Harlem Renaissance Summary Essay Example For Students

Harlem Renaissance Summary Essay American specialists moved to Paris or invested extensive energy there instead of persevere through the prejudice and isolation in America. In Paris they could be allowed to eat in any café they picked, and were dealt with well. Subsequent to escaping isolation in America where African Americans couldnt remain in similar inns or eat in indistinguishable cafés from whites, Josephine felt well comfortable in this lively city. World War II Hero During World War II, Josephine presented with the French Red Cross and was a functioning coal of the French obstruction development. The French Resistance was a gathering of people who assisted with winning the war against the German Nazis foe with covert work. Utilizing her profession as a spread Baker turned into a knowledge specialist, conveying mystery messages written in undetectable ink on her sheet music. She was granted respect of the Choir De Gruyere, and got a Medal of the Resistance in 1946. In 1961 she got the most noteworthy French respect, the Legion denouncer from French president Charles degaussed. A Force in the Civil Rights Movement When Josephine later came back to America to perform, she generally demanded that the theaters not be isolated. Around then, African-Americans were informed that they could just protest certain areas of the theater, away from whites. They additionally needed to sit in the secondary lounges of open transportation, couldn't eat in similar eateries, or continuous similar stores and other open settings. In the asses, Baker went around the United States giving addresses on the side of the social liberties development, which was crusading for equivalent rights for African Americans. After World War II, Josephine started to receive youngsters from everywhere throughout the world, calling them her Rainbow Tribe. She considered her To be Tribe as proof that individuals all things considered and races could live respectively in harmony and concordance. She embraced 12 kids taking all things together. Josephine and the Rainbow Tribe lived in a huge manor in southwestern France. Josephine Baker made a few motion pictures, various accounts, and performed in front of an audience until she was in her late ass.

Antigone vs. Ismene

The play rotates around a group of four kin, two siblings and two sisters dispossessed of their folks. It follows that Eteocles the more youthful sibling to the two sisters participate in a wild fight with Polinices his more established sibling over who is to lead Thebes.Advertising We will compose a custom paper test on Antigone versus Ismene explicitly for you for just $16.05 $11/page Learn More Both lose their lives and Creon their uncle expect position of intensity. Creon announces that Eteocles is to be given a state memorial service however prohibits the entombment of polinices who regardless was the outraged party as he reserved each privilege to govern Thebes. Antigone the remainder of Cadmus family that was filled with catastrophe resists the king’s request against her sister’s counsel and proceeds to burry her sibling. The occasions that follow obviously demonstrate how maltreatment of intensity by a wild ruler can prompt mistreatment of ladies who frequently endure peacefully incapable to act and the subsequent result to a general public that doesn't tune in to the voice of its ladies. Ismene rushes to prevent her sister from completing her aim of challenging the king’s request without progress. She proceeds to disclose to her sister that in a general public ruled by men, it would just be judicious as a lady to follow orders given by men anyway outlandish they may appear. Ismenes position mirrors the job that ladies should play in that society (Sayre 12). Creon is so irritated by this activity and he expresses that if the guilty party isn't brought to equity, the offender would be the man and he the lady as he took it to be totally ill-advised for a lady to challenge orders given by a man. Antigone was obstinate to the point of her demise. Generally, hardly any ladies would resist men yet in the ongoing occasions, ladies of mental fortitude have found a way to challenge generalizations that regularly limit their latent capacity. Like Antigone, their endeavor to make the best decision is frequently met with opposition however their fearlessness has regularly observed them win (Sayre 97). For example, in the ongoing occasions there has been an expansion of ladies in initiative positions. The play shows that genuine mental fortitude becomes more grounded on resistance. Antigone’s feelings are solid to such an extent that her sister chooses to join her in her execution. Haemon the King’s child who was pledged to Antigone goes with the same pattern and attempts to work his dad out of his folly.Advertising Looking for exposition on workmanship and plan? How about we check whether we can support you! Get your first paper with 15% OFF Learn More The whole Thebes people group realizes Antigone is correct yet they can't declare this in the open because of dread of culpable their lord. Teiresias the visually impaired prophet attempts to work the ruler out of his habit however his self-importance which pe rmits him to look down on ladies has blindfolded him and he possibly acts when it is past the point of no return. His wildness drives Antigone to slaughter herself and his child ends it all. Her significant other Eurydice who comes a lot later doesn't talk a lot. On finding out about her son’s passing, we are informed that she â€Å"silently† escapes and later ends it all. The presence of the sovereign toward the finish of the play and her quietness is representative how ladies administration was smothered at that point. T he Play instructs that in a general public whose pioneers don't tune in to the voice of reason or heart by reliably looking down on ladies, such a general public is probably going to confront sad disappointment if ladies are not given equivalent possibility with men. In the event that the queen’s voice made a difference, such tumult would not have occurred. Works Cited Sayre, Henry. The Humanities: Culture, Continuity and Change first version. New Jersey: Prentice Hall. 2008. Print. Sayre, Henry. The Humanities: Culture, Continuity and Change second version. New Jersey: Prentice Hall. 2011. Print. This article on Antigone versus Ismene was composed and put together by client Dax G. to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; in any case, you should refer to it as needs be. You can give your paper here.

Blog Archive GMAT Impact Avoiding Getting Multiple Questions Wrong in a Row

Blog Archive GMAT Impact Avoiding Getting Multiple Questions Wrong in a Row With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. “How do I make sure I don’t get more than two, three, or four questions wrong in a row?” Students ask this all the timeâ€"they have heard that GMAT scoring penalizes us for getting a lot of questions wrong in a row. This is true, to some extent. The GMAT test writers prioritize steady performance over the length of the entire test, so they have built safeguards into the algorithm to ensure that if, for example, we spend too much time early on, we will get penalized for running out of time at the end. So… how do I avoid getting multiple questions wrong in a row? People will say something like, “I am pretty sure I got the last two wrongâ€"I just outright guessed on the last one. Now, how do I make sure I get the next one right?” You cannot. You can  never  â€œmake sure” that you get any particular question right. If you could…well, then you would not need any help, right? Nobody on the planet, not even the best test takers, can guarantee that they are going to answer any particular question correctly. What do I do when I know I have just gotten a couple of questions wrong? You are going to hate my answer: you ignore it. Do not even think about it in the first place. You likely hate that answer because you feel that you have no controlâ€"and you are right. We cannot control this at all. That is why we should not waste a single second thinking about it. Try the question in front of you for some reasonable amount of time. If you just cannot do it in the expected time frame, find a way to make a guess and move on. Spending more time (more than the rough average) does not actually increase the chances that you will get something right! But then, how do I get better? Expect  that you are not going to be able to answer everything. Know how to make an  educated guess  wherever possible. Acknowledge  when a problem just is not going your way, and, when needed, make a random guess without wasting a single second longer. Change your response  to the thought “I have to get this one right.” Have you already read this article:  But I studied this â€" I should know how to do it!? If so, then you will remember that we talk about changing your response to the “but!” feeling. (If not, go read the article right now.) The same thing applies here. When you find yourself thinking, “Oh, I need to get this one right!,” change your reaction. Instead of spending extra time and stressing yourself out, tell yourself, “I cannot guarantee anything. If I can do this one in regular time, great. If not, I will guess without  losing  time on it and move on.” Share ThisTweet GMAT Impact Blog Archive GMAT Impact Avoiding Getting Multiple Questions Wrong in a Row With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series, Manhattan Preps  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. “How do I make sure I don’t get more than two, three, or four questions wrong in a row?” Students ask this all the timeâ€"they have heard that GMAT scoring penalizes us for getting a lot of questions wrong in a row. This is true, to some extent. The GMAT test writers prioritize steady performance over the length of the entire test, so they have built safeguards into the algorithm to ensure that if, for example, we spend too much time early on, we will get penalized for running out of time at the end. So… How do I avoid getting multiple questions wrong in a row? People will say something like, “I am pretty sure I got the last two wrongâ€"I just outright guessed on the last one. Now, how do I make sure I get the next one right?” You cannot. You can  never  â€œmake sure” that you get any particular question right. If you could…well, then you would not need any help, right? Nobody on the planet, not even the best test takers, can guarantee that they are going to answer any particular question correctly. So what do I do when I know I have just gotten a couple of questions wrong? You are going to hate my answer: You ignore it. You do not even think about it in the first place. You likely hate that answer because you feel that you have no controlâ€"and you are right, we cannot control this at all. That is why we should not waste a single second thinking about it. Try the question in front of you for some reasonable amount of time. If you just cannot do it in the expected time frame, find a way to make a guess and move on. Spending more time (more than the rough average) does not actually increase the chances that you will get something right! But then, how do I get better? Expect  that you are not going to be able to answer everything. Know how to make an  educated guess  wherever possible. Acknowledge  when a problem just is not going your way and, when needed, make a random guess without wasting a single second longer. Change your response  to the thought, “I have to get this one right.” Have you already read this article:  But I studied this â€" I should know how to do it? If so, then you will remember that we talk about changing your response to the “but!” feeling. (If not, go read the article right now.) The same thing applies here. When you find yourself thinking, “Oh, I need to get this one right!,” change your reaction. Instead of spending extra time and stressing yourself out, tell yourself, “I cannot guarantee anything. If I can do this one in regular time, great. If not, I will guess without  losing  time on it and move on.” Share ThisTweet GMAT Impact Blog Archive GMAT Impact Avoiding Getting Multiple Questions Wrong in a Row When it comes to the GMAT, raw intellectual horsepower helps, but it is not everything. In this weekly blog series,  Manhattan GMAT’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. How do I make sure I dont get more than two, three or four questions wrong in a row? Students ask this all the timeâ€"they have heard that GMAT scoring penalizes us for getting a lot of questions wrong in a row. This is true, to some extent. The GMAT test writers prioritize steady performance over the length of the entire test, so they have built safeguards into the algorithm to ensure that if, for example, we spend too much time early on, we will get penalized for running out of time at the end. So…how do I avoid getting a bunch of questions wrong in a row? People will say something like, “I am pretty sure I got the last two wrongâ€"I just outright guessed on the last one. Now, how do I make sure I get the next one right?” You cannot. You can never “make sure” that you get any particular question right. If you could…well, then you would not need any help, right? Nobody on the planet, not even the best test takers, can guarantee that they are going to answer any particular question correctly. So what do I do when I know I have just gotten a couple of questions wrong? You are going to hate my answer: You ignore it. You do not even think about it in the first place. You likely hate that answer because you feel that you have no controlâ€"and you are right, we cannot control this at all. That is why we should not waste a single second thinking about it. Try the question in front of you for some reasonable amount of time. If you just cannot do it in the expected time frame, find a way to make a guess and move on. Spending more time (more than the rough average) does not actually increase the chances that you will get something right! But then, how do I get better? Expect that you are not going to be able to answer everything. Know how to make an educated guess wherever possible. Acknowledge when a problem just is not going your way and, when needed, make a random guess without wasting a single second longer. Change your response to the thought, “I have to get this one right.” Have you already read this article:  But I Should Know How To Do This? If so, then you will remember that we talk about changing your response to the “but!” feeling. (If not, go read the article right now.) The same thing applies here. When you find yourself thinking, “Oh, I need to get this one right!,” change your reaction. Instead of spending extra time and stressing yourself out, tell yourself, “I cannot guarantee anything. If I can do this one in regular time, great. If not, I will guess without losing time on it and move on.” Share ThisTweet GMAT Impact

The Standards Based Education System - 1823 Words

The thirty-odd-year push to create a standards-based education system in the United States has seen teacher preparation programs and classroom teachers strive to make sense of national, state, and local standards and how best to address those standards in the classroom. As many researchers have noted (Guskey, 2005; Gullickson 2005; DeLuca 2012; McMillan, 2013; Bonner, 2013; and Brookhart, 2011 2013), classroom teachers are increasingly required to be data driven in their instruction and fluent in the language necessary to develop and administer valid and reliable classroom assessments. At the same time, the very definition of assessment continues to evolve to incorporate not only the summative tests that have been a cornerstone of†¦show more content†¦These presenters went on to propose that test blueprints can help â€Å"define the parameters of an assessment, review assessment alignment to learning expectations, instruction, and cognitive complexity† (Lavender and Shaw, 2013). Unlike the blueprints used for large-scale tests, the example given by Lavender and Shaw afford teachers an easily accessible concept to follow to ensure that their assessments cover not only the learning targets but also how learning targets are being assessed and at what cognitive level. In this way, teachers can make sure that their assessments are reliable, valid and fair. These presenters also suggested that once the road map is created, it could be used to communicate assessment goals with students and other stakeholders (Lavender and Shaw, 2013). When creating classroom assessments, Thomas Guskey (2005) suggested that â€Å"teachers need to do two important things: (1) translate the standards into specific classroom experiences and (2) ensure that classroom assessments effectively measure that learning† (Guskey, 2005, p. 32). In other words, teachers must learn now to â€Å"unpack† standards so as to better link them to what is happening in the classroom (Guskey, 2005, p.

Guidance and Counseling - 1885 Words

1.2. Purpose of the study This study assessed the quality of guidance and counselling services in secondary schools with practicing school counsellors in Edo state. To achieve this, the researcher examined the qualification of personnel providing guidance and counselling services, availability of materials for the successful execution of Nigerian secondary school guidance and counselling services and the impact of guidance programs on students’ adjustment. 1.3. Significance of the study Guidance and counselling is the bedrock for achieving self-actualisation. It is a process of helping individuals to understand themselves by discovering their own needs, interests and capabilities in order to formulate their own goals and make plans for†¦show more content†¦Baker, S.B., Swisher, J.D., Nadenicheck, P.E. Popowicz, C.L. (1984). Measured effects of primary prevention strategies. The Personnel and Guidance Journal, 62, 459-464. Prout, H.T. Demartino, R.A. (1986). A meta-analysis of school-based studies of psychotherapy. Journal of School Psychology, 24, 285-292. Sprinthall, N.A. (1981). A new model for research in the science of guidance and counseling. The Personnel and Guidance Journal, 59, 487-493. 3. Two studies find that elementary guidance activities have a positive influence on elementary students academic achievement. Hadley, H.R. (1988). Improving reading scores through a self-esteem prevention program. Elementary School Guidance Counseling, 22, 248-252. Lee, R.S. (1993). Effects of classroom guidance on student achievement. Elementary School Guidance Counseling, 27, 163-171. 4. School counseling programs have significant influence on discipline problems. Baker and Gerler reported that students who participated in a school counseling program had significantly less inappropriate behaviors and more positive attitudes toward school than those students who did not participate in the program. Another study reported that group counseling provided by school counselors significantly decreased participants aggressive and hostile behaviors. Baker, S. B., Gerler, E. R. (2001). Counseling in schools. In D. C. Locke,Show MoreRelatedGuidance and Counseling1089 Words   |  5 PagesPrinciples of guidance According to Crow and Crow there are  14 significant principles for guidance  they are 1. Every aspect of person’s complex personality pattern constitutes a significant factor of his total displayed attitudes and form of behavior. Guidance service which are aimed at bringing about desirable adjustments in any particular area of experience must take in to account, the all round development of the individual. 2. Although all human beings are similar in many respect, individualRead MoreGuidance and Counseling765 Words   |  4 PagesGuidance Program The Guidance Office through the guidance counselor conducts an Orientation Program for Freshmen and transferees at the start of the semester. The Student are provided counseling services to help them out in meeting their physical, academic and emotional needs and are guided towards whole development of their personality through the integration of social and spiritual enrichment. There are available measures of academic skills and personality testing. Test in specific areas ofRead MoreThe Foundations Of Counseling And Guidance Essay1340 Words   |  6 PagesThe foundations of counseling and guidance may be traced back to the teachings of Plato and Aristotle in ancient Greece and Rome. Some argue that modern techniques also branch from Catholic priests’ practice of confidentiality within the confessional in the Middle Ages. However, The history of school counseling, as we know it, formally started at the turn of the twentieth century (Krumboltz Kolplin, n.d.). Counselors only began playing a role in special education in the late 1970’s to early 1980’sRead More Guidance (School) Counseling Essay2416 Words   |  10 PagesGuidance (School) Counseling Guidance counseling, also called school counseling, has evolved over the years into an important part of the education system. Counselors are now taking on new roles in schools as leaders so much so that the ways in which counseling is being implemented has become a much talked about topic in schools. The effectiveness of counseling in schools is looked at by the education system more frequently than it was in the past. Though all school counselors must follow aRead MoreGuidance and Counseling Program Needs11909 Words   |  48 PagesGUIDANCE AND COUNSELING PROGRAM NEEDS AS PERCEIVED BY SELECTED THIRD AND FOURTH YEAR HIGH SCHOOL STUDENTS IN CAVITE STATE UNIVERSITY LABORATORY SCHOOL A Special Topic Submitted to the Faculty of the Cavite State University In Partial Fulfilment Of the Requirements for the degree of Master of Arts in Education (Major in Guidance and Counseling) RIO MAY A. DEL ROSARIO September 2011 TABLE OF CONTENTS Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.. Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreThe s Guidance Counselor For Counseling950 Words   |  4 PagesIndentifying Data Eman is an 8 years 6 months old African American adolescent, who was referred by his guidance counselor for counseling. Eman has a long history of poor school performance due to numerous outburst and uncontrolled rages. Despite extensive partial care treatment and accommodations from his school he has failed to succeed academically and behaviorally. His poor school attendance, attention and learning problems, and family dynamics are contributing factors. Sources of InformationRead MoreA Comprehensive Competency Based School Counseling And Guidance And Counseling Program2350 Words   |  10 PagesThis document compiles a comprehensive competency-based school counseling and guidance and counseling program for the Boys and Girls Academy, which is an elementary public educational institution in Alief Independent School District. Alief ISD is a large, diverse urban district, and the Boys and Girls Academy serves approximately 1,000 PreK through fifth grade students. Part I: Foundation †¢ Philosophy At the Boys and Girls Academy, our philosophy is to reach our students by all means necessaryRead MoreSchool Guidance Counseling Group: When Parents Divorce Essay example2671 Words   |  11 Pages(2014) highlight the first step in planning a group is to come up with a proposal. This purpose of this paper is to put forth that proposal for implementation of a divorce support group in a particular school setting. School Guidance Counseling Group: When Parents Divorce A significant portion of children in the United States are impacted by divorce. Empirical investigations verify that children of divorce are at a heightened risk for the development of psychological, social, behavioralRead MoreEFFECTS OF GUIDANCE AND COUNSELING ON ACADEMIC PERFOMANCE IN SECONDANRY SCHOOLS IN NYAMIRA NORTH-DISTRICT NYAMIRA COUNTY.2003 Words   |  9 Pagesï » ¿EFFECTS OF GUIDANCE AND COUNSELING ON ACADEMIC PERFOMANCE IN SECONDANRY SCHOOLS IN NYAMIRA NORTH-DISTRICT NYAMIRA COUNTY. MARUBE DENIS MAINA 2013/CS/27518 Chapter two LITERATURE REVIEW 2.1 Introduction This chapter will focus on the review of the existing literature to the specific idea of effects of guidance and counseling on academic performance in secondary school level. The information gathered from the literature will be used to define a benchmark againstRead MoreThe Education Commission (1964-66), While Lamenting On1430 Words   |  6 Pagesinclusion of guidance and counseling including vocational placement, among student services. It stressed ‘guidance and counseling programme which would assist the students in the choice of courses, indicate the links of remedial action and help in dealing with emotional and psychological problems, should be an integral part of the educational facilities provided in institutions of higher education’. Guidance and counseling have three-fold functions: adjustment, orientation and development. Guidance and

Neurological Learning Disability Dyslexia - 1164 Words

Dyslexia is not a condition, it is not something that will go away and it is not contagious. Dyslexia is a lifelong condition that a person is born with and will have to learn to live with. It is a neurological learning disability that causes problems with language based-skills and can affect around 10 to 20% of the population (Dyslexia, 2014). A person that has dyslexia can have difficulties with the areas of reading, writing, spelling, speaking, math, and or short-term memory. Having dyslexia does not mean that one is not smart, it just means that their brain functions in a different way. Dyslexia happens in people of all ethnicities and socio-economic status, however it is common to see more than one person of a family to have†¦show more content†¦During the lesson it is good to repeat the concept more than once as this helps the child with dyslexia remember the concept easier. Students with dyslexia need time to process the information provided to them therefore itâ€⠄¢s important to slow down and ask questions. Lastly, a child with dyslexia can have difficulty with abrupt changes of activities. Teachers need to let students know when an activity is coming to an end by counting down the minutes starting by five; this will avoid frustrations. Strategies for Families and Colleagues Helping a child with dyslexia to do their homework and projects can be a challenge for parents and family members. Parents of a child with dyslexia can help them improve their school experience by keeping an open communication with the child and their teachers. First and foremost the parents should talk to their child about Dyslexia. The child might have questions or concerns about their learning disability. A parent must provide knowledge, reassurance and support in order to understand their condition. It is important to inform the child that this is something they where born with and that it will not go away although they can learn to handle it. As the child with Dyslexia faces emotional and academic challenges he or she may lose confidence in themselves. Support and acceptance from a parent is critical in this matter.Show MoreRelatedEssay Paper for SPE 557 Latonja Newman Grand Canyon University1430 Words   |  6 Pagesï » ¿Ã‚   Disability Brain Research Essay   Latonja Newman   Grand Canyon University: SPE 557                                               Ã‚  Ã‚     Ã‚   In reflection on  neuroscience and the medical brain research study that explains learning disabilities  I found an online article  that is very interesting,  which explains the concept of  research. Researching students with learning disability has become the fore front of how student development and maintain information. According to  research, the goal of thisRead MoreCauses, Symptoms and Difficulties Associated with Dyslexia853 Words   |  4 PagesThe term dyslexia refers to a learning disorder characterized by difficulty reading. It is a learning disability that alters the way the brain processes written material. Difficulties in word recognition, spelling, decoding and reading comprehension make it even more difficult. This disability alters the way the brain processes written material. People with dyslexia not only have trouble with reading and spelling they also can struggle with writing. Dyslexia is the most common type of learningRead MoreDysle xi A Common Disorder Within The Learning Disabilities1814 Words   |  8 PagesWhen it comes to disabilities there are many different types that can affect a person, for example learning disabilities. Learning disabilities affect the way a student learns new information or even process it. Dyslexia is a very common disorder within the learning disability. Dyslexia is a neurological disorder that affects the brain and other scenes in the brain. Although it’s not clear as why people have dyslexia a study was done in order to figure out if may be eye movements where the causeRead MoreA Child Is Having A Problem Reading Even After Lots Of1617 Words   |  7 PagesThe child may have a reading problem called dyslexia. Having dyslexia does not mean that a child will never read, but it does mean that this child will learn to read in a different way than most children of the same age. â€Å"While dyslexia can make reading more difficult, almost all individuals with dyslexia can learn to read.† (International Dyslexia Association website) Most people take reading for granted, but that is not so for a child that has dyslexia because reading may be hard to nearly impossibleRead MoreMy Reading On Reading Disabilities, And The Impact That They Have On Students Education1741 Words   |  7 Pages I wanted to learn more about reading disabilities, and the impact that they have on students’ education. I was lucky that my reading problems did not impact my education, and I was able to read very well. Reading is one of the most important skills that students learn in school. Being able to reading is paramount to student’s success throughout school and life. It is estimated that 10% to 15% of school aged children have some form of a reading disability. Reading is a complex task involving decodingRead MoreThis is an outline of an essay about dyslexia.801 Words   |  5 PagesAmerican public school children have been diagnosed with a learning disability; eighty percent of the diagnoses are dyslexia-related. But some studies indicate that up to twenty percent of the population may have some degree of dyslexia. 1.Dyslexia, what is it? 2.Causes and Symptoms 3.Treatment II.First Main Point: A. Dyslexia is defined as a learning disability marked by impairment of the ability to read. In essence, it is a disability in which people jumble letters; for example, confusing GodRead MoreIs Dyslexia A Common Neurological Lifelong Condition?1405 Words   |  6 PagesWhat is Dyslexia? Dyslexia is a common neurological lifelong condition which affects 1 out of 5 people in the country (Facts About Dyslexia, 2008). It is not caused by poor vision(Understanding Dyslexia, 2014); in fact it can happen to those whom are very intelligent (Davis, 1992). The brain has difficulty processing reading, written and spoken language (Facts About Dyslexia, 2008). People with dyslexia need a little more time and a different way to process the information (UnderstandingRead MoreEssay on Overcoming Dyslexia1472 Words   |  6 PagesOvercoming Dyslexia The teacher walked to the front of the room with her book in hand and as she got closer to the front, Paul got lower in his seat. He knew what was coming next; it was time for the class to read the next chapter. The teacher would start reading and then call on different students to read as they moved through the chapter. This scared Paul right down to his toes. He had read in front of the class before, but it was what followed after class that worried him the most. TheRead More The Role of Magnocellular Cells in Dyslexia Essay1135 Words   |  5 PagesThe Role of Magnocellular Cells in Dyslexia Dyslexia is a defined as a learning disability characterized by problems in expressive or receptive, oral or written language. Derived from the Greek words dys (poor or inadequate) and lexis (words or language), dyslexia and other learning disabilities affect about 15% of the population. (What is dyslexia!) Dyslexia itself can manifest itself in many different ways. People with dyslexia do not see words backwards or have other vision problemsRead MoreAnalysis Of Can t Rad 1669 Words   |  7 Pages Dyslexia Ricky Smith Liberty University Dyslexia is a learning disability that many children have but are misunderstood until they have actually been diagnosed with the learning disability. Dyslexia does not mean that children are not smart; it just means that they learn different. This is why it is sometimes for parents to understand why their children are not doing well in school and struggle sometimes with a simple task of reading a book. My book report is about a 280 page book

Mathematics Critical Thinking and Problem Solving

Questions: 1. Draw a defining diagram for the following problem statementA program that will prompt for and receive the measurements of a rectangle and then calculate the circumference (perimeter) and the area of the rectangle. The program is to continue until a sentinel of 999 is entered. 2. Develop a solution algorithm for a program that prompts for and obtains the daily temperatures for a whole month and displays the average, minimum, maximum temperature for that month. Your solution should contain a defining diagram, a pseudocode algorithm and a desk check of the algorithm Your algorithm should first prompt the user for the number of days in the month (x) and then request the user to enter x temperature values. If the user enters a negative number for x then an appropriate message should be displayed. Once the x number of temperatures have been entered, your algorithm must calculate and display the average, minimum and maximum temperature.3. Develop an algorithm for the following problem statement using appropriate modularisation techniques. Your solution should contain a defining diagram, a pseudocode algorithm and a desk check of the algorithm. Your algorithm will produce a list of students from a student file. The file has a record for each unit attempted and result achieved in that unit for each student. Eg. If a student has passed four units and failed two there will be 6 records on the file. Each record contains the following fields: Field Name Data Type Student Id Alphanumeric Student Name Alphanumeric Unit Code Alphanumeric Unit Result Numeric The algorithm is to read the records from the student file and print a report of all students as well as their results. The report should contain all of the fields properly formatted. For each student there should be a printed summary of their results i.e. a printed line of the number of passed units, the number of failed units and the students WAM, the average of all units. Print page headings and column headings at the top of each page. After printing 50 lines, a new page should be started. At the end of the report, the total number of students; the total number of passed units and the total number of failed units should be printed. Answers: 1. Defining diagram is, Input Processing Output LENGTH BREADTH TOKEN (Enter 999 to stop) Check TOKEN = 999, then STOP. Calculate CIRCUMFERENCE = 2(LENGTH x BREADTH) CIRCUMFERENCE 2. The defining diagram is, Input Processing Output NUM_DAYS_MONTH DAILY_TEMP Check NUM_DAYS_MONTH =0, PRINT ERROR. Enter daily temperature for NUM_DAYS_MONTH one by one using DAILY_TEMP. Calculate MIN_TEMP, MAX_TEMP, AVG_TEMP. MIN_TEMP, MAX_TEMP, AVG_TEMP The Pseudo code is, ALGORITHM1 (MIN_TEMP = 0, MAX_TEMP=0, TOTAL_TEMP=0) { INPUT NUM_DAYS_MONTH IF NUM_DAYS_MONTH = 0 PRINT Enter Positive number. ELSE FOR (i=1 to NUM_DAYS_MONTH) { INPUT DAILY_TEMP(i) SET TOTAL_TEMP = TOTAL_TEMP + DAILY_TEMP(i) i++ } AVG_TEMP = TOTAL_TEMP / NUM_DAYS_MONTH FOR (i=1 to NUM_DAYS_MONTH ) { IF (DAILY_TEMP (i) = MIN_TEMP) ) { MIN_TEMP = DAILY_TEMP (i) i++ } } FOR (i=1 to NUM_DAYS_MONTH ) { IF (DAILY_TEMP (i) MAX_TEMP ) { MAX_TEMP = DAILY_TEMP (i) i++ } } PRINT MAX_TEMP, MIN_TEMP, AVG_TEMP } The desk check is, ALGORITHM1 () { INPUT NUM_DAYS_MONTH NUM_DAYS_MONTH = 3 IF NUM_DAYS_MONTH = 0 FALSE PRINT Enter Positive number. ELSE FOR (i=1 to NUM_DAYS_MONTH) 1 to 3 { INPUT DAILY_TEMP(i) 40 30 20 SET TOTAL_TEMP = TOTAL_TEMP + DAILY_TEMP(i) TOTAL_TEMP = 40 TOTAL_TEMP = 70 TOTAL_TEMP = 90 i++ 1 2 3 } AVG_TEMP = TOTAL_TEMP / NUM_DAYS_MONTH AVG_TEMP = 30 FOR (i=1 to (NUM_DAYS_MONTH )) i= 1 to 2 { IF (DAILY_TEMP (i) = MIN_TEMP ) TRUE TRUE { MIN_TEMP = DAILY_TEMP (i) MIN_TEMP = 30 MIN_TEMP = 20 i++ 2 3 } } FOR (i=1 to NUM_DAYS_MONTH ) i=1 to 2 { IF (DAILY_TEMP (i) MAX_TEMP) TRUE FALSE { MAX_TEMP = DAILY_TEMP (i) MAX_TEMP = 40 i++ 2 } } PRINT MAX_TEMP, MIN_TEMP, AVG_TEMP MAX_TEMP = 40, MIN_TEMP = 20, AVG_TEMP= 30 } 3. The defining diagram is, Input Processing Output NUM_RECORDS COUNTER = 0 RECORD(i) Check for NUM_RECORDS COUNT NUM_FAIL for a STUDENT_ID COUNT NUM_PASS for a STUDENT_ID PRINT 50 RECORDS on each page of REPORT The pseudo code is, ALGORITHM2(COUNTER1=0, COUNTER2=0, Counter3 = 0) { INPUT NUMBER_RECORDS IF NUMBER_RECORDS 0 PRINT Please enter valid number. FOR (i=1 to NUMBER_RECORDS) { X= STUDENT_ID(i) FOR (j = 2 to NUM_RECORDS) { IF (X = STUDENT_ID(j)) { IF (UNIT_RESULT(j) = PASSED COUNTER1 ++ ELSE COUNTER2++ } J++ } PRINT [STUDENTID, COUNTER1 AS PASSED, COUNTER2 AS FAILED] PRINT NEW LINE I++ IF (COUNTER3 =50) { INSERT PAGE BREAK COUNTER3 = 0 } ELSE COUNTER3 ++ } } The desk check is, ALGORITHM2(COUNTER1=0, COUNTER2=0) COUNTER1=0, COUNTER2=0 next iteration next iteration { INPUT NUMBER_RECORDS 3 IF NUMBER_RECORDS 0 FALSE PRINT Please enter valid number. FOR (i=1 to NUMBER_RECORDS) i= 1 to 3 { X= STUDENT_ID(i) X = STUDENT_ID(1) FOR (j = 1 to NUM_RECORDS) j= 1 to 3 j= 2to 3 j=3 to3 { IF (X = STUDENT_ID(j)) TRUE TRUE FALSE { IF (UNIT_RESULT(j) = PASSED TRUE FALSE COUNTER1 ++ COUNTER1=1 ELSE COUNTER2++ COUNTER2 = 1 } J++ j = 2 j=3 j=3 } PRINT [STUDENTID, COUNTER1 AS PASSED, COUNTER2 AS FAILED] PRINT STUDENT_ID, PASSED =1, FAILED =1 PRINT NEW LINE i++ i=2 IF (COUNTER3 =50) FALSE { INSERT PAGE BREAK COUNTER3 = 0 } ELSE COUNTER3 ++ COUNTER3=1 } } The process will continue for 3 records. The first two records are for same student in two different subject, one PASSED and another FAILED, the third record is for another student and PASSED.