Present Social Trend Essay Example for Free

Present Social Trend Essay The world today is experiencing a dynamic movement towards time and development. Gone are the days when the slow process of progress is still accommodated in the economic, cultural, social, scientific and physical world. Even the way people earn their living always needs proper upgrading since technological advancement related to it is growing fast. The primary tool to make both ends meet is education. An educated person is more likely to be resilient in the changing world compared to those who are uneducated and even poorly educated. The very reason why people experience poverty is lack of proper education to meet an employer’s needs in terms of skills and educational attainment. Hence, a successful person is the one who is rich with skills and capabilities. According to Immerwahr, the work complexities of the world almost require all men to be retrained despite of their age (Immerwah, 2004). Aside from that, the public believe nowadays those adults who returned to school for purposes of retraining are in a more advantageous position in terms of success (Immerwahr, 2004). On the other track, together will all of the layoffs in working communities of the present time, individuals may be more cognizant of the opportunities for higher education that subsist for nontraditional students (Immerwahr, 2004). The truth is, many older people are forced to attend school again in order to keep their jobs and to cope up with existing promotion opportunities. Jobs are becoming scarce and young people are more trained compared to older people. That is why the goals of older people are glued to the move that their jobs will be protected from being affected due to fast-changing working requirements. As a result, the aforementioned study reported that adults who were retrained are more prone to successful endeavors compared to those who do not care going back to school. The result of the situations mentioned is that adults become students. Employers are aware that their workers are going back o school for retraining necessary to keep the job or for job security. Companies must see to it that their salary offering would be updated as older employees who worked in the company for so long become properly-trained. Besides, the effect of this social trend goes to the difficulties of older people in managing their time. Aside from the fact that they are usually married, those older men who go back to school for retraining, has more extra-curricular activities to attend to. It is their responsibility to juggle their time in order to attend to their work and their family responsibilities. Other returning students even focused on their retraining and used their savings for financial support (Immerwahr, 2004). Finally, the ability of individuals to deal with the present work situation and educational trend make them avoid hardships in terms of economic conditions. The readiness of the universities and schools offering retraining to design their curriculum to cater the needs of adult students is evident. The notion that young people must pursue higher learning or education no longer applies nowadays as older men are also encouraged to do so. That is why those who do not consider college education 20 or even 15 years ago are finding themselves back to universities and schools. Therefore, the latest social trend is now applicable to all people young or old due to the evident changes in the way we earn a living. Going back to school is a necessity especially when unemployment rate continue to rise. References Immerwahr, J. Higher Education. (February 2004). Public Attitudes on Higher Education. Retrieved July 28, 2008, from http://www.highereducation.org/ reports/pubatt/.

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Review of â€Å"Prediction Models for Annual Hurricane Counts† ELserner, J. (2006). Prediction Models for Annual US Hurricane Counts. American Meteorological Society, 2935-3951. HURRICANES This paper provides a Bayesian approach towards developing a prediction model for the occurrence of coastal hurricane activity based on historic hurricane data from 1851 to 2004 from US National Oceanic and Atmospheric Administration. A hurricane is defined as a tropical cyclone with maximum sustained (1min) 10-m winds of 65kt (33 m s-1) or greater. [1]A Hurricane landfall occurs when a storm passes over land after originating in water. A hurricane can make more than one landfall. A landfall may occur even when the exact centre of low pressure remains offshore(eye) as the eyewall of the hurricane extends a radial distance of 50km. The literature review in the paper suggests a significant effect of El Nino Southern Oscillations (ENSO) on the frequency of hurricanes forming over topics and a less significant effect over sub tropics. The North Atlantic Oscillation (NAO) also plays an important role in altering hurricane activity (Elsner 2003; Elsner et al. 2001; Jagger et al. 2001; Mur nane et al 2000) has been stated. The hurricane observations considered in the model fulfills the following criteria 1 The storm hits the US continent atleast once at hurricane intensity. 2 The storm is recorded in the US continent only except Hawaii, Puerto Rico, Virgin Islands The discrepancy associated with the available data of hurricanes is about the certainty of the records for before 1899 ie the hurricane record from 1851-1898 are less certain than records available after 1899. The challenge here is to achieve such a model that gives accurate predictions even if t... ...June. Therefore the partial season count excludes hurricanes of May (1 occurred) and June (19 occurred) from the total of 274 hurricanes from 1851 to 2004. A total of 20% data is eliminated from 274 hurricanes. MODEL FOR ANNUAL HURRICANE COUNT POISSON REGRESSION MODEL h≈ Poisson (lamdai ) lamdai =exp(ÃŽ ²o+ X`i ÃŽ ²) Ln(lamdai)= ÃŽ ²o+ X`i ÃŽ ² ÃŽ ²o and ÃŽ ² define a specific model and are calculated on Bayesian approach. The model assumes the parameters (intercept and coefficient) to have a distribution and that inference is made by computing the posterior probability density of the parameter conditioned on the observed data. The Bayesian approach combines Prior belief [ f(ÃŽ ²) ] and most frequent likelihood to give the posterior Density: f(ÃŽ ²|h) proportional f(h/ ÃŽ ²).f(ÃŽ ²) The posterior density talks about the belief of parameter values after considering the observed counts.

Assessment and Individual Learning Record Essay

Everyone has someone in their life that they will remember for the rest of their life. A memorable person can be someone you look up to or someone that has had an influence in your life. That person could be a family member, a friend, a firefighter, cop or anyone that has influenced your life at all. My grandpa is a memorable person to me because he was a war hero, always there for me, and a hard worker. One reason Grandpa was a memorable person to me is because he was a war hero. For example, he fought in World War II and the Vietnam War when he was younger. Growing up he would tell me stories of his time in war and how times were really tough. Grandpa would not elaborate on too much of it because I think it hurt him to remember all the bad times and how harsh battle actually was. He will always be my hero because I know he served our country so that I could be free and everyone else can be free. Grandpa is and always will be a memorable person to me because, he was always there for me. To illustrate, the times I remember most with him was when I was little he would take me out to this little pond and we would go fishing. see more:propose improvements to address gaps or shortfalls in systems and processes He would put the worm on the hook for me because I was scared of the worms at that time. He and I would sit out there for hours fishing and just talking about how our day and week was going. I loved getting to sit out there with him and talk, fish, and listen to the water as it splashed against the bank. I could sit out there forever if I could just so I could spend more time with him. Grandpa always will be a memorable person to me because he was a very hard worker. For instance, grandpa was a hard worker all the way up to the day that he passed away and would still be one if he was here today. He worked so he could support his family and make sure everyone had what they needed and wanted in life. Also, he worked because he enjoyed what he did, even if it was just something little he was doing like; gardening, cooking, or cleaning up the yard. My Grandpa is my memorable person in my life. He taught me to support our troops, always be there for the ones you love, and to work hard for what you have. Even though he isn’t around today he is someone I look up to and always will. I know even though he isn’t here he is still looking down on me so he will be my hero till the day I die no matter who comes and goes from my life. 1. Summarise key aspects of legislation, regulatory requirements and code of practice relating to own role and responsibilities 2. Explain own responsibilities for promoting equality and valuing diversity 3. Explain own role and responsibilities in lifelong learning 4. Explain own role and responsibilities in identifying and meeting the needs of learners. 5.  Explain the boundaries between the teaching role and other professional bodies 6. Describe points of referral to meet the needs of learners 7. Summarise own responsibilities in relation to other professionals 8. Explain own responsibilities in maintaining a safe and supportive learning environment 9. Explain ways to promote appropriate behaviour and respect others Understanding Inclusive Learning & Teaching in Lifelong Learning Candidates should understand learning and teaching strategies and approaches in lifelong learning and how to use them to meet the needs of students: 1.  Summarise learning and teaching strategies used in own specialism 2. Explain how approaches to learning and teaching in own specialism meet the needs of learners 3. Describe aspects of inclusive learning 4. Explain how to select inclusive learning and teaching techniques 5. Explain how to select resources to meet that needs of learners 6. Explain how to create assessment opportunities to meet needs of learners 7. Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills 8. Explain ways to engage and motivate learners in an inclusive learning environment 9. Summarise ways to establish ground rules with learners to promote respect for others 10. Explain ways to give constructive feedback that motivates learners Principles of Assessment in the lifelong Learning Candidates should understand the types and methods of assessment used in lifelong learning, ways to involve students in the assessment process and the requirement to keep assessment records: 1. Explain the types of assessment used in lifelong learning 2. Explain the use of methods of assessment in lifelong learning 3. Compare the strengths and limitations of assessment methods to meet individual learner needs 4. Explain ways to involve the learner in the assessment process 5. Explain the role of peer and self-assessment in the assessment process 6. Explain the need for keeping records of assessment of learning 7. Summarise the requirements for keeping records of assessment in an organisation

Learning Disabilities Essay Example for College Students - Free Essay Example

Sample details Pages: 8 Words: 2409 Downloads: 6 Date added: 2017/06/26 Category Education Essay Type Analytical essay Tags: Disability Essay Learning Essay Did you like this example? What are the challenges to the inclusion of children with those difficulties and how can they be overcome? Introduction The DSM-V (APA, 2013) has recently revised the diagnosis of learning disability into a single category, specific learning disabilities (SLD), in order to emphasise the fact that children tend to experience general difficulties in academic abilities and that such difficulties are inter-related. SLD in DSM-V are classified under neurodevelopmental disorders and it is stated that a diagnosis is dependent on impairment in the childs learning using specific academic skills such as reading, writing or arithmetic, which then disrupt further academic learning (Tannock, 2014). Typically, children are recognised as having a difficulty in certain areas of learning when they begin formal education, the difficulties can occur in different cultural groups and without interventions can persist into adulthood (Tannock, 2014). Don’t waste time! Our writers will create an original "Learning Disabilities Essay Example for College Students" essay for you Create order One area of difficulty experienced by children is dyslexia which occurs predominately in the domain of reading in the English language. Dyslexia mainly involves a problem when learning the correspondence between letters and sounds (Rose 2009; Snowling, 2013). Therefore the aspect of SLD to be focused on in the following essay will be dyslexia, the challenges encountered with this impairment and ways in which the challenges may be addressed. Specific Learning Disabilities The diagnostic criteria for SLD in the DSM-V, involves firstly an overall diagnosis of SLD and secondly the identification of specifiers. The specifiers identify the key characterisation of the disorder in the three academic domains of reading, writing and arithmetic. The diagnosis also involves a child demonstrating one of six symptoms over a 6 month period, which is persistent despite receiving any intervention strategies. Furthermore, the childs abilities in the academic domain are below those of other children of the same age and cause disruption in academic and everyday activities (APA, 2013). In order to be diagnosed with SLD other conditions, for example, other neurological conditions or psychological issues must be excluded (APA, 2013). The key difference for a diagnosis of a learning disorder is the change from specific subtypes (reading disorder, mathematics disorder and written expressive disorder) in DSM-IV to one overarching condition (SLD) in DSM-V. One component of S LD is dyslexia, although terms such as dyslexia or dyscalculia are no longer used in the same way as they were previously in DSM-IV (Tannock, 2014). Inclusive Education Warnock, Norwich and Terzi (2010) define inclusive education as providing each child with an opportunity to be educated in a mainstream school. One of the central principles of inclusive education is that each childs needs are assessed and there is flexibility to respond to their differences and individual requirements. In the UK, the aim is to educate all children with different needs in mainstream schools, including those children with SLD. The rationale behind this philosophy is that segregating children with special educational needs (SEN) from their typically developing peers does not prepare them for adult life when they will be expected to integrate into society (Fisher, Roach, and Frey, 2002). Furthermore, inclusive education aims to develop tolerance and understanding towards others and promote social cohesion (OGorman and Drudy, 2011). Children with SEN are defined as having a significantly greater difficulty in learning than the majority of children his age (Department f or Education and Science, DfES, 1981, p.1). Each child should be assessed by professionals to determine the level of support required which is detailed in a statement of needs (DfES, 1981). Inclusive education should include children of all backgrounds irrespective of gender, religion, class, ethnicity or any other characteristic, thereby including children with diverse types of SEN (OGorman and Drudy, 2011, p.4). However, one challenge faced by all children with SEN is that they are not a homogenous group and some children do not thrive in an inclusive environment and may instead experience less stress and anxiety in a specialist school environment (Cigman, 2007). As suggested by Lewis and Norwich (2005), inclusive education is not just assimilating children with SENs into a mainstream schools; instead, the emphasis should be on developing an education system in which equity is striven for and diversity is welcome (Lewis and Norwich, 2005, p.xi). Dyslexia There are a number of definitions of dyslexia, all of which include a similar theme of difficulties in reading accurately and with fluency (Hulme and Snowling, 2009, p.37). According to Rose (2009), dyslexia is a continuum of disorders ranging from mild to severe and is not related to the IQ of an individual. Rose also supports the DSM-V perspective of SLD not being separate categories but being inter-related with other impairments in motor co-ordination, attention, working memory and organisational skills. Dyslexia, as mentioned previously is characterised by an inability to recognise a relationship between sounds, letters and words, which is known as phonological awareness (Hulme and Snowling, 2009). It is important to distinguish between children who are poor readers, as they can also demonstrate difficulties in phonological awareness. Poor readers may have difficulties because of poor pre-school literacy or perhaps if they are from families where English is not the first langua ge used. However, children with dyslexia additionally show a core difficulty of word decoding which affects spelling and oral language skills (Snowling, 2013). Challenges facing children with SLD and Dyslexia There are a number of challenges that face children with SLD and although they are not a homogenous group, the issues they face can be common to all children who have SEN. First, not all children are happy in an inclusive mainstream school. Kavale and Forness (2000) report that historically, children with SEN were taught in specialist schools which had small classes and specialist teachers. There was also more differentiation between different types of SEN and therefore a more heterogeneous and individual approach to the children who had certain needs. However, it has also been argued by Kavale and Forness (2000) that there is limited evidence that specialised education is any different to inclusive education in mainstream schools in developing the academic or social skills of SEN pupils. Kerins (2014) found that many children in Ireland with mild-learning disabilities were leaving mainstream schools and transferring to specialised schools. A similar finding of children with SEN le aving mainstream schools for specialist schools is reported by Kelly, Devitt, OKeeffe and Donovan (2014). A further challenge that can affect many pupils with SEN is bullying by non-disabled peers, which occurred within mainstream schools and also among children in special schools, who were bullied outside of the school environment (Lewis and Norwich, 2005).   The findings in Lewis and Norwichs (2005) study are supported by Frederickson (2010), who found that children with SEN were typically not accepted, frequently rejected and tended to be the victims of bullying more often than typically developing children. In order to overcome the challenge of bullying, Frederickson (2010) found that positive and supportive peer relationships developed if the impairment was severe and obvious; often learning disorders are not obvious, particularly if they are mild SLD. It was also found that older peers were more accepting if they understood the nature of the special needs, although s chools were found to be reluctant to discuss pupils SEN as they were concerned about labelling. Frederickson (2010) argues that positive relationships can develop between pupils with SEN and typically developing pupils if the school promotes respect and emphasises caring relationships. Norwich and Kelly (2004) investigated the views of children aged between 10 and 14 who had statements for moderate learning difficulties. It was found that the majority of mainstream children preferred to receive support away from other children, which may have been related to the very high rate of bullying reported by the children. In examining the more specific challenges faced by children with dyslexia, these include the failure of adults, such as parents and teachers, to detect and recognise the signs that indicate the child is failing in their ability to read (Snowling, 2013). If interventions are not implemented early, the child may become frustrated and unmotivated at school, developing a lo w self-esteem (Snowling, 2013).   There will usually be a number of difficulties in many areas of their academic life and education that can continue into adulthood. A study undertaken by Nugent (2007) examined the parental perspectives of the education of their children with dyslexia in three different educational environments in Ireland namely, special schools, separate specialist units within schools and resources in mainstream schools. The results of the postal questionnaire indicated that parents had positive perceptions of all three areas of provision. However, there was greater support by the parents for the specialist services in special schools and units than the provision in mainstream schools. Addressing the Challenges The importance of early identification can be addressed by assessing pre-school childrens language skills, and early recognition of letters and the sounds of different letters (Snowling 2013). There also appears to be a genetic component to dyslexia as it is often seen in different members of the same family (Nash, Hulme, Gooch and Snowling, 2013). In their study, Nash et al. explored the literacy skills of preschool children at family risk from dyslexia in comparison to a group of typically developing children of the same age and a third group of children with other language deficits. Both groups of children at risk from language impairment showed phonological deficits and, there was an overlap for both language conditions, further supporting the more generalised classification of SLD found in the DSM-V. Screening pre-school children is expensive and therefore it is important that teachers are able to identify when a child is failing to respond to effective teaching methods pa rticularly in relation to the progress of children who are the same age (Snowling, 2013). The type of teaching methods include provision for children who may be slow learners and who are provided with the opportunity to catch-up with their peers. However, Rose (2009) argues that intervention strategies that are used with poor readers or slow learners do not provide evidence of improvement in the reading ability of children with dyslexia.   If a child fails to achieve a certain level with early intervention strategies they can receive additional individual support. This can be monitored as children are assessed at regular intervals during their formal education (Snowling, 2013). Rose (2009) argues that intervention strategies for children with dyslexia must be highly structured, systematic and implemented regularly so there is that constant reinforcement and the generalisation of reading skills. OGorman and Drudy (2011) report that the positive attitudes of teachers towards ch ildren with SEN is an important factor in the success of their education. Attitudes of teachers towards pupils with SEN tend to reflect the severity of the disorder and the role of the special educational needs co-ordinator (SENCo) is highly relevant to the successful inclusion of children with SEN in UK mainstream schools. Conclusion Children with learning disabilities do not tend to experience one specific learning disability. The DSM-V (APA, 2013) reflects this perspective by categorising learning difficulties as one group (SLD), which appears to be necessary because impairments often overlap and children can experience difficulties in more than one area. Snowling (2013) and Rose (2009) support the DSM-V perspective that dyslexia is a multi-faceted disorder. There are a number of challenges for children with dyslexia. If the condition is not diagnosed early when the child is young and which enables interventions to be implemented, this can have a negative effect for the future of the child. Children can experience a lack of motivation and low self -esteem which can affect their educational achievement and also have a negative affect when they are adults. Snowling (2013) therefore stresses the importance of early detection and early intervention strategies for children at risk from dyslexia, particularly if th ere is a family history (Nash et al. 2013). In general, children with SLD can experiencing bullying (Lewis and Norwich, 2005; Frederickson 2010) and it has been found recently that many children with SEN have left mainstream schools in preference for specialist schools (Kelly et al. 2014; Kerins, 2014). These findings may also be related to the bullying of SEN pupils by their typically developing peers. Not all children thrive in inclusive mainstream schools, although the principles of inclusive education are to help a child achieve their full potential during their formal education and also to facilitate tolerance and an inclusive community. References American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Arlington, VA: American Psychiatric Association. Cigman, R. (2007). Included or Excluded? The Challenge of the Mainstream for some SEN Children. Oxford: Routledge. Department for Education and Science, DfES (198 1). Education Act. London: Her Majestys Stationary Office, DfES Fisher, D., Roach, V., and Frey, N. (2002). Examining the general programmatic benefits of inclusive schools. International Journal of Inclusive Education, 6(1), 63-78. Frederickson, N.L. (2010). Bullying or befriending? Childrens responses to classmates with special needs. British Journal of Special Education, 37(1), 4-12. Hulme, C. and Snowling, M. (2009). Developmental Disorders of Language Learning and Cognition, Chichester: Wiley-Blackwell. Kavale, K.A. and Forness, S.R. (2000). History, rhetoric, and reality. Remedial Special Education, 21(5), 279-296. Kelly, A., Devitt, C., OKeeffe and Donovan, A.M. (2014). Challenges in implementing inclusive education in Ireland: Principles views of the reasons students aged 12+ are seeking enrolment to special schools. Journal of Policy and Practice in Intellectual Disabilities, 11(1), 68-81 Kerins, P. (2014). Dilemmas of difference and educational provision for pupils with mild general learning disabilities in the Republic of Ireland. European Journal of Special Needs Education, 29(1), 47-58. Lewis, A. and Norwich, B. (Eds) (2005). Special Teaching for Special children? Pedagogies for Inclusion. Berkshire: Open University Press Nash, H.M., Hulme, C., Gooch, D. and Snowling, M.J. (2013). Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment. The Journal of Child Psychology and Psychiatry, 54(9), 958-968 Norwich, B. and Kelly, N. (2004). Pupils views on inclusion: moderate learning difficulties and bullying in mainstream and special schools. British Educational Research Journal, 30(1), 43-65. Nugent, M. (2007). Comparing inclusive and segregated settings for children with dyslexia à ¢Ã¢â€š ¬Ã¢â‚¬Å" parental perspectives from Ireland. Support for Learning, 22(2), 52-59 OGorman, E. and Drudy, S. (2011). Professional development for teachers working in special edu cation/inclusion in mainstream schools: the views of teachers and other stakeholders. A Research Report part-funded by the National Council for Special Education, Special Education Research Initiative, Dublin. National Council for Special Education. Rose, J. (2009). Identifying and Teaching Children with Dyslexia and Literacy Difficulties. London, Department for Children, Schools and Families (DCSF). Snowling, M.J. (2013). Early identification and interventions for dyslexia: a contemporary view. Journal of Research in Special Education, 13(1), 7-14 Tannock, R. (2014). DSM-5 changes in diagnostic criteria for specific learning disabilities: What are the implications? International Dyslexia Association Retrieved on 3/10/2015 from: https://dyslexiahelp.umich.edu/sites/default/files/IDA_DSM-5%20Changes.pdf Warnock, M., Norwich, B. and Tersi, L. (2010). Special Educational Needs: A New Look. Second Edition Continuum International Publishing Group: London