Convention Exhibition Centre Essays

Convention Exhibition Centre Essays Convention Exhibition Centre Essay Convention Exhibition Centre Essay On the 18th February 2009, several lucky year 11 drama students at Santa Maria College saw Nostalgia by Ishinha at the Perth Convention Exhibition Centre. This play extended for 2 hours, which was a reasonable time frame for such an astounding performance. Prior to the performance, I had very low expectations for the play because I assumed I wouldnt understand the plot, for the dialogue is in Japanese. However, the performance definitely exceeded my expectations because I understood the plot through the non-verbal communication and greatly appreciated this. The performance put aside, the audience was disappointing because I was forced to mix with people I would not normally mix with, and these people carried out rude habits, such as eating and talking during the performance. Nevertheless, the play was that brilliant that I didnt notice this often. Nostalgia is a play about Japanese immigrants migrating to Brazil in 1908. It is the story of Noichi, who wonders around the world, falling in love with Ann along the way. Ann, Noichi, and their new companion, Chikino, wander throughout South America. Unfortunately, they get separated because of racism and struggle to find each other again. Along with racism, Nostalgia faces such issues as friendship, immigration, and discrimination. The dramatic form of Nostalgia is non-realism because of certain theatrical devices. For example: the characters broke the fourth wall; language was stylised through repetition; and dance, song, and unrealistic costume were employed. Even though the form was non-realism, it also included aspects of a representational style because it attempted to create the illusion of life progressing on stage. The settings were extremely detailed and realistic, and the audience is expected to emphasise with the characters. I liked how the action of the play was clearly structured into thirteen obvious scenes, which generally didnt include narrative devices. Each scene had an individual tone. For example, scene 9 had a joyful tone, involving several cheerful children singing questions. Whereas, scene 3 had a distressing tone, because the privacy of the immigrants was violated. The overall tone of the play would be reflective because each scene reflects on different aspects along their journey. The performance space used was a box stage and the set changed every scene. The set was mostly representational in style because it was very realistic, especially in the newspaper factory in scene five. However, it did consist of few presentational scenes because the set was unachievable. Some of these unachievable sets included the beach in scene one, the river in scene six, and the desert in scene eight. The set was extremely effective in creating a sense of place because it was so realistic and believable. The set contributed to the various moods of the play because it emphasized the issues by situating them on a more believable level. There are numerous scenes in Nostalgia that used lighting, which consequently impacted my opinion of the play. Some scenes cleverly used realistic lighting to convey to the audience the time of day. For example, in scene five, the lighting was bright during the day, and then dimmed when it was nighttime. The use of symbolism through lighting really impacted my view of the play. One of the many brilliant examples was in scene three: during the physical examination, there was an extremely bright light symbolising the violation of the immigrants privacy, which contributed to the distressed mood of the scene. There were many sound effects used throughout the duration of the play. One of the powerful examples occurred in scene five: after the protests, fire, rape, and shootings, there was unbelievably loud music, which intensified the scene. This contributed to the chaotic mood of the scene because the loud music added more havoc to the issues already presented. Overall, I definitely enjoyed watching Nostalgia. I believe the play is amazing because of the theatrical techniques, such as music; lighting; song and dance; and scene structure. Surprisingly, I could actually understand the plot, regardless of not being able to recognise the dialogue, because I understood the non-verbal communication. This was a new experience for me, as I had never seen an international play before. Without a doubt, I would recommend everyone to watch Nostalgia!

What Is the Federal Work Study Program Definition and Guide

What Is the Federal Work Study Program Definition and Guide SAT / ACT Prep Online Guides and Tips If you're brainstorming different methods of funding your college education, you've likely considered working your way through school. The federally-funded Work Study program exists to make this option a little more viable. You don't receive a loan or a grant - instead, you get a job that exists partly because this program subsidizes your wages. Work-study awards are unique components of many students' financial aid packages. Because these awards are so different from your typical loan, grant, or scholarship, you might have questions about how they work, exactly. In this post, I'll go over everything you need to know about Work Study. What Is the Work Study Program? As you may already know, the federal government offers many different types of financialaid to students who need help paying for school. When you submit a Free Application for Federal Student Aid, or FAFSA, you're submitting yourself for consideration for these programs. If you're accepted to a particular school and noted that you would like to be considered for financial aid, you'll receive an aid package from that institution. The package will include the federal aid you're eligible for (grants, loans, and work study awards), in addition to aid awarded by the school (like scholarships). If you're eligible to receive Federal Work Study (FWS), which is a need-based program, the award amount will be listed in this financialaid package. It's built in as a form of "self-help" - basically, it's money that schools expect you to earn during the academic year to help pay for your educational expenses. At this point, you may be wondering how this could be considered an award. It just sounds like a charge you're expected to pay, right? To a certain extent, that's the idea. It's not a grant - you don't get any money handed to you - but it's meant to make your life easier when it comes to getting a campus job. Through the work study program, the federal government subsidized certain jobs (most of which are on campus). Schools hire students with work study awards, and these students' wages are paid in part by that federal money. The amount that the government actually subsidizes depends on the type of work that you're doing, but it good be up to 75% of your wages. Ultimately, this program incentivizes institutions to (1) create jobs that can be filled by part-time students, and (2) hire students with Work Study awards. Example Financial Aid Award With Work Study I've used the FAFSA4caster to come up with an example federal aid award package that includes FWS. In this example, I entered a family gross adjusted income of $65,000 and a total cost of attendance of $65,000. Remember that cost of attendance includes tuition, room, board, fees, and all personal and travel expenses. I'll refer back to this example throughout this article. In this example situation, I would be eligible for $1,465 in Work Study, and $5,500 in Direct Stafford Loans (guide coming soon). The difference between my cost of attendance (CoA) and the total federal aid available to me is $58,035. My expected family contribution (EFC) is $5,930. Let's say for the sake of this example, I attend a school that meets 100% of students' financial need (this, of course, is an idealized and simplified situation). The EFC subtracted from the difference is $52,105, so I'm provided with $52,105 in grants and scholarships. Ultimately, I am personally responsible for working to come up with $1,465 if my true CoA comes out to be $65,000. Who's Eligible for Federal Work Study? In order to qualify for FWS, you must both demonstrate financial need and meet all federal aid requirements. The program is fortunately open to both undergraduate and graduate students. You can use your family's financial information to estimate whether you would receive a FWS award (and if so, how large an award) by checking out the FAFSA4caster. Get step-by-step instructions for using the FAFSA4caster here. The following charts explain all the federal aid requirements in detail. You must do all of the following: Eligibility Requirement Have a high school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in an eligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered with Selective Service, if you are male and between 18-25 years old If applicable, register with the SS website Have a valid Social Security Number (unless you’re from the Marshall Islands, Federal States of Micronesia, or the Republic of Palau) Sign statements on the FAFSA stating that (1) you’re not in default, and do not owe refund money, on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA Maintain â€Å"satisfactory† progress in school If you’re concerned about your academic performance, or have questions about what is considered â€Å"satisfactory,† set up a meeting with your dean or other school administrator. In addition to the above, you must be able to check one of the following: Be a US citizen or US national Have a green card Have an arrival-departure record Have battered immigrant status Have a T-Visa Work Study Jobs Most FWS jobs are on campus, which should make it easier to get from your dorm to class to work. Some nonprofits or public agencies offer FWS positions, although these jobs are relatively rare. Almost any sort of on-campus job could be a Work Study job - in fact, a lot of employers that offer these positions can only afford to hire students with FWS awards (especially because up to 75% of your salary may be subsidized). Examples of Work Study jobs include library staffers, admissions office tour guides, research assistants, and even baristas. I know for a fact that the best student cafe in Harvard Yard exclusively hires students with FWS awards. Getting paid to make (and drink) coffee? Yes please. How Much Can You Make? Your hourly salary will be at least the current federal minimum wage, which is $8.25/hr at the moment. You could possibly earn more, depending on what you're doing and what school you're attending. Many schools have their own campus minimum wages; for example, the minimums at Harvard for work study jobs stand at $10/hr for undergrads, and $12.50/hr for grad students. Work Study Limits There are a few restrictions to where and how you can earn FWS money, but generally it's a pretty flexible program. First, in order to get a Work Study job, you have to attend a school that participates in the Work Study program. Your school's financial aid program will be able to tell you whether they have FWS jobs on campus. They'll also be able to direct you to FWS job postings. If you do get a FWS award, you should know that the annual maximum is $7,000, but the average award is much lower - around $1,465. As for how you use your work study money, you're free to do whatever you'd like with it. Your wages will go directly to you, unless you request that the money be sent to your school so it can be applied to charges for things like tuition, room, and board. A word of warning: if you spend your earnings on things that are not budgeted into your estimated cost of attendance, you could leave yourself with a "gap" between how much money you have, and how much money it costs to attend school. For example, let's say (based on the financial aid package I described earlier in the post) that all of my aid goes to tuition, room, board, and fees. I still have to pay for laundry, books, and transportation; that's what my FWS award ($1,465) is earmarked for. If I do something else with my FWS earnings (say, buy expensive concert tickets), I won't have the money I need to fund personal expenses. You do not want this to happen; your roommates will not be pleased if you have to bum quarters off them for laundry. Do You Have to Take a Work Study Job If You Have a Work Study Award? The short answer is no, you're under no obligation to take a FWS job. If a FWS award has been factored into your budget in your financial aid package, and you decide not to take a job, you could choose to live more frugally to lower your cost of attendance. This is a good option if you're planning on using your earnings to pay for personal expenses (like in the example I described above). You are also free to take on a non-Work Study job. Just be aware that earnings from a non-FWS job will reduce your federal aid eligibility if by 50% over $6,310. If you make $8,000, for example, your federal aid eligibility would decrease by $845. You won't see this decrease in aid eligibility from earnings at a FWS job. How Do You Apply? Now that you've learned all about the federal Work Study program, you know that it's a good option for students who are interested in working part-time while in school. You can apply for a FWS award by submitting a Free Application for Federal Student Aid, or FAFSA (get step-by-step directions here). Application deadlines for this program vary by school, but funds tend to be limited. It's best to apply earlier rather than later (e.g. submit your application early spring for the next academic year). Contact your financial aid office to check on detailed information on deadlines for FWS applications. Keep in mind that having a Work Study award doesn't guarantee a Work Study position - you have to apply for jobs once you're on campus, just like for any other part-time position. You still have to apply for FWS positions, but the good news is you'll get great application interview experience Planning Ahead: You Have a Work Study Award, So Now What? If you already have a FWS award, or think you might receive one, you'll find strategies for making the most of it in this section. Be Proactive Work Study jobs are often highly coveted. If you're planning on using your FWS award, start looking for jobs as soon as you get on campus. Check out your school's job database or career center. If a prospective employer participates in the Work Study program, they'll be incentivized to hire you if you notify them about your award. Budget Out Your Award It can be tempting to work a lot of hours at your FWS job once you start getting in those paychecks. If you have a smaller award amount, or if you work many hours, you could run out of your FWS money faster than you anticipate. If your employer has hired you specifically because you have FWS, they may not be able to afford you if you run out of funds. Step 1: How many weeks do you plan on working during the academic year? Subtract any summer or vacation time that you won't be working. Step 2: Assuming that your award is subsidizing 75% of your paycheck (this might vary), divide your total FWS award by (hourly rate multiplied by 75%). This gives you the total number of hours you can work for the year. Step 3: Divide the number you calculated in Step 2 by the number of weeks you calculated in Step 1 to get your average number of hours per week. Be honest with your employer about your Work Study Award. Chances are, she's had FWS employees before, and knows that you'll have to stay within certain earnings parameters. She may even have a budget to keep paying you after you run out of FWS funds, which is another reason to keep her in the loop. Track Your Earnings Once or twice a semester, it's smart to double-check whether your FWS award amount is where you expect it to be. This gives you the opportunity to catch and correct any mistakes (for example, if you've earned $1,000 but $2,000 has been deducted from your Work Study award). You should be able to check the status of your FWS award through your employer, or through your student employment office. FWS awards can change from year to year, especially if you report any outside scholarships or awards. This can be frustrating, especially if you find a FWS-only job that you really like. Be prepared to be flexible when it comes to budgeting out your Work Study job earnings. What's Next? If you're interested in the federal Work Study program, you should also learn more about other types of federal aid. After all, you'll only have to submit one application to be considered for all these different aid programs! Learn more about the Pell Grant, Direct Unsubsidized Loans, and Direct Subsidized Loans. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Author's tone and purpose Essay Example | Topics and Well Written Essays - 250 words

Author's tone and purpose - Essay Example Not even a short one. If that what you are looking for, you don’t want me†. The author other purpose was to show how the short story has been dominated far too long by the novel. The other author meticulously shows this by adeptly using metaphors. Millhauser describes this predominance by metaphorically writing, â€Å"The novel buys up the land, cuts down the trees, puts up the condos.† One of the tones the author of the article has used is tough tone. This tone is captured when Millhauser describes the novel as â€Å"exhaustive by nature, it can hardly contain itself.† Furthermore, Millhauser still captures a tough tone, no doubt, when he writes strongly about the novel â€Å"after all, what difference does it make? It’s nothing but talk.† The other tone the author capture in his work is optimisms. Millhauser demonstrates his sense of optimism by writing optimistically about the short story. Millhauser describes the short story as â€Å"modest in its pretensions, shyly proud of its petite

A Position Paper on the Current State of the Music Recording Industry Case Study

A Position Paper on the Current State of the Music Recording Industry - Case Study Example But more than a simple issue of finances and revenues is the issue of the product that Springsteen is selling, other than the records the labels are charged with marketing. In the tradition of rock and roll, a tradition that Springsteen is now a large part of, the live performance is the musician’s venue for making that personal connection—an emotional connection—with his fans. Through tours and concerts, the rock musician continues a legacy in which millions of people are emotionally invested. Firstly, because Bruce Springsteen is so well-established, his concert, performance, and appearance revenues actually outweigh revenues of sales from his album releases. This fact makes two things clear: first, the choice between record label distribution and self-distribution is less important, and second, Springsteen can focus on performing instead of writing new material to play to new audiences. Instead, he can perform his classic repertoire of music that multiple generations have loved and enjoyed. For that reason, his record label should actually have very little impact on his musical career going forward, which is a similar case to Radiohead, who decided to self-distribute new material. Clearly, the decision to trust a record label or to self-distribute is up to the individual artist, and his decision will be influenced by a number of factors. For Springsteen, first and foremost, is his age. At 60, a 10-year contract may last him through the remainder of his performing career . Also, for many artists, the decision to self-distribute is a philosophical one: trying to shift away from the label-dominated paradigm that exists in the United States. These intangible issues aside, perhaps the best advice one can give Bruce Springsteen, when faced with these two options, is to reflect on his experiences from the past 35 years, and whether he has had a satisfying experience with Columbia. Another

Instructional planning & strategies task Essay Example for Free

Instructional planning strategies task Essay On the past times the Florida State Standards for Mathematics had a problem and some comments for revision was proposed on it. Fortunately all the conflicts encountered were already ended well. Through the help of the Florida Department of Education the State Standards for mathematics had improved and developed. This was a guide for the level standards particularly grade 6-8 stating those that the students should learn and what they can do at the grade level intervals eventually. The following are one of the standards for each level followed by the corresponding goals and objectives. Standard for Grades 6-8: Students already know the concept of numbers and some mathematical operations. However, for a specific grade, the goal and objectives are heighten as each student upgrades or proceeds to its new level, considering the knowledge they have gained from previous grades. Grade 6: Goal: students figure out whether the existing numbers are fractions, decimals, percents, scientific notations, exponent, radicals and absolute value by just looking at its form. Objectives: At the end of the school year the students are expected to do the following so that they will be well familiar with the other branching and composition of numbers. 1. write and categorize numbers according to their forms (e. g. fractions, decimals, exponents) 2. convert a given amount of number in fraction, decimal or scientific notation, and state it correctly. 3. tell whether numbers articulated in diverse forms are identical through some board works. Grade 7: Goal: students must clarify eventually the four fundamental operations used for whole numbers, fractions as well as mixed numbers and decimals, the opposite relationship of positive and negative numbers Objectives: At the end the students are able to fulfill the following because the relevance of the operations will be useful in dealing with other mathematical matters. 1. enumerate results of four fundamental operations on whole numbers and the forms mentioned above. This is to show that the students already know something about it. 2. make use visuals to present the connections of addition, subtraction, multiplication, and division on its dealing with different forms of numbers to show that children are not confused of it. 3. state and pertain clearly the properties of rational numbers in solving mathematical problems. Grade 8: Goal: eventually the students are aware of and make use of exponential and scientific notation. Therefore, the students must perform indicated operations on examinations board works and group activities. Objectives: the students in due course can do the expected performance for the assurance that coped up already the knowledge in the whole number system. 1. write and recite numbers in exponential notations even if these numbers contain negative exponents 2.tell correctly numbers ranging from 0 to 1 converted in scientific notations 3. appraise numerical or algebraic expressions that enclose exponential notation so as to prove that they are able to surpass various forms of training in numbers for the previous years. Reference: Focus on Success: A REVIEW OF THE FLORIDA SUNSHINE STATE STANDARDS FOR RIGOR AND ALIGNMENT TO COLLEGE READINESS, Retrieved August 25, 2007, http://etc. usf. edu/flstandards/math/College_Board. pdf.

Reaction To Othello By By Julius Lester :: essays research papers

The novel Othello by Julious Lester is one of the most interesting love stories I have ever read. Iago the greatest villain of all times plays with the red handkerchief to ruin and sometimes determine love for people.   Ã‚  Ã‚  Ã‚  Ã‚  Othello loves his red handkerchief and gives it to Desdemona to have as a symbolism of love for them. Desdemona takes the handkerchief and puts it in her blouse. Othello has a headache when he gets home so Desdemona puts the red handkerchief to his head to make him feel better. Othello pushes away her hand and she drops the handkerchief. Later Emily sees the handkerchief and picks it up knowing it is Desdemona’s. When Emily goes home Iago sees she has the handkerchief and asks her for it and tell her he will give it to Othello. Iago being the villain that he is takes the handkerchief and puts it next to Michael Casio’s head. When he wakes he notices the handkerchief and wonders how it got there but he just puts it in his pocket. Michael is waiting in the garden for Desdemona but Instead of Desdemona showing up Belinda shows up. She goes to hug him and she sees the handkerchief, she takes the handkerchief from him and asks him where he got the handkerchief. Michael swears he has no idea how he got it. Belinda takes the handkerchief and puts it next to her bosom. Othello thinks Desdemona is cheating on him so he goes to look for some proof of it. Othello is walking through the courtyard when he sees Belinda with the handkerchief hanging out her shirt. He goes up to her puts his hands around his neck and asks her where she got the handkerchief that belong to his beloved Desdemona. Belinda thinks it was Desdemona’s then Michael Casio deserves to get in trouble for it, since he lied to me. Othello thinks to himself that if she got it from Michael Casio then Desdemona must have given it to Michael. He now thinks Desdemona has bean cheating in him. Othello feels that he is weak and he needs the rest of his soul back from Desdemona. He goes back to the house with intention to kill Desdemona. He feels he is doing it for honor. He goes to Desdemona and he tells her to free her self of any sins she might have and then strangles her to death while she is pleading to whom she loves the most not to kill her.

Narrative Essay (Life is Full of Mistakes)

It was a bright, cloudless sunny Thursday afternoon around 2pm; my mother and I decided to go grocery shopping. As she drove through the driveway, she saw a DHL delivery package dropped in front of the house dated third of March, 1988. When opening the package, an urgent warning letter was address to her from my elementary school Principal. Immediately, she opened the letter and read through it, her eyes turn red and started shouting on me! Saying; why don't you concentrate on your study? Instantly, I started crying so heavily. All of a sudden, she calm down and looked at me with complete love and said; â€Å"This is just a warning letter.†Then, assure me that she will be there for me in terms of helping me with my studies and daily homework. In addition, she explains that one must never give up and to keep trying. In fact, the mistake I made was not concentrating on my education, which led to a warning letter from the school Principal that I would not be allowed to return for my last year of elementary school because I had not maintained 5 passed subjects. As a matter of fact, not going to school regularly, not doing my homework, and not doing some extra reading at home had caused the letter sent to my parents.This mistake got me in trouble with my mother. First, I felt relieved with the words of encouragement I heard from my mother and thought about what to do to bring my grades up. Quickly, I determined to study so hard in order not to receive the final warning letter from the Children's House School principal. All of a sudden, my best friend came into my house and decided to help me out with some of my homework after seeing the letter. We read together that very day, he showed me the simplest way of getting sums done. Also, told me that he will take me to some of the jet academic competitions to get more knowledge and skills.On getting to the jet competition, I saw a lot of students from different schools taking part in the competition. Additionally, what surprised me at the competition is that the first mathematics question thrown to my friend at the event was the same one we both solve together, and he gave a correct answer when working it out without wasting much time. At the end of the competition, I learn different kind of tactics on how to keep up to date academic status from the students and this really busted my self-determination that I can make it as well.Second, In order to bring my grades up I had to attend school regularly and pay more attention in class. In fact, I was missing school because I lacked the interest and this affected my progress in all my classes especially mathematics and biology. These subject teachers did not want any of their students to miss more than five days in a lesson. If we do, we would lose fifty points, which joined to our advisory grade. As a matter of fact, I had missed ten days and I lost my hundred points. Additionally, these teachers normally talked to me and stated, â€Å"You are one of my favorite students.†They loved the level of my participation when I was in a class, but I had to come to school more because I was constantly taking the tests late. After they spoke to me, I began to start attending school more for a perfect attendance. In fact, I realized that not only was I hurting myself but also hurting my teachers as well. They both saw so much potential in me. Third, another problem is that I do not always do my home-work after school. Every day after school, I would hang out with my friends at the school playing field. In fact, I was not thinking about my importance, I was only thinking about having pleasant.Eventually my mom put her foot down and demanded that I must return straight home after the closing school hour to do my home-work, and she stated that when I got home from school, I felt so tired that I would not be able do any of my home-work. In addition, she continued that coming straight home from school instead of hanging out could im prove progress in a class. As a matter of fact, elementary science and mathematics subjects need much extra practice after school hour. Moreover, I was taking elementary science and mathematics, and I failed them twice.These classes involved a lot of reading and solving, and I did not spend much time practicing for these classes, as I should have. In fact, I dropped out of these classes because my final score was low; I knew that I could not handle these classes. Therefore, looking on how to improve my grades, I realize that am a strong person. As a matter of fact, I was not used to having a good grade, but I did not act as if it was the end of the world. Then, I simply changed so much in my studying habits and the school attendance. In fact, I determined not to have a grade below 5 pass subjects again.Lastly, I made it to the next class level with the help of my friend, class teachers, and my parents. Furthermore, I am doing my best not to receive the grades I had for the first ter m of my junior year. In fact, I had learned from my mistakes and I did fix them. During the second term of my junior year, I had struggled a lot and my intention is to passed 5 subjects or above and I did. In conclusion, now I felt so happy that my academic learning skills have improved than before and the experience I had from the jet academic competition changed my life.Additionally, my mother ideas of monitoring my class-work progress and congratulating me on my small successes in daily tests regularly really motivate me to do better and give me more confident of passing any upcoming class-work, test, and exam. Then, I maintained the status of competency up to the secondary school and to the college level. What I realized about reading, going to school regularly, and doing my homework is that it makes me stronger and improved the level of my Intellectual thinking skills.

Aqua Silencer Essay

This project is an attempt to reduce the toxic content of diesel exhaust, before it is emitted to the atmosphere. This system can be safely used for diesel power packs which could be used in inflammable atmospheres, such as refineries, chemicals processing industries, open cost mines and other confined areas, which demands the need for diesel power packs. WORKING PRINCIPLE The aqua silencer is more effective in the reduction of emission gases from the engine exhaust gas using perforated tube. By using perforated tube the back Pressure. Will remain constant and the sound level is reduced. Using the perforated tube the fuel consumption remains same as conventional system. By using water as a medium the sound can be lowered and also by using activated charcoal in water. We can control the exhaust emission to a grater level. The water contamination is found to be negligible in aqua silencer, because the amount of acidity level in aqua silencer is expected to be below the dangerous acidity. It is smokeless and pollution free emission and also very cheap. The aqua silencer’s performance is almost equivalent to the conventional silencer. ADVANTAGES Diesel engines are playing a vital role in Road and sea transport, Agriculture, mining and many other industries. Considering the available fuel resources and the present technological development, Diesel fuel is evidently indispensable In general, the consumption of fuel is an index for finding out the economic strength of any country.

Free Essays on Refective Thought

The question of genetic and environmental influences on a person’s behavior sparked my interest after the lecture and discussion about the terrorist attacks on September 11th. It also gained my interest after reading the first chapter of the text. The question was raised in class ‘Do you think the actions of the terrorists are genetic or environmental?’ This topic relates to a personal situation, in trying to understand the reasons why my brother has developed considerably different and negative behavior patterns than myself. My brother is five years younger than myself and we were born to average middle class parents. There were no significant differences in our upbringing and I assume we were taught the same morals and values. His negative behavior began at the age of five, beginning with a shoplifting experience, which led to a path of crime, drug use and social system abuse. My interest is in what caused him to develop into this kind of individual. I recall, that at the age of thirteen, my parents took him to a psychologist to try and find an answer. The only comment that I remember coming from my parents after the visit was that my brother had a very high IQ and therefore was probably bored. I wonder now if the psychologist undertook the right approach in analyzing him. Why didn’t the psychologist use the Behavioral Approach? He could have interviewed my parents to see how their actions might be influencing his behavior and suggest changes. Could he not have suggested watching my brother’s behavior among his friends and asked teachers to observe his behavior in school as his failing grades were a main reason for the visit? He could have used the Psychoanalytic Approach and maybe found that his behavior was due to some early childhood experience. Could he have thought, as like Freud, that his personality had been etched in stone since he was five? The Humanistic Approach may have suggested that my brother was c hoosin... Free Essays on Refective Thought Free Essays on Refective Thought The question of genetic and environmental influences on a person’s behavior sparked my interest after the lecture and discussion about the terrorist attacks on September 11th. It also gained my interest after reading the first chapter of the text. The question was raised in class ‘Do you think the actions of the terrorists are genetic or environmental?’ This topic relates to a personal situation, in trying to understand the reasons why my brother has developed considerably different and negative behavior patterns than myself. My brother is five years younger than myself and we were born to average middle class parents. There were no significant differences in our upbringing and I assume we were taught the same morals and values. His negative behavior began at the age of five, beginning with a shoplifting experience, which led to a path of crime, drug use and social system abuse. My interest is in what caused him to develop into this kind of individual. I recall, that at the age of thirteen, my parents took him to a psychologist to try and find an answer. The only comment that I remember coming from my parents after the visit was that my brother had a very high IQ and therefore was probably bored. I wonder now if the psychologist undertook the right approach in analyzing him. Why didn’t the psychologist use the Behavioral Approach? He could have interviewed my parents to see how their actions might be influencing his behavior and suggest changes. Could he not have suggested watching my brother’s behavior among his friends and asked teachers to observe his behavior in school as his failing grades were a main reason for the visit? He could have used the Psychoanalytic Approach and maybe found that his behavior was due to some early childhood experience. Could he have thought, as like Freud, that his personality had been etched in stone since he was five? The Humanistic Approach may have suggested that my brother was c hoosin...

How to Write IEP (Individualized Education Plan) Goals

How to Write IEP (Individualized Education Plan) Goals An Individualized Education Program (IEP) is a written plan developed for special education students. The IEP is generally updated annually by a team that often includes the special education teacher, special education administrator, general education teacher, specialists such as speech, occupational, and physical therapists, as well as a school nurse. Writing IEP goals correctly is vital to a special education students success because, unlike in general or regular education, students in special education are legally entitled to an education plan specifically tailored to their cognitive and physical ability and needs. The IEP goals lay out the roadmap for providing such an education. Key Takeaways: SMART IEP Goals IEP goals should be SMART: specific, measurable, attainable, results-oriented, and time-bound.SMART IEP goals are realistic for the student to achieve and explain how the student will accomplish them.Smart IEP goals always consider the students present levels of performance and include a brief description of how progress will be measured as well as what constitutes successful completion of each goal. SMART IEP Goals All IEP goals should be SMART goals, an acronym that refers to goals as specific, measurable, achievable, results-oriented, and time-bound. A SMART IEP goal will be realistic for the student to achieve and lay out how the student will accomplish it. Breaking down the components of SMART goals into their specific elements can make them easier to write. Specific: The goal should be specific in naming the skill or subject area and the targeted result. For example, a goal that is not specific might read, Adam will be a better reader. Such a goal fails to provide any details. Measurable: You should be able to measure the goal using standardized tests,  curriculum-based measurements  or screening, work samples, or even teacher-charted data. A goal that is not measurable might read, Joe will get better at solving math problems. Attainable: A lofty goal that is not attainable can discourage both teacher and student. A goal that is not attainable might read, Frank will ride public transportation all over town without any mistakes any time he wants. If Frank has never ridden public transportation, this goal is likely out of reach. Results-oriented: The goal should clearly spell out the expected result. A poorly worded goal might read, Margie will increase her eye contact with others. Theres no way to measure that and no indication of what the result might be. Time-bound: The goal should state specifically by what date the student is expected to accomplish it. A goal lacking a time expectation might read, Joe will explore career opportunities. Consider Present Level of Performance To write SMART goals, the IEP team needs to know the present levels at which the student is functioning. For example, you wouldnt expect a student to learn algebra by the next IEP if she is currently struggling to add two-digit numbers. Its important that the current levels of performance accurately and honestly reflect the students abilities and deficiencies. A report on the present levels of performance often begins with a statement of the students strengths, preferences, and interests. They would then cover: Academic skills: This lists the students ability in math, reading, and writing, and spells out deficiencies in these areas compared to grade-level peers. Communication development: This describes the level of communication at which the student is functioning as well as any deficits compared to same-age peers. If the student has speech deficits or is using vocabulary and sentence structure that are below grade-level peers, that would be noted here. Emotional/social skills: This describes the students social and emotional abilities, such as getting along with others, initiating and taking part in conversations with friends and classmates, and responding appropriately to stress. An issue in this area could interfere with a students ability to learn and interact with teachers and peers. Monitor Progress Once the IEP team has agreed on a set of goals for the year, its important to monitor the students progress toward meeting those goals. The process for monitoring the students progress is often included in the IEP goals themselves. For example, a SMART goal listed previously reads as follows: Penelope will be able to solve two-digit addition problems with 75 percent accuracy as measured by work samples, teacher-charted data, and standardized tests. For this goal, the teacher would collect work samples over a period of time, such as a week or month, to indicate Penelopes progress. Data collection  refers to regularly assessing a student’s success on individual items in her goals, usually at least once a week. For example, the teacher and paraprofessionals might maintain a daily or weekly log that shows how accurately Penelope is solving two-digit multiplication problems on a daily or weekly basis. Review and Update Benchmarks as Needed Since goals are written to cover an entire year, they are generally broken into benchmarks. These might be quarterly periods where the teacher and staff can monitor how well the student is progressing toward the specific goal. For example, the first benchmark might require Penelope to solve two-digit problems with 40 percent accuracy by the end of the first quarter; the second benchmark, three months later, might require her to solve problems at 50 percent accuracy, while a third might call for a 60 percent accuracy rate. If the student is not close to achieving these benchmarks, the team can include an addendum adjusting the final goal to a more reasonable level, such as 50 percent accuracy. Doing so provides the student with a more realistic chance of achieving the goal in the long run. IEP Goal Examples IEP goals should, as noted, follow the SMART acronym, ensuring that they are specific, measurable, achievable, results-oriented, and time-bound. Following are some examples: Adam will be  able to read a passage orally in a grade-level book at 110 to 130 words per minute with no more than 10 errors. This goal is specific because it specifies exactly how many words Adam will be able to read in a minute as well as the acceptable error rate. As another example, a SMART goal that is measurable might read: Penelope will be able to solve two-digit addition problems with 75 percent accuracy as measured by work samples, teacher-charted data, and standardized tests. This goal is measurable because it specifies the desired accuracy percentage on all work samples. A goal that is attainable goal might read: By the next meeting, Joe will travel from school to home safely on a public transportation bus once a week with 100 percent accuracy as measured by teacher-charted data. Put another way, this is a goal that Joe might well be able to reach; hence, it is attainable. A results-oriented goal could state: Margie will look the person speaking to her in the eye 90 percent of the time in four out of five daily opportunities, as measured by teacher-charted data. This goal focuses on results: It specifies what, exactly, the outcome will be if Margie reaches the goal. (Shell be able to look a person in the eye 90 percent of the time.) A time-bound goal, by contrast, might read: By the next meeting, Joe will explore career opportunities through a variety of media (such as books, library, internet, newspaper, or tours of job sites) with 100 percent accuracy in four out of five weekly trials, as measured by teacher-charted observation/data. Importantly, this goal specifies when Joe should reach the goal (by the next meeting, likely a year from the date the goal was initially accepted by the IEP team). With this goal, everyone on the IEP team is aware that Joe is expected to have explored the specified career opportunities by the next meeting.

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