Public Charter Schools Are A Big Part Of Today s Education

â€Å"Special education† is an umbrella term for a variety of accommodations, supports, and services provided by general and special education teachers that enable students to access the general education curriculum and grow both academically and socially. (NCLD 7.) Public charter schools are a big part of today’s education reform. Charters strive to take new approaches on learning to better the quality of education for students. Charters value varying curriculums, school choice, and student success. Herron High School, a local Indianapolis charter school, has the following mission statement, â€Å"Herron High School is a community of scholars that advances timeless ideas and content, builds a culture of respect and trust and engages in an urban†¦show more content†¦(NAPCS 8.) Parents of special needs students often want their child be fully included into the school’s society, while they also wish for individual focus. So it stands to reason that charte r schools and special education are a perfect match. Right? Is Inclusion really Inclusive? In all schools, decisions related to special education are made by an Individualized Education Program team. After a student has been identified as â€Å"eligible for special education services,† the IEP team, with the student and parents, develops a program to provide the student with access to the curriculum and supports that will enable them to succeed. Whether special needs students are taught in general classrooms, or exclusively, is dependent solely on the school in which they attend. However, public charter schools, on average, serve more of their students with disabilities in general education classrooms. Therefore, some academic researchers are quite skeptical regarding the extent to which charter schools are failing to provide services. Herron High School has undergone such skepticism. Pulling Out Method Herron’s big claim to fame is their graduation rate: 97% of students graduate after the typical four years. (HHS 2014) This is terribly exciting- it’s a huge selling point. But an administrator at Herron- who asked to remain anonymous, (as to not jeopardize his employment,) explained to me how

Did you remember those days when you were so excited to...

Did you remember those days when you were so excited to hear there was a circus stopping by your town? Did you impatiently wait for the animals to come up in circus and to amaze you with those performances? If yes was your answer, you were definitely not alone. There were 330 other people out of 550 respondents who enjoyed the animal performances best, as to compare with human ones. However, recently part of the world had been shocked with the video footage of animals cruelty in an infamous circus. This had arisen a controversy of whether we should use animals in circus or not. Little of us knew what exactly went behind the circus and how the animals were trained, despite the fact that they did give the best entertainment to mankind.†¦show more content†¦Feelings of terrify if they do not perform well and anxiety of the awaiting punishments are those that motivate them to act. These feelings are basically created by regular excessive trainings. Tools, including bull hook, electric pads, metal rods, and drugs, are used simultaneously in the training sessions. Elephants, despite their thick skins, are very sensitive in several parts, particularly under their chins, behind their ears, and around their eyes. Trainers would use these weaknesses, striking them with pointed bull hook, as their aces to control the elephants. Teeth of the animals are plunged with hammer, reducing the risks of trainers being bitten and make them more manageable. Drugs are injected and given to some of the animals, particularly to alter their moods and to stabilize them in desirable conditions. Carry forward with the effects of the training, animals are exposed to some effects, both physiologically and psychologically. On physiological effects, each of the animals requires its own unique and specific needs for diet, health, veterinary care, and social interaction. However, circuses train animals in similar ways, compelling them to live and travel unde r same conditions. In addition, the intense heat during the summer and freezing cold during the winter induce animals to die when they travel from one city to another. The poor ventilation inside the cage also leads to animals’Show MoreRelatedAbuse of Animals in the Circus1490 Words   |  6 Pages Abuse of Animals in the Circus Since the beginning of the modern day circus in the early 20th century millions of Americans have enjoyed the performances by both the people and the animals that perform for our entertainment. However, the audience is blinded by shock and awe of the show from what really happens behind the curtain. Animal cruelty, poor living conditions, and lack of legal regulation scars the animals and becomes very dangerous to the overall health of the animals and those whoRead MoreThe Problems Of The Circus1335 Words   |  6 PagesProblems of the Circus â€Å"When I look at animals held captive I think of slavery. Animals in circuses represent the domination and oppression we have fought against for so long. They wear the same chains and shackles.† The United States Animal Welfare has standards of care. When looking at the major circuses, they have all been cited for violating the standards. Animals feel just as much, if not more emotions and humans. 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The narrator is a child and has a wild imagination. When Anna is babysitting the children, the narrator often imagines that Anna cracks her whip, and controls the cats. One day Anna’s baby is taken away from her,Read MoreThe Mistreatment of Circus Animals1561 Words   |  6 Pages Imagine being in a circus ring watching tigers and lions leaping through blazing rings of fire, elephants standing on their heads, and monkeys riding red bicycles for a colossal crowd of screaming, cheering fans. The elephant’s exhausted, worn body is swamped with intricately designed drapes. The sweet, endearing smell of fresh cotton candy and popcorn fills the air with excitement. When the show has reached the grand finale and has come to an end, a trainer arrives with a bull hook and thrustsRead MoreShould Circus Be A Pernicious Performance?1231 Words   |  5 Pageswhen you hear the word circus? A magical place full of swirling colors, performing animals, and creepy clowns? Or maybe you think of acrobats, elephants, and trapezes? Sure, everyone loves going to the circus. Everyone loves seeing animals dance around and jump through hoops, watching the clowns do death defying stunts, or even eating peanuts and popcorn. Hearing the crowd cheer, making memories with friends of loved ones. When we are growing up we are taken to the circus to feast our eyes on theRead MorePerformers: Circus Skills and High Wire Essay632 Words   |  3 PagesCircus performers are people of great courage. They have to make a living out of entertaining people that pay good money to watch them and want to get their moneys worth. They have a lot of pressure from that, as well as peer pressure from their fellow performers. Not only do they have pressure from that, they have to worry about the very acts being preformed from playing with swords and fire to hanging from a wire hundreds of feet in the air. 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Whether it be on the federal or local and state-level, there has been a definite increase in the questionable legality of America’s circus indust ry due to the neglect and abuse of the participating animals, courts’ decisionsRead MoreCircus Animal Abuse1017 Words   |  4 Pages Thousands of circus animals around the world are abused every day. Their cries for mercy cannot be heard by the people due to the fact that animals do not speak human languages. People go to circuses and are amazed by the tricks and routines that the Animals perform. But in actuality, the animals are not doing the tricks for their pleasure, they are intimidated into doing the ring leaders commands. The animals are frightened and forced to obey because the animals are trained to understand that

Welfare Drug Testing Essay Sample free essay sample

In the current province of the American economic system. gratuitous disbursement is something the authorities needs to avoid at all costs. With some trillion dollars owed to assorted foreign states. the United States literally can non afford to pump money into plans that do non profit the state as a whole. Michael Tanner. who is the Director of Health and Welfare surveies at the Cato Institute. studies that this twelvemonth the Federal authorities will pass 952. 000. 000. 000 dollars on plans to assist the hapless ( 10 ) . While some of this money goes to people who truly need it. there are many people that take advantage of the kindness of others. Robert Rector. who is the Senior Research Fellow in Domestic Policy at the Heritage Foundation. discovered in a survey that one tierce of public assistance receivers use illegal drugs. What the consequences of this survey translate to is simple. that about 300 billion dollars is fueling the drug wonts of those who selfishly turn down aid. In order to to the full understand the nature of public assistance plans it is of import know the history behind them and the stairss that can be taken by the mean citizen to increase the effectivity of said plans. Drug proving public assistance campaigners will salvage capital. deter drug usage in kids. and excite the economic system by forestalling public assistance users from utilizing the authorities as a crutch alternatively enabling the receiver to go fiscal stable. In every state and civilisation that has of all time existed. there has and will ever be an unequal spread of capital among the people. Governments have tried to set up balance in society by agencies of communism and socialism. but it is apparent that these methods merely do non work. However. human moralss Tells us that assisting those in demand is a virtuousness that must be performed. In our society. this virtuousness has manifested itself in the assorted public assistance plans that the authorities financess with the money of more fortunate Americans. Robert Rector defines public assistance as any plan that â€Å"provides hard currency. nutrient. lodging. medical attention. and targeted societal services to hapless and low income Americans† . The birth of this new-age public assistance system that demands little from its components occurred non long ago. However. in order to discourse this immature public assistance system one must understand the original purpose of the pu blic assistance system. The precursor to our modern public assistance system was conceived during a clip where America faced its darkest hr and her people were in desperate demand of a assisting manus. During The Great Depression America took a dip into corruption. President Franklin Delano Roosevelt was engaged in an all out war with mass unemployment due to the stock market crashing. To assist battle unemployment and deficiency of capital being circulated through the economic system. Roosevelt created the New Deal policies. Inside Roosevelt’s New Deal policies were four major public assistance basiss ; societal security. Aid to Dependent Children. workmen’s compensation. and unemployment insurance ( Hombs 2 ) . The aid of destitute people became more of a Federal duty with the constitution of the Department of Health. Education. and Welfare in 1953 The 1960’s ushered in an age where poorness took centre phase due in portion to the Civil Rights motion. President Lyndon B. Johnson marked a immense milepost in welfare’s history during this epoch with the constitution of Medicare and Medicaid plans ( Hombs 3 ) . The original purpose of public assistance plans was non to supply aid based on poorness. but to back up people who could non work due to age or frailty. President Nixon reaffirmed this doctrine by suggesting the Family Assistance Plan. This plan supplied households with financess that carried them over the poorness line. but merely if they possessed a occupation or were involved in a occupation developing plan ( Hombs 5 ) . With this apposition of welfare’s biggest mileposts. it is evident that the end of each plan was to supply assistance while maintaining the rule of single support in head. However. this one time promising mission statement has become mutated with the inclusion of modern public assistance plans. As societies evolve. so do the jobs they face. As America entered the 1990’s. more individual adult females than of all time were fighting to back up their kids. From 1970 to 1993. the figure of receivers of Aid to Families with Dependent Children increased 91 per centum ( Hombs 52 ) . Single female parents that had kids as a consequence of a colza or marriage could non partake public assistance plans that demanded occupation engagement because for fearing of go forthing their kids unattended. The Presidential Election in 1996 was mostly influenced by each candidate’s program to supply individual female parents with proper benefits. Upon election. President Bill Clinton radically changed public assistance by take downing the demands for eligibility for plans such as AFDC. increasing the sum of assistance a receiver could acquire. and leting the receivers to maintain more of the rewards they had earned ( Hombs 7 ) . Unfortunately. these changes made it easy for receivers to mistreat the system by promoting many to merely trust on public assistance cheques to prolong them financially. Looking back on Robert Rector’s upseting survey that one tierce of public assistance receivers are taking illegal drugs. something must be done to keep those having assistance accountable. Concentrating public assistance benefits to those who will boom in the plan will increase the effectivity of the plan as a whole. In her description on the history of public assistance plans. Mary Ellen Hombs. former Deputy Director of the U. S. Interagency Council on Homelessness. describes the purpose of public assistance to be used by. † those who don’t wish to have charity or a press release but must make so to maintain place and household together ( 4 ) . † Hombs besides adds that. † difficult times might be caused by economic and societal forces larger than the person. it was non the end to offer long-run aid or aid that produced a populating criterion higher than work would offer ( 4 ) . † Understanding that public assistance is designed to be a accelerator for dependence instead than a lasting solution for fiscal jobs is of import because it should supply the taxpayer with merely do sing their support for drug testing. While a common opposing point of view for welfare drug testing is the claim that the authorities has no right to drug trial. there are many logical grounds as to why we should. Republican Arizona Representative Kimberly Yee logically asserts that. † It is non uncommon for persons employed in the private sector to be tested for drug usage when using for a occupation. For concern proprietors. this pattern holds employees accountable for their actions. and if they do non go through the drug trial. there is a really simple effect: no occupation ( p. A. 8 ) . † In this instance. American taxpayers are the concern executives who are testing the soon-to-be employees. Just like concern executives pay their employee’s wages. taxpayers are paying public assistance receivers to finally go self-sufficing. However. a concern executive avoids doing a bad investing by drug testing the employee aspirant to weed out those whose purposes will negatively impact the company. The taxpa yer should hold this right merely as a concern executive does in order to avoid a negative impact on our state. One can theorize all they want about whether or non drug proving will in fact salvage money. but the cogent evidence is in the world. Robert Rector states that. † grounds shows that drug testing has the possible to significantly cut down unneeded public assistance disbursement and abuse of financess. † This grounds Rector speaks of correlatives straight with the impression that drug testing will extinguish the receivers that merely utilize public assistance hard currency as a agency to back up a drug wont. As of the present twenty-four hours some provinces have already taken action in order to halt wasteful public assistance disbursement. Florida has passed a jurisprudence that requires a drug showing of every public assistance applier. and is already harvesting the benefits of less local and province disbursement due to fewer appliers. The sheer proclamation that drug proving for public assistance benefits is now required in the province of Florida has reduced new public assistance registrations by 48 per centum ( Rector ) . Harmonizing to Joe Durso. † the non-partisan Foundation for Government Accountability released a study gauging that. based on state-generated informations. public assistance hard currency drug proving saved Florida taxpayers $ 1. 8 million during the three months it was in consequence. † The 1. 8 million dollars that taxpayers saved merely supports the fact that drug testing can potentially queer those who use the public assistance system for selfish grounds. Harmonizing to figures published by Michael Tanner of USA Today. Federal disbursement on antipoverty plans has risen from 1. 78 billion to 6. 68 billion dollars in a span of 46 old ages ( 11 ) . One of the largest antipoverty plans is the hard currency benefit plan Temporary Assistance to Needy Families or TANF. TANF stems from the older plan titled â€Å"Aid to Families of Dependent Children. † In the old paragraph. AFDC’s line of descent was traced from its beginnings as a plan that supplied households with hard currency based assistance. However. it was besides noted that research has shown that one tierce of public assistance receivers having hard currency based assistance are presently utilizing that money for drug related intents ( Rector ) . Dependent kids are neglected mundane by parents who are utilizing public assistance support to fuel a drug wont instead than back up their kids. These kids witness first manus the corruption of a household divided by drugs. J ohn Durso. a subscriber to the Orlando Sentinel. provinces that. † kids are non helped if taxpayer enable drug addicted parents with no strings attached public assistance hard currency. † The barbarous reoccurring rhythm is that kids who grow up in an environment where drug maltreatment is rampant see drug usage as the norm and become drug maltreaters themselves. To back up this averment Durso says. â€Å"The National Institute on Drug Abuse indicates kids of nuts are more likely to go drug maltreaters themselves. † Without answerability nowadays. TANF is supplying a way of devastation for households misapplying public assistance hard currency. The Department of Health and Human Services clearly provinces on it’s web site that the ends of TANF are â€Å"assisting destitute households so that kids can be cared for in their ain places. cut downing the dependence of destitute parents by advancing occupation readying. work and matrimony. forestalling out-of-wedlock gestations. and promote the formation and care of two-parent households ( Department of Health and Human Services ) . † Is it non the end of TANF to guarantee that these kids are being taken attention of. so that someday they may go working members of society? With nil being done to guarantee that this end is met. these same kids will turn into maltreaters of the p lan that aimed to protect them. Those who use the public assistance system for the incorrect grounds can be snuffed out by the presence of drug trials. Giving kids the chance to witness a self-sufficient household instead than one crippled by drug usage would promote the kid to go self-sufficient as good. Salvaging our state much need capital is ever a good end. However. it should in no manner be our first precedence. Protecting the lives of guiltless and dependent kids should doubtless be the frontrunner in our campaign to keep the state accountable. In fact as stated in an interview with National Public Radio. Kentucky Representative Lonnie Napier hopes to go through a measure. which protects the kids of drug maltreaters. Napier’s measure aims to supply a failed applier with a 2nd opportunity to gain fiscal aid by giving him 60 yearss to come clean through rehab or drug plans. during which they receive some public assistance benefits. If the applier still fails he has 14 more yearss to clean up or else another positive trial means no more public aid. Fortunately. public aid is still granted to the kid and besides a new defender will be issued for the kid ( Napier ) . To personally assist out. one can take the first measure to assisting a dependent kid by fall ining the Mercy Home for Boys and Girls. Harmonizing to the Mercy Home web site. â€Å"72 % of our kids overcame or lessened the jobs that impacted their lives before coming to Mercy Home. 98 % of our immature people advanced a grade degree in school. 94 % of our kids who were neglecting their categories upon geting at Mercy Home improved their classs to a â€Å"C† norm or better† ( Mercy Home for Boys and Girls ) . Through this organisation one can positively impact a troubled child’s life through an array of different methods. For those who connect good with kids. mentoring places offer a great manner to link with a troubled kid through merriment activities and communicating. Academically disposed people can offer their scholarly influence through the Mercy Home’s tutoring plan. Coachs can transfuse the importance of instruction while besides demoing how learning can be gratifying. Mercy Home besides offers a voluntary plan that connects you with a community of voluntaries. Through their MercyWorks plan. college graduates devote a twelvemonth to the kids of Mercy Home and play an built-in portion in the children’s development ( Mercy Home for Boys an Girls ) . If I were to personally fall in Mercy Home my accomplishments at authorship and my forbearance with childs would be an plus in learning immature kids how to compose good. Welfare’s built-in portion in America’s growing as a state is apparent in the impact it has on 1000000s of people’s lives everyday. Overall. public assistance is a plan that. with some minor alterations. can make hope and chance for those sing difficult times. Drug proving can and will decently separate those who genuinely want to break themselves for the interest of a household or a kid from those who do non wish to lend to society.

The Present Is The Key To The Past Essays - Evolution,

"The Present is the Key to the Past" James Hutton was born in 1726, a geographer, was named "the father of geology" who believed not that catastrophes built the earth as it is today, but rather the origin of rocks happened through slow processes and time by gathering observations, the changes that took place over time, on his farm and land in Scotland,. The principle of uniformitarianism, the principle that Hutton is known for,, is said to be that present day geologic processes also occurred during the past, and would continue to take place in the future. shaping the earth. Hutton wrote a paper, The Theory of the Earth, unfortunately, Hutton wasnt the best writer. Therefore, Huttons ideas on the geologic processes didnt expand until Sir Charles Lyell popularized the concept by rewriting Huttons proposition. The principle of uniformitarianism brought other geologists to question the possibilities. Scientists at that time, as well as Hutton, had no proof of Huttons theory, although the principle is excepted now, and is the basis for a lot of geography and biology that followed, the theory. "We find no vestige of a beginning, no prespect of an end."

conflicts and relationships essays

conflicts and relationships essays In Othello, the Moor of Venice by Shakespeare, A Doll House by Henrik Ibsen, Oedipus Rex by Sophocles, and The Glass Managerie by Tennessee Williams involve relationships and the development of the characters through conflicts in their relationships. For Othello it was Iagos deception and Othellos jealousy, and for Nora and Torvald in A Doll House it was their doomed marriage, In Oedipus Rex the prophecy doomed Oedipus to marry his mother, and in The Glass Managerie it was the Lauras special condition and the love she feels for Jim OConnor and the dependence on her brother Tom. Throughout Shakespeares Othello, the Moor of Venice the character of Othello becomes a victim of his own jealousy and of Iagos betrayal. These become apparent throughout the play and lead to his demise. The character of Othello becomes infatuated with a young, white, Venetian girl Desdemona and quickly elopes with her. Othello is then presented with the possibility that Desdemona is unfaithful through the scheming work of Iago. The betrayal by Iago presents Othello to question the loyalty of Desdemona alleged lover Cassio who happens to be his trusted lieutenant. This scheming by Iago to conceals his jealousy of Desdemona marrying Othello and allows him revenge against Othello for eloping with Desdemona. Iago knows he must gain the respect of Othello. In good time, must his Lieutenant be(I.i.32). Iago has the stage set to take advantage of Othellos suspicion of Cassio. He then convinces Othello that her infidelity is true as he saw Cassio with Desdemonas handkerchief. By Heaven, that should be my handkerchief(IV.i.147). This whole scene then plays in to Iagos plan And to see how he prizes the foolish woman your wife? (IV.i.163). The love for his wife is conveyed, as he can not bear to live knowing that his wife has become a whore. Aye, let her rot, and per...

Lord of the Flies Irony essays

Lord of the Flies Irony essays I stayed up late searching through my novel last Wednesday night for examples of irony in Lord of the Flies, only to find out the next morning that our in class essay was about a confidant in the novel. This is an example of irony, or two contrasting ideas that fail to meet an expectation. In William Goldings Lord of the Flies, Golding applies situational and verbal irony as a means to show the reader on how the inner evil of the individual can significantly possess society with no regard to institution or structure. Golding uses symbolism to coincide with the theme of how the person rules the civilization and not how the civilization rules the person. Examples throughout the novel show how values are contrasted with what the author sees as an inner evil we all possess. One clear example of irony in the novel is when Jack, one of the savage boys on the island, is hesitant to kill a pig in the beginning while he is out exploring the island. I was going to, said Jack. He was ahead of them, and they could not see his face. I was choosing a place. Next time-! The reader looks back on this example after reading the novel and can see how ironic the transition of this characters morals have become. He starts out as Jack the English boy in a uniform from a civil society and ends up with a mask and an identity no one can distinguish as he became a savage. It is ironic that Jack did not kill the pig because of the unbearable blood, but by the end of the story he does not question the morality of murder. He wants to kill pigs, he wants to kill humans, and he does not flinch at these concepts. Jack and the other boys try to kill Ralph near the end of the story and in order to find him, they set the island on fire to smoke him out. It is ironic that in the conquest for destruction and murder of one, they manage to save Ralph an ...

Training Plan-Human Resources Director Personal Statement

Training Plan-Human Resources Director - Personal Statement Example The skills required for a diligent financial analyst are: strong knowledge of the basics of Finance and Accounts: analytical skills which do not ditch you at the time of urgency: understanding the complex business processes and finding ways as how they are being reported in the financial statements: the strategic management presented in the company reports and not just blindly following the four financial statements; an understanding of the overall economic situation both country specific and global specific and analysing ‘would be’ changes according to the occurring events; IT skills to work on the spread sheets and good communication skills; along with these skills any person who is aspiring to be a successful employee, needs to be responsible of the job which is assigned to him not breaking the team support which he is supposed to maintain in the company. In the above mentioned list, I was confident that I possess the following requirements: good communication and IT skills, thanks to my prior training in typing speed; a faint view of the global scenario due to my habit of reading newspapers; a fundamental knowledge of accounts and finance, due to the persistent hard work which I have put in for securing good grades. But then, how would I make sure that I meet the other requirements? Though the project work which I have performed earlier in a company gave me a minute idea of the business situations which I may have to face in the future, that knowledge is only permitted to the â€Å"analysis of accounting ratios†.

Crisis management japan earthquake Assignment Example | Topics and Well Written Essays - 500 words

Crisis management japan earthquake - Assignment Example The effect of this earthquake was felt in Tokyo that is 300 miles away from the place of the crisis. There were no damages reported after this crisis. The major reason for this is because it was far off the coast. In this section, we are going to focus on the social media. In this era of technology, the social media can be used to manage a crisis or even to make the crisis worse than it already is. Whenever one is dealing with a crisis, there is need to come up with a disaster management team that will look into the possible ways to quell the effects of the crisis. In the 2013 Japan Earthquake among the modes used to reach out to the people was through the social media. Firstly, in the 2013 Japan earthquake, the social media was used to inform the world about the crisis. The social media was used as one of the communication channels used to deal with the crisis. There are people who could not watch the news but with their mobile gadgets, they followed up the whole incidence from wherever they were. The social media was also used to warn people against staying in the areas that had been affected by the crisis. This information was important as a precautionary measure incase another disaster was triggered by the earthquake. The survivors of the disaster also used the social media to tell their experiences during the crisis. The social media was also used to pass messages of encouragement to the victims of the crisis. Through the social media, those people who had to relocate to higher grounds got the assistance from the donations that the social media users raised. As stated above, the social media can be for the good of a crisis as well as an avenue for more disaster. Through face book sharing and re-tweeting options, people who would have been helped were not helped. It came to the attention of the authorities that it was not possible to locate the source of the information. In future it is important that

Dont Actually Use This Crap Essay Example for Free

Dont Actually Use This Crap Essay I have decided to research and discuss how we can use heritage to build a nation in order to promote our understanding of a common humanity. In order to discuss and debate the abovementioned question we need to understand some key phrases in the question. In my opinion, that would include the following key concepts, namely; * heritage, * nation and * a common humanity. South Africa has come from a turbulent past where terms such as heritage, nation building and a common humanity meant different things to various population groups and realistically these concepts were worlds apart for the majority of South Africans. In order to achieve a common humanity, we need to respect all the cultures and religions within our country. People learn and are influenced by the place and the people around them. In a country like South Africa many people have learned from stories told to them. These stories carry information and ideas about life and living and shared customs, traditions and memories from parents to children. A persons heritage is made up of the practices, and traditions that are passed on from parents to children. Heritage is also about what has been passed on from the family, community and place where people have been raised. For example a person may have grown up in a family of medical professionals or in a proudly Zulu family where the old customs are still followed. This is part of their heritage. People also have a national heritage. A person who was born in South Africa has a South African heritage. This also means they have an African heritage because they were born on this continent. There are many South Africans who do not know what our Coat of Arms represents or the meaning of our flag and anthem. In order to be a truly successful nation we need to become more aware of these national symbols. If we achieve this it will contribute to a more powerful form of nation-building. In countries with a huge variety of cultural, ethnic, racial, religious and other social identities, nation-building is a big challenge. This challenge has led governments to take numerous steps to create a peaceful and workable country. In Africa the situation is made more difficult by the fact that there are many identities and cultures. Mandaza describes such states as nation-states-in-the-making, which are characterised by a lack of essence, weakness and dependency. I think that the role of the curriculum in schools plays an essential role in promoting an understanding of a common humanity in all young people. Researchers often make reference to the neglected role of the history curriculum in the debate on nation-building and the process of forging general citizenship in Africa. In this context, the concept curriculum is understood from many people to be the point of view of the political party in power. The curriculum emerges directly from society and is an ideological tool as well as a vehicle of social change driven by the dominant social group. As such, it plays a central role in the development and reproduction of society over time and geographical area. Seen from this perspective, it is no wonder that the curriculum is driven by political regimes in an endeavour to promote common values and form a particular type of citizen. We most certainly can, but it takes a lot of hard work. Each of our many cultures must get a little space in the sun. What we must also realise though is that some cultures are very different from others and that some people might find the things we may want to defend offensive. The question we should ask is whether our practices are more likely to cause division and friction, or whether it is going to bring people of different cultures together. What we should perhaps work on is getting our country to a point where there is loyalty to the flag no matter what. We must be able to really be proud of our achievements as a nation, and not vote people into office that will embarrass us. If we can all stand behind the flag, I think it will be one thing that can unite us. Look what the Rugby World Cups and the recent 2010 Soccer World Cup did for our nation. The whole nation standing for a common cause and goal. There was a real sense of nation-building. Culture is not something you are born with. It is learned from family, school, religious teachings, television and media and the government of a country. Advertisements, magazines and movies are also powerful guides. For example American music videos promote a certain style of dress, values, expression and attitude for young people. Many young people like the cool speak of American pop music rather than talking in their home language. Schools and religious organisations also play a big role. Religion has many rituals that symbolise belonging to a particular culture. South Africa has been called the rainbow nation because it has so many cultural practices. Cultural practices are how we talk and behave, the ways in which we pray, the special things we do when we have festivals, births and deaths. We have groups with different languages, religions, race, customs and traditions e. . Zulu, Ndebele, Khoisan, Hindu, Muslim and Afrikaner people. All of these people are united by being South African and all of their ways of life form part of our country’s identity and culture. It is important to promote and be proud of our South African culture and identity. This helps South Africans to understand and respect each other and to learn from each other’s cultural practices. This is part of the healing that demo cracy has brought after culture was used to divide South Africans in the past. For this reason the government has a project called â€Å"Proudly South African† that encourages South Africans to value each other and the country. The past is all around us. We live our lives against a rich backdrop of historic buildings, landscapes and other physical survivals of our past. But the historic environment is more than just a matter of material remains. It is central to how we see ourselves and to our identity as individuals, communities and as a nation. It is a physical record of what our country is and how it came to be. Building materials and styles can define region’s localities and communities. Historic landscapes or iconic buildings can become a focus of community identity and pride. At a more local level a historic church or park can help define a neighbourhood and create a sense of identity and belonging. The importance that we attach to our ‘heritage’ is growing each year, and that is why events such as Heritage Day are important in enabling people to value and appreciate their local, regional and national heritage. I encourage people of all ages to take this opportunity to visit, tour and experience the buildings and streets on your doorstep and learn a little about the rich heritage of the region in which you live. Port Elizabeth and the Eastern Cape is full of heritage. Nation building enables history to be rewritten, and the apartheid legacy of devaluing and erasing the heritage of black South Africans from the consciousness of the nation to be reversed, facilitating healing and further weakening the feelings of â€Å"better† citizenship of one population group over the other. Attempts to reverse this and give back pride to the African, Indian and Coloured South Africans receive support from many people. This includes government efforts to teach children about African heroes and Africa’s contributions to world history and culture. Nation building is necessary to build trust, which is directly linked with stronger economic performance. If all South Africans were passionate and believed in each other and were not divided on many issues as we are, our country would perform better financially and this would improve international investments and job opportunities. We (South Africans) need to develop the same patriotism and passion that the Americans show to their flag and anthem. We can continue to rebuild our nation with our heritage by raising awareness. There are a lot of South Africans who do not know anything about the Heritage of our country, therefore, by having exhibitions, distributing leaflets, organising work groups (community and schools), quarterly newsletters distributed within the community, media exposure or maybe even raising awareness by means of radio shows , talks and shows, we can continue to build our nation. Only when all Africans own and cherish their cultural heritage, when they identify and embrace the majesty of Mapungubwe, when they speak and learn through their languages and can therefore dream, sing and dance in their own languages, shall we see rapid social economic development of the people of Africa. A nation needs a history. History buys you time to get rid of emotional responses and see things rationally. The English civil war, for example, has taught people of Royalist descent that a ruler who leeches the country for his/her personal benefits shouldnt be tolerated. On the other hand, descendants of Parliamentarians can see that its not enough just to chop off a bad kings head. You need something good to replace him with. England had eleven years of misery after beheading Charles 1, and couldnt wait to get another king. Nobody could understand that at the time because they were emotionally involved with one side or the other. It took time for both sides to overcome the hurts and prejudices, and to understand what happened, but eventually, they grew as a nation from the lessons learned. Heroes fall into two categories. They can either be people of great achievement (like Newton or Darwin) or they can reflect some aspect of national character (like Robin Hood or Scotlands William Wallace). Heroes are people that kids can look up to, people who inspire kids to achieve something, and that all helps to form a single national identity. A common identity the need to preserve it, promote it and keep it alive is a struggle of both individuals and many nations. Your identity is not only a current thing. It is originates from and is dependent upon the sum-total of your cultural heritage. All the things that your ancestors have done on the cultural front, i. e. their language, dances, rituals, dress, food and all that, contribute towards your present identity. As a young South African I feel that the youth of today need to learn and understand the events of the past so we can understand how to move forward in the best interests of all South Africans. I consider it essential for our future that we all stand behind a common identity namely our flag and anthem. Nation building is important and imperative to create a feeling of belonging and with it accountability and responsible behaviour. Efforts must be made to ensure that all cultures are respected and equal citizenship for all guaranteed. This is important because for centuries the dominant people in power aimed to diminish all culture and history of certain cultures and religions. This â€Å"past† obviously did not use heritage to build a nation in order to promote our understanding of a common humanity.

The Symbolic Function of the Sambo Doll in Ralph Ellison’s Invisible Ma

In 1952, Ralph Ellison published the only novel of his career: Invisible Man; telling the story of an unnamed â€Å"invisible† narrator. Early on, the narrator delineates his invisibility to â€Å"people refus[ing] to see [him];† society neglects to see him as a result of his black lineage (Ellison 3). Ellison incorporates several objects, frequently appearing and reappearing throughout the novel, to expose social and intellectual issues imposed on the black community. Amid the â€Å"procession of tangible, material objects† moving â€Å"in and out of the text† is the dancing Sambo doll whose purpose is to symbolically represent cruel stereotypes and the destructive power of injustice that blacks fall victim to (Lucas 172). Ellison’s rendering of the small paper dolls, representing obedient black slaves, â€Å"unveils an astonishing correspondence between the past and the present† and functions as a force to the narrator’s most essent ial consciousness of his environment and identity (Lucas 173). The Sambo, whose sole purpose was to entertain the white community, further functions to symbolize, through its stereotype, the power whites have to control the movements of African Americans. Ellison immediately introduces readers to the Sambo stereotype at the beginning of the novel when the invisible man becomes the source of entertainment for the white man at the battle royal, engaging in a fighting match with other black men. Out of pure desperation to be accepted by these men, the narrator; like the obedient Sambo, moves in accordance to what he hears the crowd instructing him to do because â€Å"only these men [can] judge [his] ability† (Ellison 22). To further validate the narrator’s Sambo-like behavior, following the match, a blond man winks at the narrator... ...pulls its strings. For the narrator and the black community, the Sambo dolls are a constant reminder that they are unable to neither form their own identity nor control their very movements. Ellison’s incorporation of the Sambo dolls educates us on an important lesson in life, that it is important to be ourselves and choreograph our own choices and movements in life. We must not allow others to hold reign of our strings and steer us in the direction they feel is right. â€Å"Life is to be lived, not controlled;† our full potential in life lies within our ability to control our movements and decisions in life (Ellison 577). Works Cited Ellison, Ralph. Invisible Man. New York: Vintage International, 1995. Ebook Reader. Morel, Lucas E. Ralph Ellison and the Raft of Hope: A Political Companion to Invisible Man. Lexington: University of Kentucky, 2004. Print. The Symbolic Function of the Sambo Doll in Ralph Ellison’s Invisible Ma In 1952, Ralph Ellison published the only novel of his career: Invisible Man; telling the story of an unnamed â€Å"invisible† narrator. Early on, the narrator delineates his invisibility to â€Å"people refus[ing] to see [him];† society neglects to see him as a result of his black lineage (Ellison 3). Ellison incorporates several objects, frequently appearing and reappearing throughout the novel, to expose social and intellectual issues imposed on the black community. Amid the â€Å"procession of tangible, material objects† moving â€Å"in and out of the text† is the dancing Sambo doll whose purpose is to symbolically represent cruel stereotypes and the destructive power of injustice that blacks fall victim to (Lucas 172). Ellison’s rendering of the small paper dolls, representing obedient black slaves, â€Å"unveils an astonishing correspondence between the past and the present† and functions as a force to the narrator’s most essent ial consciousness of his environment and identity (Lucas 173). The Sambo, whose sole purpose was to entertain the white community, further functions to symbolize, through its stereotype, the power whites have to control the movements of African Americans. Ellison immediately introduces readers to the Sambo stereotype at the beginning of the novel when the invisible man becomes the source of entertainment for the white man at the battle royal, engaging in a fighting match with other black men. Out of pure desperation to be accepted by these men, the narrator; like the obedient Sambo, moves in accordance to what he hears the crowd instructing him to do because â€Å"only these men [can] judge [his] ability† (Ellison 22). To further validate the narrator’s Sambo-like behavior, following the match, a blond man winks at the narrator... ...pulls its strings. For the narrator and the black community, the Sambo dolls are a constant reminder that they are unable to neither form their own identity nor control their very movements. Ellison’s incorporation of the Sambo dolls educates us on an important lesson in life, that it is important to be ourselves and choreograph our own choices and movements in life. We must not allow others to hold reign of our strings and steer us in the direction they feel is right. â€Å"Life is to be lived, not controlled;† our full potential in life lies within our ability to control our movements and decisions in life (Ellison 577). Works Cited Ellison, Ralph. Invisible Man. New York: Vintage International, 1995. Ebook Reader. Morel, Lucas E. Ralph Ellison and the Raft of Hope: A Political Companion to Invisible Man. Lexington: University of Kentucky, 2004. Print.

The author certainly

Joe Penhall’s â€Å"Dumb Show†, created to demonstrate the sleazy underbelly of the world of television and its cousin, tabloid journalism, is certainly a professionally written play. It is fast, witty, and with juts the right amount of sarcasm. The author certainly knows what he is talking about – the story of two journalists, Liz and Greg, going undercover to reveal the secret life of a TV comic named Barry is totally believable, as is Barry’s reaction to this event.It is even set in a very particular and very correct setting, as the hotel room seems to have a life of its own, making the viewers feel the impersonality of the situation. The actors work well, creating the atmosphere of a real verbal duel. However, the play leaves one with a strange feeling of incompleteness, of both not understanding what the play is about and understanding too well, making it a memorable play in a bad sense of the word. It is difficult to say why this effect is obtained. Perhaps it is because the author clearly shows that he sympathizes with none of the characters.They are demonstrated, indeed, from an insider’s point of view, and an evil-meaning insider’s at that: suitably sleazy, with that peculiar professional sense of black, almost sadistic humor that only people of the profession understand. Even good intentions are depicted in such a way that they seem false and egoistic. When the journalists talk of information being free, it is so obvious that they speak of this noble concept only for getting their money’s worth, that any person that values this virtue to some extent is forced to cringe from the falsehood of it all.When the comic speaks of the right to privacy, we hear of the right to remain silent at arrest. It is the dirt of lives, dug up and shown to the public: gray, vile, and incredibly banal. Such things, for some reason, are always seen as incredibly realistic, no matter how well they are executed. I do not see th e reason for this. Plays that work with the lows of life are necessary and, naturally, realistic. However, life isn’t a zebra, divided into black and white.It is more like a peacock with too many colors, demonstrating different things, but all too proud of itself. There is never such a thing as a real black color in life, nor a real gray. Everything has its silver lining, and this play, showing only the lows – for, even the last scene where Liz tries to redeem Barry is not pretty – is not nearly positive. Such single-mindedness, while admirable, does not make for the realism that the author was trying to create. It is actually the actors that liven up the show somewhat.The stereotypical jokes put into their mouths come to life because of their talent. Their reactions to one another are shifting, living. The little points of their acting – such as Dippold’s ambiguous reactions to the duo of men, or Barry’s acting in the jokes he is given â₠¬â€œ imply much deeper characters, which are so much the styrofoam stereotypes. They were meant to be that way: the situations are supposed to play out on the archetypical level, reaching within. However, the archetypes chosen are too shallow for that.They are things everyone can relate to on a merely superficial level, just enough to sympathize a bit – which is not nearly enough for a play. Thus, to make the point, the characters should have been created alive by the author, with somewhat more character. They should have been anchor points for personal interest in the play – even if mere tools in the conflict between professions, they should have been good tools. Instead, we see mostly the interaction of the stereotypes of the respective professions, much like trying to saw with a cardboard saw.The actors save the day here, livening up the characters and giving them more depth than Penhall seemed to intend. The play is a good example of a professional skit, yet nothin g more. It is made all too clear what the point is supposed to be – the conflict of freedom and privacy – however, it is not deep enough, nor controversial enough for such a topic. The author attempted to work at the golden middle, and failed – professionally, thus, non-abysmally, but he didn’t make it anything great, either.It is a story about archetypes, not an archetypical story. Nor is it a personal story, showing how people get affected by this sort of conflict. It attempts to be both, but is neither, and thus leaves the viewer puzzled as to where the true point is. One wants to look for hidden meaning, for the simplicity is unbearable, but there is nowhere to look for hidden meaning. To create a piece with only one meaning and have it still be a work of art is the work of a genius. Penhall is not one.

ICT Is An Opportunity For Children To Apply And Develop Their Knowledge And Capability

Introduction:Within my setting, ICT is an opportunity for children to apply and develop their knowledge and capability. With my help, they can research, question accuracy of sites and exchange and share information together and through emails (we also share with a neighbouring school and have class blogs). Children are learning the fundamentals of research and electronic media, with support, guidance and safeguarding programs. They develop ideas using tools to refine work, enhance quality and accuracy, use spell checks and thesaurus.These are just some of the general requirements from National Curriculum 1999, published by QCA. In conversation with my teacher, we noted how technology has changed rapidly. We use ICT in Assembly, Role Play, across the curriculum and taking photos for evidence. Teachers are finding it easier to source programs that make learning more fun. An ICT program, namely, www. educationcity. com, covers Key Stage 1-4, all Curriculum areas, plus a Teacher Zone and is used across our school.We agreed, in the words of Blatchford, that we must provide activities to encourage children to explore the technologically of a variety of ICT tools and encourage them to apply these, for a range of different purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In line with National Occupational Standards expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. (Block 5, Week 25, Activity 25. 3: School activity: observing ICT). Part One: Our class has been exploring seeds, so I based my Storybird book   around this.We covered topics in Maths, Science, Environment and Circle Time. These cross-curricular links were important for our class activity from sourcing the materials needed, to who would look after them and estimating their eventual height. The impact and effect flowers and bees had on our environment, and people’s feelings about this. I developed this story linking to friendships and secon d families, and in class extended the Maths talk, estimating the height they may grow, and eventual measurement to incorporate centimetres and inches, which we are covering this term.Linda Gillard and Virginia Whitby (2007) argue that the more prescriptive the curriculum, with guidance and requirements, the greater the potential influence it has on the way children’s subject knowledge is developed in schools. With this quote in mind, I will use this ICT site to benefit the children, using the pictures to help tell a story, and having ICT as a cross-curricular tool. We encourage children to use different strategies like story-mountains and mind maps but just having pictures and having to put words to them extend their thinking.My pedagogic subject knowledge helped me help them choose the pictures and I explained the concept to them in order for them to be able to understand. I knew they would then learn because they had chosen pictures that interested them. As Marianne Coulson , Combined Tutor Group pointed out â€Å"writing a story from the illustrations enabled me to experience what it might be like for a non reader trying to make sense of the story from using the pictures. We encourage children to use different strategies when reading to stop them becoming over-reliant on one strategy†.I learnt how to develop my ICT, enabling the children to better their literacy skills and to make choices. The children can let their imaginations rule the story. I will present this as a group activity and encourage the children to look at literacy through different modes of image and word. â€Å"The complex interweaving of word, image, gesture and movement and sound, can be combined in different ways and presented through a range of media† (Bearne and Wolstencroft, 2007, p. 21). Children develop their powers of thinking and understanding enabling them to be confident enough to develop.  (Michael Rosen, former Children’s Laureate, from DCSF, 2008, p. 2)(Block 3, Week 13, Study Guide: Talking and Listening)Daily writing develops technical proficiency, the ability to manipulate ideas and build a bank of possibilities to draw upon sparking fresh ideas to combine words, generate and select sentences and create from images (Pie Corbett, 2012). I have learnt that as adults, we already have the skills for reading but using illustrations, sounds and words is a multimodality tool. I tend not to use these different strategies and I think at first, this made my writing in Storybird difficult.I had plenty of ideas but had trouble finding images. I learnt children have far more of a free flowing attitude than adults do, and it took me a while to focus on writing around the images rather than finding an image to match my writing. Children already know much about multimodal texts from their home experiences. As teaching assistant’s it is our responsibility to build on these experiences and the children’s knowledge, recognisin g the relationships between different modes and use this in our teaching. The future of reading and writing is interwoven with the future of digital technology (UKLA 2005).For Show and Tell, I used the display we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cm's and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send photographs and videos to a neighbouring school, and by refining and editing their work they are also meeting the National Curriculum (2005) QCA requirements.The children are aged six to seven and the intended learning outcomes were to see if their estimations were correct. For science, we were scaffolding the children to learn about discovery as well as communication, discovering if the plants would reach their estimated height, and communicating with each other to discuss expectations. To be able to distinguish the impact science and technology has on everyday life and environmental impacts on bee pollination and weather conditions (Block 4, week 18, Science and Technology).We represented the situation in maths to predict the outcome and add details to a graph, interpreting mathematical data (DCSF/QCDA, 2010:14) (Haylock with Manning (2010). Professionally, I thought it was good to share our approaches and the resources we use in our school setting. Taking note of comments in the forum, I delivered the show and tell to colleagues, explaining that we could use this in assessments for learning and received positive responses and feedback. (Word count: 1071) Part Two (a) Looking back at the Maths targets I identified and discussed in TMA01, I feel that my knowledge and progress in problem solving has developed.The challenge for me was the opportunity to understand the problem sol ving strategies and be able to use logical reasoning. The lack of this affected my mathematical investigations with the children and my confidence to represent and model situations using a range of tools and applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 2010:14). I have progressed in thinking creatively and can understand, analyse and evaluate to solve problems, sharing my approach and solution effectively by re-reading the course material.I have learnt problem solving can relate to many different things within maths ranging from doing a jigsaw to reading a map { cited Study Guide, Week 26, Block 5, ICT (Ollerton, 2010, p. 84) } and the need to solve problems is the fundamental basis for the construction of maths. I have learnt, by reading Askew & Williams (1995) four areas of problem solving, being, Standard Problems, Non-Standard, Real-world and Puzzles, that to question the children on these, by using questioning that will help to develo p their mathematical thinking is of importance.In line with the Qualifications and Curriculum Authority (QCA 2003, p. 8) I am now thinking about the children’s thought process, and the extent to which they will reveal their understanding and the language used. This will have a further impact on my support of them and my own knowledge and understanding. The most important thing I learnt in Block 2 (Week 8, Study Guide: Teaching for possibility thinking) related to maths being a rich context full of creative approaches to learning and how we, as teaching assistants, need to build on what we have previously learned.Using ‘what if’ and ‘as if’ thinking I will use creative questioning and support the children to explore what answers may be. Using the ‘shiny maths’ approach like line graphs, pie charts, 3D models and tessellation patterns to make maths and problem solving, more interesting. In compounding my subject knowledge for English, I ha ve found that my understanding and development has been re-enforced by re-reading Eyres (2007). My weakness as identified in TMA01, were Phonics and Word Classes and Apostrophes.By going over chapters 3, 4 and 8, I have come to make sense of phonics, graphemes, nouns, verbs, adjectives and the importance of how simple sentences are structured. How a word’s class can also be determined by its function of the role it plays in a sentence (Eyres (2007) p. 87-p. 89). Word classes, being the verbs, adjectives and nouns, describe English as being parts of speech.Assigning words to classes is more straightforward, for example, ‘the water run’s’, ‘water’ the verb and ‘run’  the noun and how an apostrophe can stand in for letters that have been dropped. For example ‘do not’ will become ‘don’t’ (Eyres (2007) p. 129). In Science and Technology, I have discovered collaboratively with our e-group, that there a re many sites we can use for investigation with the children. Useful facts and links can be used in conjunction with other classroom resources such as library books and working wall texts, with the idea that, children should do much more practical hands on experiments and be involved in the examination of scientific phenomena.When doing an experiment on germination, I learnt, after reading the article in Study Guide, Block 4 (Week 21, 2. 4 Observing Phenomena) by Karen Phethean (2008) giving the children a more ‘hands on’ and ‘minds on’ approach and allowing them to handle the seeds and Petri dishes made a great difference to their learning (topic pedagogy). I have gained knowledge that Science is a way of thinking and that it involves trial and error. I understand now that our conclusions can change during the lesson as we may make a new discovery through questioning the children.Howe et al (2009) suggest children need support to be creative and explore, p redict and observe and Vygotsky (1978) says communication in learning is important in the development of knowledge in which we have some understanding but are not fully confident. I feel a little out of my comfort zone when delivering Science and, although I have some sound knowledge, I need to develop along with the children and remember that science is not just a collection of facts. I have also realised that I need to question the children more to ensure they understand and allow them to give their ideas and interpretations.The use of online science and technology information has enhanced learning in my environment by allowing the children some independence to search for relevant information. This has helped me gather knowledge and understanding in cross-curricular ICT and be of assistance in facilitating children’s learning. Pedagogically, I can now put into practice the knowledge and experience I have gained through Block 4, Science and Technology including an understand ing of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages have.  (Word count: 842)Part Two (b) Looking back at the English targets I recognized and considered in TMA01, I am now confident that my subject knowledge in Letters and Sounds has advanced. I have developed my knowledge of children’s literature and the linguistic terminology used, along with spending much time examining the letters and sounds in Phonics. Re-reading English for Primary and Early Years, Eyres, (2007) has helped my progression enormously, and I now know I am confident to apply my developed knowledge in a practical sense.I have reaffirmed phonics is the study of how sounds we make correspond to the written letter and fully understand now that readers of English rely heavily on their knowledge of letter-sound association, and an essential part of the reading process is decoding the letter symbols to reveal the sounds of the la nguage (Eyres (2007) p. 200). Although phonics appears hard to grasp, by using the right approach, it is possible to make this easier for the learners with worksheets and/or audio, through use of laptops.We must use well-prepared phonics plans that take in the phonics rules and patterns. I have further learnt that after introducing the learner to the letters, we must teach them the sounds. The phonics lesson plans must include sounds worksheets. These phonics sound worksheets must include all the 26 letters, 44 phonemes, and 120 graphemes and digraphs. I have also learnt that we use a combination of three criteria for determining word class. The meaning of the word, its shape, form and the position it has in the sentence.Word classes – nouns, verbs, adjectives etc are all used in describing English. A words class may also be concluded by its function, for example, the role it plays within a sentence (Eyres 2007 p. 89). Supporting the children in this complex subject, I first sourced http://www. bbc. co. uk/schools/teachers/ks2_lessonplans/english/word_types. shtml and we used the game to identify the roles of these nouns and verbs and to understand how they would fit into our literacy writing. This also helped reinforce my learning of the lesson plan.Once more this has assisted with my continuing ICT development, and how I can best support and scaffold the children. My pedagogy, subject knowledge and the curriculum in my setting have strengthened to enable me to encourage the children’s learning through better communication. My ‘how to’ knowledge is now better merged with the subject and I can now identify, as read in Block 1, the misconceptions and preconceptions the learners have and be equipped to make the topic understandable to the learner. (Archambault and Crippen,2009;Shulman,1986).I have developed and extended my literacy skills through this course and by reading Eyres (2007) and really feel I am building good literacy skills using feedback I have received from my mentor assessing my lesson plans and deliverance. I have extended my vocabulary through listening, talking, watching and further reading. I do realise that with pedagogical content knowledge, my own secure subject knowledge will not automatically result in children moving forward in their understanding. Pedagogical knowledge understands how students construct knowledge and acquire skills.The Primary and Secondary National Strategies, state that pedagogy is the act of teaching, and the rationale that supports the actions that teachers take to make effective teaching decisions. I have learnt that I must build on what the learners, and myself, already know and structure the pace of the lesson so that the whole class are able to access and understand the subject. In addition to this subject knowledge gained, I also feel I can now select all the relevant information I need to support the students and myself for different purposes.I now feel far mor e confident in organising essential information and ideas for the lesson and communicate effectively with the children. (Word count: 623) Part 3: Evaluation: I discussed with my mentor that my most important learning area was phonics and how I have come to make sense of this, along with graphemes, phonemes and phonics sounds worksheets and be able to support the children in this complex subject. I explained that I had learnt that English sounds and how they work are known as phonology and how spelling words reflects the sounds of language (Eyres (2007) Chapter 3, Understanding English at word level).We considered how I could use ICT programmes to deliver Phonics lessons to small groups, scaffolding multimodality (Study Guide Block 5 week 25: Overview of ICT) and supporting the children with accessing the phonics subject knowledge to enhance their learning and help develop skills for literacy. I would also access paper-based texts in the form of picture/word cards helping to develop the spoken word and to be able to hear, identify and manipulate the sounds (phonemes) to further engage the children in decoding new written words and be able to blend these sound-spellings.I explained how I felt word classes was more of strength now, but that I still needed to develop some areas of maths. We looked together at my blog and my Professional Development Folder and decided that my work based learning could be set out to enable me to work more with our maths co-ordinator to gain extra knowledge and confidence in maths. She will look at Continual Professional Development courses for me to attend, in house and outside school, to help me analyse and evaluate concepts, policies and practice within the maths subject area.We chatted about how the challenge for me in maths was being able to understand and tackle problem-solving strategies, using logical reasoning and how this affected my work with the children and my confidence to model situations applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 2010:14). She praised me for being able to organise, communicate and progress in my own learning and seek and learn from feedback after observations to improve my knowledge and performance within the class setting.We talked about how I work well in a team and can evaluate different approaches to support the children where differentiation may be necessary within the lesson plan, thinking on my feet. I explained about the rest of my course in Primary Teaching and Learning and told her my goal was to complete the next step, (E214, Equality, Participation and Inclusion) and to gain my Foundation Degree and perhaps think about the School-centred Initial Teacher training course, for which she could accommodate me.I also discussed with her that I would like to gain further experience and knowledge in Special Needs Education as this is the route my job seems to be going. We discussed a three-year plan, as E214 will take me to May 20 14, and we will meet six monthly to look at goals achieved and still to be met and of course discuss how the E214 is progressing.

Concentration of oxalic acid Essays

Concentration of oxalic acid Essays Concentration of oxalic acid Paper Concentration of oxalic acid Paper The redox titration will be done between potassium permanganate and ethanedioic acid. This reaction requires acid catalyst because ethanedioic acid is too weak an acid to make the solution acidic enough to react at a reasonable rate. Sulphuric acid is in the mixture and provides the acid catalyst. The ethanedioic acid in the mixture will reduce the manganate(VII) ions (MnO4-) into manganese(II) ions (Mn2+). The potassium permanganate will oxidise the oxalic acid into carbon dioxide. H2C2O4(aq) + MnO4-(aq) Â  CO2(g) + Mn2+(aq) Reactants Products H2C2O4: Carbon +3 CO2: Carbon +4 MnO4-: Manganese +7 Mn2+: Manganese +2. To work out the ionic equation, balanced electron-half equations for both the potassium permanganate and the ethanedioic acid have to be worked out. Adding electrons (e-), water (H2O) and hydrogen/hydroxide ions (H+/OH-) depending on the conditions, they can be created. Manganate(VII) ions are reduced to form manganese(II) ions. MnO4- + 8H+ + 5e- ? Mn2+ + 4H2O Ethanedioic acid is oxidised to form carbon dioxide. H2C2O4 ? 2CO2 + 2H+ + 2e- The two equations combine and are balanced to create the overall ionic equation. 2MnO4- + 6H+ + 5H2C2O4 2Mn2+ + 8H2O + 10CO2. 1) Use the pipette and the pipette filler to collect 25ml of the mixture of oxalic acid and sulphuric acid and put it in the conical flask. 2) Use the clamp to connect the burette with the retort stand. 3) Use the funnel to fill the burette with the potassium permanganate until the meniscus reaches zero. 4) Place the conical flask with the mixture underneath the point of the burette. 5) Using the stopcock on the burette, enter the potassium permanganate into the conical flask until there is a colour change to produce a rough estimate. Record this in a table in cm3. 6) Carry out the same experiment again slowly to record a more accurate answer. Record in the table. 7) Repeat step 7) until two concordant results have been collected.

The Purposes of Per

The Purposes of Per The Purposes of â€Å"Per† The Purposes of â€Å"Per† By Mark Nichol Per (from a Latin word meaning â€Å"by,† â€Å"by means of,† or â€Å"through†) is widely employed in English, but it or a phrase in which it appears isn’t necessarily the best option. Here’s a guide to using (or not using) per. In popular usage, per is appropriate in relation to figures (â€Å"65 miles per hour,† â€Å"24 points per game,† â€Å"three items per person,† and so on). It can also, alone or preceded by as, mean â€Å"according to,† as in â€Å"Per your instructions, I deposited the check† and â€Å"She complied as per the usual procedure.† Per is also an adverb synonymous with apiece; though its use in this form may seem like dialect in which the final word of the sentence is dropped (â€Å"I’ll let you have them for five dollars per†), it’s standard usage. In its most common function, however, it is sometimes easily replaced by a, as in â€Å"The position pays $75,000 a year† rather than â€Å"per year† or â€Å"I exercise three times a week† rather than â€Å"per week.† Per as part of a set phrase taken directly from Latin is usually pedantic in popular usage; see the list below for recommendations about the use of such phrases: Per annum: This is an unnecessary substitution for the perfectly useful phrases â€Å"a year,† â€Å"each year,† or even â€Å"per year.† Per capita: This direct borrowing of the Latin phrase meaning â€Å"by the head† is commonly employed in financial and demographic contexts, but â€Å"per person† is better in general. Per centum: The Latin precursor of the semiabbreviation percent more clearly signals the original meaning (â€Å"for each hundred†) but is obsolete. Per contra: This phrase, meaning â€Å"in contrast to,† is best reserved for legal contexts and only technical ones, at that. Per diem: The translations for this phrase are â€Å"by the day† or â€Å"for the day,† and except in reference to a daily stipend, there’s no reason not to use daily (especially as an adjective). Per mill: In this phrase, mill is from the Latin term mille, meaning â€Å"a thousand,† so the term is akin to percent but spelled as two words. It’s appropriate only in technical usage, however. Per se: Outside of legal usage, this term sometimes misspelled â€Å"per say† by those who mistakenly assume that it refers to the act of speaking means â€Å"in itself,† as in â€Å"I don’t object to the idea per se.† (Note that, unlike as is the case when the English form is used â€Å"I don’t object to the idea, in itself† no punctuation frames the term.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceHow to Pronounce Mobile8 Great Podcasts for Writers and Book Authors

Policing And Its History Research Paper Example | Topics and Well Written Essays - 1000 words

Policing And Its History - Research Paper Example Under the reign of King Alfred, the structure of internal police force was established, under which different landowners were required to protect the territories of the kingdom, and arrest criminals, as well as bring them to trials. Furthermore, a group of citizens founded their own force, in order to keep the King’s police in check and to see that it does not abuse its power. Thus, these citizens made a force which guaranteed them mutual protection, and also was responsible for catching criminals and giving them to the King’s police. These citizens called themselves ‘tythingmen’, and gradually their numbers reached hundred, and they became in charge of the organization of court, and handled civil matters and disagreements.\ After the Norman invasion of England in 1066, a few changes were made to the old system of justice. The ‘tythingmen’ lost some of their power, as Sheriffs were introduced. These sheriffs were in control of local law enforcement, and were directly appointed by the King, and were answerable to him. The hundred ‘tythingmen’ were upgraded to the ‘Court of Tourn’. The Court attended several numerous, most of which were related to small crimes and civil disobedience. But a few men from the Court were placed in charge of more grave matters, which could only be solved by them. A ‘Court Leet’ was also established, which was to attend all local village matters, and the head of this court was called ‘Comes Stable’, which later changed to Constable- a term still used for police officials. In the 1700s, this system of justice and law started to disintegrate, as the kingdom began to expand and cities were established. The constables became fraudulent and did not take their jobs seriously. Bribes became common among the police force, and criminals were able to escape without being punished or imprisoned. Charges were dropped and crime flourished in the cities. Finally, in the

MANAGING INDIVIDUAL BEHAVIOR Essay Example | Topics and Well Written Essays - 500 words

MANAGING INDIVIDUAL BEHAVIOR - Essay Example A critical analysis and understanding of people’s personality is essential for ardent management of human behaviors especially in organizations large teams of employees. Hopcke (1992) argues that Jung’s typology test aids in assessing someone’s personality and understanding the influence of personal perception on life issues. In fact, it gives an insight of suitable carriers and opportunities available regarding an individual’s personality type. After carrying out the Jung typology test, the results for the questionnaire emerged as follows; moderate preference of introversion over extraversion (56%), slight preference of thinking over feeling(12%), slight preference of thinking over feeling (12%) and finally moderate preference of judging over perceiving (44%). The results are a prospect of my general personality and are important for assessing workplace behavior, interaction with fellow colleagues in the workplace, anger management and motivational factors. Essentially, personality has great influence on someone’s career and performance when assigned tasks. In fact, personality type is a crucial determinant of how an individual relate with coworkers and the type of career to pursue (Hollway, 1991). From the above outcomes, my personality is best suited to working in a quiet place and interacting with just few people or none. The personality type postulated by the above outcomes does not accommodate working in organizations with large number of employees. Unfortunately, most workplace settings involve several employees working together with the aim of accomplishing organizational goals. It is important to examine the personality types of employees in order to discover the place each individual can fit best. For instance, people with introverted personalities work best in a secluded location. On the contrary, people with extraverted personality are suitable working in teams and in areas involving interaction with huge crowds of

Proposal argument Essay Example | Topics and Well Written Essays - 1750 words

Proposal argument - Essay Example The purpose of this proposal argument is to evaluate the reasons as to why the physical punishments are not the best ways of handling the problems. This proposal argument explains that something could be missing in our attempt to come up with an upright generation. In addition, it is the missing element that this article sheds light on. Children whose parents use amicable mechanisms of discipline possess extraordinary social skills. Parents should avoid using physical punishment because it increases violent behavior among the youth (Sumner, 132). This paper seeks to explain why use of physical punishment increases violent behavior among the youth. A Deeper Perspective to the Problem A correct support measures put in place are the sources of successful behavior change. The current generation may be carried away by events and this is proved by the fact that most of them often get into trouble due to their uncalled for behavior. A survey carried out by the body charged with monitoring f uture generation established that most of the mistakes carried out by the youths are due to their characters. To be specific 97% of the cases reported are due to the behavior. This is clear proof that bad behavior is fast becoming a problem. The big question is whether are we going to watch the youths fall or are we going to be the straw they clutch on. The fact that these perverse actions always soil their reputations in that they put question marks on their records is another reason as to why we should be on the lookout just to help out a brother who is off track (Gershoff, 539). Current Measures Most of the parents have resorted to physical punishment as the corrective method in their attempts to curb bad behavior. Those kinds of parents beat their children; force them to do things that they are not well conversant with and shout at them with the intention of amending and making the youths reformed. They do not know that more often than not, they are wrecking the child based on m aking things right. Physical punishments have been a major cause of injuries in children some of which have resulted into the physical impairments of the children. What is more worrying is that physical punishments have even led to cases of child deaths. Studies carried out to evaluate the extent at which physical punishments have spread in various regions, found that the habit escalated over time. The actuality that physical punishment is practiced throughout all the regions is clear proof that it is growing into a complication and does not benefit the child in any way. Similarly, it is important to observe that any form of physical punishment however soft it may be may intensify and become worse (Burton, 1447). Physical punishment is unsatisfactory because it increases the extent of aggression among children. It is proven beyond doubt that children, who are exposed to lots of physical punishments, are more likely to be characterized by aggressive behavior towards their coequals. I n like manner, the children may employ the brutal mechanisms in working out their problems and at the same time, they can be inconsiderate towards their own parents. What raises the level of concern higher is the fact that this children may end up being violent in future, thereby being insolent and impolite towards

Metaphysics & Epistemology Essay Example for Free

Metaphysics Epistemology Essay G. E. Moore’s main contributions to philosophy were in the areas of metaphysics, epistemology, ethics, and philosophical methodology. In epistemology, Moore is remembered as a stalwart defender of commonsense realism. Rejecting skepticism on the one hand, and, on the other, metaphysical theories that would invalidate the commonsense beliefs of â€Å"ordinary people† (non-philosophers), Moore articulated three different versions of a commonsense- realist epistemology over the course of his career. According to data I researched Moore’s epistemological interest also motivated much of his metaphysical work, which to a large extent was focused on the ontology of cognition. In this regard, Moore was an important voice in the discussion of sense-data that dominated Anglo- American epistemology in the early twentieth century. In ethics, Moore is famous for driving home the difference between moral and non-moral properties, which he cashed-out in terms of the non-natural and the natural. Moore’s classification of the moral as non-natural was to be one of the hinges upon which moral philosophy in the Anglo- American academy turned until roughly 1960. Moore’s approach to philosophizing involved focusing on narrow problems and avoiding grand synthesis. His method was to scrutinize the meanings of the key terms in which philosophers expressed themselves while maintaining an implicit commitment to the ideals of clarity, rigor, and argumentation. This aspect of his philosophical style was sufficiently novel and conspicuous that many saw it as an innovation in philosophical methodology. Moore is widely acknowledged as a founder of analytic philosophy, the kind of philosophy that has dominated the academy in Britain and the United States since roughly the 1930s. Moore also had a significant influence outside the academic philosophy, through his contacts in the Cambridge Apostles and the Bloomsbury group. In both academic spheres, Moore’s influence was due in no small part to his exceptional personality and moral character. One of the most important parts of Moores philosophical development was his break from the idealism that dominated British philosophy (as represented in the works of his former teachers F.  H. Bradley and John McTaggart), and his defense of what he regarded as a common sense form of realism. In his 1925 essay A Defense of Common Sense, he argued against idealism and skepticism toward the external world on the grounds that they could not give reasons to accept their metaphysical premises that were more plausible than the reasons we have to accept the common sense claims about our knowledge of the world that skeptics and idealists must deny. He famously put the point into dramatic relief with his 1939 essay Proof of an External World, in which he gave a common sense argument against skepticism by raising his right hand and saying Here is one hand, and then raising his left and saying And here is another, then concluding that there are at least two external objects in the world, and therefore that he knows (by this argument) that an external world exists. Not surprisingly, not everyone inclined to skeptical doubts found Moores method of argument entirely convincing; Moore, however, defends his argument on the grounds that skeptical arguments seem invariably to require an appeal to philosophical intuitions that we have considerably less reason to accept than we have for the common sense claims that they supposedly refute.

Genesis and Paradise Lost Essay -- Religion, God, Satan, Milton

The words God speaks at the Creation are the ultimate and original speech act; as narrated in Genesis and Paradise Lost, God only has to speak and the words come into effect: And God said, 'Let there be light'; and there was light... (Genesis, 1:3) Let there be light, said God, and forthwith light Ethereal, first of things, quintessence pure Sprung from the deep... (VII.243) Milton inverts the arrangement of the identification of the voice and the spoken words themselves, thus absorbing God's voice entirely into the poetic lines.s Satan is an inveterate liar who abuses language for his own evil purposes. Satan's language is 'Ambiguous and with double sense deluding' (Paradise Regained, I.435), whereas the Son's language (and by extension God's) enforces a kind of linguistic harmony where 'Thy actions to thy words accord' (Paradise Regained, III.9). In Paradise Lost, Satan's 'ambiguous words' (V.703, VI.568) act as 'persuasive' traps, 'replete with guile' (IX.737, 733). He utters 'high words, that bore | Semblance of worth not substance' (I.528), and it is worth bearing this in mind should you be tempted to succumb to his enticing rhetoric, as Eve or, more recently the poets Shelley and Blake have been known to do! God's words are necessarily congruent with their meaning (God is unable to lie). But while Satan lacks the power of speech acts, he has the sophistical ability to dissemble. In the beginning of Book I of Paradise Lost, true to epic convention, John Milton invokes the muse, but his muse is no less than the Holy Spirit: And chiefly Thou O Spirit, that dost prefer†¨Before all Temples th’ upright heart and pure,†¨Instruct me, for Thou know’st; Thou from the first†¨Wast present, and with mighty wings outspread†¨Dove-l... ...a child whose only reply from parental authority was an unsatisfying â€Å"Because I said so!† But then such children grow up and search for their own answers. Blake’s point begins to make sense if Paradise Lost is evaluated on its poetic success and its theological failure. Milton â€Å"was a true Poet, and of the Devil’s party without knowing it† in that his poetry unwittingly brought Satan to life while trying to destroy him. Satan, warts and all, is probably the most memorable presence in the poem and likely all readers retain of it. Similarly Milton’s theology is so weak and flawed that it opens the door to a devastating philosophical counterattack. In trying to justify God, Milton actually accomplishes the opposite as demonstrated by the failure of Book III. For Blake, Milton the Epic Poet ultimately trumps Milton the Christian Apologist who surely desired otherwise.

Development of an Enterprise Resource Planning System Essay

Riordan Manufacturing Inc. is a global plastics manufacturer that was founded in 1991 and employs 550 people. They have since expanded to three locations in the U. S. and one in China. Due to these expansions the company is now experiencing communication and processing issues. Each system needs to be connected to the others in order to improve the tracking and productivity as well as communication between systems. We have been asked to develop a plan to implement a system to connect all of the people and locations into one enterprise system that will give the company access to information from any location at any time. This document covers our plan to achieve this goal for Riordan Manufacturing Inc. Statement of Scope and Goals Riordan Manufacturing has requested that an ERP (Enterprise Resource Planning) be developed and used in the San Jose, California; Albany, Georgia; Pontiac, Michigan; and Hangzhou, China offices. The goal of this ERP project is to stream line the manufacturing, distribution, and inventory management systems across all plants and to use only one system. The newly proposed system will give Riordan Manufacturing a wealth of opportunity to grow its business and sustain the customers that it has already. The new system will assist the company in obtaining the goals that it has set forth with in its missions statement by providing solutions for its customers. Each of the four Riordan Manufacturing offices is utilizing different software programs to manage their manufacturing, distribution, and inventory. This type of environments provides very little functionality. The efficiency of this is also overwhelming because each plant in essence is not communicating with each other over one system. All of this makes it difficult to track accurately inventory, generate meaningful reports, respond to the information requests from stakeholders, and to make important decisions. Riordan Manufacturing needs an integrated solution that will provide real-time access to data for reporting, inventory, and distribution. The scope of the project is as follows: * A document that identifies specific modeling of the software that the company wishes to be implemented across the board as well as its dates for execution and go live plan. Detailed project plan to monitor and track the progress of the implementation * A communication plan so that status, upcoming events, milestones, and other general information can be shared with the project team as well as the stakeholders. * Risk assessment in order to identify any issues that may arise through out the project and have a contingency plan established before these issues arise. * An easy to use end user environment will be implemented. * All modules of the ERP system will be tested prior to implementation * End users will be trained in the use of the system and all modules before implementation. Technical and end user documentation will be created and finalized before implementation. * Process and procedural documentation will be created and finalized before implementation * All maintenance and support responsibilities will be assigned to those who will manage after implementation We will also hold a post implementation meetings and have evaluate the project implementation prior to the close of the project (Apollo Group, 2012). Support Measures for Success We believe it is important to track success in steps. We will be using Microsoft Project as a project management tool. This will give us the ability to track costs, labor, time and resources to ensure that the project is going as planned and also to know if there are any issues in any of these areas. Our goal is to bring the project in on time and within budget while still meeting all of the requirements for a successful implementation. Success is an ongoing goal and the focus of measure needs to be taken even after the project has been completed to unsure that choices made during the implementation still producing profit. Changes made need to be made during the support phase if additional functionality is needed. Adding more locations or applications to the system may also require altering the measurement standards of success. Summary of Project Feasibility To determine the feasibility of this project a number of factors must be considered, the first being the economic feasibility. Economic feasibility takes into consideration the overall cost of implementation and maintenance of the ERP system. It asks the questions of rather there be any cost savings through implementation of an ERP? Can be ERP increase the revenue for Riordan? And over time, will investment into the ERP decrease (O’Brien & Marakas, 2009)? In general, it must justify that the overall cost of the ERP give an adequate return of investment (ROI) back to Riordan (Motiwalla & Thompson, 2009). Next operational feasibility is looking at rather Riordan’s infrastructure can currently handle the demands of an ERP system. Then if not, changes are going to have to be made to those systems some that the implemented ERP can operate successfully. Also, it looks at the proposed ERP and rather it fits the business model of Riordan (O’Brien & Marakas, 2009). Finally, technical feasibility has to be looked at, to determine if current technology can solve the problems address by Riordan (Motiwalla & Thompson, 2009). Proposed Systems Requirements List Some of the system requirements needed to improve the functionality of Riordan’s raw material and finished product tracking process are as follows (O’Brien & Marakas, 2009): * Unify the process at all facilities to track raw material coming into them. So purchasing can order material in a more efficient manner. * Unify the process at all facilities to monitor the production levels at each plant so management and sales can plan future strategies. * Unify the process at all facilities to give real-time inventory control so management can better plan and coordinate inventory control. Determination of Requirements The aspects that will ensure the information required for this project is gathered successfully are: knowing who should be involved, what questions to ask, formulating a plan, and deciding on the method of delivery. Every stakeholder needs to be identified and contacted for needed user requirements. Once the stakeholders have been identified creating a list of questions needing to be answered will assist in planning and determining the delivery method. Stakeholders can review the questions prior to their monthly stakeholder meeting. The different types of deliveries are system observation, interviews, questionnaires, document review, or Joint Application Development (JAD) sessions. Information gathering techniques will be used to determine the users’ needs. Based on these needs the appropriate ERP system can be designed and implemented. The following techniques will be used to gather information needed on the current process; system observation, interviews, questionnaires, document review, and Joint Application Development (JAD) sessions. Because much of the manufacturing, distribution, and inventory management are gathered through manual process, a system observation and interviews will be handled all at once to document the entire process and system throughout each location. Observing system usage will give great insight into who is using the system and how they are using it. System observation includes manual processes such as comparing shipping documents to scheduled orders receiving report. Stakeholders to be contacted for requirements will be limited to the following roles with Riordan Manufacturing; member of order shipping team, member of sales department, member of manufacturing team, truck drivers, shipping area supervisor, member of receiving area team, receiving clerk, and inventory clerk. A questionnaire is a cost-effective way of gathering additional supporting information. This method of gathering requirements will be used for truck drivers because they are on the road. The use of an online format for the questionnaires to be completed will be the most successful. During the system observation, interview, and questionnaire phase a list of current documents used will be compiled. These examples will be reviewed for information needed for the proposed ERP system. Prototyping Another popular method uses documentation but at a high level and combines with a process of rapid design and testing of a working model of a solution. This method is called prototyping. This method is very beneficial because it allows the users and stakeholders to see how their requirements will be used to produce the system process. Taking the high level requirements and turning it into a user interface that is visual to the user and is a working prototype to see how it will flow. This allows for interaction and can turn some requirements into different solutions and determine which requirements are mandatory and which ones are going to be optional. It provides a more real feel for what the system process will look like and allows for visual confirmation that this is what the company is looking for (Owens, 2009). List of Confirmed Requirements As it stands now the companies most sophisticated location is the San Jose office. The ERP that is residing in that location should be adapted throughout each other location. Along with this the installation of a VoIP system which will allow for a more flowing form of vocal communication between the company and its customers. It also allows the sales team or anyone who is outside the office to connect and accept phone calls even when not on site. All of the locations should have a software upgrade from the current to Microsoft Office 2010. Access points should be installed so that each department see’s only the information that is necessary for their use. This access should only be granted through the technical IT staff after being approved by their specific supervisor. All of the operating systems should be upgraded to Windows 7 because of the smooth use with all of its programs. Reporting should be done either using SQL or Microsoft Access to allow for customized reporting and integration of reports made for each department (Apollo Group, 2012).