The Alternative Learning System Research Paper Example

The Alternative Learning System Research Paper Example The Alternative Learning System Paper The Alternative Learning System Paper Overview: Historical Context of ALS As always, it is best to trace the source of an educational system such as the ALS to the basic and fundamental law of the land. The Philippine Constitution provides for free and compulsory elementary education and free secondary education through the Department of Education (DepEd). This means that all Filipinos have a constitutional right to basic education, and the DepEd is mandated to provide this service to all Filipinos. In the 80’s, the global community launched a campaign called Education for All (EFA) that aimed to eradicate illiteracy and promote functional literacy for all people of the world. Our nation was a signatory to this and as such, committed to providing education for all Filipinos ALTERNATIVE LEARNING SYSTEM is a parallel learning system that provides a viable alternative to the existing formal education. It encompasses both the non formal and informal sources of knowledge and skills. In summary, we say: Basic Education = early childhood education (kindergarten) and elementary education (Grades 1-6) and secondary education (1st-4th year) and ALS (for out- -of- school age children, youth adults and those with special needs). Alternative Learning System = Non Formal Education (NFE) and Informal Education (IEd) A. EXECUTIVE ORDER NO. 356: RENAMING THE BEREAU OF NON FORMAL EDUCATION (BNFE) THE BEREAU OF ALTERNATIVE LEARNING SYSTEM (BALS) On September 13, 2004, the office of the President of the Republic of the Philippines renamed the DepEd’s Bureau of Non Formal Education the Bureau of Alternative Learning System (BALS) through this Executive Order signed by Her Excellency, President Gloria Macapagal-Arroyo. The order directs BALS to provide a systematic and flexible approach to reach all types of learners outside the school system. THIS MEANS THAT by the virtue of this Executive Order, the BALS has given the authority to guide the development of the country’s ALS. Functions of BALS to address the learning needs of all marginalized groups including the deprived, depressed and underserved citizens to coordinate with various agencies for skills development of the learners to expand access to educational opportunities for citizens of different interests, capabilities, demographic characteristics and socio-economic origins and status to promote certification and accreditation for basic education of alternative learning programs both non formal and informal in nature B. EDUCATION FOR ALL (EFA) PLAN by 2015 In 2004, the Philippine government once again committed to participate in the global campaign for Education for All by the year 2015. In this plan, one of the major goals is â€Å"transforming all nonformal and informal education intervention into an ALS to yield more EFA benefits†. This means that the goal is to have in place a credible ALS (consisting of NFE and informal Education) that shall increase functional literacy among the marginalized groups of learners. To this end, certain tasks will need to be undertaken, namely. . Develop and strengthen the DepEd’s BALS and mandate it to serve as the government agency to guide the development of the country’s ALS. 2. Make available public funds for ALS programs of GOs and NGOs subject to the guidelines of BALS. 3. Build and develop a constituency for ALS development. 4. Conduct research and studies to test cost-effective options for delivering quality ALS. 5. Undertake an inventory of available resources in localit ies for literacy interventions outside schools. 6. Ensure a vigorous and credible system for reliably assessing, measuring, validating and communicating competencies acquired through NFE and informal education. In summary, the EFA Plan for 2015 prescribes urgent tasks that will guide the Department of Education in fulfilling the spirit of RA 9155 and EO 356 and ultimately the vision of the Philippine Constitution. It embodies the various programs, projects and direction to achieve the goal of quality ALS for Filipino learners. THE ALS and FORMAL EDUCATION The Two Paths to basic Education Take a look at the figure above. It shows two (2) roads both leading towards the attainment of basic education. One road is marked â€Å"formal education† and it makes use of schools. The other road is marked â€Å"ALS† and it makes use of community learning centers for out-of-school youth and adults and these centers may be a barangay hall, a church, a factory, etc. Notice, too, the travelers in the â€Å"formal education† road and those in the â€Å"ALS† road. In the former, they are young; in the latter, they are both young and old. This illustration suggests that the Filipino can choose to take any of the two (2) roads to acquire basic education. Further, it suggests that the â€Å"ALS† road is open to anyone regardless of age. What is important too is that one may attain basic education even without entering the school system. Because this is a very simple illustration, it does not explain the other important features of ALS. Consequently, a conceptual framework on the relationship between formal education and the ALS is hereby presented. The discussion that follows Figure 2 also explains those theoretical aspects that Figure 1 cannot provide. MAJOR ASPECTS OF COMPARISON Learning Program It shows the learning programs of formal education and those of the ALS. Specifically, formal basic education consists of elementary education which covers Grades 1 to 6 and secondary education which covers 4 year levels. This ALS program on the other hand consists of the Basic Literacy Program which is a program for the illiterates on the basic reading, writing and numeracy skills, and the accreditation Equivalency Program (AE) which is equivalent to the elementary and high school programs of formal education and which address the learning needs of school dropouts or those who have not completed 10 years of schooling as mandated by the Philippine Constitution. SETTING It presents the setting where learning takes place. In the formal school system teaching- learning is conducted primarily in the school. On the other hand, teaching- learning in the ALS occurs in the community learning centers (CLC) which may either be a barangay hall, church, factory, a reading center, or the home. Generally, the learners meet in the CLCs as a group according to an agreement they themselves have set with the facilitator or instructional manager. The rest of the time, learners take home their learning materials to study at their own time. TEACHER In formal education, the teacher is called a classroom teacher who is a professional i. e. licensed to teach (having passed the Licensure Exam for Teachers). The classroom teacher must be a college graduate with degree of either BSEd or BEED. In ALS, the teacher of the Basic Literacy Program is called a facilitator who may be a high school graduate at the very least but must have undergone training as a facilitator. On the other hand, the teacher in the AE Program must be at least a college graduate though not necessarily an Education major but must have undergone training in ALS. AGE OF LEARNER It compares the age of learners in both the formal and ALS System. In formal education, the age of the learner is prescribed. Thus, age of entry in Grade 1, is 6-years and the exit age at 4th year high school is 15 years. On the other hand, there is no age prescribed for learners in the ALS. Oftentimes, learners in the basic Literacy Program are adults, while learners in the AE Program are youth and adults 16 years old and over. CURRICULUM Formal education has the basic education Curriculum (BEC) while the ALS has the ALS curriculum. The learning competencies of both curricula are parallel and comparable although subject matter or content may differ. This means that both curricula are meant to develop competencies that are equivalent in nature. While the BEC curriculum has 5 major subjects English, Science, Math, Filipino, and Makabayan, the ALS curriculum has learning strands which are lifeskills- oriented rather than subject- oriented. The 5 learning strands are the following: -Communication Skills -Development of Self and A Sense of Community -Critical Thinking and Problem Solving -Expanding One’s World Vision Sustainable Use of Resources/Productivity LEARNING MATERIALS It compares the learning materials that are generally used as the main tools for learning in the two systems of learning. Formal education generally makes use textbooks which normally require teachers to facilitate their use. The ALS meanwhile, generally makes use of printed modules which may be used by learners with or without the aid o f a teacher since the materials are designed as self- instructional and therefore self-paced. Also, since the subject matter is not compartmentalized according to subject areas, the modules are said to be integrated. TEACHING METHODOLOGY One of the basic characteristics that differentiates formal education and ALS the teaching methodology. Figure 9 shows that formal education utilizes the principles of pedagogy or the science of learning among children while the ASL utilizes the principles of andragogy, the science of adult learning. Formal education generally makes use of end-of-school year achievement tests for all learning levels in grade 1 to 4th year High School. The ALS generally makes use of end-of-program tests which may be given at any time that a learner completes the program. For the Basic Literacy level, this test is called the Assessment of Basic Literacy (ABL Test) and it measures basic reading, writing and numeracy skills. For the A and E test, the elementary level learner takes the A and E Elementary level test and the secondary level learner takes the A and E Secondary level test. In both cases, the tests measure functional literacy competencies such as the following: 1. communicate effectively 2. solve problems scientifically, creatively and think critically 3. use resources sustain ably and be productive 4. develop oneself and a sense of community 5. expand one’s world view

Map of Natural Radioactivity

Map of Natural Radioactivity Many people do not realize that radioactivity occurs naturally on Earth. In fact, it is actually quite common and can be found virtually all around us in the rocks, soil and air. Natural radioactivity maps may look quite similar to normal geologic maps. Different types of rocks have specific levels of uranium and radon, so scientists often have a good idea of the levels based on geologic maps  alone.   In general, a higher altitude means a higher level of natural radiation from cosmic rays. Cosmic radiation occurs from the suns solar flares, as well as subatomic particles from outer space. These particles react with elements in the Earths atmosphere as they come into contact with it. When you fly in an airplane, you actually experience significantly higher levels of cosmic radiation than from being on the ground.   People experience different levels of natural radioactivity based on their geographic locale. The geography and topography of the United States is very diverse, and as you may expect, levels of natural radioactivity differ from region to region. While this terrestrial radiation should not concern you too much, it is good to be aware of its concentration in your area.   The featured map was derived from radioactivity measurements using sensitive instruments. The following explanatory text from the US Geological Survey  highlights a few of the areas on this map that show especially high or low levels of uranium concentration. Radioactive Areas of Note Great Salt Lake: Water absorbs gamma rays so it shows as no data area on the map.Nebraska Sand Hills: Wind has separated the lighter quartz from the clay and heavier minerals that usually contain uranium.The Black Hills: A core of granites and metamorphic rocks high in radioactivity is surrounded by less radioactive sedimentary rocks and gives a distinctive pattern.Pleistocene glacial deposits: The area has low surface radioactivity, but uranium occurs just below the surface. Thus it has a high radon potential.Deposits of glacial Lake Agassiz: Clay and silt from a prehistoric glacial lake have higher radioactivity than glacial drift surrounding it.Ohio Shale: Uranium-bearing black shale with a narrow outcrop zone was scooped up and spread over a large area in west-central Ohio by glaciers.Reading Prong: Uranium-rich metamorphic rocks and numerous fault zones produce high radon in indoor air and in ground water.Appalachian Mountains: Granites contain elevated uranium, particularly in fault zones. Black shales and soils above limestone also contain moderate to high levels of uranium. Chattanooga and New Albany Shales: Uranium-bearing black shales in Ohio, Kentucky, and Indiana have a distinctive outcrop pattern clearly defined by radioactivity.Outer Atlantic and Gulf Coastal Plain: This area of unconsolidated sands, silts, and clays has one of the lowest radon potentials in the United States.Phosphatic rocks, Florida: These rocks are high in phosphate and associated uranium.Inner Gulf Coastal Plain: This area of the Inner Coastal Plain has sands containing glauconite, a mineral high in uranium.Rocky Mountains: Granites and metamorphic rocks in these ranges contain more uranium than sedimentary rocks to the east, resulting in high radon in indoor air and in ground water.Basin and Range: Granitic and volcanic rocks in the ranges, alternating with basins filled with alluvium shed from the ranges, give this area a generally high radioactivity.Sierra Nevada: Granites containing high uranium, particularly in east-central California, show as red areas.Northwest Pacific Coastal Mountains and Columbia Plateau: This area of volcanic basalts is low in uranium. Edited by Brooks Mitchell

The Application of Marketing - PARTA -The tools of Marketing Essay

The Application of Marketing - PARTA -The tools of Marketing - Essay Example For example, advertising is a powerful means to reach out to customers, but it is expensive and needs to use the right media and the right message for effective results on the vast resources expended on it. Public relations is a more subtle approach useful in managing issues of public concern and top level messages, but suffers from the deficiencies of requiring professional support and difficulty in evaluating its impact. Sales promotion is an effective means of addressing a particular target market, whose impact on the objective of increased sales can be measured, and enhances sales channel commitment to the product. However, it suffers from the deficiencies of forecasting problems, with the effect being only as long as the sales promotion lasts and the possibility of brand devaluation, particularly if price is a part of the sales promotion strategy. Yet, when used in conjunction these tools of marketing can be an effective to achieving the marketing objectives for a product (Cheve rton, 2006). In 2003, Coca-Cola along with its competitor Pepsi ran into trouble on India, when the environmental NGO, Centre for Science and Environment (CSE report) released a report that the presence of pesticides in the soft drinks exceeded the European standards (Vedwan, 2007). Coca-Cola attempted to negate the effect of this accusation by running advertisements using film stars to indicate that their production infrastructure and methods provided soft drinks that were pure for consumption. In addition they ran a sales promotion campaigning giving 50 ml more of soft drink at no extra cost. These efforts failed, though Coca-Cola was not at fault for the CSE report on the presence of pesticides in the soft drinks and their market share dropped. There was more faith in the non-profit making report than in the claims of the profit making multi-national giant and went to show the inept

Managers & Organisations - Reflective Portfolio Assignment

Managers & Organisations - Reflective Portfolio - Assignment Example The objectives of this paper is to generate a clear understanding on critical issues an individual can face while performing those tasks. In addition, the paper also provides an insight about how to deal with the problems regarding management of clients, inventory and staffs. Summarising Learning Reflection During the work tenure in my profession, I had confronted with several issues which helped me to gain valuable experience. I had showed good performance on maintaining coordination with staffs along with other stakeholders in the company. My knowledge and expertise had helped me to deal with the clients and to manage other operations such as supervision, monitoring and analysis of documents among others. I always endeavour to provide rapid response to any kind of problems within the organisation so that it does not turn out to be much worse. I possess two major characteristics which influence my decision making which are activist and quick learning ability. The major gaps I had id entified during reflection were ineffective planning and communication. Due to this gap, I often faced difficulties in managing the clients and the staffs. Above all, I am a reflector in learning and can put theory and idea into practice and I always pursued for learning new things in my professional life. Reflection on Practices Scenario 1 The first workplace scenario of my work experience is related to management of client. In any business organisation, it is significant to manage the clients effectively. Client management is concerned with appealing to new clients as well as retaining the existing clients of the company. It is critical for every manager to maintain good associations with clients so that they... During the work tenure in my profession, I had confronted with several issues which helped me to gain valuable experience. I had showed good performance on maintaining coordination with staffs along with other stakeholders in the company. My knowledge and expertise had helped me to deal with the clients and to manage other operations such as supervision, monitoring and analysis of documents among others. I always endeavour to provide rapid response to any kind of problems within the organisation so that it does not turn out to be much worse. I possess two major characteristics which influence my decision making which are activist and quick learning ability. The major gaps I had identified during reflection were ineffective planning and communication. Due to this gap, I often faced difficulties in managing the clients and the staffs. Above all, I am a reflector in learning and can put theory and idea into practice and I always pursued for learning new things in my professional life. S cenario 1The first workplace scenario of my work experience is related to management of client. In any business organisation, it is significant to manage the clients effectively. Client management is concerned with appealing to new clients as well as retaining the existing clients of the company. It is critical for every manager to maintain good associations with clients so that they conduct business with the company regularly and for the long run. In present days competitive business environment, losing a valuable client can cost heavily on profitability.

Operating System common on the Internet Essay Example for Free

Operating System common on the Internet Essay This paper discusses the various types of operating systems that are commonly used for the internet. The paper explains the general meaning of the operating systems and then discusses the various types of operating systems which support the internet applications. An operating system is a software component of a computer system that is responsible for the management of various activities of the computer and the sharing of computer resources. Operating Systems provide a base software platform on top of which other programs called application programs can run. Operating systems enable user to interact with the computer systems by acting as an interface between users or the application programs and the computer hardware. The different operating systems available in the market offer a wide choice for the user. However, with the increasing internet usage, the choice of operating system greatly depends on how well the OS supports the activities of the internet based applications. The different operating systems provide different types of browsers to enable internet usage. Linux is the most popular operating system for the internet and is based on UNIX, just like the Mac OS X. Linux offers larger amount of free space and open source software and is more equipped than any of the other counterparts. Comparing the features of the various OS, Hughes states that one of the most important features of the Linux operating system is its set of internet clients and servers including mail, news, FTP, web as well as the proxy clients and servers. Owing to the range of Linux distributions to offer, Linux is easily customizable. The use of compatibility layers such as Wine, makes Linux attuned with the windows programs and hence a good choice for the internet. The system is less prone to viruses and hence more reliable, especially for the internet. The system is freely available and far less expensive. This advanced operating system is most popular and recommended for internet users. BSD operating systems are very similar to Linux operating systems and fully support internet access. Both Linux and BSD come with full functionality for regular dial-up, PPP-based, cable modem, and Ethernet connections. Sun Operating system, which is a part of Sun Microsystems Solaris, is yet another OS commonly used for internet networked applications (Linfo, 2004). Although not so commonly used, BSD and IRIX also considered as good operating systems for the internet applications. Linux is considered to be safer for web hosting servers. It is found to b more reliable, stable and efficient (Internet-Web Hosting). Microsoft Windows has been the most common operating system. The series of operating systems started with MS_DOS, Windows 95, Windows NT, XP and the now popular Windows Vista. Owing to the largest library of programs and applications, and the ease of hardware compatibility that it renders, Windows continues to be one of the commonly opted operating systems. However, considering the performance speed and security issues, Windows might not be the best choice for the internet. Windows operating system is prone to viruses and spy ware because of which it necessitates the installation and maintenance of the internet security software. Apple’s Mac OS X is the second most popular operating system based on UNIX. The OS is relatively simpler and more compatible. It offers many advanced features along with an intuitive interface. Mac OS X supports second largest selection of software and is the most reliable operating system. Unlike the Windows Operating system, Mac OS X is not prone to virus or malware and is a better choice for the internet when compared to Windows for certain cases. However, the limited compatibility with the Apple hardware imposes a constraint on the system being used across the internet. Unlike the Windows, the Mac OS X does not require the frequent expenditure on the internet security software subscriptions and is thus less expensive as compared to the Windows. The choice of Operating Systems for running Internet applications primarily depends on the type of user. While Windows may be the choice of home and leisure users, Linux is generally used by professionals. Windows offers ease of use whereas Linux provides Security and Open source. References Hughes, P. , Operating Systems Comparison. Retrieved on April 14, 2009 from http://netshooter. com/linux/oscomp. html The Most Popular Operating Systems. 2004. Linux Information Project Retrieved on April 14, 2009 from http://www. linfo. org/operating_systems_list. html Internet-Web Hosting. Retreived on April 14, 2009 from http://www. internet-webhosting. com/whichplan. php

The Importance of Harry Hoveden in Making History Essay example -- Mak

The Importance of Harry Hoveden in Making History In making history, Brian Friel uses Hugh O’Neill to define the characters in the play, and the way in which his actions affect them gives the audience some characteristics to decide on the personality of particular characters. Harry Hoveden is obviously an important character in the play because he plays a major part in the play, and appears in most of the major scenes. It is also clear that he is important to O’Neill because he is often the one person he turns to in times of crisis. Harry is presented as a very loyal and sober character by, he serves to balance out some of the other characters almost like a buffer. His calm nature in times of distress or excitement contrasts with the brash and aloof persona’s of other characters like O’Neill. As well as stabilizing the mood in the play as presented, if the play was reality, he would act as a soothing and calming presence to help particularly O’Neill. There is a direct link to his calmness and soothing nature in the comparison of him to dill. Every character i...

Obstacles Teachers May Face Essay

In any education setting, teachers will come across a wide variety of obstacles throughout their career. These obstacles will differ in each and every classroom, depending on students’ social, cultural and ethnic background. It is vitally important as a teacher to overcome these obstacles to ensure that the students within your class are able to gain the highest possible outcomes, a quality education and enjoyment from their schooling. Some of the many obstacles that a teacher may face in a classroom setting include development abilities both academically and socially, behaviour problems and unmotivated students. Students can differ from one another in several aspects, including age, mental ability, personal achievement, ethnic background, psychosocial development and cognitive development. These differences can affect how classroom learning happens (Snowman & Biheler, 2003). Children develop at different rates this is usually a result of different measures of intelligence, social interaction with peers and personal development. Whether it is physical, mental or emotional each student will differ, and this will also depend on their up bringing, prior knowledge, family circumstances and innate knowledge. Social and emotional development problems will result in the student finding it hard to create relationships and develop learning skills with his or her peers and educators. Intellectual development, communication and speech difficulties will affect student’s concentration, memory, communication and understandings of certain tasks (BTEC First Children’s care, n. d). As a result of children developing differentl, it is vitally important for educators to track and maintain an understanding of how each student is progressing through out the year, this will result in not only being of benefit for the student but also the teacher. According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others in group settings (Eggen & Kauchak, 2010). Therefore, by creating learning activities that are in learners’ zones of proximal development, and providing instructional scaffolding to support learning and development will accommodate the children by helping them gain a better understanding of the task at hand (Eggen & Kauchak, 2010). In saying this, this will ensure that the ducator is working to their full potential and ensuring that the students are getting the highest quality education. Positive reinforcement is the process of increasing the frequency or duration of a behaviour as the result of presenting a reinforcer. Therefore, offering positive reinforcement will increase and maintain the probability that a particular behaviour will be repeated. There are many different types of reinforcers that can be used to increase behaviours, but it is significant to note that the type of reinforcer used depends on the individual and the situation. While gold stars and tokens might be very effective reinforcement for a second-grader, they are not going to have the same effect with a high school or college student (Cherry, n. d). Also, if your students finish their work on time and have been successfully completing their work you may give them an early mark for lunch play, the students will eventually come to understand that finishing their work on time results in a rewards, therefore they will continue this behaviour. We all apply reinforcers everyday, most of the time without even realising we are doing it. You may tell your child â€Å"good job† after he or she cleans their room; all of these things increase the probability that the same response will be repeated. Students may find tasks hard to complete at school and want to give up, by giving them positive reinforcement twill encourage them to want to keep going. Students are more likely to be motivated to learn if they are positively reinforced for completing a project or task (Snowman & Biehler, 2003). Having a positive attitude as an educator and constant positive feedback also encourages students to feel secure in their learning environment. It can also be used to adjust behavioural issues, whilst punishment and negative reinforcement decreases unacceptable behaviour, it doesn’t teach desirable ones, in saying this; it means that positive reinforcement is more effective. However punishment is sometimes required in some circumstances, as when all forms of punishment is removed it can cause the class to become more disruptive. Research has found that some types of punishers are more affective these include; desists, timeout or detention (Eggen & Kauchak, 2010). Skinner believed that peoples innate needs, wants and desires can be avoided, as they alter their current behaviour according to what has happened to them due to the previous consequences of their past behaviour. He called this approach operant conditioning he identified three types of responses or operant that can follow behaviours, these include; Neutral operants, reinforcers and punishers (Eggen & Kauchak, 2010). Not sure of the reference? Having unmotivated students in the classroom can make it difficult due to the fact that other students may get distracted and lose focus. Unmotivated students have the ability to disrupt other students that can have a detrimental affect on the entire classroom and overpower teacher’s capabilities. There are many factors relating to the cause of unmotivated students in the classroom. These include behavioural issues and cognitive development. Students with learning difficulties may feel lost and confused by what is being taught and therefore give up on listening and trying. It is important to identify these students and put in place the appropriate means necessary to ensure that these students are understanding and motivated. Motivation is often classed in two different categories; extrinsic motivation and intrinsic motivation the difference being; extrinsic motivation is to engage in an activity as a means to and end. And intrinsic motivation is to be involved in an activity for its own sake. Eggen & Kauchak, 2010) Motivation is working towards maintaining and sustaining our efforts to reach a particular goal (Snowman & Biehler, 2003). In some classroom settings children display inappropriate or problem behaviours which can make it difficult for themselves and the students around them to learn, and also isolate the child from his or her peers (Child Study Centre, 2002). Therefore it is crucial as an educator to establish and maintain a classroom environment that will motivate students to learn. Having motivation to learn is essential for students to become successful in their learning. It is vital that students set both academic and social goals to work towards to ensure that both the student and the teachers are driving towards the same goal. According to Eggen and Kauchak (2010) motivated students have positive attitudes towards school, they describe school as satisfying, persist on difficult tasks and cause fewer behaviour management problems, process information in depth and excel in classroom learning experiences (Eggen & Kauchak, 2010). By creating a positive learning environment within the classroom, students will be encouraged to achieve and set learning goals to attain higher results. In a positive learning environment students feel secure and as a result are more willing to take risks with their learning. A classroom performance goal structure is characterised by the teacher emphasising student performance relative to normative standards rather than relative to the student’s prior performance. Features of this structure are the teacher’s provision of more public versus private performance feedback, and the valuation of correct answers over effort and learning (Hughes. , Wu & West, 2011). Through incorporating student’s interest into the lesson, relating lessons to real life and matching students abilities will help to motivate the students to strive for better results and develop a love of learning. Motivation within the classroom and a child’s need to succeed in their academic life is based on â€Å"Maslow’s hierarchy of human needs based on two groupings: deficiency needs and growth needs. Within the deficiency needs, each lower need must be met before moving to the next higher level. Once each of these needs has been satisfied, if at some future time a deficiency is detected, the individual will act to remove the deficiency† (Huitt, 2007). In conclusion, obstacles that teachers will face throughout their career are respective to each individual child and their differences when it comes to developmental ability, motivation and behavioural issues. Ongoing professional development is a necessary component in ensuring that an educator is properly trained in all areas. This will ensure that educator’s feel confident when an obstacle arises and the skills to be able to deal and respond to any given situation.. Therefore, incorporating a safe and happy classroom environment, ongoing professional development, understanding each individual child’s needs and backgrounds and motivating students will help overcome some obstacles that a teacher may face.

Coastal management

THE LOBBY and several bedrooms parted company with the Holbeck Hall Hotel yesterday, leaving half of the four-star establishment behind. Engineers said heavy rain this spring after several dry summers was the probable cause of the landslip, which has sent sections of the hotel toppling into the North Sea. The north-east wing of the 30-bedroom hotel collapsed into Scarborough's South Bay on Saturday night. Guests had been evacuated early on Friday after huge cracks appeared overnight. The rest of the east wing gave way yesterday, leaving the hotel barely half intact, but what remains is likely to be demolished. Geologists say the east Yorkshire coast, with it's steep clay cliffs, has always been vulnerable. South of Scarborough, the 40-mile stretch of cliffs of Holderness is the fastest-eroding coastline in Europe and is experiencing the worst land-slips for 40 years. But Mr Michael Clements, director of technical services for Scarborough council, said sea erosion was not a factor in the Holbeck landslip. The cliffs below the hotel are protected at their base by a sea wall. The main problem, he said, was probably heavy rain which penetrated layers of sand and gravel in the cliffs, lubricating the clay which had cracked in hot weather. â€Å"There is a long history of cliff movements in the area,† Mr Clements said. â€Å"According to local records, the first Scarborough spa was carried away by a landslide in 1770, while the Holbeck cliffs suffered a major slip in 1912. Cliff stabilisation schemes were carried out further north at Whitby in the 1980's and at Robin Hood's Bay in the 1970's. In the fishing village of Staives, the breakwaters were recently raised. Pressure for further protection has run up against the obstacle of expense. â€Å"The cost of protecting these cliffs is phenomenal.† Mr Clements said. â€Å"The work at Whitby cost à ¯Ã‚ ¿Ã‚ ½3.4 million.† Most developed areas around Scarborough have seawalls but this is not the case further south, where Mr Eddie Knapp, principal engineer of Holderness council, said there had been â€Å"unusually large and particularly worrying† land losses over the past six months. â€Å"The average rate of erosion is 6ft a year but this year it has been up to 65ft in places,† Mr Knapp said. At Skirlington, 65ft of land has recently fallen into the sea, carrying away 23 bases at a caravan park, while 70ft of land has gone at Aldbrough caravan park, leaving 15ft of unfenced land before a 60ft drop into the sea. A family living in a chalet at Atwick, near Hornsea, was rehoused when the cliff edge came perilously close. Mrs Sue Earle, chairman of the Holderness Coast Protection Committee, is to outline local concerns in talks at the Agriculture Ministry today. Mrs Earle, whose farm-house is 30ft from the cliff edge at Cowden, said: â€Å"Now that this has happened in a nationally-known resort, I hope it will help to bring the issue out into the open. Daily Telegraph, 7.6.93 South Coast subsiding as the sea level rises By Christine McGourty, Technology Correspondent PART of the south coast of England is sinking at a rate of almost an inch every five years, according to new research. The find comes from an analysis of tidal measurement data from 1962 until about 1985 by Portsmouth University researchers. The higher tide measurements were thought to be a combination of subsidence and rising sea levels. Discovery of the subsidence à ¯Ã‚ ¿Ã‚ ½ from Portsmouth to Newhaven à ¯Ã‚ ¿Ã‚ ½ follows evidence from around the world that global sea levels have risen by four to six inches over the past 100 years. The subsidence will add to the problems expected from the sea level rise associated with global warming. Sea levels on the south coast are expected to rise by at least eight inches by 2050. Dr Janet Hooke, director of the university's river and coastal environment research group, said: â€Å"Most previous studies showed the subsidence was confined to East Anglia. This is the first analysis to show that parts of the south coast may be subsiding too. The movement may have origins back in the last ice age.† Malcolm Bray, one of the researchers, said at the Institute of British Geographers' annual conference in Nottingham: â€Å"It seems frightening. â€Å"What we're doing now is to work out what it means for the local authorities affected. â€Å"We can't stop flooding à ¯Ã‚ ¿Ã‚ ½ that's an act of God à ¯Ã‚ ¿Ã‚ ½ but we may be able to minimise the impact through coherent local and regional strategies. â€Å"We need to study the coast over longer distances and look slightly further into the future to stop authorities doing something that could have detrimental effects on their neighbours. â€Å"Our research shows that some parts of the coast are independent but many parts are interconnected.† They found the stretch from Lyme Regis to Newhaven could be divided naturally into nine â€Å"coastal cells†. Dr Hooke said: â€Å"Some preventative measures need to be taken now while the opportunity is there. â€Å"We don't want to see building on very vulnerable zones, which could just create problems for the future with flooding and erosion. â€Å"Plans may be needed to manage conservation of wetlands which are particularly vulnerable.† The researchers welcomed the Government's strategy for coastline management, announced last October, and said that more coherent analysis of longer stretches of coastline were needed all around the country. * Navy beans, from which baked beans are produced, could be grown in England if the global temperature rises as predicted in the next century, according to a study. Researchers at Coventry University and Horticultural Research International have found that navy beans could be grown in Hampshire, East and West Sussex and Kent if the temperature rose by just 0.5C in the next century. The climate is too cold at present for navy bean crops and most are imported from America and Canada. Daily Telegraph 8.1.94 Erosion-hit resorts pin hopes on reef of tyres By Richard Spencer and Lynda Murdin RESIDENTS along the fastest eroding coastline in Europe are hoping a plan to dump millions of tyres in the sea as a protective reef will be given the go-ahead by the Government. Villages and the resorts of Withernsea and Hornsea on the Holderness coast in Humberside are in danger of slowly falling into the sea. If the Ministry of Agriculture grants a licence for the trial tyre-reef scheme, it could lead to one of the most ambitious coastal engineering projects in Europe since the Dutch reclaimed its polders from the other side of the North Sea. The area from Hull to the low, muddy cliffs of the Humberside coast has always suffered erosion. Spurn Head, the spit of land which juts out into the Humber estuary, has been washed away and re-formed six times in recorded history, while many villages already lie underwater. But, in the past five years, the pace of change has rapidly increased. Some homes have been abandoned and farmers are seeking compensation for loss of land and buildings. The Humberside trial would submerge a bank of 1.5 million compressed tyres bound with nylon and concrete into a tangle of ropes six or seven metres high, 110 metres long and 60 metres wide. Placed up to 1,000 metres offshore, it would be tested for its stability, effects on local currents and pollution. If it worked, the full scheme could place more than a billion tyres in seven, two-kilometre long strips all the way up the coast. Humberside County Council accepts that such an ambitious project is unlikely to go ahead quickly – possibly not even this decade. In the meantime, the coast depends on smaller schemes under the supervision of Holderness Borough Council. The most recent, at the village of Mappleton, was opened with fanfares four years ago but, while it has saved the village, it has also caused resentment. Other villages say that it has accelerated the rate of erosion elsewhere by preventing the protective sand that drifts down the coast from reaching the beaches. It raised expectations that other schemes could be put in place, hopes the Government dashed in 1993 with a review of policy imposing new environmental and financial demands. The Department of the Environment is expected shortly to approve a controversial à ¯Ã‚ ¿Ã‚ ½4.5 million, 1,000-metre sea wall around the North Sea gas terminal run by BP and British Gas near Easington. A full plan, which would also have protected the village, was turned down by the department. Mr Robin Taylor, Holderness's director of development, said this appeared to be because under the new guidelines schemes had to prove not just â€Å"cost-beneficial† but to be in the national interest. Saving gas supplies probably was, saving villages not. Mr Ambrose Larkham, who owns the Easington Beach Caravan and Leisure Park, is demanding a public inquiry. â€Å"The ludicrous thing is it is almost as cheap to build 1,600 metres while the equipment's there as it is 1,000,† he said. Mr Taylor said: â€Å"The question of why we are protecting the terminals and not the people of the village is likely to become very controversial. The issue is whether we should be protecting multinational companies and not our own residents.† But Mr Geoffrey Twizell, terminal manager for British Gas and himself a resident, said: â€Å"We are happy to contribute to any scheme that meets everyone's aspirations. Nobody would be talking about any protection at all for Easington if it weren't for the gas terminals here.† Daily Telegraph 1.4.95 Essex drops its guard to let nature take its course By A J McIlroy A TACTICAL retreat could be the answer to coastal erosion on the Essex coast, Government engineers have decided. Contractors from the Ministry of Agriculture and English Nature yesterday lowered the sea wall to flood 21 hectares at Tollesbury Fleet on the Blackwater Estuary. The area is being restored to salt marshes intended to absorb the power of waves that have been pounding artificial sea defences. If the experiment succeeds it will be extended along the Blackwater and to other saltwater estuaries. Roy Hathaway, of the Ministry of Agriculture's flood and coastal defence division, said tracts of coastal marshes were lost when drainage engineers in the 17th and 18th Centuries built sea walls to reclaim land for farming. Now, as a result of the gradual rise in sea level, many of the hundreds of miles of sea wall are crumbling. These are costing millions of pounds to repair, a financial burden that is â€Å"becoming increasingly hard to justify†. He said that to encourage private landowners to accept coastal flooding, the Government had written a â€Å"saltmarsh option† into its set-aside programme, the European Union measure to take farmland out of production. In exchange for allowing their land to become inter-tidal again, farmers would receive à ¯Ã‚ ¿Ã‚ ½190 per hectare per year for grassland and à ¯Ã‚ ¿Ã‚ ½500 for arable land. The payments are guaranteed for 20 years. Mr Hathaway said the ministry was working with conservation groups to maximise the gain to wildlife by restoring the salt marshes. Daily Telegraph 5.8.95 SHORING UP THE COASTLINE By John Hodder THE PRETTY little Suffolk town of Woodbridge was snoozing under a cloudless sky, with a soft breeze taking the sting out of the sun. I gazed out over the placid surface of the River Deben. It was midday in midsummer and this was quiet, gentle England at its most benign – the sort of place, the sort of time that makes it hard to feel threatened by anything, let alone the forces of nature. Twenty-four hours later I was on the beach at Dunwich, 20 miles to the north. The conditions were not very different – the same blue sky and hot sun, cooled now by a rather more blustery wind coming off the sea. But here the threat felt very real – probably because here it is very real. Dunwich is at the mercy of the elements, as it has been down the centuries, and the cliffs just carry on crumbling. If the sea is left to its own devices over the next 70-odd years, the shoreline will retreat by about 200 metres. That, at least, is the experts'projection. Projections, of course, are not the same as firm predictions. But they underline what the problem is – in this case, chronic erosion. The first and obvious question is: â€Å"What can be done to stop it?† The second and much more taxing one is: â€Å"Should anything be done to stop it?† Neither question has an easy answer. If Dunwich is not simply to be abandoned to its fate, a difficult balance will have to be struck between its interest and those of its neighbours. Coastal protection is a tricky science. Nobody knows that better than Roy Stoddard. His title is senior engineer (coast protection) with the Suffolk Coastal District Council and it was to pick his brains that I had gone to Woodbridge. His job is to oversee the 30-mile stretch of coastline from Felixstowe to Southwold, an area whose sand and shingle beach is notoriously unstable when pounded by the waves of the North Sea. It has suffered grievously in a series of violent storms this century. The task of looking after it is now shared between the local authority and the National Rivers Authority (NRA), overseen by the Ministry of Agriculture, Fisheries and Food (MAFF). They work closely together and their common enemy is the sea. The approach to coastal protection has shifted significantly over the past 20 years. â€Å"‘Fight against the sea' was the message until the 1970s,† says Stoddard. â€Å"Now we are not trying to fight against it so much as to work with it, using its peculiar ways to destroy its own energy.† That shift in approach is reflected in marked changes in the sort of barriers now being erected to stem the apparently relentless advance of the waves. As a result, the traditional beach scene is changing. For example, the solid sea walls built behind the beach – and the wide promenades that have accompanied them since Victorian times – are now out of favour. Walls merely repel the waves: they do nothing to reduce their speed or power, which is now recognised as the key to the successful preservation of the shor e. Instead, efforts are being concentrated on protecting and building up the beaches themselves. Similarly, a profusion of timber groynes jutting out at right angles into the sea – the time-honoured means of defence and a common sight along this coast – is seen as far less effective than a few large, rock-based structures shaped like fish-tails. The old wooden ones are fine for leaning against while you have your lunch or sheltering behind on a cold, blowy day. But they are not good at sheltering the shore. The main problem with them -apart from their propensity to rot – is that they cannot be made long enough or deep enough to significantly slow down the incoming rush of water. Hence the move towards the new fish-tail variety. A series of these has been built at Clacton, 20 miles to the south of Stoddard's patch. He is now proposing to develop the concept further by building two similar groynes at Cobbolds Point in Felixstowe, using rock and concrete. Despite their size, which might be considered ugly and intrusive, few people dislike them, he says, and the arguments in their favour are compelling. By confronting the sea farther out they do much more to take the steam out of the waves before they reach the shore. And the farther out you go, the more shore you protect by creating two calm areas in the lee of the two wings of the â€Å"tail†. Thus you help to build up a long stretch of sheltered beach. â€Å"Fish-tailed groynes are many times the length of wooden groynes but you only need one about every kilometre rather than one every 20-30 metres,† says Stoddard. â€Å"As well as being more environmentally-friendly because they enable people to walk along the whole beach – something they couldn't do before, at least not without stepping over groynes every few yards. â€Å"They have another advantage over sea walls. If you build them and find they don't work as well as you'd like, you can pick them up and move them. You can't do that with a massive sea wall.† Stoddard sees the introduction of fish-tail groynes as a â€Å"soft-engineering solution† in contrast to the old â€Å"hard† solution of building walls, which is now seen as causing more difficulties than it solves. â€Å"The problem is that whenever you build a hard wall it is almost invariably accompanied by the beach levels falling. The sea is thrown back off the wall and drags the sand and shingle out. Sometimes the wall itself is undermined – you can shore it up but in time the same thing will happen again.† Solid walls are the most concrete (literally) expression of the view that you must at all costs protect the land against the sea. That view is now being challenged. â€Å"You have four options,† says Stoddard. â€Å"Do nothing, hold the line, advance or retreat. Ten years ago the general view was that everything that could be saved should be saved. Now people are far more aware that harsh decisions have to be made.† Such decisions have worrying implications for places like Dunwich. There, to stop the erosion, you would have to start building some form of protective structure along the beach: merely reinforcing the shingle bank is not enough to stop continuing inroads being made into the coast. So why the hesitation over doing something more effective about it? Simply this: the erosion of the cliffs at Dunwich has positive benefits for the beach immediately to the south at Sizewell. Dunwich's loss is thus Sizewell's gain: that is nature's way. It is a conundrum repeated all along the coast. â€Å"If you have got to save the cliffs at Dunwich, you've got to find alternative means of feeding the beach at Sizewell,† says Stoddard. â€Å"In the end, you have to say that there are some places you won't protect – and people have got to come to terms with that.† Such a hard-nosed attitude can stir up fierce emotions, not least because of the way it could affect both the people who live there now and those who would like to join them. Consequently, it has serious implications for local planners. Do you, for example, go on allowing people to build houses near the sea, thus continually extending the number of years that you have to go on protecting that particular bit of coast – probably at someone else's expense? Another issue arousing controversy is the question of compensation for landowners whose land is gobbled up by the sea. At the moment there is no provision for compensation – indeed, it was specifically excluded from the 1949 Coast Protection Act. But as Stoddard says: â€Å"How do you tell a farmer that his 500 acres of productive arable land would be far better as salt marsh? The question of compensation is going to have to be addressed very shortly.† The difficult questions roll in almost as relentlessly as the sea. I pondered them late at night as I walked the beach at Aldeburgh, with the wind strengthening from the north-east and the waves crashing on to the shingle. They were still nagging away later still, as I lay in bed listening to the roar on the shore just below my hotel window. The sound that had been so soothing in the summer sunshine had taken on a darker edge. Suddenly the forces of nature seemed far less benign. Leisurely progress coastal protection has developed piecemeal over the past 150 years, driven not so much by pure science as by the demand to fulfil social expectations. It was essentially that pressure which led to the widespread introduction of sea walls. From the mid-19th century wealthy Victorians sought the development of coastal resorts. To realise their leisurely ambitions, engineers were drafted in to build the walls and the promenades which went with them. Over the years it has become increasingly obvious that such a haphazard approach is unsatisfactory and that activity on one bit of the coast could have damaging effects on another. The need for greater planning and co-ordination, recognised in the 1949 Coast Protection Act, is now universally acknowledged: it will be reflected in the six new shoreline management plans that are being prepared for the whole of the east coast, from the Humber to the Thames. 26.8.95 From Compton's Complete Reference Collection Landforms that result from erosion, or wearing away of the land, make up some of the most scenic coastal areas in the world. Sea cliffs that border many rocky coasts are an example. These cliffs were created when pounding waves weakened the lower portion of the rock to the extent that parts of the cliffs above tumbled into the water, leaving a rock wall with rubble at the bottom. Solid rock shores that lack beaches are easily destroyed by the sea. Beaches consequently protect the shore. Sometimes groins (short piers that extend out into the sea from 30 to 200 meters, depending on the nature of the beach) are constructed to protect the shores from erosion. This has been done along the coasts of the Black Sea. In recent years, some beaches have been artificially restored with sand taken from the sea bottom or from nearby dunes. This has been done on many beaches in the United States and on the island of Norderney in the North Sea.

Collagen Facts and Functions

Collagen Facts and Functions Collagen is a protein made up of amino acids that are found in the human body. Heres a look at what collagen is and how it is used in the body. Collagen Facts Like all proteins, collagen consists of amino acids, organic molecules made from carbon, hydrogen, and oxygen. Collagen actually is a family of proteins rather than one specific protein, plus it is a complex molecule, so you wont see a simple chemical structure for it. Usually, youll see diagrams showing collagen as a fiber. It is the most common protein in humans and other mammals, making up 25% to 35% of the total protein content of your body. Fibroblasts are the cells that most commonly produce collagen. The word collagen comes from the Greek word kolla, which means glue.80-90% of collagen in the human body consists of types I, II, and IIIÂ  collagen, although at least 16 different forms of the protein are known.Gram for gram, type I collagen is stronger than steel!Collagen used for medical purposes need not be human collagen. The protein may also be obtained from pigs, cattle, and sheep.Collagen may be applied to wounds to serve as a scaffold on which new cells can form, thus improving healing.Because collagen is such a large protein, it is not absorbed through the skin. Topical products that contain collagen cant actually deliver any of it below the skin surface to replenish damaged or aging tissue. However, topical vitamin A and related compounds do promote collagen production. Functions of Collagen Collagen fibers support body tissues, plus collagen is a major component of the extracellular matrix that supports cells. Collagen and keratin give the skin its strength, waterproofing, and elasticity. Loss of collagen is a cause of wrinkles. Collagen production declines with age, plus the protein can be damaged by smoking, sunlight, and other forms of oxidative stress. Connective tissue consists primarily of collagen. Collagen forms fibrils that provide the structure for fibrous tissue, such as ligaments, tendons, and skin. Collagen also is found in cartilage, bone, blood vessels, the cornea of the eye, intervertebral discs, muscles, and the gastrointestinal tract. Other Uses of Collagen Collagen-based animal glues may be made by boiling the skin and sinews of animals. Collagen is one of the proteins that give strength and flexibility to animal hides and leather. Collagen is used in cosmetic treatments and burn surgery. Some sausage casings are made from this protein. Collagen is used to produce gelatin. Gelatin is hydrolyzed collagen. It is used in gelatin desserts (e.g., Jell-O) and marshmallows. More About Collagen In addition to being a key component of the human body, collagen is an ingredient commonly found in food. Gelatin relies on collagen to set. In fact, gelatin can even be made using human collagen. However, certain chemicals can interfere with collagen cross-linking. For example, fresh pineapple can ruin Jell-O. Because collagen is an animal protein, theres some disagreement over whether foods made with collagen, such as marshmallows and gelatin, are considered vegetarian.

The Origins of the Rose-Colored Glasses Idiom

The Origins of the Rose-Colored Glasses Idiom We all know that seeing something through rose-colored glasses means you see it as better than it really is, but did you ever wonder where this idiom originated? Finding the Origin The origin of this idiom is difficult to find. Apparently, nobody who writes about rose-colored glasses has bothered to actually look through them. Once you do, the origin is obvious. One of the best descriptions is over on Wise Geek, where they go through several, optimism-focused theories ranging from the symbolism of roses and rose gardens to the Victorians to map-makers glasses to gazing through the bottom of a wine glass. There are also references to the book  Tom Brown at Oxford  by Thomas Hughes and written in 1861, but its unclear if this is the first use of the term. Rose Colored Glasses and Chickens A more curious suggestion is that the term comes from the use of goggles on chickens to keep them from pecking feathers off each other. An article about chicken eyeglasses at Ask.com states that rose-colored lenses as the coloring is thought to prevent a chicken wearing them from recognizing blood on other chickens, which may increase the tendency for abnormal injurious behavior. They were mass-produced and sold throughout the United States as early as the beginning of the 20th century. This seems like an odd association of the term since rose-colored glasses accentuate reds unless chickens see red differently than humans. Regardless, it may be contrary to our usage of the idiom. No matter what the origin of the idiom is, seeing the world through rose-colored glasses really does make the world a better place. The reds are  incredibly  red, the greens lush, the blues truly electric. Willy Wonka, eat your heart out.

Diversity & inclusion Research Paper Example | Topics and Well Written Essays - 1250 words

Diversity & inclusion - Research Paper Example American legislation has shown progressive development in the past few decades when it comes to children with special needs. One of the major transformations taken by legislation was from The Education for All Handicapped Children act to Individuals with Disabilities Education Act. All these changes and development have ensured that individuals with special needs are provided with all the necessary support they require from society and state in order to have access to appropriate education. The main focus of this law is to ensure that special emphasis is put on individuals instead of their disability and state provides them with all the sources required for education either in a public schools or any other facility under individualized education programs. These individualized programs require extensive evaluation in order to ascertain disability of the child, and referrals of IEP teams. According to Gargiulo (2006), "The journey from referral to assessment to the development of an IE P and eventual placement in the most appropriate environment is a comprehensive process incorporating many different phases (p. 59). All these phases are outlined by IDEA (2004) and have been made broader in order to include needs of children with disability, their parents and teachers with a goal to ensure that these children have all the opportunities to acquire education from the inception. 2. Key Components of ‘The Education for All Handicapped Children Act (PL 94-142) 1975’ ... b) Non-discriminatory Identification and Evaluation With the help of this clause, necessary protection was provided to children with culturally and linguistically diverse backgrounds. The mandate ensured that misidentification of students with special needs is refrained and placement of children in special education programs is just. For this purpose, assessment is performed in child’s primary language, conducted by qualified professionals, customized to examine specific areas requiring attention, consist of at least two procedures, should reflect non-discrimination against any disability and a multidisciplinary team proficient in child’s disability is involved in the administration of this assessment (â€Å"Current Legislation†, n.d). c) Individualized Education Program (IEP) An education program should be designed for children with identified disability with the help of a team called IEP team (comprising of professionals, parents and other personnel) who would annually develop or update such programs (â€Å"Current Legislation†, n.d). d) Least Restrictive Environment This provision indicates that necessary effort should be made to ensure that children who are disabled should be educated with children having no disability until unless this educational setting does not meet the needs of every child. e) Due Process This mandate allows parents to contest educational provisions and disability programs designed for their children. Hence, multiple rights are provided to parents for reviewing educational provisions before and after placement of their child. f) Parental Participation This mandate allows parents to participate in placement and IEP development along with evaluation regarding children’s progress