An IEP - Definitions and Important Information

An IEP - Definitions and Important Information The Individual Education Program/Plan (IEP) Simply put, an IEP is a written plan that will describe the program(s) and special services the student requires to be successful. It is a plan that ensures that proper programming is in place to help the student with special needs to be successful at school. It is a working document that will be modified usually each term based on the ongoing needs of the student. The IEP is developed collaboratively by school staff and parents as well as medical staff if appropriate. An IEP will focus on social, academic and independence needs (daily living) depending on the area of need. It may have one or all three components addressed. School teams and parents usually decide who needs an IEP. Usually testing/assessment is done to support the need for an IEP, unless medical conditions are involved. An IEP must be in place for any student who has been identified as having special needs by an Identification, Placement, and Review Committee (IPRC) which is made up of school team members. In some jurisdictions, there are IEPs in place for students who are not working at grade level or have special needs but have not yet gone through the IPRC process. IEPs will vary depending on the educational jurisdiction. However, IEPs will describe specifically the special education program and/or the services necessary for a student with special needs. The IEP will identify the curricular areas that will need to be modified or it will state whether the child requires an alternative curriculum which is often the case for students with severe autism, severe developmental needs or cerebral palsy etc. It will also identify the accommod ations and or any special educational services the child may need to reach their full potential. It will contain measurable goals for the student. Some examples of services or support in the IEP could include: Curriculum a grade or two behindLess of the Curriculum (a modification.) Assistive Technology such as text to speech or speech to textA specialized laptop with specific software applications or switches to support the special needsBrailleFM SystemsPrint EnlargersSitting, standing, walking devices/equipmentAugmentative communicationStrategies, accommodations and any resources neededTeacher Aid Assistance Again, the plan is individualized and rarely will any 2 plans be the same. An IEP is NOT a set of lessons plans or daily plans. The IEP differs from regular classroom instruction and assessment in varying amounts. Some IEPs will state that a specialized placement is required while others will just state the accommodations and modifications that will occur in the regular classroom. IEPs will usually contain: an overview of the Student’s strengths and areas of need;the current level of the student’s functioning or achievement;annual goals written very specifically for the student;an overview of the program and services that the student will receive;an overview of the methods to determine progress and to monitor progress;assessment dataname, age, exceptionality or medical conditionstransitional plans (for older students) Parents are always involved in the development of the IEP, they play a key role and will sign the IEP. Most jurisdictions will require that the IEP be completed within 30 school days after the pupil has been placed in the program, however, its important to check into special education services in your own jurisdiction to be certain of the specific details. The IEP is a working document and when change is needed, the IEP will be revised. The principal is ultimately responsible to ensure that the IEP is being implemented. Parents are encouraged to work with teachers to ensure their childs needs are being met both at home and at school.

Royal Aircraft Factory SE5 in World War I

Royal Aircraft Factory SE5 in World War I One of the most successful aircraft used by the British in World War I (1814-1918), the Royal Aircraft Factory S.E.5 entered service in early 1917. A reliable, stable gun platform, the type soon became the favored aircraft of many notable British aces. The S.E.5a remained in use through the end of the conflict and was retained by some air forces into the 1920s. Design In 1916, the Royal Flying Corps issued a call to the British aircraft industry to produce a fighter that was superior in all respects to any aircraft currently in use by the enemy. Answering this request were the Royal Aircraft Factory at Farnborough and Sopwith Aviation. While discussions began at Sopwith which led to the legendary Camel, R.A.F.s Henry P. Folland, John Kenworthy, and Major Frank W. Goodden began working on a design of their own. Dubbed the Scout Experimental 5, the new design utilized a new water-cooled 150-hp Hispano-Suiza engine. In devising the rest of the aircraft, the team at Farnborough crafted a tough, square-rigged, single seat fighter capable of enduring high speeds during dives. Increased durability was achieved through the use of a narrow, wire braced, box-girder fuselage which improved pilot vision while also ensuring a higher rate of survivability in crashes. The new type was initially powered by a  Hispano-Suiza 150 HP V8 engine. Construction of three prototypes began in the fall of 1916, and one flew for the first time on November 22. During testing, two of the three prototypes crashed, the first killing Major Goodden on January 28, 1917. Development As the aircraft was refined, it proved to possess high speed and maneuverability, but also had excellent lateral control at lower speeds due to its square wingtips. As with previous R.A.F. designed aircraft, such as the B.E. 2, F.E. 2, and R.E. 8, the S.E. 5 was inherently stable making it an ideal gun platform. To arm the aircraft, the designers mounted a synchronized Vickers machine gun to fire through the propeller. This was partnered with a top wing-mounted Lewis gun which was attached with a Foster mounting. The use of the Foster mount permitted pilots to attack enemies from below by angling the Lewis gun upwards and simplified the process of reloading and clearing jams from the gun. Royal Aircraft Factory S.E.5 - Specifications General: Length: 20 ft. 11 in.Wingspan: 26 ft. 7 in.Height: 9 ft. 6 in.Wing Area: 244 sq. ft.Empty Weight: 1,410 lbsLoaded Weight: 1,935 lbs.Crew: 1 Performance: Power Plant: 1 x Hispano-Suiza, 8 cylinders V, 200 HPRange: 300 milesMax Speed: 138 mphCeiling: 17,000 ft. Armament: 1 x 0.303 in. (7.7 mm) forward-firing Vickers machine gun1x .303 in. (7.7 mm) Lewis gun4x 18 kg Cooper bombs Operational History The S.E.5 began service with No. 56 Squadron in March 1917, and deployed to France the following month. Arriving during Bloody April, a month that saw Manfred von Richthofen claim 21 kills himself, the S.E.5 was one of the aircraft that aided in reclaiming the skies from the Germans. During its early career, pilots found that the S.E.5 was under-powered and voiced their complaints. Famed ace Albert Ball stated that the S.E.5 has turned out a dud. Quickly moving to address this issue, R.A.F. rolled out the S.E.5a in June 1917. Possessing a 200-hp Hispano-Suiza engine, the S.E.5a became the standard version of the aircraft with 5,265 produced. The improved version of the aircraft became a favorite of British pilots as it provided excellent high-altitude performance, good visibility, and was much easier to fly than the Sopwith Camel. Despite this, production of the S.E.5a lagged behind that of the Camel due to production difficulties with the Hispano-Suiza engine. These were not resolved until the introduction of the 200-hp Wolseley Viper (a high-compression version of the Hispano-Suiza) engine in late 1917. As a result, many squadrons slated to receive the new aircraft were forced to soldier on with older types. A Favorite of the Aces Large numbers of the S.E.5a did not reach the front until early 1918. At full deployment, the aircraft equipped 21 British and 2 American squadrons. The S.E.5a was the aircraft of choice of several famed aces such as Albert Ball, Billy Bishop, Edward Mannock, and James McCudden. Speaking of the S.E.5as impressive speed, McCudden noted that  It was very fine to be in a machine that was faster than the Huns, and to know that one could run away just as things got too hot. Serving until the end of the war, it was superior to the German Albatros series of fighters and was one of the few Allied aircraft that was not outclassed by the new Fokker D.VII in May 1918. Other Uses With the end of the war that fall, some S.E.5as were briefly retained by the Royal Air Force while the type continued to be used by Australia and Canada into the 1920s. Others found second lives in the commercial sector. In the 1920s and 1930s, Major Jack Savage retained a group of S.E.5as which were used to pioneer the concept of skywriting.   Others were modified and improved for use in air racing during the 1920s. Variants Production: During World War I, the S.E.5 was produced by Austin Motors (1,650), Air Navigation and Engineering Company (560), Martinsyde (258), the Royal Aircraft Factory (200), Vickers (2,164) and Wolseley Motor Company (431). All told, 5,265 S.E.5s were built, with all but 77 in the S.E.5a configuration. A contract for 1,000 S.E.5as was issued to the Curtiss Aeroplane and Motor Company in the United States, however only one was completed before the end of hostilities. As the conflict progressed, R.A.F. continued development of the type and unveiled the S.E.5b in April 1918.   The variant possessed a streamlined nose and spinner on the propeller as well as a retractable radiator. Other alterations included the use of single bay wings of unequal cord and span and a more streamlined fuselage. Retaining the armament of the S.E.5a, the new variant did not show significantly improved performance over the S.E.5a and was not selected for production. Testing later found that drag caused by the large upper wing offset the gains made by the sleeker fuselage.

Domestic Violence Research Paper Example | Topics and Well Written Essays - 750 words

Domestic Violence - Research Paper Example The strongest theory amongst all, however, is the feminist theory that explains domestic violence in the light of unequal power resting with individuals of the opposite gender. It typically points out that the unequal balance of power translates into the subordination of female authority over male authority. In other words, the feminist theory emphasizes the fact that domestic violence (against women) is a natural outcome that arises out of men’s urge to control (McCue, 2008). These imbalances in power are most persistent in patriarchal setups where the structure of the society denies equal opportunity to women in the socioeconomic and political arena (McCue, 2008). These societal imbalances have a ripple effect on the family which is demonstrated in men’s use of coercive power against women which they perceive as control. A primary example of this is demonstrated in the works of Dobash and Dobash who empirically researched that patriarchal systems contribute to female abuse and that such a system is reinforced by the socioeconomic structure of the society (Dobash & Dobash, 1979). ... In such societies, it is commonplace to see women working as housewives (taking care of the husband and the children) and men going out of the house to earn a living (Eswaran & Malhotra, 2011). Therefore, the feminist theorists argue that these pre-described notions of gender roles and the inevitable power that men exercise over women helps explain domestic violence to a large extent. Since men are ascribed primary roles in the society, they are granted access to privileged resources whereas women are ascribed secondary roles and are considered inferior. In an interesting research conducted on villages in a state in Southern India, Rao discovered that females who had little control over the allocation of resources in their households were the ones who experienced greater domestic violence (Rao, 1997). Feminists argue that early social experiences of women perpetuate these gender roles and condition them to become a part of them. For instance, the mother is required to serve â€Å"co ffee† to the father before he goes to work and that young girls â€Å"play house† at home (Eswaran & Malhotra, 2011). Therefore, males develop the right to be violent towards their female counterparts due to these gender role differences. Poor education and low socioeconomic status also contribute to greater violence under this theory. According to a research, households with lower level of education experienced greater domestic abuse than otherwise (Eswaran & Malhotra, 2011). Furthermore, households where men were employed (indicating high socioeconomic status) experienced less incidents of domestic violence than otherwise. Also, as pointed out by Bloch and Rao, males with weak bargaining power tend to resort to domestic violence which proves to

Feminist political thought Essay Example | Topics and Well Written Essays - 2500 words

Feminist political thought - Essay Example Her removal of the women’s suffrage campaign, and her acrimonious opposition to the social transparency dogmas that influenced many feminist reformers, inspired many feminists to reject her as an enemy of women’s liberty and a man’s woman. This paper will focus on the Emma Goldman, and that in her own unique way, she was not only a radical feminist but one of the most deep-seated of her time. In all, this paper also focuses on Bell Hooks’ concept of transcendence and immanence from the Second Sex. The fact that Goldman was an avant-garde rather than a systematic theorist presents a problem for any discourse of her beliefs. Of course, she had specific ideas that were always evolving. It will also be imperative to depict the context in which her ideas were modeled, as unlike other feminist radicals, Goldman’s struggle for women was second to her struggle for equality for all. Further, this paper will also discourse Goldman’s early influences th at worked upon her consciousness and made her a dissident. Emma Goldman was born and raised in a Russian province of Kovno on 29th June 1869. In her memoirs entitled Living my Life she explains how she gleaned in the community around her demoralizing repercussions of erratic system where wives and children are beaten, Jews ostracized and peasant beaten, guidelines made and broken at the whim of those in power. There was no place for her where she could resort for refuge in her family. Her dictatorial father whom she refers to as the nightmare of my childhood picked her out as the object of his often rages, consequently making sure that from the starting point her advancement was largely in upheaval. In 1882 the family relocated to St. Petersburg, and after a year, the experienced changed everything in her whole life. The same year saw the bloody assassination of Tsar Alexander 11, which was the culmination of numerous decades of increasing radical activity focused towards the Tsaris t despotism. Further, Populism had originally arisen as response to the explosive European revolutions of 1848. For this case, nearly all the Russian affluence and authority were focused in the hands of tiny wealthy aristocracy, which clearly live off a wide-ranging subjugated populace of uneducated and underprivileged peasants. In repulsion against the mounting poverty and injustice around them, scholars such like Nikolai Chernyshevski and Alexander Herzen, somehow nurtured by far-reaching thought from Western Europe, started to evolve a particularly Russian prototype of socialism. They held that Russia could bypass capitalism in the walk toward socialism. At this rate, Emma Goldman started to read the outlawed tracts and censored novels that disseminated amid her sister’s students friends and mourn the insurgents, many of whom had been incinerated, exiled to Siberia or executed by the despotic government. With the books and tracts influencing her, she began questioning more and more the community in which she lived. The notions of the Populist openly inspiring her, she started falling prey later to anarchist notions. She chronicles this in her memoirs when she asserts â€Å"they had been my inspiration ever since I had first read of their lives.†(21) Further, the eminence of women in the Russian revolutionary crusade was an unusual phenomenon within the framework of the 19th century European left. The crusade was maybe the only environment in which women were treated as equals. The

Network design Essay Example | Topics and Well Written Essays - 1250 words

Network design - Essay Example It has shown excellent performance in providing temporary storage spaces and delivering for the clients, which has resulted in an expansion in the business. A server based network is suggested for the company employing the Windows Small Business Server 2008 to cater for the growing clientele as well as efficient business administration. These aspects include handling of the orders, transportation/delivery schedule management, storage capacity management at the warehouses, allocations of the duty shifts for the operators etc. Warehouses are referred to as WH-A,WH-B and WH-C in this essay. Each is to be provided with twenty Dell PCs and two 28-port managed switches to implement a star-hub topology. A wired LAN is suggested for the server-based network. CISCO is chosen for hardware components. NETWORK DESIGN Allen3 SERVER CONSIDERATIONS Domain Name The first step is to register a unique domain name for the business to host it online.The suggested name is ‘slcorp’ for Ã¢â‚¬Ë œStorage and Logistics Corporation’. The domain name is then hosted onto the web with the help of Windows Small Business Server 2008. Windows Small Business Server 2008 Windows SBS 2008 is selected because it offers a range of necessary servers for the expanding SLC Corp. businesses like file transfer servers, application servers, mail servers, fax servers,database servers,domain servers for WH-A.WH-B and WH-C,web servers etc. Windows SBS 2008 also offers end terminal services to administrator at the HQ so to ensure network data security and restricts accessibility of network data to the administrator only.It also provides space for back-up data in case of any eventuality by using redundancy systems. Server Disk Space A 1 GB disk space is recommended for the SLC Corp main server located at the HQ,Surrey. It will provides space for back-up data in case of any eventuality by using redundancy systems, along with providing the necessary partitioning of the network data from the u ser and application data. NETWORK TOPOLOGY USED The HQ at Surrey is to control and manage operations in the three warehouses WH-A,WH-B and WH-C ,which are at different locations in Greater London. Each warehouse has NETWORK DESIGN Allen4 sub sections namely: Delivery and Storage. Hence 20 PCs are installed in each warehouse;10 per section, to maintain the log and record information about type of goods stored, quantity, time for which they are stored, delivery date, delivery venue, specification of the van and the driving staff, maintenance of the employee accounts, etc. A star-hub topology is to be used within the warehouses employing two 28-port managed switches for each of WH-A,WH-B and WH-C. The CISCO 500 Series 28-port switch is selected to reduce the number of hops to the main server, to enhance the performance of the network, to provide a single interface for all client systems and for a better provision of firewall and DSL/T1 connectivity. Two 28-port switches at each of WH-A /WH-B/ WH-C will be sufficient for a network of 56 ports, out of which 20 ports will be linked up to the 20 installed PCs, leaving the unused ones for future or other applications. A managed type of 28-port switch is used, as it allows the administration the freedom to assign IP addresses for each PC in the warehouse, while automatically performing the function of routing table maintenance, system , overload management, internal /external problem specification ,alarm generation in case of security

Effect of Increased Levels of Car Ownership

Effect of Increased Levels of Car Ownership Thomas Wust Increased levels of car ownership – is it driving places to the point of no return? In the past century, the car has become an everyday essential item for increasing numbers of people globally. There are 5 people in my house and we own one car. It has a diesel engine, and it is used for the school run every Monday to Friday. My dad then takes the car to Wolverhampton to work. He uses more fuel travelling 6 miles in the town to drop me and my brothers off at our schools and my mum at work, than he does travelling 22 miles on the motorway to go to work. The journey time isn’t much different either. Map 1: Car Ownership Levels7 KEY 601+ 501-600 301-500 151-300 101-150 61-100 41-60 21-40 11-20 The map shows that in most MEDC’s, there are over 301 cars per capita, whereas in LEDC’s, there are considerably less (mostly Map2 (below) from Worldmapper8 shows car ownership levels from a different perspective. ‘Larger than life’ areas e.g. North America, Japan and the UK have high levels, whereas ‘shrunken’ areas have fewer, hence why Africa and parts of Asia are visually smaller than Europe and America. This may be a necessity in some areas eg remote rural areas where public transport links are limited (Cumbria, UK) or a luxury in others, where public transport networks are seamless eg Germany. Map 2: Car Ownership – a different view! Over time, cars have become increasingly common place but can the existing roads and related infrastructure cope with the extreme increase of car ownership? Will the extent of road coverage become over-run in the future? Is it indeed driving places to the point of no return? The number of cars available in the UK (known as the car parc) has risen from 17 million in 1971, to 31 million in 2007 according to the RAC. That’s almost doubled in 36 years (average annual increase of 3%). Car Ownership on the increase – what are the causes? What are the effects of increased car ownership? The effects of car ownership are beneficial for some, but not for others. Socially, the car is an easy commute, and is accessible to all, regardless to age or height (persons under 17 in the UK cannot drive, however they can be passengers). There are impacts in regard to health, because CO2 emissions in UK cities are too high according to EU rules, meaning potential impacts for those with breathing related ailments. Economically, the effects are positive because it creates transport related employment; generates income from fuel duty and road tax, which help the UK government to provide a safer driving environment. However, there is a negative effect economically. When a vehicle collides with another, or crashes into property, insurance companies pay for the damage, which costs them a lot of money. Environmentally, there are only downsides to car ownership; the largest being the emissions released from a cars’ exhaust, and because car ownership is increasing, the problem will only develop and cause more problems, unless car designs improve. Noise pollution is an additional problem. Toll roads also cause environment problems. This is because many are built over green-field land (land not built on) and they are used by a small amount of people in the UK, therefore not only is it bad for the environment, but it’s also a waste of money and land. According to a campaigner for better transport in the UK, the M6 toll has no net benefit for drivers whilst causing huge and irreversible environmental damage.11 The M6 Toll carries 55,000 vehicles per day12, out of the 2  ½ million vehicles in the West Midlands. That’s 0.022% of vehicles in the West Midlands per day – that arguably makes it an expensive race track. Also, oil consumption becomes a problem, especially with the car ownership rates increasing in China: â€Å"We project that the total vehicle stock will increase from about 800 million in 2002 to over 2 billion units in 2030. In particular, China’s vehicle stock will increase nearly twenty-fold, to 390 million in 2030. This fast speed of vehicle ownership expansion implies rapid growth in oil demand.†13 Oil is a non renewable fossil fuel. We have gone beyond ‘peak oil’ and will need to find alternatives, potentially this will help the environment. This could be rectified by manufacturing car that use biofuels made of organic matter and other materials, and electric cars. Again, public transport falls into this category, however, in the UK especially, we need to work on the reputation of public transport in terms of cost, friendliness of employees and late arrivals. Globally, car ownership is increasing; however different countries are increasing at different rates. Map 3 (p6) shows how many cars the country had per 1000 people in 2010. The map shows that the U.S. has the highest amount of cars to 1000 people and Kenya have the lowest with 24 cars to 1000 people. What I find very surprising from this data is how low China’s and India’s cars per capita is, however I believe this is a good move by China and India from an environmental perspective because of their flourishing economy and workforce, they already emit high levels of carbon dioxide emissions in the world. Having a lower car ownership rate than other countries per 1000 people assists in bringing the amount of carbon emissions down. In addition to this, China is a NIC (newly industrialised country), and so is India, so they may not be able to command such a large car ownership per capita. Because this data is 4 years old, the numbers would have changed. My prediction in 2014 is that the NIC’s (See table below) would have increased car ownership per capita, as their countries are developing and transport is much needed. MEDC’s are trying to reduce the amount of cars on the road due to climate change targets needing to be met, especially the case in the EU. LEDC’s would have stayed the same or increased if more cars are bought or as they begin to become a developing country. MEDC Country Cars per Capita NIC Country Cars per Capita LEDC Country Cars/capita U.S. 797 Japan 591 South Africa 165 Australia 717 Russia 293 Kenya 24 New Zealand 713 Brazil 249 Canada 607 China 83 U.K. 519 India 18 In comparison to MEDC’s and LEDC’s, it is clear that MEDC’s have a higher number of cars per capita than LEDC’s. The main causes of car levels rising is a population increase. With 7 billion people on the planet now, people want an easy method of transport and the car is the obvious solution for most. If the world’s population carries on increasing at the predicted rate of 1 billion people every approximately 12 years in the world, the effects of increased car ownership could be increased congestion, more grid lock, and an unhealthy effect of the Earth’s climate. What if we †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. increase the price of cars when the customer already has 2 cars to their household. This could discourage customers from purchasing extra cars and will result in fewer cars on the roads. In addition, fewer cars mean less repairs and refurnishing on the roads, making less congestion and traffic jams. This will also decrease the risk of collision if there are fewer cars. Increase road taxes. Although this will be extremely unpopular with motorists, it will mean they have less disposable income to spend on additional cars. Furthermore, the extra money is going to the government, and they put the money back in to making driving safer by placing safety cameras. enforce a law which limits a household to 2 cars. This will be effective because it prevents excessive car ownership and will aid in the sustainability of road structures because there will be fewer cars to damage the road. The knock on effect here is reduced employment in the car industry. build additional roads on unused land. Although this is definitely not environmentally friendly, it will mean that vehicles have more roads to use. This will assist in making less grid locks and less congestion. This scenario isn’t fully sustainable because car ownership is always rising (if predicted rate happens), and eventually those roads will be used up too. Create more public transport capacity. Even though a household may own 3 cars, they will be used less if we tempt them onto the bus or train. The solution is great if you live in an urban area where these services are available; however this may not be a viable solution to people living in a rural area where a bus service or train station isn’t available. Develop more cycle routes and pedestrian pathways to encourage people to walk to their destination or cycle there. Not only will this help with the congestion and grid lock problem, it is also helping the environment because fewer emissions from cars will be released into the atmosphere. This also helps with the UK obesity issue too. If we look to Germany and Switzerland, their public transport systems are developed and provide an excellent service, as I can say because of personal experiences and comparisons between the UK’s. However it seems that the UK are taking steps forward in improving public transport, as the government have confirmed a  £2.7bn deal to build new ‘state of the art’ trains between London and Scotland. UK Transport Secretary Patrick McLoughlin said: â€Å"These new trains will transform rail travel between many of the great towns and cities of England and Scotland. This deal is further proof that our long-term economic plans are on track, creating jobs and breathing new life into the UK’s train-building industry.† In conclusion, I feel that we need to tempt drivers from their cars and convince them to use public transport or cycle and walk as an alternative. Walking brings health benefits to the individual and in terms of reduced emissions. Car ownership is driving us to the point of no return, we cannot escape that fact, however with careful direction and thought we could ‘turn the corner’ and become more sustainable. As a result of my research, when I am older and able to drive, I will try to only own one car, two only if it absolutely necessary. This is to help the levels of car ownership stay the same or decrease in my area, helping my and others’ health. Ideally I will live close to work, cutting commuting time and improving the chance of viable public transport use. Bibliography/Sources FOR INDEPENDENT REPORT 2 – TRANSPORT http://www.racfoundation.org/assets/rac_foundation/content/downloadables/car%20ownership%20in%20great%20britain%20-%20leibling%20-%20171008%20-%20report.pdf www.potholes.co.uk http://en.wikipedia.org/wiki/List_of_countries_by_vehicles_per_capita www.outline-world-map.com http://www.bbc.co.uk/news/business-20442666 http://www.volkswagen.co.uk/?gclid=CNf3ysa3t7wCFQQGwwod6hMAxg http://en.wikipedia.org/wiki/File:World_vehicles_per_capita.svg http://www.worldmapper.org/display.php?selected=31 http://www.gapminder.org/world/#$majorMode=chart$is;shi=t;ly=2003;lb=f;il=t;fs=11;al=30;stl=t;st=t;nsl=t;se=t$wst;tts=C$ts;sp=5.59290322580644;ti=2007$zpv;v=0$inc_x;mmid=XCOORDS;iid=phAwcNAVuyj1jiMAkmq1iMg;by=ind$inc_y;mmid=YCOORDS;iid=tu0H0unnUriNvMXwH_qOqzw;by=ind$inc_s;uniValue=8.21;iid=phAwcNAVuyj0XOoBL_n5tAQ;by=ind$inc_c;uniValue=255;gid=CATID0;by=grp$map_x;scale=log;dataMin=194;dataMax=96846$map_y;scale=lin;dataMin=0.2955;dataMax=1214$map_s;sma=50;smi=2$cd;bd=0$inds= https://www.ipcc.ch/publications_and_data/ar4/wg3/en/fig/figure-5-2.jpeg http://www.bbc.co.uk/news/uk-england-25221134 http://www.publications.parliament.uk/pa/cm200405/cmselect/cmtran/218/218we19.htm http://citeseerx.ist.psu.edu/viewdoc/download?rep=rep1type=pdfdoi=10.1.1.168.3895 https://www.gov.uk/government/organisations/department-for-transport http://people.virginia.edu/~yo3t/wp/cars.pdf http://sustainablecitiescollective.com/pratik-dave/225581/investments-made-under-national-urban-renewal-mission-india-did-it-help-reduce-ve

Phonics and Whole language methods Essay -- essays papers

Phonics and Whole language methods Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of reading before they begin the actual process. Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has only about forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they have already learned (Flesch, 1983). An example from Rudolf Flesch‘s book Why Johnny Still Can‘t Read is that students would have learned the sounds of n, d, m, p, short a, and short I before trying to read the sentence: â€Å"Ann and Dan pin up the map,† (1983). Students continue learning to read in such a way, using basal (beginning) readers. The sentences get progressively harder as students learn more letter and letter combination sounds. Phonics instruction also emphasizes the memorization of rules that help the student sound out words. Some of these rules include that of the â€Å"silent e† and double vowels. The â€Å"silent e† rule is used in words such as like, make, and use. In each of these words, the e does not make a sound, but it makes the preceding vowel â€Å"say its name.† In other words, the vowel preceding the e is long. The double vowel rule includes such letter combinations as oa, ai, ea, and ee. These pairs make the sound of the first letter (Wilber, 2002). Some students are taught a short poem to help them remember this rule: â€Å"When two vowels go walking, the first one does the talking.† Other rules that phonics instructors teach... ...ics and whole language, dean says. Retrieved October 9, 2002, from Purdue University News Website: http://www.purdue.edu/UNS/html4ever/9804.Haring.literacy.html Moats, L. C. (2000, October). The illusion of balanced reading instruction. Retrieved November 17, 2002, from the Thomas B. Fordham Foundation website: http://www.edexcellence.net/library/wholelang/moats.html Reading/literacy. (2002). Retrieved November 19, 2002, from the Education Commission of the States web site: http://www.ecs.org/html/issue.asp?issueid=97 Schlafly, P. (1996, July). Phonics vs. whole language. The Phyllis Schlafly Report, 29(12). Retrieved on October 9, 2002, from http://www.eagleforum.org/psr/1996/july96/psrjul96.html Wilber, P. M. (2002, April). Phonics vs. whole language. Teach a child to read. Retrieved on October 23, 2002, from http://www.succeedtoread.com/phonics.html Phonics and Whole language methods Essay -- essays papers Phonics and Whole language methods Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of reading before they begin the actual process. Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has only about forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they have already learned (Flesch, 1983). An example from Rudolf Flesch‘s book Why Johnny Still Can‘t Read is that students would have learned the sounds of n, d, m, p, short a, and short I before trying to read the sentence: â€Å"Ann and Dan pin up the map,† (1983). Students continue learning to read in such a way, using basal (beginning) readers. The sentences get progressively harder as students learn more letter and letter combination sounds. Phonics instruction also emphasizes the memorization of rules that help the student sound out words. Some of these rules include that of the â€Å"silent e† and double vowels. The â€Å"silent e† rule is used in words such as like, make, and use. In each of these words, the e does not make a sound, but it makes the preceding vowel â€Å"say its name.† In other words, the vowel preceding the e is long. The double vowel rule includes such letter combinations as oa, ai, ea, and ee. These pairs make the sound of the first letter (Wilber, 2002). Some students are taught a short poem to help them remember this rule: â€Å"When two vowels go walking, the first one does the talking.† Other rules that phonics instructors teach... ...ics and whole language, dean says. Retrieved October 9, 2002, from Purdue University News Website: http://www.purdue.edu/UNS/html4ever/9804.Haring.literacy.html Moats, L. C. (2000, October). The illusion of balanced reading instruction. Retrieved November 17, 2002, from the Thomas B. Fordham Foundation website: http://www.edexcellence.net/library/wholelang/moats.html Reading/literacy. (2002). Retrieved November 19, 2002, from the Education Commission of the States web site: http://www.ecs.org/html/issue.asp?issueid=97 Schlafly, P. (1996, July). Phonics vs. whole language. The Phyllis Schlafly Report, 29(12). Retrieved on October 9, 2002, from http://www.eagleforum.org/psr/1996/july96/psrjul96.html Wilber, P. M. (2002, April). Phonics vs. whole language. Teach a child to read. Retrieved on October 23, 2002, from http://www.succeedtoread.com/phonics.html