The Origins of Modern Dance an Example of the Topic History Essays by

The Origins of Modern Dance by Expert A+ Prof | 26 Dec 2016 Introduction essay Need essay sample on "The Origins of Modern Dance" topic? We will write a custom essay sample specifically for you Proceed The world witnessed the beginning of revolution in dance in early 20th century where ironclad traditions of classical and ballet techniques were done away with to pave way for innovative and new styles of dance and movement. To this accord, the modern dance would alter the way dance, through movement could express deep feelings and moods and entirely influence tendencies in choreography on international level. This revolution saw choreographers and dancers move away from the code structured ballet style to trends of creative self-expression. The classical and ballet dances were argued to be vulgar, limiting in expression of emotions and imperialistic in nature (Shine 2009). Most modern dancers have become focused more relaxed, free dance style with use of emotions and moods to design their own steps, and drew aspirations from the African and Oriental dances. The incorporation of the variety of body movements and other dance styles saw the birth of modern dance, where most pupils discovered the potential of dance as a vehicle for social change. Among the pioneers of modern dance are Charles Weidman, Doris Humphrey, Martha Graham and Lester Horton who studied in the Denishawn School in Los Angeles. They began developing their own techniques and methodologies for creating and teaching modern dance in New York and California in U.S. In Europe, Francois Delsarte, Mary Wigman, Rudolf von Laban and Emile Jaques-Dalcroze taught movement and expression which led to emergence of European modern and Expressionist dance, which spread beyond Europe (Aloff 2006). Lester Hortons interest in modern dance Lester Horton is among the influential choreographers credited for pioneering the modern dance techniques. After attending the Denishawn School in Los Angeles, he moved to California in 1928 and formed his own company. Lester Horton developed training methods that are accounted to the expanded ballets range of motions and movements and have contributed to the dancers strength, flexibility, coordination and agility in dance movements with freedom. These movements are very vital warm up for graceful dance and help develop pace, reduce muscle fatigue and pivotal for relaxed artistic expression. His approach incorporated perse techniques from the modern Jazz and Native American dances. Horton had passion for dance and was committed to revolutionalizing dance and for this reason he devoted his time and resources in setting up dance schools for teaching interested pupils in the art of dance. Among his pupils are Alvin Ailey, Bella Lewitzky and Carmen de Lavallade, who have been successful in the dance and film industry (Kassing 2007). Through his pupils his technique has been codified, altered, passed on, cherished, and embellished for its innovativeness and the aptitude to shape a fully capable mechanism of movement without leaving the dancer with a discernable style. According to Dinerman (2006), his legacy thrives in the modern dance, fully bodied, construct of spirit, genius and creativity which has set standards and formed an inspiration to some of the most articulate dancers of the twentieth century. Hortons famous works which are well known by the name choreodramas are The beloved, Salome, and Tierra Y Libertad. He will forever live in the hearts of modern dancers for his exceptional skill he bestowed on them. Modern dance influence in the 20th century The twentieth century was of enormous progress for arts and especially dances. Modern dance usually refers to the twentieth century concert dance. The modern dance being new and exciting was received enthusiastically by the youth but the mainstream arts community did not lack criticism to it but later they would fall to its alluring techniques and ease in improvisation. Like other modern arts it came with greater awakening of the consciousness in the society for its role as a means of expression (Aloff 2006). The ballet and classical dances were inadequate in expressing the modern world view which had dramatically changed after the Second World War. The dancers therefore wanted to express changes more holistic and spiritually through the modern dance that was not restrictive coded structure like the ballet. Radical dancers have embraced modern dance as potential agent of change through which they have been able to raise the masses consciousness by dramatizing the ethnic, socio-economic and political issues affecting the society (Chambers 2006). The modern dance has illuminated the concert dance and the musical theatre in the twentieth century. Not only has it seen the increase of theatre goers but also brought fortunes to the dancers in their lives. The film industry has also be quick to incorporate dance in their scripts, bringing new light in the screens which has been a bold move from also the classical movies where everything was supposed to be done via strict rules. With the rise of perse incorporation in the modern dance the film industry has also been keen not to remain rigid and from the influence of the modern dance it has incorporated songs, dance and actions bringing out a more refurbished screen images worth watching again and again. Through modern dance the people have been able to philosophically interpret the world and see it in new perspectives. By incorporating other peoples cultural persity in dance, the dancers have successfully helped the people in a society appreciate one another promoting peace and harmony (Kassing 2007). Dance classes I have attended Dance classes can be fun but requires efforts and commitment as they can be strenuous practices. I have been attending the dance classes for over two months. It has been challenging for me because I am a gentleman aged twenty-four weighing two hundred and fifty pounds and I guess you can image how I am. Although it has been hard considering my body posture, I have tried through zeal and zest and our choreographer has been quite encouraging to our troupe. Our parents tried to shut down the classes but the choreographer made them see the benefits that come with dance classes. Before I had problems facing or conversing with members of the opposite sex but believe me, I have shed off those fears. Dance is about facing and holding your dance partner without fear and your steps tells her where to go which means you should be in charge. The classes have contributed to the raising confidence in me such that I feel free standing close to a lady and conversing freely concerning the dance lessons and our mistakes. I hope I will also feel free talking about any topic! The dance moves have made me gain strength and control in delicate moves without falling which makes me proud of myself, for Ive also lost eight pounds of my weight. Moreover, learning something new has been a plus to my ego as I can show other people something they do not know. On the other hand it has not come that easy. I have been a subject of discussion as not many ladies want to dance with me. It is also disheartening when other people make fun of my body figure which I can do nothing about it. It really hurts! I have been paired with this lady who nobody wants to dance with because she is not that cute. Im starting to like her for she has a kind heart too. Altogether I have learnt to ignore my critics because they only aim to break my heart which Im prepared not to let them succeed. My advice to those of my caliber; heed not to your critics because youll never do something for yourself and spent time looking back to what they criticized. List of references Aloff, M (2006), Dance anecdotes: Stories from the worlds of ballet, Broadway, the ballroom, and the modern dance, Oxford: Oxford University Press. Chambers, C (2006), Continuum companion to twentieth century theatre, Continuum Intl Pub Group. Dinerman, D (2006), Horton Summit, Retrieved June 17, 2009. Kassing, G (2007), History of dance: an interactive arts approach, Champaign, IL: Human Kinetics. Shine, V (2009), the origins of modern dance, Retrieved June 17, 2009

Supreme Court essays

Supreme Court essays The Supreme Court ruled on June 14, 2004, to keep the phrase, under God, intact in the Pledge of Allegiance. While the eight participating justices had dissenting opinions, all unanimously ruled against the case Matthew Newdow had presented to the court many months ago. The court stated that Newdow did not have a legitimate standing and therefore cannot challenge the Pledge in the high court. This decision, as a result, leaves the original pledge unaltered. Throughout the course of American history, there has always been a power struggle between the government and its people. This conflict is the focus of much debate and it is the basis for our democracy. The aforementioned court ruling created many implications and dilemmas concerning the democratic ideal. The first amendment and the notion about the separation of church and state were both focal points of the heated dispute. Since both are fundamental liberties, they are linked directly with democracy. The national court decision obstructs the advancement of democracy in America because these liberties are violated. The first amendment clearly states the basic freedoms an American citizen has and the freedoms of religion and speech are emphasized in the constitution. Newdow has justifiable cause to present his case to the U.S Supreme Court, the highest court of the land. He personally believed that his undeniable rights as an American citizen were being infringed upon. As a father and an atheist, Newdow strongly advocated the separation of church and state idea and wanted it enforced in his daughters elementary school through the pledge. He was a strong supporter of the first amendment and didnt want the Pledge mandatory to listen to. The decision made by the court really slows down the ideal toward the perfect democracy. Although they left the case open for further prosecution, the high court has greatly stunted the progression...

Spelling Tips Doubling Consonants when Adding a Suffix

Spelling Tips Doubling Consonants when Adding a Suffix Spelling Tips: Doubling Consonants when Adding a Suffix The â€Å"doubling up† rule (also known as the â€Å"1:1:1 rule†) is one of the few rules in English spelling that is correct most of the time. Given how confusing English can be, we find this reliability oddly comforting. Let’s look at how it works. What is the â€Å"Doubling Up† Rule? The â€Å"doubling up† rule states that, when adding a vowel suffix (e.g., â€Å"-ing† or â€Å"-ed†) to a single syllable word that ends with one vowel followed by one consonant, we should double the final consonant. For instance, â€Å"dig† gains an extra â€Å"g† when changed to â€Å"digging.† Additional examples include: Base Word (Single Consonant) With Vowel Suffix (Double Consonant) Star Starring, Starred, Starry Run Running, Runner Big Biggest, Bigger As you can see with â€Å"starry† (i.e., lit by stars) above, â€Å"y† is sometimes treated as a vowel when using this rule. Other words like this include â€Å"sunny,† â€Å"blurry† and â€Å"furry.† The Exceptions The only universal spelling rule in English is that there’s actually no universal spelling rule in English. As such, we need to mention a few exceptions: words that end in â€Å"w,† â€Å"x† or â€Å"y.† These letters aren’t usually doubled in English, so single syllable words that end in a vowel plus â€Å"w,† â€Å"x† or â€Å"y† don’t require doubling the final letter when adding a vowel suffix: Base Word (Single Consonant) With Vowel Suffix (Double Consonant) Play Playing, Player, Played Snow Snowing, Snowiest, Snowed Box Boxing, Boxer, Boxed Multi-Syllable Words Things get a bit trickier with words that are more than one syllable long. Some still require doubling the final consonant when adding a vowel suffix, such as: Base Word (Single Consonant) With Vowel Suffix (Double Consonant) Begin Beginning, Beginner Regret Regretting, Regretted Control Controlling, Controlled, Controller These are generally words where the final syllable is stressed. When the final syllable of a multis include: Base Word (Single Consonant) With Vowel Suffix (Single Consonant) Open Opening, Opened Listen Listening, Listened, Listener Happen Happening, Happened In some cases, whether to double the final consonant depends on the suffix added. â€Å"Prefer,† for example, gains an extra â€Å"r† in â€Å"preferred† or â€Å"preferring.† This is because, in both, the final syllable is stressed. However, no doubling is required in â€Å"preference,† since the final syllable here is unstressed. There are also some words that end in an â€Å"-l† that are conventionally spelled with a single consonant in American English, but take a double consonant in British or Canadian English: Base Word American English (Single Consonant) British/Canadian English (Double Consonant) Travel Traveled, Traveling, Traveler Travelled, Travelling, Traveller Cancel Canceled, Canceling Cancelled, Cancelling Model Modeled, Modeling, Modeler Modelled, Modelling, Modeller As such, it’s important to proofread your work carefully and double check any words that you’re not 100% sure are spelled correctly.

Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 15

Philosophy - Essay Example However, most of these literary writings have vanished, as only some tattered bits are available now. Plato wrote around twenty-three philosophical dialogues, which Socrates had with his followers. Plato’s republic is the most important of such writings, as the same is being investigated philosophically, even in the current materialistic technological age. Plato’s Republic is recorded in Book, numbered 1 to10. This paper will discuss mainly the topic from book one. As per the Plato’s Republic, book one, while discussing on various issues, Socrates poses the question regarding the definition of happiness and justice, to his followers and critics. Socrates is not able to answer this question directly, even when he rejects the others’ views on â€Å"what is justice†.. However, Plato has given a rich and detailed theory of justice as detailed by Socrates, in the books of Republic.(337b) Plato’s Republic details the Socrates views on the issue, which is for the critics also to review. Although, the early dialogues reveals the position of Socrates viewing this on moralistic values, the later dialogues involve theories related to metaphysics, religion and psychology etc..These dialogues recorded in detail in books from 2 to 10 As per Plato’s Republic, its book 1 details about the returning of Socrates and his friend Glaucon, from a religious festival, when they meet young Polemarchus. On the insistence of this young noble, Socrates visits the home of Polemarchus, where the visitors also meet his aging father Cephalous Socrates starts conversation with the old man on the growing age. However, soon the topic of discussion turns to justice. Cephalous is a respected elder man of the region who is rich as well. During such conversation, Cephalous is of the view that justice means meeting one’s obligations and being honest towards others.(330) However, as per the Plato’s version in Republic book 1 and 2, Socrates is not able to agree

Biotic Interactions in Plant Communities presentation Speech or

Biotic Interactions in Plant Communities - Speech or Presentation Example EXTINCTION ESTIMATES MADE IN THE 1990s  Due to Deforestation (Karkee, 2004). Estimate and Method of estimation % Global Loss per decade 10 million sp. Annual Loss 30 million sp. Annual Loss Source 0.2-0.3% annually based on tropical deforestation rate of 1% annually 2-3% 20,000-30,000 60,000-90,000 Wilson (1989, 1993) 2-13% loss between 1990 and 2015 using species area curve and increasing deforestation rates 0.8-5.2% 8,000-52,000 24,000-156,000 Reid (1992) Loss of half the species in the area likely to be deforested by 2015 8.3% 83,000 250,000 Raven (1988) Fitting exponential extinction functions based on IUCN red data books 0.6-5% 6,000-50,000 18,000-150,000 Mace (1994) Colombia and the Amazon Basin is a good example of deforestation and the impacts are evident as per the effects described below. One of the regions that have been greatly influenced by deforestation is the Amazon Basin. Tree felling in the Amazon is much greater compared to any other region of the world. The Amazo n tropical forest, which approximately account for 2,488,642 square miles, lost fifteen percent of its forest cover in1970 alone (Naik, 2010). For example, Brazil, which is a residence to about one-thirds of the tropical forests of the world, has been incurring an average loss of 21,536 square miles of forest cover yearly, over the last few years (Olsen, 2009). Deforestation and the consequences on biodiversity interactions In areas of intense deforestation, there exists alterations in microclimate and change in plant reproduction, biological structure and animal distribution, among many other aspects of the forest. Climate change due to overexploitation of forests and plant communities results into loss of biodiversity both the flora and fauna. Climate change causes rise in temperature and low moisture availability in the affected regions and even spreads out (Eade, 2011). Due to the change in climate, there emerges simultaneous increase in the occurrence of fires which actively de stroy the plant communities. Forests assist to uphold the temperature at a low level and avert it from rising. In the deficiency of forest, the earth surface radiates all the heat that the atmosphere does not absorb but instead hit the earth’s surface. Such heat combined with an increase in the concentration of carbon dioxide leads to an increase in the atmospheric temperature (Haldar, 2011). Average species lost compared to deforestation rates (Eade, 2011). Climate change emanates into harsh conditions that can easily results into extinction of some animal and epiphytes community. A good example is the scenario whereby, Mycchorizal fungal interactions between plants and the fungi are affected. These two have a symbiotic relationship. In sustaining base level of supply of food, rain forests depend on the microbe’s action of decaying and rotting. In the event that forest cover is reduced, the fungi have less survival rates since they depend on trees for both habitat and food (Haldar, 2011). The impact of deforestation leads to changes in aquatic systems through excessive evaporations. The salinity level increases and the temperature becomes unbearable hence, habitat of the aquatic flora and fauna compromised. Excessive carbon IV oxide due to deforestation also chokes the flora and fauna that are found in the aquatic ecosystem hence reduction of the species that are not best suited for this environment for example, algae

John Gatto Essay Example for Free

John Gatto Essay John Gatto uses many persuasive techniques to try and convince the reader that the reform of schools is necessary. He begins by including the audience that he is talking to in his ‘speech like’ manner â€Å"I accept this award on behalf of all of the fine teachers I’ve known over the years† this establishes personal contact with the audience and develops an appropriate register, therefore persuading them to agree with any further comments that he makes. To further support this, the writer goes on to suggest that teachers are not the problem, as he sees it, but school as an institution â€Å"although teachers do care and do work very hard, the institution they work in is psychopathic†. The writer uses the present tense throughout the entire article to highlight the immediacy of the situation and convince the reader that reform is needed. Gatto’s use of repetition of words like â€Å"useless† and â€Å"absurd† are used part way through the text in order to not only make a more forceful point, but also to emphasise the way that he feels. By repeating these negatively charged words he is attempting to influence the way reader would feel about education, therefore persuading them that reform is a necessity. He establishes the idea that reform is necessary with use of a rhetorical question â€Å"What can be done?† to not only guide the reader towards a solution but also to indicate that he will be offering a solution that the reader will agree with. Gatto uses the structure of short sentences in order to develop his argument and focus on key points, almost like a list – a way of simplifying his ideas. A single short sentence is further used â€Å" Schools are intended to produce formulaic human beings whose behaviour can be predicted and controlled.† to enhance the writer’s view about schools, therefore strengthening his argument and persuading his readership to agree that reform is wholly necessary. The use of the word ‘intended’ coupled with ‘formulaic, predicted and controlled’ to describe how children are taught further gains support from the audience about the immediacy for educational reform. To conclude, the writer has used this conversational tone throughout the text in order to make the reader feel as if he is speaking directly to them and thus forming a strong connection. He closes the article in an abrupt manner in order to focus the attention of the listener on the solution and uses a respectful close to make the listener feel that they have been a part of this discussion, further persuading them to feel as though they should act upon the cause that the writer is so passionate and emotional about. â€Å"The curriculum of family is at the heart of any good life†¦. Time to return to it. Enough. I’ve said my piece. Thank you.†

Computers and Education :: Argumentative Persuasive Essays

Computers have both positively and negatively impacted the education field. They have helped teachers keeping a spreadsheet on the students so it is easier to keep their grade average straight. Computers have helped students write reports and gain information from the Internet but there are also negative affects from the computers. Students are able to obtain information from the Internet and use it as their own. Students are also able to purchase reports/papers online and turn them in. By looking at both of these one can see that the computer has impacted the field of education both positively and negatively. For teachers the computer has become an important tool in the classroom. Teachers are now able to keep a running spreadsheet on their student’s grades along with the agenda for the week. No longer do teachers need to calculate the student’s average. All that needs to be done is a simple spreadsheet with the formulas and grades/scores plugged into the cells. This helps the teacher save time so it can be used for more important things such as grading papers and planning new activities. This helps teachers because students are always asking a teacher where they stand and with this the teacher will know as long as all the information is plugged into the cells. By having the agenda on the computer the teacher is able to print it off quickly incase a student loses it. Another way the computer/Internet helps teachers is they can get new lesson plans on line. There are many sight on line that allow teachers to go to get information on activities for subjects and for certain grade levels. They also can go onto chat rooms with other teachers and exchange information. By doing this teaches can talk about what works in their classrooms and what did not. They can tell each other what activities the students liked and what activities that they did not. This helps them get new information and new ideas so the lessons are not the same and they can find variety on what is taught. Students are able to attain research for term papers/reports from the Internet. They are able to get more information on line in less time then it would take to go to the library; look up the books needed and read the books. The Internet allows students to browse through topics in a wide range in a minimal amount of time, by doing this it takes students less time to research and gives them more time to work on papers and projects.

Individualized Education Program Essay

Introduction â€Å"Education is important for all children, but even more so for children with disabilities, whose social and economic opportunities may be limited (Aron & Loprest, 2012. ) Depending on the quality of education doors will open and the quality of life will all be determined by one’s education. Over the last decades children with disabilities have received many benefits under the education system. There is early identification of disabilities and greater inclusion. When educators intervene early, problems can be identified, and if a child is identified with a learning disability corrective measures can be taken. Although special education laws have come a long way, there are current and future challenges that have to be overcome. This area interests me because there are huge gaps educationally between disabled children and their non-disabled peers, and it is important that special education children achieve to their full potential. Historical Development and Current Legislation Within the last four decades legal changes have resulted in many major policies in the way of educating children with disabilities. Before the 1970s the children with disabilities had few educational rights. Many children with a disability were denied a public education. However, two federal laws that were enacted in 1975 would bring about changes. These laws were, â€Å"The Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Act (IDEA). The EHA establishes a right to public education for all children regardless of disability, while the IDEA requires schools provide individualized or special education for children with qualifying disabilities (Correspondent, 2012). In 1990, Public Law 101-476 was enacted which renamed EHA to the Individuals with Disabilities Education Act. This law expanded the eligibility categories to include autism and traumatic brain injuries as well as defining assistive technology devices and services. In 1997, Public Law 105-17 often called IDEA 97 was enacted. This brought the transition plan of the Individual Education Plan (IEP) into effect. An IEP had to set out goals and indicators to fit the needs of a disabled child. â€Å"The IDEA also requires that education occur in the least restrictive environment and requires schools to take a child’s disability into account when enforcing discipline† (Correspondent, 2012). In 2001 and 2004, the No Child Left Behind Act (NCLB) came into being. This act held schools accountable for the quality of special education provided. This act also added technology assistance and loan programs to help schools acquire needed special education resources. According to Aron & Loprest, (2012), â€Å"by the 2004–05 school – year, more than 6. 7 million children (13. 8 percent of all students nationally) were receiving special education services through the law. † The number of children served reached the highest in the middle of the decade. Since then the number of special education students has been gradually declining, and as of the 2009–10, school year, stood at 6. 5 million, or 13. 1 percent, of all students educated in the USA. Current Best Practices in Special Education Best practices in special education are linked to the child’s IEP. The No Child Left behind Act sets out guidelines for having each child achieve comparatively to other children without disabilities. Teachers need to follow through. Goals are set for each child and the curriculum is modified to meet each child’s individual needs. The teaching process is designed to be fluid, so lessons are adjusted, supplement materials are utilized and best practices that are supported by research are utilized. Students are taught in whole class, small group or on an individual basis as the need arises. Many special education students should be taught in inclusion classrooms. If the student has a special disability like Autism, the curriculum needs to be tailored to meet the needs of the student. Since there is network of persons responsible: teacher, counselor, IEP team, parents and so on, they all need to work together, and there are several accountability measures that need to be followed. In relation to associations, The National Association of Special Education Teachers (NASET) is the only National Membership organization serving the needs of special education teachers. The Council for Exceptional Children (CEC) is the largest international organization for both the gifted and students with disabilities. The National Association of Special Education Teachers (NASET) is an organization that provides a website with resources like certification, professional courses, e-journals and IEP issues and so on. There is also the National Center to Improve Practice in Special Education and the World associations of Persons with Disabilities. Special Technology and Future Trends Under IDEA, 2004, equal access to technology for all individuals irrespective of their abilities has been the focus. However, although technology in special education has improved within recent years with the focus being on assistive technology, more needs to be accomplished. An assistive service is defined as, â€Å"any service that directly assists a child with a disability in the selection, acquisition, or uses of an assistive technology device† (Bausch & Ault, 2008). On the other hand an assistive technology according to Lee & Templeton is defined as â€Å"any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of a child with a disability. † Service providers must understand the nature of the disability whether cognitive, physical or sensory impairments and recommend the appropriate assistive technology. Once a student is in need of an assistive technology device as recommended in the IEP, the school must provide it at no cost to the parents. Lee & Templeton (2008), identify that â€Å"Four major models that have had significant contribution to the delivery of AT services are The SETT (Student, Environment, Tasks, & Tools) Framework (Zabala, Bowser, & Korsten, 2004), Tech Points (Bowser & Reed, 1995), Chamber’s Model (Chamber, 1997), and Unifying Functional Model (Melichar & Blackhurst, 1993) (Cited in Lee & Templeton, p. 213). However, the law related to assistive technology is vague and providers are challenged to develop effective AT services to meet needs. Many of the technological devices that have recently come on the market have been utilized successfully with special education students. For example, the communication challenges that many learners with Autism Spectrum Disorder (ASD) experience have been resolved with newer technology like the iPad. Tools like the iPad can support learning for students with ASD. Children with autism have no control over the pace of information coming at them. Therefore in a regular classroom they would experience brain overload. However, with the iPad they can communicate about ideas, play games and even make puzzles. With the iPad children can utilize the interface unlike a laptop that uses a keyboard and a mouse. Many children with ASD cannot communicate or have limited communication skills therefore the iPad can serve as their voice and communication device. It can help the child to express his/her needs. All the child needs to do is touch a screen or point and sweep. The child touches a picture or words and it speaks out loud for them. There are thousands of APPs out there. For example, the emotion app uses diagrams and photographs and can help people with autism who often have a hard time talking to other people because they have difficulty reading someone’s facial cues. Improvements, Challenges, and Controversial Issues Educational Assessments as an Area of Improvement The passage of No Child Left Behind meant that students identified as disabled should be included in State testing and the standard used to measure how proficient they were performing should be the same as that used to measure progress of their non-disabled peers. However, although the results suggest some progress, there remain huge gaps between disabled and non-disabled peers. In the 2009 reading assessment for twelfth graders, 64 percent of students with disabilities but 24 percent of other students tested below basic proficiency; in math 76 percent of students with disabilities and 34 percent of other students fell below basic proficiency. (Aron, 2012:113). When other grade-levels are assessed they show similar gaps. There seems to be many different reasons for the lower scores among students with disabilities. The factors cited by one study were type of disability, cognitive ability, race, income, parental expectations, school absenteeism, and disciplinary problems. Grades, school mobility, and repeating a grade level were not significantly related to test scores (Aron, 2012:113). Quality of Service as Improvement IDEA and Section 504 are thought to have improved access to education for young people with disabilities. This is attested to be the millions of children who are receiving service. However, critics suggest that special education programs are not always serving the right students, and further many students are not being identified in a timely manner and given the most appropriate and effective services (Aron & Loprest, 2012). Since African Americans are over represented it seems as if some children may be misdiagnosed and inappropriately placed in special education, while others may go unidentified or not receive the services they require. Undoubtedly, many students who eventually receive special education did not receive the early intervention services to which they were entitled. Furthermore, transitions for young children from early childhood programs to preschool to school are not always smooth. When a child receiving Part C services reaches age two and a half, IDEA requires a meeting between the Part C service agency, parents, and the local education agency to determine continuing eligibility for special education services and to ensure a smooth effective transition to preschool. Critics opinion that this transition is not always timely. Funding as a Challenge Funding is a serious challenge. When IDEA was enacted, its intention was to help states provide special education by funding a portion of the additional, or â€Å"excess,† cost of special education over general education. The original legislation set the maximum federal contribution at 40 percent of the estimated excess cost of educating children with disabilities, but federal funding has never come close to this â€Å"full funding† cap. Resources are also limited. â€Å"For example, states are allowed to serve children who are at risk of a developmental delay, but only four states have opted to do so, in part because of funding concerns† (Aron & Loprest, 2012, p. 108). Parental Conflicts and Litigations as Controversial Issues Community Advocacy also seems also to present challenges. There seems to be a lot of parental conflict and confrontations since the inception of the IDEA. This is evident from the number of litigations involving parents of special education students. Schools should provide in-service sessions geared toward avoiding parental confrontation. Ballard and Hulett (2010) suggest that schools should reach out to a broader range of parent and professional education and human service clusters such as those representing all students, educationally disadvantaged students, English language learners, economically and socially disadvantaged students and students challenged in reading, math and science. Effort should also be made to bind the Internet in an effort to utilize this media of mass digital communication to further promote the objectives of the IDEA. In addition the authorities should pay attention to the statement made by Ballard & Hewlett (2010), â€Å"congress should order a national study and report. The charge: How and to what degree the IDEA principle of individualized education can be applied to all students in the nation toward the achievement of proficiency by the NCLB date of school year 2013–2014†. Why I Chose This Field and How It Relates To My Philosophy of Education and Future Professional Goals I chose this field because I believe that through teaching, I can transform students’ lives and help them to fulfill their goals and in so doing help they make the maximum contribution to developing their country and the world. All students could learn and achieve to their full potential if they are allowed to progress at their own pace in collaboration with a knowledgeable teacher or peer who can provide the needed support to allow them to grow cognitively. All students include students with disabilities who are often not encouraged and provided with the resources to achieve to their potential. As a â€Å"transformational teacher† (Stevenson, 2010) I can assist special education students to develop to their full potential through collaboration, questioning and scaffolding. As a program instructor at my previous place of employment, I noticed that there was a great deal of third graders that performed poorly on an IQ test and they were not expected to do well academically. However, there was a fourth grade teacher that I worked closely with and she convinced me that they had great potential and would provide extra support to ensure that they achieved. We placed them in the resource room to work in smaller groups until their levels in basic subjects had improved. This convinced me that students could learn if someone believed in them and provided the necessary support. I want to provide students with this â€Å"scaffold. † Scaffolding can be used as an umbrella metaphor to describe the way that â€Å"teachers or peers supply students with the tools they need in order to learn† (Jacobs, 2001, p.125). According to Vygotsky (1978) students teach through, â€Å"teacher – learner collaboration and negotiation† with teacher and peers. The teacher assists the student to reach the â€Å"zone of proximal development. † This zone is defined as the â€Å"distance between the actual development by independent problem solving and the level of potential development† (Vygotsky, 1978, p. 86. Cited in S. A. McLeod 2010). Transformational teachers are conceptualized as change agents who engage students in active learning activities (reading, writing, discussions), and who develop critical thinking in students (Stevenson, 2010). Transformational teachers have mastered the art of classroom questioning. They therefore use inferential, interpretational, reflective, divergent, and transfer questions in the classroom and they teach students to ask questions (The Teaching Center, 2009). The gaps between what children with disabilities achieve in relation to their non-disabled peers need to be filled. All students could learn and achieve to their full potential if they are allowed to progress at their own pace in collaboration with a knowledgeable teacher who provides the needed support to allow them to grow cognitively. Through being a special education teacher I will make the above philosophy a reality. I aim to provide students with â€Å"scaffolding† or the support they need so they can realize their full potential. Furthermore, I aim to be a change agent in the classroom through utilizing active learning methods, encouraging questions and using technology and by being the catalyst that ignites a passion for learning in students. References Aron, L. & Loprest (2012). Disability and the Education System. Future of children. Vol. 22 (1). P. 97-122. Ballard, J. & Hulett, K. (2010). Future implications for Special Education Law. Council for Exceptional Children. Bausch, M. & Ault, M. (2008). Assistive Technology Implementation Plan. A Tool for Improving Outcomes. Council for Exceptional Children, 41(1) p. 6-14. (Correspondent, 2012) History of Special Education in the United States. Special Education News. Sept. 3rd, 2012. http://www. specialeducationnews. com Jacobs, G. (2001) Providing the Scaffold: A Model for Early Childhood/Primary Teacher Preparation. Early Childhood Education Journal, Vol. 29 (2), p. 125-130. Lee, H. & Templeton, R. (2008). Ensuring equal access to technology: Providing Assistive Technology for students with disabilities. Theory into Practice. 47, p. 212-219. McLeod, S. A. (2010). Zone of Proximal Development. Retrieved from http://www. simplypsychology. org/zone-of-Proximal-Development. html. Stevenson, J. R. (2010). Understanding the role of transformational teacher. Retrieved April 12, 2013, from http://Bethms. com/articles/pdf_articles/Stevenson_pdf/ The Teaching Center (2009). Washington University, Teaching Center. Wustl. edu Vygotsky, Lev S. (1978). Mind in society: Development of higher psychological processes. Edited by Cole, M. , John-Steiner, V. , Scribner, S. , Souberman, E. Cambridge, MA: Harvard University Press.

Special Education for Disabilities

Disabilities affect every race, culture, sex, and religion. It is non-discriminatory. Almost everyone can think of someone they have come into contact with or are related to that has a disability, and we can all think of some torment or discrimination that has affected their life. Asylum, prison, basement, attic Sorry, allowed to exist but only as outcasts. Became a part of society but were not encouraged or allowed to participate in an attempt to gain their independence. Bill of right for disabled people-laws at the federal level Qualified Handicapped individual- a person who with reasonable accommodations can perform the essential functions as required for employment or education. Architectural Transportation Barrier Compliance Board Established legal channels to handle this Lead to Americans with Disabilities Act Moved to include State and Local Govt. Ensure a free and appropriate education Ensure and access effectiveness of the program Defines who provides services needed Today we have laws and they are enforced by strict guidelines. Our society as a whole accepts and allows for inclusion although some individuals still look down on special individuals and poke fun at them. Through education and exposure it is hoped that all of society will view each other as equal and unite. The greatest injustice to any individual is treating everyone the same. Everyone is an individual and should be treated in a way that recognizes their individuality and should be provided all the supports needed for them to gain and maintain independence and equality without discrimination.

The Persian Immortals

The Persian Immortals The Achaemenid Empire of Persia (550 - 330 BCE) had an elite corps of heavy infantry that was so effective, it helped them to conquer much of the known world.  These troops also served as the imperial guard.  We have beautiful depictions of them from the walls of the Achaemenid capital city of Susa, Iran, but unfortunately, our historical documentation about them comes from the Persians enemies not really an unbiased source.  Ã¢â‚¬â€¹Ã¢â‚¬â€¹Ã¢â‚¬â€¹Ã‚  Ã¢â‚¬â€¹ Herodotus, Chronicler of the Persian Immortals Chief among the chroniclers of the Persian Immortals is the Greek historian Herodotus (c. 484 - 425).  He is the source of their name, in fact, and it may be a mistranslation.  Many scholars believe that the actual Persian name for this imperial guard was anusiya, meaning companions, rather than anausa, or non-dying.   Herodotus also informs us that the Immortals were maintained at a troop strength of exactly 10,000 at all times.  If an infantryman was killed, sick, or wounded, a reservist would immediately be called up to take his place.  This gave the illusion that they were truly immortal, and could not be injured or slain.  We do not have any independent confirmation that Herodotuss information on this is accurate; nevertheless, the elite corps is often referred to as the Ten Thousand Immortals to this day. The Immortals were armed with short stabbing spears, bows and arrows, and swords.  They wore fish scale armor covered by robes, and a headdress often called a tiara that reportedly could be used to shield the face from wind-driven sand or dust.  Their shields were woven out of wicker.  Achaemenid artwork shows the Immortals decked out in gold jewelry and hoop earrings, and Herodotus asserts that they wore their bling into battle.   The Immortals came from elite, aristocratic families.  The top 1,000 had gold pomegranates on the ends of their spears, designating them as officers and as the kings personal bodyguard.  The remaining 9,000 had silver pomegranates.  As the best of the best in the Persian army, the Immortals received certain perks.  While on the campaign, they had a supply train of mule-drawn carts and camels that brought along special foods reserved only for them.  The mule train also brought along their concubines and servants to tend to them.   Like most things in the Achaemenid Empire, the Immortals were equal opportunity at least for elites from other ethnic groups.  Although the majority of the members were Persian, the corps also included aristocratic men from the previously-conquered Elamite and Median Empires.   The Immortals at War Cyrus the Great, who founded the Achaemenid Empire, seems to have originated the idea of having an elite corps of imperial guards.  He used them as heavy infantry in his campaigns to conquer the Medes, the Lydians, and even the Babylonians.  With his last victory over the new Babylonian Empire, at the Battle of Opis in 539 BCE, Cyrus was able to name himself king of the four corners of the world thanks in part to the efforts of his Immortals. In 525 BCE, Cyruss son Cambyses II defeated the Egyptian Pharaoh Psamtik IIIs army at the Battle of Pelusium, extending Persian control across Egypt.  Again, the Immortals likely served as the shock troops; they were so feared after their campaign against Babylon that the Phoenicians, the Cypriots, and the Arabs of Judea and the Sinai Peninsula all decided to ally themselves with Persians rather than fighting them.  This left the door to Egypt wide open, in a manner of speaking, and Cambyses took full advantage of it. The third Achaemenid emperor, Darius the Great, likewise deployed the Immortals in his conquests of Sindh and parts of the Punjab (now in Pakistan).  This expansion gave the Persians access to the rich trading routes through India, as well as the gold and other wealth of that land.  At that time, the Iranian and Indian languages were probably still similar enough to be mutually intelligible, and the Persians took advantage of this to employ Indian troops in their fights against the Greeks.  Darius also fought the fierce, nomadic Scythian people, whom he defeated in 513 BCE.  He would likely have kept a guard of Immortals for his own protection, but cavalry would have been much more effective than heavy infantry against a highly mobile foe like the Scythians. It is most difficult to evaluate our Greek sources when they recount battles between the Immortals and Greek armies.  The ancient historians make no attempt to be unbiased in their descriptions.  According to the Greeks, the Immortals and the other Persian soldiers were vain, effeminate, and not very effective compared with their Greek counterparts.  If that is the case, however, it is difficult to see how the Persians defeated the Greeks in numerous battles and held on to so much land adjacent to Greek territory. It is a shame that we do not have Persian sources to balance the Greek point of view. In any case, the story of the Persian Immortals may have been distorted over time, but it is obvious even at this distance in time and space that they were a fighting force to be reckoned with.

Discover Ideas Through Brainstorming

Discover Ideas Through Brainstorming In composition, brainstorming is an invention and discovery strategy in which the writer collaborates with others to explore topics, develop ideas, and/or propose solutions to a problem.  Business Dictionary  says that brainstorming is the process for generating creative ideas and solutions through intensive and freewheeling group discussion. Every participant is encouraged to think aloud and suggest as many ideas as possible, no matter how seemingly outlandish or bizarre. The purpose of a brainstorming session is to work as a group to define a problem and find a plan of action to solve it. In writing, brainstorming aims not just to think of topics to write about but to allow a group to problem-solve when a writer in the group is, essentially, suffering from writers block. Theory and Rules of Brainstorming Alex Osborn, an early proponent of brainstorming, explained the process in his 1953 book Applied Imagination: Principles and Practices of Creative Thinking as a stop-and-go, catch-as-catch-can operation- one which can never be exact enough to rate as scientific. The process, he said, includes some or all of these phases: Orientation: pointing up the problemPreparation: gathering pertinent dataAnalysis: breaking down the relevant materialHypothesis: piling up alternatives by way of ideasIncubation: letting up, to invite illuminationSynthesis: putting the pieces togetherVerification: judging the resultant ideas Osborne established four basic rules for brainstorming: Criticism is ruled out.  Adverse  judgment of ideas must  be withheld until later.Freewheeling is encouraged. The wilder the idea, the better.Quantity is the goal. The greater the number of ideas, the more likely it is that useful ideas will result.Combination and improvement are sought. In addition to contributing ideas of their own, participants should suggest how ideas of others can be turned into better ideas or how two or more ideas can be joined into still another idea. Analysis, discussion, or criticism of the aired ideas is allowed only when the brainstorming session is over and evaluation session begins. Whether in a   classroom, business meeting, or composition brainstorming session, you seek ideas- no matter how wild. Only after the brainstorming session is over, or perhaps at the end of it, do you start to cull the good (and workable) ideas from the bad. Brainstorming Strategies Brainstorming strategies are many and varied, but they can be grouped into the following basic areas, as described by  The Writing Center  at the University of North Carolina, Chapel Hill: Cubing:  This strategy enables you to consider your topic from six different directions, just as in a cube, which is six-sided. In cubing, you take an idea and describe it, compare it, associate it, analyze it, apply it, and argue for and against it.Freewriting:  When you freewrite, you let your thoughts flow freely, putting pen to paper (or dry erase pen on a whiteboard) and writing down whatever comes to your mind, or to the group members  minds.Listing: In this technique, also called bulleting, you jot down lists of words or phrases under a particular topic.Mapping: With mapping, you list a lot of different terms and phrases that jut out from the main topic. This method is also called webbing because you end up with something that looks like a spider web with your brainstormed ideas branching out from the main topic in the center.Researching: Also called the journalistic method, with this technique, you use the â€Å"big six† questions that journalists rely on to rese arch a story: who, what, when, where, why, and how. You and your group then take a few minutes to research the answers to these questions if needed or simply discuss the answers if group members know the information.   Methods and Observations Some theorists say that brainstorming does not work. Debate and criticism, far from impeding the search for ideas or efforts to solve a problem, actually stimulate discussion and problem-solving, says Jonah Lehrer, in a 2012 article Groupthink: The Brainstorming Myth published in the New Yorker. Lehrer notes: Dissent stimulates new ideas because it encourages us to engage more fully with the work of others and to reassess our viewpoints. But thats where the teacher or facilitator plays an important role. While she doesnt criticize ideas, and discourages others from doing so, the teacher or facilitator  does  prompt and probe, as Dana Ferris and John Hedgcock write in their book, Teaching ESL Composition: Purpose, Process. The facilitator asks questions such as What do you mean? Can you give an example? or How are these ideas related?- recording these ideas on the board, an overhead transparency, or an electronic display. Far from sitting back and simply writing thin, feel-good ideas on the board or paper, the facilitator nudges participants to think about and enhance their thoughts so that they will be more useful. Its also important to note that brainstorming is just a first step in generating an interesting and well-thought-out essay, with ideas that go beyond the superficial, says Irene L. Clark in Concepts in Composition: Theory and Practice in the Teaching of Writing. Clark says that a useful invention strategy that follows brainstorming and precedes the drafting of an essay is the points-to-make list, which enables a writer to sort and narrow ideas.   Although different writers do this in individual ways, most good writers will take time to write down, examine, and revise their ideas in an informal list that is not as rigid as an outline. So think of brainstorming as a first step to help get your creative juices flowing, either on your own or preferably with the help of a group of collaborators. Then revise the ideas from a list or web to create an outline for a powerful and well-thought-out paper.

Traditional telecom and cellular industry in Developed World Essay

Traditional telecom and cellular industry in Developed World - Essay Example While the traditional telecom industry has revolutionised the whole concept of communication and shorten distance between the continents, the invention of cellular services has totally changed the ways of information and communication. Telecommunications rollout boosts economic growth and enhances consumer well-being in the global trade and information scenario. As wireless technologies require much lower cost to roll out over large areas than fixed line systems, mobiles can potentially play a vital role in economic development. Mobile communications have contributed significantly towards enhancing income and improving quality of life in the developed world. Cellular phones have played a vital role in enhancing social capital and thereby significantly improve competitiveness of business and reducing cost in many developed world. Today about 100 percent of American citizens between the age of 20- 50 uses cellular phones. The technology in this sector has witnessed a dramatic change with the introduction of many digital based solutions. Every day cellular companies are incorporating new services to woo more customers. Today cellular phones have attained a new role as a total solution provider at a finger touch. The celluar phones are also work as a personal computer and provide all the services of a personal computer. According to eT Forecasts's report, Cellular Subscriber Forecast By Country, the total number of cellular subscribers world wide was only 11 million in 1990 and among them 49 percent were in USA. From 1990-2005, cellular subscriber number grew by 187 fold to 2,065 million. But in this period share of US in the total number of subscribers fell below 10 percent. It is estimated that the subscriber base in USA would be increased from 202 million in 2005 to 293 million by 2010.The traditional teleco m sector in USA has also increased considerably during 1990-2005. It was 132 million traditional telecom lines in 1990 but it has increased to 177 million in 2005. According to eTForecastes, there are a number of reasons for major drive of cellular industry in developed world. It says that network expansion, text messaging, multiple SIM cards, camera phones, family plans and expansion of 3G network where instrumental in strong growth of cellular industry up to the year 2005. But it will be Multi-function handsets, 3G & 3.5G network expansion, un-metered data pricing, multiple SIM cards and machine to machine, MMS and video services and internet access and new content will be the driving force from 2006- 2010. The report also cautions that the subscriber growth in developed countries would be limited as the market has already reached at a saturation level. So machine-to-machine (M2M) communication where embedded wireless modems are used for data transmission is termed as one of the potential area of growth. In the next decade the cellular industry will witness a dramatic change in its look and content. The mobile handsets may get new utilities and will be a communication tool for voice, data, pictures and video content. The handsets will work as a personal computer, which can use for all type of computing and data storage for business and personal contents. It can be also used as a personal identification device for financial