to facilitate and promote such businesses by giving them recognition for their efforts at national and international forums, facilitating them in different regulatory requirements and sometimes by subsidizing and promoting their products on larger f rames by making bulk purchases like in case of natural calamities (drought, flood and earth quack). This further strengthens our point that in order to serve poor the businesses not necessarily have to forgo their self interest and profitability. They can work in their self interest by serving the poor in innovative, efficient manner by adopting ways of production which can reduce their production and delivery cost to minimal levels (Prahalad Hammond, 2002). As we all know that profitability in not about charging high profit margins it is about getting the job done with minimum amount of resources (efficiently) and serving the customers in ways so that they remain satisfied and loyal to your products and services. We can some up our discussion with the note that serving the poor is not only beneficial for the poor but it also increase the profitability of the businesses as they reach out for untapped, affluent and under privileged customers which constitute a huge market place f or businesses. It is common perception for businesses that poor people might not be able prove as profitable customers as they have little or no money. This perception has proved very wrong as we have observed so many real world examples where businesses even multinational corporations have customized their products in order to cater market of poor people and have run successful and profitable ventures over there. By studying such successful models businesses can learn how they can serve the poor in profitable way and play their part in stabilizing the economic activities in a particular region. In this way businesses can serve the poor in both profitable and responsible way (charity to some extent but not pity) and contribute towards economic and social development with governments and non-profit organizations without compromising their profitability. Don’t waste time! Our writers will create an original "Serving the Worlds Poor is Good for Business" essay for you Create order

Postmodernism Versace - 1781 Words

Postmodernism Versace Introduction The passageway of modernism has introduced innovative components in the development of an individuals personality. The identity character as a social construct is highlighted through the effect that fashion has brought in, experimenting, producing and changing individual identity. The style and appearance of an individual is a portion of the fashions period and usually refers to the possibility of people to utilize fashion industry products. This takes place just like any other consumer good that can be modified with respect to the prevalent societal codes. The modifications can be made either through surpassing or through copying them. Modern fashions are part of postmodernism. This is in the view of the fact that developments and growth in the fashion industry accompany and express development of the society through embracing postmodernism. Developments in the fashion industry offer options regarding styles, image and clothing through rejecting the options presented in modernism. This paper discusses Versace designs and their relationship to postmodernism. Postmodernism Postmodernism refers to a broad term used to explain movements in philosophy, art, music and critical theory. Postmodernism is viewed as a reaction to the pioneering modernist movement. In literature and art, postmodernism responds against classical ideas. With respect to post-structuralism and structuralism, there is a great difference between postmodernism

Music is Education Free Essays

Music in education is essential to our children because it increases their listening skills and is a common method of communication for cultures worldwide. There are schools attempting to eliminate teaching musical arts to our children. The board of education claims they must provide education by concentrating on the basic academic courses, but what they don’t realize is that music is a major part of basic education. We will write a custom essay sample on Music is Education or any similar topic only for you Order Now We must not allow them to pull the teaching of music out of our school curriculums because music is an essential form of communication. Our children do not have to be fluent in the arts to receive the value of broad exposure to the different musical dialogues. Deprivation of a very valuable part of education occurs if we do not teach them to appreciate a wide variety of music. Metaphorically speaking, we often associate the terms language and grammar with the term music. This association leads us to believe that music is a form of language, possibly because no symbol system other than language has the same potential as music of infinite productivity and precision. It takes a multitude of directions and phonetic-type symbolism to produce a pleasant sounding musical composition. This relates very closely to the requirements of everyday language. The primary objective of any spoken language is to convey a person’s thoughts in a comprehensible fashion, but we must remember that everyone thinks and comprehends everything differently. Musical language contains vast quantities of words to help people understand how original composers intended to play a specific piece. Musical language also has directions that allow and encourage some scope of original interpretation and minor departures from the written score, resulting in no two performances sounding exactly alike. The English language, as we know it, carries a very strong parallel to these same interpretable words. Dialect and slang are just two of the many connotative forms to speak different languages. All languages contain these variations and reinforce the need for striving toward understanding a basically generic language. It would be very difficult to speak to a non-English speaking person and clearly convey a message unless both persons were familiar with basic terminology. It would be just as unlikely to communicate a musical message to someone not educated or interested in musical interpretation. The term music in itself has many different connotations. One in the United States may not have the same perceptions as one whose origin is France or Australia, or elsewhere in the world. In my travels through Europe and South America I had a hard time finding any truly original, locally produced music. The majority of the music I searched through were also popular in the United States. It was very easy to find foreigners singing an American song using their interpretation of our language. The entire world seems to be able to communicate with music and seems to understand it enough to share their own musical interpretation. Music is a language of it’s own and depending on how we speak it, it too can accomplish a multitude of results. People are no more able to understand a foreign language without education than they are to understand the unspoken language of music without proper musical education. A single score of music interpreted with a few of many available musical directions can tell as many stories as there are variations. For example, playing Cristofori’s Dream by David Lanz entirely lento-pianisimo (slow and very soft), creates a very peaceful and tranquil mood. Played again allegro-forte (lively, brisk, and loud), emits an uplifting feeling. Yet, by using both interpretations progressively and regressively within this identical musical score, one could feel depleted and elated in the same timeframe. This is perhaps the most ascribable reason to pursue aknowledge of musical semantics. Within music one expresses many emotions, speaks many languages, conveys complex messages, and tells many stories. Music can be a selfish form of conversation and it is not always necessary to have a recipient to onvey a message. One has only to listen while playing music to communicate with themselves, yet most would suspect the stability of a person who attempted this scenario by simply talking and responding while alone. Music merges the physical aspects of harmony with a sublime and metaphysical effect creating an inner peace. Seldom will words alone be capable of accomplishing what just one musical composition can communicate when we teach our children to appreciate music. With all available forms of communication, one should never forget that listening carefully to music–as we should listen to others speak–can clarify the true meanings of all languages. We should all strive to include intuition and intellect into language of any form. Intellect enlarges our range of instincts through newly absorbed information and enables us to reflect and analyze all forms of language. If communication is the purpose for language, we must then realize that speech is not the only form of communication, for life without smiles, hugs, sign language, and even music would be very unfulfilling. We must continue to educate our children in the musical arts and teach them yet another form of communication. How to cite Music is Education, Essay examples

Music is Education Free Essays

Music in education is essential to our children because it increases their listening skills and is a common method of communication for cultures worldwide. There are schools attempting to eliminate teaching musical arts to our children. The board of education claims they must provide education by concentrating on the basic academic courses, but what they don’t realize is that music is a major part of basic education. We will write a custom essay sample on Music is Education or any similar topic only for you Order Now We must not allow them to pull the teaching of music out of our school curriculums because music is an essential form of communication. Our children do not have to be fluent in the arts to receive the value of broad exposure to the different musical dialogues. Deprivation of a very valuable part of education occurs if we do not teach them to appreciate a wide variety of music. Metaphorically speaking, we often associate the terms language and grammar with the term music. This association leads us to believe that music is a form of language, possibly because no symbol system other than language has the same potential as music of infinite productivity and precision. It takes a multitude of directions and phonetic-type symbolism to produce a pleasant sounding musical composition. This relates very closely to the requirements of everyday language. The primary objective of any spoken language is to convey a person’s thoughts in a comprehensible fashion, but we must remember that everyone thinks and comprehends everything differently. Musical language contains vast quantities of words to help people understand how original composers intended to play a specific piece. Musical language also has directions that allow and encourage some scope of original interpretation and minor departures from the written score, resulting in no two performances sounding exactly alike. The English language, as we know it, carries a very strong parallel to these same interpretable words. Dialect and slang are just two of the many connotative forms to speak different languages. All languages contain these variations and reinforce the need for striving toward understanding a basically generic language. It would be very difficult to speak to a non-English speaking person and clearly convey a message unless both persons were familiar with basic terminology. It would be just as unlikely to communicate a musical message to someone not educated or interested in musical interpretation. The term music in itself has many different connotations. One in the United States may not have the same perceptions as one whose origin is France or Australia, or elsewhere in the world. In my travels through Europe and South America I had a hard time finding any truly original, locally produced music. The majority of the music I searched through were also popular in the United States. It was very easy to find foreigners singing an American song using their interpretation of our language. The entire world seems to be able to communicate with music and seems to understand it enough to share their own musical interpretation. Music is a language of it’s own and depending on how we speak it, it too can accomplish a multitude of results. People are no more able to understand a foreign language without education than they are to understand the unspoken language of music without proper musical education. A single score of music interpreted with a few of many available musical directions can tell as many stories as there are variations. For example, playing Cristofori’s Dream by David Lanz entirely lento-pianisimo (slow and very soft), creates a very peaceful and tranquil mood. Played again allegro-forte (lively, brisk, and loud), emits an uplifting feeling. Yet, by using both interpretations progressively and regressively within this identical musical score, one could feel depleted and elated in the same timeframe. This is perhaps the most ascribable reason to pursue aknowledge of musical semantics. Within music one expresses many emotions, speaks many languages, conveys complex messages, and tells many stories. Music can be a selfish form of conversation and it is not always necessary to have a recipient to onvey a message. One has only to listen while playing music to communicate with themselves, yet most would suspect the stability of a person who attempted this scenario by simply talking and responding while alone. Music merges the physical aspects of harmony with a sublime and metaphysical effect creating an inner peace. Seldom will words alone be capable of accomplishing what just one musical composition can communicate when we teach our children to appreciate music. With all available forms of communication, one should never forget that listening carefully to music–as we should listen to others speak–can clarify the true meanings of all languages. We should all strive to include intuition and intellect into language of any form. Intellect enlarges our range of instincts through newly absorbed information and enables us to reflect and analyze all forms of language. If communication is the purpose for language, we must then realize that speech is not the only form of communication, for life without smiles, hugs, sign language, and even music would be very unfulfilling. We must continue to educate our children in the musical arts and teach them yet another form of communication. How to cite Music is Education, Essay examples

Epilepsy Essay Research Paper EpilepsyEpilepsy is a free essay sample

Epilepsy Essay, Research Paper Epilepsy Epilepsy is a chronic upset characterized by recurrent ictuss. Seizures are defined as go throughing neurological abnormalcies caused by unregulated electrical encephalon discharge, a direct consequence of unusual electrical activity in the encephalon. They can last anyplace from a few seconds to a few proceedingss, and uncontrolled. These ictuss themselves are non the disease, they may be a mark of upset such as epilepsy. Epilepsy affects about one per centum of the general population of the United States. There is no specific age group, race, nationality or societal degree the suffers from this upset. Some people outgrow it and hold no demand for medicine. While others can populate full and normal lives with the proper interventions. Some people enduring from epilepsy are warned about an at hand ictus hours before it occurs, alterations such as a concern, alteration in temper, lethargy or nonvoluntary jolt are some of the common symptoms that tend to predate a ictus. We will write a custom essay sample on Epilepsy Essay Research Paper EpilepsyEpilepsy is a or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These symptoms are different from the aura or feeling that precedes a generalised ictus and comes seconds or proceedingss before the existent ictus. In most people, nevertheless, ictus are unpredictable and unrelated to the individual s current state of affairs some external determina National Trusts may trip ictuss though. Lack of slumber, emotional emphasis, missed repasts, intoxicant ingestion/withdrawal, even fever or some infections may bring forth ictuss. There are many possible cause of epilepsy but in more than half the causes, the precise cause can non be determined. An familial inclination to develop the upset occurs in the households of some patients. Some of the known cause include caput hurts, shots, premature birth, infective disease, complicated bringings, or drug use/withdrawal. General intervention steps include drug therapy with the end of the preventing farther onslaughts. The discontinuation of intervention depends on the opinion of single doctors The drug intervention utilised depends on the type of ictus. the drug is addition bit by bit until ictus are controlled. Monitoring plasma drug degrees is necessary for some indicants due to varied curative response based on blood concentration. In instances when epilepsy is cause by a tumour in the encephalon, or when medicine fails to command ictuss, surgery may be an alternate. Physicians may order and supervise a type of diet known as a ketogenic diet if medicines have non been able to sop ictuss. Most people with epilepsy can take normal lives. The earlier intervention begins, the better the consequence.

At 18, is it time for a drink

An American teenager who is eighteen years old is allowed to do several things, such as vote, join the military, and get married; however, drinking is not allowed until he or she is twenty-one years old.Advertising We will write a custom essay sample on At 18, is it time for a drink? specifically for you for only $16.05 $11/page Learn More The officially permitted drinking age in the U.S. was raised from eighteen to twenty-one in 1988 due to the National Minimum Age Drinking Act that had been signed into law four years earlier by President Ronald Reagan. The main reason was maturity; that is, at eighteen one is not mature enough to drink responsibly (Kiesbye, 2). However, I agree with the verdict of the group of university and college presidents that the drinking age should be lowered from twenty-one to eighteen. Opponents of lowering the legal drinking age usually refer to the dangers of binge drinking. They say that the practice is increasing and that any person who is below eighteen is simply not responsible enough to have an alcoholic beverage. This type of drinking most of the time occurs in the underground and hidden places where the teenagers cannot be discovered. However, although binge drinking is a problem in America, the root cause is the high drinking age that our lawmakers have instituted ignoring certain realities. Let us face the reality: if a person wants to drink, he or she will definitely find a way to do that. And since legal adults (those over eighteen) are unable to get hold of alcohol themselves, they will inevitably go to hidden places and drink excessively without any supervision or guidance. When the drinking age is lowered, teenagers can drink responsibly without having to hide themselves. Therefore, â€Å"the current limit ignores the reality of drinking during college years and drives it underground, making binge drinking more dangerous and students less likely to seek help in an emergency† (Gordo n and Holland, para. 2).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More I think it is of essence to question this law: why is it that the age of twenty-one is the â€Å"magical’ age that a person is considered as intelligent and mature enough to drink alcohol? Truly, some adults consume alcohol irresponsibly. On the other hand, some young people are able to drink responsibly. At eighteen, Americans are regarded as adults. It may seem odd to allow those above eighteen years to marry, drive their own cars, and do other sorts of things, and yet to be prevented by the same law from taking a glass of wine in a cafà © or even a glass of champagne at their own wedding party. I feel that it does not make sense to have a limit that is higher than the legally recognized age of maturity. Young people look at alcoholic beverages as something exciting (Bishop, 19). They consider it an activity pre served for the adults; however, young people want to be adults As Soon As Possible. Therefore, as is the case in most institutions, they usually carry fake identity cards to drinking dens; thus, leading to more problems, or steal the drinks from their parents’ drink cupboard. Maintaining the drinking age at twenty-one does not encourage responsible drinking. In addition, when the opportunity to take alcohol arises, â€Å"Let us compensate for the lost time† attitude crops in resulting in binge drinking, which leads to results that are even more disastrous. By reducing the legal drinking age, it would inevitably water down some of the temptation to take alcohol since the young people often say that it is more fun when it is illegal. And, more so, in most cases, young people tend to engage in illicit activities. Therefore, lowering the age will reduce this tendency. In reality, increasing the drinking age is even worse than not doing anything at all simply because most i ndividuals would want to get drunk as a sign of rebellion to the authority. â€Å"Not much can be done to control student drinking. Americans younger than 21 casually defy the law by secretly drinking. If the law was changed, the practice can take place in the open, where it could be better monitored and moderated† (Snelgrove, para. 22). I think that the obsession of wanting to consume alcohol would lose its appeal if drinking were not regarded as purely an adult thing.Advertising We will write a custom essay sample on At 18, is it time for a drink? specifically for you for only $16.05 $11/page Learn More As pointed out by the article, â€Å"At 18, is it time for a drink?† teen drinking is longstanding problem, which has affected the American society and the drinking age limit has not done enough to cut short. The American society does not care to instruct the teenagers’ on limits or responsibilities; however, they apparently assume that the teenagers will know their limits and be responsible consumers of alcoholic beverages upon attaining the lawful â€Å"magical age† of twenty-one. A number of developed countries in Europe, such as France, Belgium, and Italy, have established a legal minimum drinking age at sixteen years. It is interesting to note that in those countries one is allowed to drive at eighteen years of age. If the American society can focus more on educating the youth on responsible drinking habits rather than restriction, then several problems can be prevented (Gordon and Holland, para.16). The youth in the U.S., unlike their counterparts in Europe, are not able to learn how to consume alcohol and other substances gradually, safely and with caution. Even though the average daily consumption of alcohol in some European nations such as France and Spain is higher than in the United States, the percentage of alcoholism and irresponsible drinking is much lower due to education on safe drinkin g habits and enforcement of gradual drinking behavior. Supporters of the legal drinking age often cite possible increase in car accidents as a reason to maintain the drinking age. However, they fail to realize that individuals of all ages get into car crashes, teenagers and adults, when they abuse alcohol. Educating the public on the dangers of this vice can be more beneficial than simply giving restrictions. In most countries in Europe, teenagers are permitted to drive at eighteen years of age, and also to drink responsibly at the same age.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, they are able to learn early about the dangers of drinking alcohol and practice good drinking habits. I think that lowering the drinking age would be able to reduce the number of car crashes that are related to excessive consumption of alcohol. Restrictions can be put to prevent the teenagers from drinking, but can they really be stopped? No one was there to stop the over ten million American teens aged twelve to twenty who have already drunk an alcoholic beverage at present. Out of this number, it is astonishing that about half of them are engaging in binge drinking. To put more facts on the table, it is estimated that about eighty percent of students in grade nine through twelve will have tasted at least one drink of an alcoholic beverage in their lifetime and about fifty percent of these students have tasted at least one drink of alcohol in the last one month. So, tell me, are restrictions stopping them from pursing their illicit courses? Abuse of alcohol among the tee ns is a real problem that we should not ignore the way we are doing now through unfair restrictions. Since more and more teens are destroying their lives, I suggest that we try something different, something that can ultimately bear fruits since the high drinking age seems to be taking us nowhere. Therefore, I strongly believe that lowering the drinking age and then educating the teenagers on the dangers of alcohol consumption can reduce this problem. We should all recognize that America has a huge problem with teen drinking. The only way to find a solution to this problem is by stopping to ignore it. â€Å"It’s time we look at the issue afresh and see whether there are better solutions than we currently have in place because, after all, we haven’t solved the problem† (Gordon and Holland, para. 8). The American teenagers should get more education about the effects of alcohol, rather than giving them punishment. The legal drinking age should be restored to eighte en since the current age at twenty-one lacks any real basis. A lowered drinking age will bring us to reality and institute better ways of curbing the vice. Consequently, fewer problems would arise. Works Cited Bishop, Bruce. Effects of lowering the drinking age. Salem, Or. : Legislative Research, 1979. Print. Gordon, Larry, and Holland, Gale. â€Å"At 18, is it time for a drink?† Los Angels Times. 8 Aug. 2008. Web. https://www.latimes.com/archives/la-xpm-2008-aug-20-me-drinking20-story.html Kiesbye, Stefan. Should the legal drinking age be lowered? Detroit : Greenhaven Press, 2008. Print. Snelgrove, Erin. â€Å"18 or 21? Drinking age debate heats up.† Yakima-herald. 2 Sept. 2008. Web. This essay on At 18, is it time for a drink? was written and submitted by user Libby Pennington to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

buy custom Effects of Using Instructional Technology in Schools essay

buy custom Effects of Using Instructional Technology in Schools essay In recent times, issues regarding education in the American federal states have attracted considerable debate in policy agenda (Kulik, 2003). This has followed the realization by the national government that the states have been insufficiently preparing students, sometimes right from elementary schools, with vulnerable/marginalized ones bearing the greatest brunt. Kulik (2003) notes that the concerns of the long term socio-economic as well as political implications that miss-ups portend have driven these debates and measures that games play in learning are being emphasized. According to him, the use of games mediated with technology, such as video games, are particularly becoming crucial component in education in American schools and other countries in relation to performance improvement. Despite these realities, some schools dont have the capacity to exploit or possess, yet it is verifiable that teachers employing games in learning have positive outcomes, particularly in Science sub jects and Mathematics (Kulik, 2003). The use of Integrated Learning Systems in (ILSs) Mathematics by Pre-school teachers is one area worth examining. Kulik (2003) observes that studies have shown that scores in Mathematics and Science subjects are often higher in with pupils taught by ILS. More interestingly, for studies that focused exclusively on mathematics, the performance is often much higher when ILS was exclusively designed to measure performance in mathematics, but lower when instructions were divided to deal with reading and mathematics alike. Further, computer games tend to be simulative. Kulik affirms that whenever these games are used, they give pupils the theoretical understanding and highly simplified strategies to relate mathematics and sciences to the real world. In a way, these prepare the students/pupils for future learning endeavors as they further their education. Regardless of studies showing that the scale is lower, Kulik believes that simulation methods using computer mediated games as well as oth er games remain helpful in preparing and equipping students with practical skills (Kulik, 2003). In sum, using games particularly those bordering on technology brings good results in education. In any case, the creation of fruitful citizens, who are not only better prepared for further education and later meaningful employment, should be the focus of educational stakeholders if responding to the needs of the universal marketplace is something to prioritize. Buy custom Effects of Using Instructional Technology in Schools essay

Discuss the impact of the Broken Window Theory and how it directly Essay

Discuss the impact of the Broken Window Theory and how it directly impacts the Criminal Justice System today - Essay Example This theory was proposed by George Kelling and James Wilson. It suggests that a subset of society or society that seems and appears to be lawless may ultimately breed lawlessness (Kelling and Coles 11). It is a criminological theory of the signaling effect and norm setting of urban vandalism and disorder on additional anti-social behavior and criminal activities. The theory holds that maintaining and monitoring urban environments in a condition that is well ordered can further stop escalation of minor and serious crime (Lilly, Cullen, and Richard 9). This paper will discuss the impact of the Broken Window Theory and how it has directly impacted on the Criminal Justice System in modern times. Since the Broken Window Theory was introduced by James Wilson and George Kelling in 1982, it has been a subject of huge public debate within the public sphere and in the social sciences. As a result, it has been used as a methodology and motivation for various reforms in the criminal justice system (Keizer 1681). In explaining the theory, Wilson and Kelling use the example of a building that has a broken window which remains unrepaired. The theory argues that crime is not caused by broken down neighborhoods, necessarily, but they become magnets for delinquent behavior and crime because of their disorganization. Residents may tend to become slacker in their civility and delinquents and criminals may then be drawn to lawlessness areas. The theory explains that the state of the urban environment may affect crime and delinquency due to the following three factors: signal crime and social signaling; the lack or presence of routine monitoring; and conformity and social norms (Sampson 320) . Under this theory, a clean and ordered environment and one which is maintained signals that the area is well-monitored and delinquent and criminal behavior is not tolerated. On the contrary,

Implementation of a competency framework workbased learning programme Dissertation

Implementation of a competency framework workbased learning programme on acute skills for ward nurses - Dissertation Example A learning programme for acute ward nurses responsible for caring of critically ill patients has been the central focus of nursing practice development. According to Coad et al, a work-based learning approach has been found to empower ward staff with the necessary skills of nursing and the authors studied the efficacy of a five-day competency based high dependency skills course in enhancing professionalism and quality of care in nursing. The aims of comprehensive critical care are developing leadership potential and enhancing networking opportunities for nurses within critical care and acute ward areas. Critical care is the most challenging aspect of nursing care and acute skills in nursing are enhanced not just by work-based learning programs but also from first hand nursing and emergency experiences. Titchen describes emergency care in which one professional learns from another as ‘critical companionship’ that serve as a framework for learning from practical healthcare experiences.

History Of Bilingual Court Cases Report

History Of Bilingual Court Cases Report This report is a critical summary of research conducted on three legal cases pertaining to bilingual education in U.S. Public Schools. This paper will include a complete description and analysis of Lau et. al vs. Nichols (1974), Castaneda v. Pickard case (1981), and LULAC vs. Florida Department of Education (1990). The objective is to focus on the adequacy and implications of these cases on the rights of English Language Learners (ELL) to receive a Free Appropriate Public Education (FAPE). The findings will consider both primary legal findings and secondary information from professional journals to explain how knowledge of each of these cases may help teachers better meet the need and requirements of mainstreamed (ELL) students. The basis for current provisions to assure the rights of bilingual or limited English proficiency students in public education starts with the Civil Rights Act of 1964. Several Supreme Court opinions, case law precedents, and legislation provide the legal background, which directly influences national school district policy and reaches into the classroom to insure English language learners receive an equitable public education appropriate to their linguistic and academic needs. The three cases presented here are legal milestones that display the continuing efforts toward school district policy and to achieve good teaching practices in the classroom to accommodate limited English proficiency students right to a free appropriate public education. Lau et al. vs. Nichols et al. is a lawsuit filed on behalf of Chinese American students in 1970 against the San Francisco Unified School Board. A lower court judgment and resultant appeals placed the case before the Supreme Court in December 1973. The U.S. Supreme Court Case Lau v. Nichols, 414 U.S. 563, (1974) was the consequence of a lack of English language instruction provided to approximately 1,800 students of Chinese ancestry who did not read, speak, write, or comprehend English in the San Francisco Unified School District. The passing of the Civil Rights Act of 1964 and the Bilingual Education Act of 1968 provided the plaintiffs in Lau vs. Nichols with inspiration to pursue their rights to a quality education. In the legal case, defendants (the San Francisco Unified School District) argued that education is not a right. There was nothing in the Constitution that mentioned education as a basic right for all citizens. Individual states chose to establish schools to provide the basic needs of all citizens, and in this case, the Chinese-speaking children clearly needed special help. Even so, the defendants argued that the students had no Constitutional right to demand that the school district provide a remedy for their problem (McPherson, 2000, p. 64). Citing the Fourteenth Amendment clause, the attorney for the defendant, Burk Delventhal, pointed out that the provisions did not require the state to solve these problems all at once. State lawmakers, in their view, had already done a lot to solve problems for non-English-speaking children. The San Francisco Unified School District had complied within state guidelines as best they could in order to provide services to those in need. Edward Steinman (attorney for the plaintiffs) stated during oral arguments (Lau v. Nichols case summary and oral arguments, 1973) that approximately 1,800 of the 3,000 cited plaintiffs in the class action law suit received no English as a Second Language courses, and only a small number received a 40-minute a day pull-out instructional period. Additionally, a report from the San Francisco Unified School District illustrated how officials were acutely aware of the students lack of access to a quality education and its negative effects. In 1974, Chief Justice William O. Douglas wrote the official opinion; that identical education does not constitute equal education under the Civil Rights Act. School districts must take affirmative steps to overcome educational barriers faced by non-English speakers (Lyons, 1992, p. 8). The ruling set a clear precedent for school districts with a large percentage of non-English speakers, such as San Francisco Unified which counted 83% of its students as non-English speaking in 1974 (Wang, 1975). A well-structured English Language Learner (ELL) plan has to be a whole-school and district-wide initiative created by a multidisciplinary team involving ELL teachers, general education teachers, staff, special education teachers, and other language specialists. The multiple connections between the Lau v. Nichols case and teaching and learning also affect the way curricula is designed to gradually integrate ELL students into the regular school program. In 1975, following the Lau ruling, the Department of Health, Education, and Welfare (HEW) published policies for schools to address Limited English Proficiency (LEP) students, and the Federal Office for Civil Rights (OCR) was in charge of overseeing the Lau resolution. The OCR gave instructions to school districts about how students would qualify to receive help learning the English language, what specific measurements to take in order to help them, and the type of training teachers should have. In 1978, this ruling was tested in the case of Castaneda vs. Pickard when a parent (Roy Castaneda), of two Mexican-American students, filed against the Raymondville Independent School District (RISD), in Texas. Mr. Castaneda indicated the school district was in fact discriminating against his children because his children were placed in a group of classrooms based on criteria that was ethnically and racially discriminating. The claim was that RISD had failed to establish policy for bilingual education programs that would help his children overcome an English language barrier, and thus, as students, they could not compete with native English language speakers in the classroom. The Lau v. Nichols Case (1974) was cited as a requirement for school districts in this country to take the necessary actions in order to provide students the ability to overcome the English educational barriers. The Castaneda argument was that there was not real way to measure if the Raymondville Independent Sch ool Districts approach would overcome the English proficiency barrier. On August 17, 1978, a lower federal court initially ruled in favor of the Raymondville Independent School District citing that, in respect to the Castaneda vs. Pickard arguments, the Castaneda childrens constitutional or statutory rights were not violated. Mr. Castaneda felt the Federal Court made a mistake and filed for an appeal. In 1981, the United States Court of Appeals for the Fifth Circuit agreed and ruled in favor of the Castanedas case. As a result, the precedent established a three-part assessment to hold bbilingual education programs responsible and to gauge how they were following the spirit of the ESEA guidelines. The criterion parts must demonstrate that a program has; a practice grounded in sound educational theory; effective implementation of an appropriate program or practice; and results or assurance that the program is working through an evaluation and subsequent program modification to meet this requirement. This Castaneda ruling, along with the Supreme Court decision Lau v. Nichols (1974) and the Office of Civil Rights (OCR) Lau Remedies, reaffirmed the rights of English Language Learners to accessible public schooling that is adequate to their needs. These guidelines require an appropriate public program and comprehensible academic studies be held to the three level assessments to insure it is developed properly to accommodate the students English proficiency level needs. Such a program has to be aligned to state and local standards as required by statute. In League of United Latin American Citizens (LULAC) et al. vs. State Board of Education (August 1990), the court examines the ongoing efforts of the Florida Department of Education (FDOE) to meet both the letter and spirit of a 1990 Consent Decree between the League of United Latin American Citizens (LULAC) and the Florida Department of Education. On August 14, 1990, a Florida Consent Decree established that Limited English Proficiency (LEP) students receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). The plaintiffs (several groups active in the civil rights/educational community) charged that the State Board of Education had not met the requirements under federal and state law to provide LEP students with equal and comprehensible instruction. On September 10, 2003, the State Board of Education and LULAC signed an agreement, a negotiated modification to the 1990 Consent Decree. The Stipulated Agreement, signed by U.S. District Court Judge Federico Moreno is currently active in all of Floridas school districts. The Stipulated Agreement does not diminish any options for English for speakers of other languages (ESOL) endorsement or coverage in the 1990 Consent Decree. However, it does expand some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage. Second, the amendment requires training, including post-certification hours, for all persons holding administrative and guidance counselor positions. Last, the new 2003 amendment allows the plaintiffs to secure access to the ESOL teacher test in addition, provide input that becomes part of the tests design. According to the Consent Decree, each student must have access to programming appropriate to his or her level of English proficiency, academic achievement, and special needs (United States District Court for the Southern District of Florida. 1990). In order to monitor this directive, each district must submit an LEP plan to the Florida Department of Education (FDOE). The Consent Decree does not mandate a specific methodology for ESOL instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in E nglish, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an individual Limited English Proficiency Student Plan on file. This document includes information on the date of identification, assessment data, and goals for exiting ESOL programs. Each student is also assigned an LEP Committee composed of the students home teacher, an ESOL teacher, an administrator, in addition, a guidance counselor, or a social worker, if appropriate. Parents are invited to attend committee meetings. LEP committees are generally convened when a pupil is having difficulties, is eligible for reclassification, or is ready to participate in state assessments. Furthermore, each school must form an LEP Parent Leadership Council. According to the Decree, this parental representative body has an active participation in all decision-making processes that impact instruction and issues (United States District Court for the Southern District of Florida. 1990). The LULAC vs. Florida Consent Decree requires each Limited English Proficient (LEP) pupil to receive equal access to programming which is appropriate to his or her level of English proficiency, academic achievement, and special needs (Lopà ©z, A. October 8, 2004). An amendment in 2003 requires an expansion of some of the original provisions. First, it provides an additional option through which a certified teacher may obtain ESOL coverage and specific levels of teacher training, including post-certification hours, for all persons holding administrative and guidance counselor positions. The amendment also allows the plaintiffs to secure access to the ESOL teacher test and provide input that becomes part of the tests design. The Consent Decree does not mandate a specific methodology for English Speakers of Other Languages (ESOL) instruction, but instead permits flexibility to local needs and demographics. The state stipulates that LEP students must receive ESOL instruction in English, however, and that they must have ESOL or home language instruction for reading, mathematics, science, social studies, and computer literacy. In addition to a plan for the district, each student must have an LEP Student Plan on file. As part of the Elementary and Secondary Education Act (ESEA) reauthorizations, a large part of Title 1 funding is now redirected by the legislation to be dedicated to a whole school program, which did improve the overall quality of education services. (Hanna 2005). The Lau remedies were to be withdrawn in 1981. Legislators attempted additional efforts to transform ESEA in the 1983 and 1989 reauthorizations under the Reagan and George H.W. Bush administrations. These republican admin ­istrations led a major campaign against bilingual education and were in favor of a back to basics education. The Bilingual Education Act, as amended in 1988, was an effort to re-define education programs with more specific goals, to provide for support centers, and to address capacity-building efforts. In 1993, democrats, lead by the Clinton administration, began a new education reform direction with the early development of standards-based reform through bills like Goals 2000. In 1994, under the Impro ving Amer ­icas Schools Act, the Bilingual Edu ­cation Act was reauthorized. This reauthorization rewrote ESEA with the idea that every state would create a standards-based system applicable to all students, including those who qualified under Title I (Hanna, 2005). For the first time, bilin ­gual education was considered a resource to help immigrants become fluent English speakers, and a po ­tential asset to improve the countrys prospects. A wave of anti-bilingualism policies reached its peak with George W. Bushs No Child Left Behind Act (NCLB) in 2002. The law, which was a another reauthorization of the Elementary and Secondary Education Act (ESEA), did not officially ban bilingual programs, but it imposed a high-stakes testing system that promoted the adoption and implementation of English-only in ­struction. Title VII, also known as the Bilingual Education Act, was eliminated as part of a larger school reform measure (Crawford, 2002). As such, the references to bilingual education in the previous ESEA documentation were redefined as English Language Learners in the new leg ­islation. The educational rights of school-age English language learners then are the new concerns of these cases and its series of legislative acts and court decisions. Jim Cummins, a noted Pedagogy author, published his thoughts as educational policies created at the national level are negotiated at the state and local school district levels as supports are provided to schools, teachers, and their students. In this way, federal policies affect classroom practice in the micro-interactions that occur between teachers and students (Cummins, 2001). The impact of the many legal cases on teachers meeting the needs and requirements of mainstreamed ELL students appears to result from a combination of policies influenced by immediate social, political, and economic factors. Officially, the United States does not have a national language policy which would directs a specific language practice in public schools, however, individual States have passed language policy legislation which places English ove r other languages. The national direction is on Civil Rights and any appropriate public program for comprehensible academic studies has to be developed to accommodate the students English proficiency level needs. State and local school districts are tasked by stature to align public education programs. Building an Equal Access Plan may generate misunderstandings in the classroom and community local levels based on funding and district training. A policy approved by a local school board will take time to construct so that steps for implementing a sound program can occur when needed. A newly arrived student could be waiting for several weeks under that scenario. A consequence of that approach is inaccessibility to appropriate instruction. A policy reflects a school districts intent to comply with the spirit and provisions of law. It also assures that, because it is policy, no teacher or administrator may veto provisions of that policy. It is possible for provisions in policy to become dated or ineffective. Sometimes improved approaches to instruction merit piloting or implementation. Under these circumstances, schools are advised to revise their policy, consistent with the provisions of statute, and to seek school board approval for the newly revised policy or additions to policy. A teachers creativity and excellence will service the classroom student and should not be limited or compromised by policy.

Essay example --

Interdisciplinary Research Question What are the impacts of mainstreaming ESE students into a general education classroom? The problem most viewed with mainstreaming special education and general education students is that student’s individual needs are sometimes being overlooked. Justification of Interdisciplinary Approach In order to justify my interdisciplinary approach I will show how drawing from the relevant disciplines I have chosen offers different views and perspectives presenting diverse explanations to the problem. Relevant Disciplines Education – accommodations, modifications, training of instructors Sociology – socialization, acceptance, understanding, respect Psychology – self esteem, belonging Analysis of Problem with Evaluation of Insights The insights addressed are the preconceptions of instruction, socialization and behavior issues of mainstreaming ESE students. It is assumed that socialization and behavior can play a positive role with inclusion by offering students a chance to improve their socialization and behaviors skills while breaking down the social stigma of being different. However, this can also have a negative effect on students. By not presenting ESE students with the proper monitoring when socialization and behavior is involved can lead to embarrassment and alienation of peers. It is believed that inclusion can affect all students because instructional needs aren’t being met. With accommodations having to be put in place teachers are spending more time with ESE students and offering less challenging instruction to the general education students. Conflicts Between Disciplines The conflict is whether socialization and behavior play an intricate part in the educational needs of the ESE s... ...ght out, and if the decision is to mainstream the student then it should be decided whether the student will benefit from full or partial inclusion. If they are mainstreamed then they will need to be carefully monitored and ensure that all of their needs are met in order to be successful in the general education setting. The pros and cons of inclusion will need to be looked over repeatedly to be sure that the plan is working in the best interest of the student and does not affect the academic goals of either the special needs student or the general education student. As more and more students with special needs are placed into general education classrooms the general idea is that this is the best placement for them based on their needs. However, in order to make this successful the students, parents, and teachers involved will have to work hard and work together.

Promote Positive Behaviour Essay

Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support. 1.1 Explain how legislation, frameworks, codes of practice and policies related to positive behaviour support are applied to own working practice. All aspects of my job role are regulated by policies and current legislation. The mandatory training that we attend has been designed to cover all aspects of legislation such as the Children’s Act, which provides a Code of Practice to enable us provide the best possible care and support for children and young people. We also have inspections from OFSTED who ensure we are meeting, not only care standards, but also those relating to behaviour and how we encourage positive behaviour is evaluated. As a staff member I have the responsibility of recording all incidents of behaviour support and these include both positive and challenging behaviour. There are several policies and procedures in my work place relating to positive behav iour: Bullying Rewards and sanctions House rules The code of conduct forms part of a behaviour policy. It will state what is expected from staff as well as young people. It can provide guidence to staff when dealing with innappropriate behaviour presented by a child/young person. It states how to encourage positive behaviour, the importance of being fair and consistent, 1.2 Define what is meant by restrictive interventions. There are a range of different restrictive interventions. When some people think of restrictive interventions they automatically think of phyhsical interventions, however a physical intervention is not always neccessary. Sometimes you can intervene using simple techniques such as language, including body language and facial expressions, this is known as social intervention. Another is mechanical intervention, this is useful with children in their early years, using things such as high chairs and safety gates to contain the child in one place for whatever reason. Physcial intervention is a restrictive intervention that should only be use if there is clear justification for why this type of intervention is being used. Planned intervention can be used if through observation or care plans for example, you expect that a child may present challenging behaviours in certain situations, then you ensure you are already prepared for this as it may be that just having a carer sitting by their si de and placing a hand on their shoulder is all they need to sit back and think about their actions before displaying negative behaviour. The aim of a restrictive intervention is not to take away the young persons right to freedom and movement, it is to give them the opportunity to think about their actions and change their behaviour. 1.3 Explain when restrictive interventions may and may not be used. Physical intervention is a last resort and all staff avoid having to do this however if deescalating techniques such as ‘planned ignoring’, ‘hurdle help’, ‘walking away’ etc. doesn’t seem to work, then restrictive interventions have to be used when young people are displaying certain behaviours such as committing a criminal offence, causing harm to themselves or others, causing damage to property or engaging in any behaviour that is prejudicial to maintain the good order and discipline within the home. 1.4 Explain who needs to be informed of any incidents where restrictive interventions have been used. Where restrictive interventions have been used, staff must follow policies and procedures in place such as ‘recording and reporting’. Firstly staff on shift at the time of the incident must complete an incident report and inform management of the incident. The young person’s parents and social workers should be informed and if necessary other professionals involved in the young person’s life such as YOT and CAMHS (this all depends on the nature of the incident). Once the incident report is complete management will add their observations then send this to the safeguarding officer to do the same. Ofsted are always informed after any incident. If the young person or staff involved have sustained any injuries during the incident this is recorded on the incident report and on a body map as well as the accident book and RIDDOR guidelines will be followed. 1.5 Explain why the least restrictive interventions should be used when dealing with incidents of challenging behaviour. As explained before physical intervention should not be used unless it can be clearly justified why it was used, it is not always neccessary. When dealing with challenging behaviour you can use restrictive intervention such as language which may result in the young person changing their behaviour before it even leads to an incident. For example there is a young person in my care who we have observed that responds well to humour, so if he is beginning to display negative/challenging behaviour we try to make jokes with him and sometimes tickle him. This turns his mood around and prevents an incident even taking place. It is important to use the least restrictive interventions where possible as if you didnt it could lead to further dilemmas such as verbal abuse, physical abuse, damage to property etc. 1.6 Describe safeguards that must be in place if restrictive physical interventions are being used. It is important to ensure that the young people and staff are all safeguarded. Any staff that will be using physical interventions should have attended the mandatory training, risk assessments should be in place and staff should follow guidelines to ensure they have tried all possible alternatives before using physical interventions. In circumstances where physical interventions are being used, staff should assess the situation first to ensure it is safe to do so, is there enough staff? Is the environment they’re in safe and appropriate for the use of physical interventions? Staff must always disengage throughout the physical intervention to give the young person opportunity to calm and take back control. 2. Understand the context and use of proactive and reactive strategies. 2.1 Explain the difference between proactive and reactive strategies. Proactive strategies are strategies that everyone may use to deal with behavioural problems, they are strategies that are written in policies and procedures, risk assessments, care plans etc. These are guidelines that are in place to be followed when a child/young person is presenting challenging behaviour even if these strategies are not proven to work as well as others for this particular child/young person. Examples of proactive strategies are having rules and boundaries in place, this is a way of letting the child/young person know the way they should be behaving, give praise to the child/young person for good behaviour and put sanctions and consequences in place when rules are broken. Reactive strategies are the behaviour management strategies that you use at the time of an incident when a child/young person is presenting challenging behaviour. Even though there are guidelines in place for proactiv strategies that should be used, if you have observed that a child/young person responds well to something else and it diverts their attention to something positive then you may use these reactive strategies to stop the incident escalating any further. When using reactive strategies you should still follow guidelines for proactive behaviour management strategies and put consequences in place for inappropriate behaviour. 2.2 Identify the proactive and reactive strategies that are used within own work role Needs completing 2.3 Explain the importance of identifying patterns of behaviours or triggers to challenging behaviour when establishing proactive or reactive strategies to be used. With every child/young person you should be making observations of every aspect of their life. When they ‘slow time’ before going to school or refuse to attend school, is there a pattern in the days they are behaving like this? Is there a certain lesson on these days they dont like? Are their children in their classes on this day who they are having issues with? There is a reason behing every behaviour. It is important to identify patterns of behaviours and triggers so that you can predict when an incident may take place and use planned intervention to deal with these situations. Also different strategies may work for different incidents and different young people. Staff need to ensure they are making these observations, updating care plans and risk assessments and passing on information to all staff during h andovers and meetings. 2.4 Explain the importance of maintaining a person or child-centred approach when establishing proactive strategies. Each young person is different, they need to be seen as an individual. Young people should all be treat fairly and equally but not the same. Some strategies that work on one child/young person may not work on another. Strategies have to be tried and tested, they wont all work but the ones that do, should be identified and all staff bare these in mind when dealing with further incidents. A young person in my care gets really upset when plans for family contact are changed or if it doesn’t go ahead. Staff ensure they tell the young person with at least 2 members of staff present incase they need to use physical restrictive interventions. The usual type of negative behaviour in instances like this is going to their room and slamming doors etc. Due to the young person not actually causing any damage or harm to property or himself, staff use proactive strategies we have in place which in this case would be ‘backing away’ giving him time to calm, and with this particular young person we would use ‘humour’ once he is calm to keep him distracted. Another young person if he gets bored will display challenging behaviour through verbal abuse. Staff use planned intervention and always try and keep the young person busy to prevent him getting bored or agitated. If this particular young person is being verbally abusive staff use proactive strategies ‘planned ignoring’ as if staff give him attention for displaying negative behaviour, he sees this as an excuse to keep repeating this behaviour as he gets the attention he was after. When the young person is showing positive behaviour, even simple tasks like brushing his teeth and having a wash on a morning, he needs lots of praise to show him that h e gets attention when he is being compliant. 2.5 Explain the importance of reinforcing positive behaviour with individuals. Needs completing 2.6 Evaluate the impact on an individuals well-being of using reactive rather than proactive strategies. Needs completing 3. Be able to promote positive behaviour 3.1 Explain how a range of factors may be associated with challenging behaviour. Needs completing 3.2 Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours Needs completing 4.Be able to respond appropriately to incidents of challenging behaviour. 4.1 Identify types of challenging behaviours Needs completing 4.3 Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour. Needs completing 5. Be able to supports others and individuals following an incident of challenging behaviour. 5.2 Describe how an individual can be supported to reflect on an incident. How they were feeling at the time prior to and directly before the incident – Their behaviour – The consequence of their behaviour – How they were feeling after the incident – Needs completing 5.3 Explain the complex feelings that may be experienced by others involved or witnessing an incident of challenging behaviour. Needs completing 5.5 Describe the steps that should be taken to check for injuries following an incident of challenging behaviour. This should be done straight after the incident once the young person has calmed. If the young person directed their anger at a particular member of staff, then a different member of staff, preferably who the young person usually has a good relationship with should approach the child/young person to see if they are ok. Get the young person into an environment with privacy and where they feel comfortable, then have a discussion with them about if they are hurting anywhere and check them for injuries. For example if the young person was restrained during the incident see if they have any marks from where staff held them, check their back thoroughly if you recall them banging it etc. If any marks are noticed, firstly check previous body maps in place for the young person to ensure these marks haven’t already been identified and recorded. If not then record the injuries on the incident report, on the young persons body map and daily observations. If needed offer first aid to the young person or medical attention. The young person should be checked for injuries again at a later time as bruising may show the following day.

Tezcatlipoca Aztec God of Night and Smoking Mirrors

Tezcatlipoca (Tez-ca-tlee-POH-ka), whose name means â€Å"Smoking Mirror†, was the Aztec god of night and sorcery, as well as the patron deity of Aztec kings and young warriors. As with many Aztec gods, he was associated with several aspects of Aztec religion, the sky, and the earth, winds and the north, kingship, divination, and war. For the different aspects he embodied, Tezcatlipoca was also known as the Red Tezcatlipoca of the West, and the Black Tezcatlipoca of the North, associated with death and cold. According to Aztec mythology, Tezcatlipoca was a vengeful god, who could see and punish any evil behavior or action happening on earth. For these qualities, Aztec kings were considered Tezcatlipoca’s representatives on earth; at their election, they had to stand in front of the god’s image and perform several ceremonies in order to legitimize their right to rule. A Supreme Deity Recent research suggests that Tezcatlipoca was one of the most important gods in the Late Postclassic Aztec pantheon. He was an old-style pan-Mesoamerican god, considered the embodiment of the natural world, a frightening figure who was both omnipresent--on earth, in the land of the dead, and in the sky--and omnipotent. He rose to importance during the politically dangerous and unstable times of the Late Postclassic Aztec and early Colonial periods. Tezcatlipoca was known as the Lord of the Smoking Mirror. That name is a reference to obsidian mirrors, circular flat shiny objects made of volcanic glass, as well as a symbolic reference to the smoke of battle and sacrifice. According to ethnographic and historical sources, he was very much a god of light and shadow, of the sound and smoke of bells and battle. He was closely associated with obsidian (itzli in the Aztec language) and jaguars (ocelotl). Black obsidian is of the earth, highly reflective and a vital part of human blood sacrifices. Jaguars were the epitome of hunting, warfare, and sacrifice to the Aztec people, and Tezcatlipoca was the familiar feline spirit of Aztec shamans, priests, and kings. Tezcatlipoca and Quetzalcoatl Tezcatlipoca was the son of the god Ometà ©otl, who was the original creator entity. One of Tezcatlipoca’s brothers was Quetzalcoatl. Quetzalcoatl and Tezcatlipoca joined forces to create the surface of the earth but later became fierce enemies in the city of Tollan. For this reason, Quetzalcoatl is sometimes known as the White Tezcatlipoca to distinguish him from his brother, the Black Tezcatlipoca. Many Aztec legends hold that Tezcatlipoca and Quetzalcoatl were the gods who originated the world, told in the myth of the Legend of the Fifth Sun. According to Aztec mythology, prior to the current times, the world had passed through a series of four cycles, or â€Å"suns†, each one represented by a specific deity, and each one ending in a turbulent way. The Aztecs believed they lived in the fifth and last epoch. Tezcatlipoca ruled the first sun when the world was inhabited by giants. A fight between Tezcatlipoca and the god Quetzalcoatl, who wanted to replace him, put an end to this first world with the giants being devoured by jaguars. Opposing Forces The opposition between Quetzalcoatl and Tezcatlipoca is reflected in the legend of the mythical city of Tollan. The legend reports that Quetzalcoatl was a peaceful king and priest of Tollan, but he was deceived by Tezcatlipoca and his followers, who practiced human sacrifice and violence. Ultimately, Quetzalcoatl was forced into exile. Some archaeologists and historians believe that the legend of the fight between Tezcatlipoca and Quetzalcoatl refers to historical events such as the clash of different ethnic groups from the North and Central Mexico. Tezcatlipoca’s Festivities To Tezcatlipoca was dedicated one of the most ostentatious and imposing ceremonies of the Aztec religious calendar year. This was the Toxcatl or One Drought sacrifice, which was celebrated at the height of the dry season in May and involved the sacrifice of a boy. A young man was chosen at the festival among the most physically perfect prisoners. For the next year, the young man personified Tezcatlipoca, traveling through the Aztec capital city of Tenochtitlan attended by servants, fed with delicious food, wearing the finest clothing, and being trained in music and religion. About 20 days before the final ceremony he was married to four virgins who entertained him with songs and dances; together they wandered Tenochtitlans streets. The final sacrifice took place at Toxcatls May celebrations. The young man and his entourage traveled to the Templo Mayor in Tenochtitlan, and as he walked up the stairs of the temple he played music with four flutes that represented the worlds directions; he would destroy the four flutes on his way up the stairs. When he reached the top, a group of priests carried out his sacrifice. As soon as this happened, a new boy was chosen for the following year. Tezcatlipoca’s Images In his human form, Tezcatlipoca is easily recognizable in codex images by the black stripes painted on his face, depending on the aspect of the god that was represented, and by an obsidian mirror on his chest, through which he could see all human thoughts and actions. Symbolically, Tezcatlipoca is also often represented by an obsidian knife. Tezcatlipoca is sometimes illustrated as the jaguar deity Tepeyollotl (Heart of the Mountain). Jaguars are the patron of sorcerers and closely associated with the moon, Jupiter, and Ursa Major. In some images, a smoking mirror replaces Tezcatlipocas lower leg or foot. The earliest recognized representations of the pan-Mesoamerican god Tezcatlipoca are associated with Toltec architecture at the Temple of Warriors at Chichà ©n Itzà ¡, dated to AD 700-900. There is also at least one image of Tezcatlipoca at Tula; the Aztecs clearly associated Tezcatlipoca with the Toltecs. But images and contextual references to the god became much more abundant during the Late Postclassic period, at Tenochtitlan and Tlaxcallan sites such as Tizatlan. There are a few Late Postclassic images outside the Aztec empire including one at Tomb 7 at the Zapotec capital of Monte Alban in Oaxaca, which may represent a continuing cult.   Sources Berdan FF. 2014. Aztec Archaeology and Ethnohistory. New York: Cambridge University Press.Klein CF. 2014. Gender Ambiguity and the Toxcatl Sacrifice. In: Baquedano E, editor. Tezcatlipoca: Trickster and Supreme Deity. Boulder: University Press of Colorado. p 135-162.Saunders NJ, and Baquedano E. 2014. Introduction: Symbolizing Tezcatlipoca. In: Baquedano E, editor. Tezcatlipoca: Trickster and Supreme Deity. Boulder: University Press of Colorado. p 1-6.Smith ME. 2013. The Aztecs. Oxford: Wiley-Blackwell.Smith ME. 2014. The Archaeology of Tezcatlipoca. In: Baquedano E, editor. Tezcatlipoca: Trickster and Supreme Deity. Boulder: University Press of Colorado. p 7-39.Taube KA. 1993. Aztec and Maya Myths. Fourth Edition. Austin TX: University of Texas Press.Van Tuerenhout DR. 2005 The Aztecs. New Perspectives. Santa Barbara: ABC-CLIO Inc.