Research Proposal on Literacy Essay Example

Research Proposal on Literacy Essay Literacy is the ability of a person to read literary sources to gain knowledge and discover new interesting facts useful for life. Moreover, literacy is also the ability to write using proper stylistic devices and feel the language in the text. Then, a person who is considered to be literary should be able to read critically, that means possess critical thinking skills. Most people who can read never try to understand the meaning of the content, some idea hidden there. Nobody reads between the lines. A literary person who reads much and has smart and sound mind always tries to find more than written in the text: some historical, social, cultural background of the content; motives, which provoked the author write this very work and introduce this very character into the text. Evidently, literacy has not always been on its high level as nowadays. Even several hundreds years ago only narrow circles of people could boast they can read. Every government of every country devotes much time and money to teaching literacy. Every well-educated person who wants to exist normally in out modern society should be able to read. without literacy one will not manage to survive in our difficult stressful times. Even just going along the street one should be able to read, otherwise he will not manage to reach the point of destination. The problem of literacy is very important nowadays, because still there are countries which have extremely low rates of literacy, because of their poor economical background and political problems. A successful research proposal on literacy should be an interesting paper, which presents brand new methods and concepts, which are useful to teach literacy faster, cheaper, easier and more effective. If one manages to complete the paper like that, he will surely impress the professor and receive chance to write a great research paper on the topic. We will write a custom essay sample on Research Proposal on Literacy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Proposal on Literacy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Proposal on Literacy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Students who need to complete a paper on literacy will have to read much about it. There are many special books, articles in scientific periodicals and encyclopedias dedicated to the topic and they will be helpful for every young professional. Besides, one can read free research proposals on literacy in the Internet and see how a good paper looks like. if one reads such a paper, he will realize how to compose a good paper on the topic, how to analyze the problem, how to support your opinion and how to persuade the professor in the importance of your topic. Nearly every free sample research proposal on financial literacy is a good help and experience for every student for writing an essay on this topic.

The U-2 Essays - Black Projects, Signals Intelligence, Free Essays

The U-2 Essays - Black Projects, Signals Intelligence, Free Essays The U-2 The U-2 CIA Air Force Reasons: Soviet air defense was aggressive April 8, 1950 USSR shot down a US Privateer over Baltic Autumn 1951 USSR downed a Twin-Engine Navy Neptune bomber June 13 1952 USSR allegedly downed a RB-29 Also scattered reports from Britain and Turkey After USSR backed N. Korea fear of USSR expansion grew Development: Civilian or Air Force? After many letters the decision for who to run development came from president Eisenhower who instructed that if a uniformed test pilot was captured in USSR in peacetime problems would arouse so a civilian team was called for development. Funding I would like to note that this segment in many reports was covered with black marker You try to read a sentence blacked out like this s and understand it. The Team James R. Killian, Jr. Director of Scientist - President of MIT His team of engineers worked no more that 50 feet from the assembly line. Problems were recognized and fixed in a few hours of draft productions. The Place Lockheed Martins Advanced Development facility in Burbank, CA AKA Skunk Works The Plane: The design called for a lightweight aircraft for ultrahigh flight. Tail The long tail was bolted to the body was only 3 bolts. This design was similar to a sailplane, which is also known for its lightweight. Wings The wing spar went through the fuselage. The panels were bolted to the side of the fuselage. (Sailplane) Amazingly the wings where integrated fuel tanks keeping almost all of the U-2s fuel. Nose and Landing Gear The nose was curved upwards to keep stabilized during wind gusts. (Sailplane) The landing was a complex set of bicycle like gears that weight 208 pounds but had the capability to withstand the touchdown of a 7-ton aircraft. Camera After developing 2 cameras each too large or too heavy a camera a camera was then developed using 3 mirrors and a prism to meet the size and weight requirements of the U-2 Spacesuits One of the first partially pressurized suits for high altitude flight was developed for specifically for the U-2. The cockpit kept a constant pressure 28,000 ft. This was at an outside pressure of a window cracking 70,000 feet or more. If the pressure suddenly decreased the suit would automatically inflate and administrate oxygen to the pilot. (Blood boils after 65,000ft) Fuel The CIA called on the vice president of Shell Oil Co. to make a low-volatility, low-vapor kerosene fuel. A fuel with the boiling point of 300F Security I wish I could fly like an eagle to the see fly like and eagle like my spirits carry me I want to fly. Right into the future I want to fly again. Over flights: First The first over flight of the U-2 was over Leningrad. Its target was to observe ship and submarines at bay. The Soviets caught glimpses of the U-2 but never accurately recognized the neither plane nor flight path. The USSR sent a letter to the White House describing the detection a Twin-Engine Navy Neptune bomber over USSR. The USSR was grossly wrong in the description of the U-2 and could not sustain the U-2 on radar for more than a few seconds. Nevertheless Eisenhower closed all over flights Renewal Eisenhower later renewed the U-2 program. But after taking pictures of Yerevan, USSR, The aircraft malfunctioned, and was forced to return to base. In another flight a pilot nick-named the Lemon Drop Kick was to fly over Bulgaria. The reason he was called that was because he always sucked on lemon hard candies during flight. But on that day the solider suiting him up put a L-pill in his pocket, unknowingly with the hard candies. L-pill being a suicide pill filled with potassium cyanide. He took off and started to eat his candy. He felt one of the pills had no flavor. Without biting into it he removed his faceplate and spit it out. The pilot was fine, but a thin glass coating away from death. More flights over the USSR west border were conducted with target cites and testing areas. Operation GRAND SLAM, the last over flight The flight was the first transit over the Soviet Union, all previous flight flew halfway in then turned around and retraced its flight. The flight would have been sooner, but the weather did not permit it. So CIA asked for more time. President Eisenhower demanded that no flights to be made after May 1,

CRIMINAL LAW 2 Essay Example | Topics and Well Written Essays - 1250 words

CRIMINAL LAW 2 - Essay Example Such an action shall be construed as theft regardless of whether the thief has taken it for gain or for personal benefit. Sections 3 to 6 of the Act define the terms â€Å"appropriates†, â€Å"property†, â€Å"belonging to another† and â€Å"with the intention of permanently depriving the other of it†. (Theft Law 1968, n.d.). Since criminal law deals with accusation and punishment for offenders, it is important that a correlation be established between blameworthiness and criminal liability for serious illegal activities. This argument is more applicable for theft because in this offence the other elements related to the appropriation are not properly defined, and so it is only the element of dishonesty that is assessed for punishment under law. In case the other elements related to the appropriation are judged to assess their wrong culture, it is however not possible to establish criminal liability on the defendant without some kind of judgement on the mo ral perspective of the defendant’s actions. ... ding is for a period and in circumstances making it equivalent to an outright taking or disposal.† (Theft Law 1968, n.d.) For example, if a person takes a cinema ticket from its owner and returned it after the completion of the movie, then it is as good as depriving the owner permanently of enjoying the interest of the ticket because when returned the ticket has no usage value left (Clarkson, 2005, p.238). Fraud Act 2006 The Fraud Act 2006 was implemented to â€Å"make provision for, and in connection with, criminal liability for fraud and obtaining services dishonestly.† (Fraud Act 2006, n.d., p.1) The Fraud Act has revised the Theft Act 1968 in many respects. Some sections of the Theft Act have been removed in Schedule 1 of the Fraud Act and they are section 15, section 15A, section 16 and section 20(2). Section 15 is about â€Å"obtaining property by deception†, section 15A is about â€Å"obtaining a money transfer by deception, section 16 is about â€Å"obta ining pecuniary advantage by deception†, and section 20(2) is about â€Å"procuring the execution of a valuable security by deception†. (Fraud Act 2006, n.d., p.7) The principle objective of the Fraud Act was to present the previous criminal law in a reformed manner so as it make it more acceptable for juries and practitioners. In this modern world of technology, fraudulent activities are rapidly becoming sophisticated and complicated by enhanced use of technology. It is increasingly becoming tough to catch the fraudsters and then prove their offence in court. Therefore the purpose of the Fraud Act is to form a â€Å"modern and flexible law of fraud† that is suitable to combat the increasing complications of fraudulent activities (Post-legislative assessment of the Fraud Act 2006, 2012, p.3). The Fraud Act associates

Strangers, babies (Theater Class) Essay Example | Topics and Well Written Essays - 1000 words

Strangers, babies (Theater Class) - Essay Example The director’s intent is to highlight the difficulty that people experience when attempting to relate to loved ones, especially with knowledge of their past mistakes and potential weaknesses. The director playwright and director chose an appropriate time to highlight this relationship deficiency, given the fact that the contemporary society is largely characterized by family disconnect and widespread disintegration of the family unit. This play attempts to show that people, have an individual burden, which is the lack of ability to understand how they associate with others, but still be responsible for pieces of information about their life experiences. Discussion The first scene of Strangers, Babies, begins with May steadily looking at the corner of the square shaped stage. The conversation, between May and her husband Dan, suggests that the direction to which she is staring is the couple’s apartment balcony. There is an injured bird and May seems concerned and willing to help it, as shown when she states that things can stay alive although they are injured. The presence of birds in the perceived balcony is indicated by high-pitched chirping sounds, which can be heard throughout this first scene. However, it is peculiar that although May is adamant about helping the bird, she is still reluctant to get involved. This serves to show that the protagonist is obsessive but distant at the same time. Dan looks at the balcony and occasionally at May in a knowing yet patronizing manner. He attempts to convince his wife that even though putting up a bird feeder on the balcony would be a caring gesture, it attracts more birds and there is a likelihood of getting additional injured birds. His patronizing attitude becomes evident when he uses a sarcastic tone to state that turning the balcony into a sanctuary for birds, would prevent him from engaging in his usual Sunday daydreaming involving newspaper reading and coffee drinking. It is obvious that there is affection between the two, but there is also an unsettling sensation. This is evident from May’s nearly desperate fixation on the injured bird and her apparent agitation as she slightly bangs her mug on the table, while her husband observes in a grave and sober manner. This scene provides a typical example of the atmosphere prevalent throughout the play, which constitutes disguised violence, careless attitude and ordinary daily life. From the play’s outset, the stage set-up evokes a feeling of disconnection. The stage is an ordinary square platform, which has a dividing space in between and high walls on either side. The director adds a dramatic effect to the play by concluding every scene with an abrupt and loud clang. This is followed by the rising of the back wall, in order to show the four other characters, who execute the subsequent scene change in a somber manner. Even though they are not explicitly mentioned, disturbing events in the protagonist’s past su ggest the possibility that, May’s current life is a sign of their impact. For instance, her monologue and distant look in the first scene makes one think that she is in deep thought about being injured in the past. The events in the play, just like the injured birds banging against the glass balcony door, constantly bang against May’s invisible past. These past events appear to increase the incapability of men

Conceptual Analysis 3 Essay Example | Topics and Well Written Essays - 1750 words

Conceptual Analysis 3 - Essay Example Sowa instigates that diagrams are simplified figures that convey intended message in a simple manner without using many words (John, 1984). In his work he describes several diagramming techniques that are very relevant in conveying messages in a simplified manner. There are many diagramming methods including flow charts, entity relationship, data-flow, and object oriented diagrams (John, 1984). This paper will analyze several diagramming techniques. Data-flow technique is a means of representing information or a system regardless of the level involved using symbols that show the flow of data, network of data, data processes and data stores. The main purpose of using data flow technique is to provide a systematic between users and system developers. Using data flow charts has a variety of advantages. The first advantage is that it reduces the amount of words that would have been used in explanation of the intended message. The second advantage is that data flow representation builds a systematic way of disseminating information. It shows the logical sequence of the data being represented. Thirdly, it represents the information in a hierarchical manner, showing every details of a system at any level. Fourthly, it is user friendly in that it allows users to understand the information being represented and gives the user an opportunity for review. They are diagrams used in object oriented models. They help in definition of machines that have a number of states. These machines receive events from external environment and the events drive the machine in rotation from one state to the other. This kind of diagramming technique helps in giving the explicit definition of a machine and its behavior. One feature that makes this technique unique is its ability to generalize states. This ability allows the factoring of common transitions. State models are suitable when describing

Equality is at the heart of inclusive teaching practice in education

Equality is at the heart of inclusive teaching practice in education Differences in educational opportunities for children depend not only on their individual cultural, economical, health or disability circumstances, but also on where they live and the ways in which educational systems are structured, regulated and supportedRegardless of these differences, there is widespread acknowledgment that teachers play a crucial role in providing quality education. (Florian Rouse, 2009, p.594) Given that inclusion is a key priority within Scottish education, this essay will critically discuss the concept of an inclusive school and its implications for teachers. There are many factors which can create a barrier to participation or hinder a childs learning, however for the purpose of this essay, the focus for discussion will be narrowed down to consider: a Curriculum for Excellence (CfE), teaching and assessment methods, additional support needs (ASN) and child poverty. These issues have been carefully selected with consideration to current educational issues and policies in Scotland, placement experience and with genuine interest to these issues and the implications they may have for teachers and their implementation of inclusive teaching practice. Furthermore, CfE, teaching and assessment methods, ASN and child poverty are issues that all teachers working in Scotland will have to consider during their career with regards to inclusion and whilst working as part of an inclus ive school. Her Majestys Inspectorate of Education state that an inclusive establishment is one in which the rationale for inclusion is clear to all members of the community and where inclusion is encouraged in practice (HMIE, 2008, Inclusion reference manual). Inclusion is an important issue in Scottish education, however inclusive practice has not been entirely embraced and implemented throughout the country. This may be due to a difference in opinions, uncertainty and misunderstandings as to what inclusion actually is and who inclusion is for (Allan 2008a), which would therefore present difficulties for teachers practicing within HMIEs definition of an inclusive school and their implementation of inclusive teaching practice. Newly qualified teachers may have a different understanding of inclusive teaching practice than the more experienced teachers, thus possibly causing further uncertainty, frustration and/or self doubt. As before mentioned, teachers play a crucial role in providing quality education (Florian Rouse, 2009, p.594). If teachers are at the forefront of providing inclusive education, then it is a concern that so many teachers have different views and opinions towards inclusion. Studies have shown that newly qualified teachers are more optimistic and have a more positive attitude towards inclusion than their more experienced colleagues, who are said to have a more realistic view on inclusion. It was noted that after the probationary year, teachers have a far less positive view, and are much less enthusiastic about inclusion (Seith, 2008). An insight into a possible reason for a lack of enthusiasm towards inclusion is suggested by Allan (2008b). Many teachers have concerns and self doubts about their ability to include, without clear guidance from policy or legislation on how to implement inclusive teaching practice. Many teachers feel that it is difficult to perform to high expectations w ith regards to inclusion, when they receive limited support and resources (Allan, 2008b). Limited support is a concern for teachers who are trying to practice inclusion within an inclusive school as a lack of support, guidance and/or resources may have an effect on the teachers ability to include all children depending on their individual circumstances. Articles 28 and 29 of the United Nations Convention on the Rights of the Child (UNCRC) state that education should nurture and develop the talents and abilities of each child to their fullest potential and serve to prepare children for living happily in a liberal society (UNCRC, 1989). These values could be said to be reflected in the purpose of CfE, its principles and the four capacities: successful learners, responsible citizens, confident individuals and effective contributors. CfE is for all children aged between 3-18 and aims to ensure that all children and young people in Scotland, regardless of their individual circumstances are provided with opportunities to develop the skills, knowledge and qualities required for life long learning (Learning and Teaching Scotland, 2010, the purpose of the curriculum). Equality is at the heart of CfE with the four capacities being achievable for all children and therefore providing the opportunity for more children to participate and achieve in all areas of the curriculum. Therefore an inclusive school is one where CfE is fully embraced by all, and where teachers are supported with their implementation of CfE through opportunities for continuing their professional development throughout their careers. In order for a Curriculum for Excellence to be a success, it is important that individual teachers are committed to developing their own skills and teaching practice and keeping up to date with new approaches to teaching and learning (Curriculum for Excellence, 2006, implications). However recent research carried out by The Education Institute Scotland, has shown that many teachers have voiced their concerns over CfE. These concerns are with regards to there being an additional workload, a shortage of time for planning and the effective implementation of CfE with the lack of clear, specific instructions (EIS, 2010, Survey of Members). It could be argued however, that the broad and general experiences and outcomes of CfE are a positive feature of Scottish Education and are an important part of inclusion and inclusive practice within the school. If there were to be precise instruction as to how to implement CfE, it would surely contradict the values of CfE, and the autonomy and profess ional role of the teacher. With the implementation of CfE, teachers have the flexibility to apply appropriate assessment procedures and use their own professional judgment with regards to progression and responding to the individual needs of children (Reid, 2008). However, a possible concern for teachers, particularly newly qualified teachers and student teachers with regards to implementing CfE within the inclusive school, as with the term inclusion, is the range of mixed feelings and opinions towards CfE. Mixed feelings were clearly evident during placement experience, with some teachers speaking very positively towards CfE whilst others expressing less enthusiastic opinions. The views towards CfE were somewhat reflected in the teaching strategies of some teachers; this was noted during observation periods as well as during discussions with a range of teachers (newly qualified and experienced). A variety of teaching strategies were observed during placement, with teachers who expressed negative feelings towards CfE favouring a more direct teaching approach, in comparison to the teachers with positive views towards CfE who used a variety of teaching strategies such as collaborative and active learning, which were appropriate for the particular learning experience and in response to the interests and needs of the children. Appropriate teaching and assessment methods play an important role within an inclusive school with teaching approaches being inclusive and specifically tailored to meet the interests and needs of the individual children and where assessment methods are used, which further support the learning. CfE assesses progress and achievement through Assessment is for Learning (Aifl) where assessment approaches should promote learner engagement and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential (Learning and Teaching Scotland, 2010, principles of assessment). Assessment therefore, requires teachers to make professional judgments about childrens learning, where sound evidence and professional integrity is at the heart of the decision making process. The most effective assessment approaches are ones which are fair to all involved: children, young people, parents and communities and which avoid any pre-conceptions and stereotypes (S cottish Government, 2010, a framework for assessment). A possible implication or concern however for teachers, with regards to the use of assessment which coincides with CfE, is that teachers may have varied opinions on what constitutes as a person being a successful learner, confident individual, responsible citizen or an effective contributor. Placement experience highlighted this concern further. Award ceremonies on alternate Thursdays, seen children receive rewards for showing that they had proven themselves to be either a successful learner, confident individual, responsible citizen or an effective contributor. It was noted that what each class teacher perceived as an achievement with regards to the four capacities, could be questionable depending on personal opinion. An inclusive school aims to respond to the interests, needs and abilities of the learner and as before mentioned, a positive aspect of CfE is the reinstatement of professional autonomy and the flexibility that teachers have when implementing teaching approaches which are tailored to the needs of individual children (Reid, 2008). However questions have been raised with regards to teachers being sufficiently educated and trained to work with children who require additional support for learning. Teachers in Scotland must be appropriately qualified in order to work with children who have visual and/or hearing impairments (The requirements for teachers (Scotland) regulations 2005). However teachers do not need additional qualifications to work with any other group of children with ASN (MacKay McLarty, 2008a). This may be of concern to teachers as well as parents, as most children will require additional support for learning at some point during their school careers, with many situations such as disability, being bullied, bereavement in the family, homelessness, being the child of an asylum seeker or being a bilingual learner, leading to a child or young person requiring additional support for their learning (MacKay McLarty, 2008b). Baroness Mary Warnock (2010, The Cynical betrayal of my special needs children) believes that without specialist knowledge, teachers may actually do more harm than good when teaching children with ASN, particularly those with more severe learning difficulties such as, severely dyslexic children. Another concern for parents and teachers is Baroness Mary Warnocks U turn in opinion towards mainstream education for all, since the Warnock report was published in 1978. Warnock now states that mainstream education for all, was never what she or the committee proposed in the first place. What the committee actually recommended was that the large number of children with moderate learning difficulties already in mainstream schools should be ident ified, and their needs provided for where they were (Warnock, 2010, The Cynical betrayal of my special needs children). A key educational policy in Scotland is the inclusion of all children in mainstream schools. An implication for teachers in mainstream schools, particularly student and newly qualified teachers is the ability to support children with ASN, particularly those who have more severe learning difficulties, such as autism or severe dyslexia. The concern not only lies in the ability to support children with such learning difficulties, but also with creating a suitable learning environment for all children within the classroom, when many of the children have varied learning needs. Many teachers are concerned about their ability to meet the needs of all children in the mainstream classroom, with the limited resources they have (Mittler 2000; Hanko 2005 cited in Allan, 2010). Limited resources may be a worry for teachers working within an inclusive school with concern also expressed by NASUWT Teachers Union, who say that it is vital for children and young people to be educated in appropriate se ttings for their individual needs and aspirations, with access to necessary resources. Mainstream schools cannot be expected to cater for pupils with special needs without adequate and appropriate staffing and resources (NASUWT, 2009). Current budget cuts across Scotland and throughout the UK are a cause for concern with regards to teachers having appropriate resources and specialist support staff. With a lack of necessary resources and support it could be argued that teachers will struggle to include all children within the inclusive school. According to Her Majestys Inspectorate of Education, An Inclusive Establishment is one in which there is effective working relationships with pupils, parents and other agencies who are committed to the health, wellbeing and education of children and young people (HMIE, 2008, Inclusion reference manual). It has been observed during a number of school placement experiences, that effective working relationships are vitally important in providing inclusive practice. However, it was also noted during placement experience that effective working relationships are not always possible, particularly those between teacher/school and the parents. It was witnessed during placement experience with a Primary 7 class of 32 pupils, which had no support in the form of classroom assistants or behavioural therapists that during most lessons, a large amount of the teachers time and attention was given to one child within the class who has behavioural issues. Although the teacher had implemented a number of effective behaviour management, teaching and assessment techniques, there was still a noticeable effect on the other children in the class, who for different reasons required the teachers support, but were unable to receive the support they needed, whether this was advice, help, encouragement or praise. The classroom teacher had no support from the childs parents, and senior management avoided taking action which involved suspension as the childs wellbeing whilst at home was also a concern. This left the teacher in a catch 22 situation, with trying to manage the childs behaviour as well as the safety of the child and the other child ren within the classroom. It was felt by the teacher that more support from parents, senior management and other agencies was needed. An inclusive school therefore, provides support for teachers with their inclusive practice and offers support for teachers to enable them to work effectively with children who have ASN. However, without vital support in the form of CPD, parental, senior staff support and support from other agencies such as specialist teachers, social services and behavioural therapists, it could be argued that many classroom teachers would struggle to implement inclusive practice in the classroom without such support. Another key aspect of educational debate in Scotland is children living in poverty and its effect on learning. The Scottish Government Statistical Publications recorded that 17.9% of all children (primary and secondary) in Scotland are entitled to receive a free school meal (School Meals in Scotland, 2010). These statistics are an indication of low family income and the number of school age children who are regarded as living in poverty. The Scottish executive stresses the importance of inclusion and equality in Scotland and states that all children must be given the best possible start in life, regardless of their family background (Scottish Government, 2004). An Inclusive school therefore, is aware of the differences in childrens backgrounds and take steps to ensure that discriminatory behaviour or bullying is prevented or eliminated. Many schools in Scotland use a swipe card system, which allows children to get their lunch without anyone knowing who is entitled to free school meals. It was noticed during placement experience that many primary school teachers have different methods of taking the lunch register and allocating dinner tickets to those children who are entitled to a free school meal. In the senior stages of the primary school, the children collected their own dinner tickets, meaning there was no need to broadcast to the class who required a free meal. This worked well in ensuring children who required dinner tickets were not singled out, as in the upper stages of the primary school the children are much more aware of such issues. School uniform policies are also a positive feature within the inclusive school as it ensures that all children are equal and that children cant compare what they have with one another, ensuring no child is singled out or is made to feel inadequate if they do not own the same type of branded clothes as their peers. Although there are many school policies which aim to ensure inclusion and equality within the school, it could be argued that some school trips contradict the purpose of policies that promote equality, such as the school uniform policy. It was observed during placement experience that 5 out of the 33 children in the class were not taking part in the school trip, because their parents could not afford to send them away for the week long trip with the school. These children were therefore excluded from the school trip as well as excluded from the class discussions about the trip that took place on numerous occasions on the lead up to the trip. In conclusion, whilst taking into account the areas selected for discussion, CfE, teaching and assessment strategies, ASN and Child poverty, an inclusive school is one in which equality is at the heart of the teaching and learning, where every child, regardless of their ability is provided with learning experiences suited to their needs and abilities. An inclusive school is not only about the children. Instead an inclusive school includes all children, school staff, parents and other agencies, who work together to ensure that barriers to learning are removed, teachers supported and parents and children included in the school decision making. As discussed, there are implications for teachers within an inclusive school who may face challenges to their inclusive teaching practice. Challenges include the effective inclusion of children with learning difficulties, with limited resources and/or specialist support staff, the implication of CfE and the use of appropriate teaching and assessment methods. Allan (2010c) states that inclusion will benefit when teachers realise that there isnt a magic answer to inclusion or any instruction manual for teachers to follow. Therefore, to conclude, an inclusive school isnt one that has all the answers to inclusion. Instead it is one where all members of staff are committed to providing inclusive practice and equal opportunities for all children and young people. An Inclusive School is always seeking to further develop its inclusive practice, where teachers have a willingness and enthusiasm towards improving their own teaching skills and methods. 2958 words

Game and Dynamically Generated World

Minecraft: A World at Your Mercy By If you're one of those people who quite likes computer games, but finds the endless mayhem and slaughter a bit unseemly, there is another option: putting imaginary things on top of other imaginary things. There are no scores, no obvious goals to aim for, no point at which you can punch the air and say that you've triumphed; you simply move around a randomly and dynamically generated world, collecting objects and building things. All at your leisure.Does that sound sufficiently exciting? Well, Minecraft allows you to do just that; it may have been billed as the â€Å"coolest game you've never heard of†, says Senior Emily Marchese, but it has about as much in common with Call Of Duty or Angry Birds as hopscotch or basket weaving. It's created by Markus â€Å"Notch† Persson, developed by a very small team, but has had more than 12 million people buy the 20 dollar game. But what exactly do you accomplish playing Minecraft?Head over to You Tube, where home-produced videos of Minecraft creations litter the top 10 most popular videos each month, and you'll find such delights as a 1:1 scale model of the USS Enterprise, roller-coasters, reconstructions of the Titanic and much else. FHS Alumni, Soham Roy gives us a few examples of what he thinks are his greatest accomplishments in Minecraft: â€Å"I have created a pyramid out of water, pushed Haroon Ahmad into a pit of lava, and tamed a gigantic pack of wolves to rip into the flesh of my enemi†¦I mean, to cuddle and play fetch. † How you make these structures is much like how you make things in real life. You need tools and resources. You use the wood from trees to make tools and then you mine underground and start looking through caves for resources. As you go deeper you’ll find rarer resources which you can upgrade your tools with or make structures with. And when you have the resources you need, like Legos, you start putting them all together and star t making anything your heart desires.You can also set up servers and create a massive world with your friends. Junior, Mike Salzarulo is one of the many students to own a minecraft server here at Freedom. â€Å"You can do anything you want. If you wanna be a nomad and travel the world you can do that. You can be like me and just set up camp and make a town with all your friends. I made a huge castle with them. † The comparisons with Lego have provoked a debate over whether Minecraft is even a game at all; maybe it should be considered more as a lowly â€Å"toy†?But when the sun sets over your Minecraft world every hour or so and darkness creeps in, monsters (or â€Å"mobs†) emerge – and if you're not tucked up safely within your construction – your game may well be swiftly curtailed. The different types of mobs include spiders, zombies, and skeletons that are equipped with bows. The two most infamous mobs in the game are the endermen and the creepe rs. The endermen are passive and non-hostile and sometimes cute creatures that only attack you if you look directly at them.And finally, the creepers are the most feared of all Minecraft mobs, because if you get too close they make a hissing sound and then explode. The explosion decimates everything around you. So be careful when you look out the window of your house made out of diamond, a creeper might be trying to creep on you. Minecraft is still being made and the full version will be out in November, but will then cost $30. If you buy the game now, not only will you be able save $10, but you’ll also be able to get your hands on the game that has everyone either sitting on their computer all day or designing buildings on graph paper.

Football as an Intramural Essay

Abstract Intramural sports present a fun way for students to spend their time at school, and provide an excellent opportunity to introduce themselves in the new world of college. Students get the chance to meet new people by playing against them in various sports such as softball, volleyball, and basketball. These sports are also co-ed, meaning that men and women can play on the same teams or against one another. Intramurals is also a great way to improve attendance or boost student’s motivation to improve their grades. However, there is only a select variety of options for sports. Most of the sports would fall under women’s sports, with their being softball over baseball and volleyball over football. There aren’t many options for men to get involved in intramurals with no men’s sports to play. Adding one sport that’s a men’s sport will give men more options in participating in intramurals. The addition of football may be what this school needs to get more people involved in intramural sports at Alexandria Technical and Community College (ATCC). With a chance for more men to participate, and more women to get involved in men’s sports, it’s a sport that cannot fail if the right conditions are met. Too much contact could be an issue, but if it were even touch football (2-hand touch), there wouldn’t be very many problems. Adding football to ATCC intramurals is what this school needs to not only offer more options for students, but to help attendance and boost student motivation to improve grades. It will be beneficial for the school, and fun for the students. 1. 0 Introduction Alexandria Technical and Community College is a great place to get to know other students. One of the ways to meet the students is by joining their intramural sports and getting on teams that compete against the other teams of the school. 1. 1 Problem With having intramural sports comes the privilege of choosing what you want to do with your time. However, there are not many options for intramural sports. There is softball and volleyball, just to name a couple, but not many options for the students. This may be why there are a lot of ATCC students not participating in intramurals. We believe that the addition of one particular sport will attract more students, and that sport is football. 2. 0 Discussion 2. 1 Benefits to ATCC One of the main focuses of ATCC is to get their students involved in the school and the community. One of the ways they stride for this goal is to encourage students to join in intramurals. Our idea is that if football is added to the intramural list, it may bring in more students to participate in intramural sports, and bring more students together. 2. 2 Benefits to Students According to the National Collegiate Athletic Association (NCAA) Proposition 48, students who participate in school activities and sports must maintain a GPA of 2. 0 on a 4. 0 scale [ (Begnaud, 2007) ]. With that being said, this would prove that students who participate in extracurricular activities would have to motivate themselves and push themselves to maintain a high enough GPA to still participate. This motivation would be beneficial to students, and with more students wanting to play football, this would motivate more students to succeed in school. So now the question is, â€Å"How do you know football is a popular sport? † Well, according to studies done by many colleges such as MSU Moorhead, football has been ranked the number one popular sport in the United States [ (Walter) ]. This means that given the choice, football would be the top pick for the majority of the nation. With that being said, if football is added to intramurals then students would choose it for their intramural and would be motivated to do well in school to be able to participate in intramurals. Figure 1. 1 2. 3 Effects on Attendance As was stated in section 2. 1, students would be more likely to do good in school because they must maintain a GPA of at least a 2. 0 on a 4. 0 scale. If students are to good in school, they must attend school and do well. Attendance is important to do good in school, so intramurals must effect attendance, right? This can be proven if the rules of the NCAA Proposition 48 are followed. 2. 4 Effects on Grades Again, the NCAA Proposition 48 proves that sports do have a major impact on grades, but only because they have to. Students must do good in school if they want to participate in intramurals. Figure 1. 2 2. 5 Right to Give Students a Choice in Sports According to the Constitution, we all have the right to free speech (Amendment 1). If this is true, then it should also give us all the right to a vote. So shouldn’t students be able to vote on whether or not to include football in intramurals? In addition to that, students should also have the right to vote on whether or not to choose if they want to play football as their intramural if it is added to intramurals. The point to be made here is that we all have a right to vote, so we feel that there should be a vote at ATCC on whether or not to add football to the list of intramurals. Our voices should be heard if there is something that we truly believe will benefit the people and the school better. 2. 6 Comparison to Schools with Football as an Intramural Sport It is very difficult to compare ATCC with other schools with intramural sports, and especially since ATCC doesn’t have football as an intramural. However, according to the following website, these are the community colleges that do include football as a sport of choice: http://en. wikipedia. org/wiki/List_of_community_college_football_programs This website gives all of the schools that have football as a sport of choice. On this list, some of the schools are also listed on the list of the top community colleges in the US. ATCC ranked #8 on the list, while St. Paul College ranked #1, and they do have football as a sport [ (Washington Monthly, 2010) ]. So, could football actually help our students do better in school? It appears that it could, since 57% of all men in colleges played football [ (Heinlien, 2007) ]. 3. 0 Conclusion In conclusion, due to the facts given in the above sections, we believe that students should be able to participate in a vote for football as an intramural at ATCC. Also, whether the vote happens or not, football should be added to the intramural list to improve student participation, and to improve not only attendance, but grades too. 4. 0 Appendix 5. 0 Glossary Intramural-involving only students in the same school or college. That’s the only word we feel the need to define 6. 0. Works Cited Begnaud, B. (2007, February 15). The Effect of Athletic Involvement on GPA. Retrieved November 28, 2012, from Yahoo Answers: http://voices. yahoo. com/the-effect-athletic-involvement-gpa-benefits-201277. html? cat=25 Heinlien, E. (2007, October 28). The Benefits of Intramural Sports. Retrieved November 29, 2012, from Helium: http://www. helium. com/items/670511-the-benefits-of-intramural-sports Mueller, J. (2012, February 16). Do Sports Have an Affect on GPA. Retrieved November 29, 2012, from Stat Crunch: http://www. statcrunch. com/5. 0/viewreport. php? reportid=23966 Walter, T. (n. d. ). How Do Professional Sports in the US Rank in Popularity. Retrieved December 1, 2012, from Wiki Answers: http://wiki. answers. com/Q/How_do_professional_sports_in_the_US_rank_in_popularity Washington Monthly. (2010). College Guide. Retrieved December 1, 2012, from Washington Monthly: http://www. washingtonmonthly. com/college_guide/rankings_2010/community_colleges. php.

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