buy custom General and Special Education essay

buy custom General and Special Education essay The purpose of this paper is to compare two instructional objectives topics. In this case, the paper seeks to compare how general education and special education teacher ensure that the student acquire the necessary life skills and literacy. Teachers decide on a number of issues in their everyday instruction that affect the learning of students. The differences in teaching materials, instructional activities, as well as means of assessment render it indispensible for teachers to design and implement instructional objectives. Second grade general education teacher, is a trained teacher who can instruct well the students without any disability whereas a special education teacher is one who is trained on how to instruct both youths and children with a range of disabilities (Tickle, 2002). The objective of both teachers is to ensure that the students acquire the necessary life skills and literacy. Instructional Curriculum Both the special education and the general education teachers will have to modify the existing curriculum of general education to suit the students needs and to ensure that the requisite remedial instruction is provided. In addition, the general education teacher will have to adjust the techniques used to facilitate learning to accommodate the needs of the student with disability. This will include the use of techniques such as intensive individualized tutoring, small group work and problem-solving coursework (Corte Verschaffel, 2006). With the tremendous growth in technology and its extensive use in special education, general educationist will have to incorporate the use of computer softwares as part of the curriculum materials. The familiarization will involve both the know-how and the installation of the software in their computers. For a special educationist, the curriculum will be individualized through the development of IEP (Individualized Education Program). The program puts into consideration the needs of the student and set goals to be achieved and how it should be achieved. Environmental and social factors will be the determining factors of future education. This implies that future curriculum will incorporate community needs since learners are part of the society together with the business world. The curriculum will also include skills such as problem solving. This implies that those skills that are required in solving educational problems should be part of the curriculum. The content of the future curriculum include futuristic education, immigrant education, electronic education, technical literacy, lifelong learning, international education, environmental education, nuclear education, health education and physical fitness, middle-grade education, aging education and for-profit education (Sugrue Day, 2002). The teachers role will change from providers of information to facilitators. With technology the way individuals work is modified, hence, the future curriculum should incorporate societys lifestyle, how learners feel as well as how they learn. Tea chers will play a primary role of instructional managers. The school curriculum represents work in progress involving a considerable number of stakeholders inside and outside the educational setting. Administrators, parents, businessman, students, community representative and teachers are among those who are responsible for curriculum development and design (Taylor, Marienau Fiddler, 2000). Identification of special needs General educationist identifies the needs of a student with disabilities either through observation or the parents worry about the child. Observations are based on monitoring their progress. When the achievements of the student are far below the expected it indicates a sign of disability. The special educationist will identify the special needs of student by use of early intervening services (EIS). The services include the use of screening tests. This will help in the identification of difficulties such as behavioural and learning or physical and sensory problems. There identification may be based on the students medical history. Methods of Assessment In order to facilitate the students with disability take a test, various techniques have to be used. For a general educationist, he/ she can give additional time during a test for those with disability or opt to read the material orally. This will make it easier for the disable to take an exam. Their assignments will also be simplified and shortened. Modification refers to changing the curriculum a bit to fit the needs of those with disabilities. In a broader sense, it means alternative assessment. For the general educationist, they give alternative assessment for the disable unlike the special educationist who administers assessment using the designed curriculum (Gronlund, 2009). How to support and meet the needs of students with disability Instructional accommodation will arise during the execution of the normal curriculum or when taking a test. For a general educationist to fully accommodate the needs of a student with disability, he/ she have to follow a developed IEP (Individualized Education Program). In the process, the general educationist will thrive to attain the set and tailored goals of the student. The program also incorporates the necessary steps to prepare well the student for middle school or for youths job or after secondary study. A general educationist should follow these steps. For the general educationist to support the IEP, he/she ensures that relevant materials and programs are available and the expertise of a specialist utilized (Rosenberg amp; McLeskey, 2008). The learner with disability should be given the required materials like computer, joystick among others to facilitate their learning process. All these can be accomplished if there is willingness to assist on the part of the educationist. O n another hand, special educationist develops the students IEP to suit the inabilities. In addition, they design and instruct appropriate curricula and assign work that perfectly matches the student disability. The teachers have to participate during the process of reviewing the IEP to best suit the student special needs. They also play a core role in the development of the appropriate behavior of the students with disabilities, socially and academically. This will help them to grow emotionally and interact well during social situations. The accommodation in broader sense will include the preparation of the disabled to face their future. This involves the provision of guidance and counselling together with life skills. These services will make it easier for the disable to lead a well-organized and better life after the schooling. The modifications should not lower the standards and expectations by which the students are evaluated. The modifications will have a change of the content, delivery and instructional levels (Kumar Bindhu, 2002). In addition, teachers participate in modification of the education system. The education system in the United States has undergone radical changes since the year 1940. The developments in the system have seen the country throughout its continued search for a curriculum that produces globally competitive graduates. The realization of the success has been made possible by the efforts that different stakeholders have undertaken to ensure reforms are implemented in the system. Their support extends to their willingness to provide financial support and involvement in different partnerships whose chief objective is to ensure success prevails among students. The education system has transformed the current dynamic society we are living in today, with its unrelenting pronounce of an integrated and equal society. This is evident with the eradication of aspects such as discrimination (Mertler, 2009). Discipline The special education teachers administer discipline for the disable through the BIP (behavioural intervention plan). On the other hand, general educationist administers discipline in reference to the IEP. Another consideration will be based on whether the behavior is a manifestation of disability or it is not. In case of a behavioural problem, that is not a manifestation of disability; the student will be punished just like the other students (Gronlund, 2004). Encouragement of students with disability For a general educationist, a student with special needs can be encouraged through guidance and capacity building. This will provide the student with the opportunity to perform his/ her functions without difficulty. On another hand, special educationist will encourage the students through equipping the student with life skills so that they can be people who depend on themselves. Inclusion and remediation General educationist take on inclusion is that it will create an opportunity where the existing social stigmas are reduced and student achievements improved. For a special educationist inclusion will limit the student from getting the required attention and practical skills. Laws governing instructional behaviour General education and special education teacher instruction are govern by laws. Laws can be defined as the body of rules and regulations that govern an individual conduct. For this case, we look at those laws that regulate the conduct of both teachers when they are discharging their duties. The government or state has the sole authority of setting or putting in place laws that govern teachers behaviour. In the United States, the National Education Association is responsible for laying down the laws to be adhered to by teachers during their work time. When adequate legislations are put in place, the education system will run smoothly and satisfying performance could be attained. The teachers are made aware of the penalties that their negligent behaviours could attract. The breach of the code of conduct normally attracts attention from the teachers governing body, and their redress may not be well with the accused teacher. The presence of the law helps to trim the way teachers carry th emselves. This is based on the provision that in instances where the teacher proves to be incompetent, the law provides for the suspension of the teacher (Hammond Bransford, 2005). The laws are put in place with the main objective of improving teacher-student relationship. The law stipulates how the teacher should relate well with the student. When the code of conduct provisions are adhered to fully the academic excellence of the students will be improved. The laws governing teachers will ensure that the teachers act reliably and professionally when associating amongst themselves as well as with students. This ensures that the students attain quality education and there is free flow of information that is relevant to the existing body of knowledge among the teachers. Where laws are clearly stated and outlined, the rights of students and teachers are well protected and confliction of the rights minimized. The teachers will be well aware of what they are required of them, hence maximum and respective services rendered (Mamlin, 2012). This will see the education system and performance undergo full vertical transformation. Learning styles In the same line of thought, learning style of both second grade and special education teacher encompasses individual physiological, cognitive, and affective behaviour processes. These processes represent more or less established indicators of how individuals perceive, relate, and react to learning opportunities. Learning styles are more or less permanent individual attributes that are not acquired easily. Consequently, a great deal of educational and psychological research has been devoted to the identification of learning styles and the relationship of personal differences to effective learning (Lindberg, 2007). In general, learning style researchers believe that curriculum and instructional strategies should be adjusted or tailored to individual learning styles. Learners who receive instruction adapted to their personal learning styles obtain higher test scores and more eagerly seek to learn and develop. In contrast, a disparity between learning style and instructional strategy fr equently causes both the teacher and the student to feel frustrated and aggravated. Finally, research findings suggest that the socio-economic, ethnic, and cultural environment of students need to be considered when identifying learning styles and planning instructional strategies (McKenzi Santiago, 2005). Learning theories It is important to examine some of the theories that have been developed in relation to how individuals learn, and are applicable in the achievement of instructional objectives. In this context, learning theory scholars have long examined how individuals learn. For example, developmental learning theories hypothesizes that learning occurs incrementally as an individual matures cognitively, emotionally, and physically. According to behaviourist learning theory, learning is demonstrated through behavioural changes that occur in the learners response to stimuli in their environment. Cognitive learning theories are concerned with how the brain processes and stores new information. Adult Learning Theory (andragogy) assumes that adults have learning needs that are unique from those of children and that adults prior experiences influence their learning (DeVries, 2002). Learning theory scholarship represents an effort to comprehend and describe how individuals learn. Three of the most widely recognized learning theories include: developmental learning theory, behaviourist learning theory, and cognitive learning theory. Apart from this point, there is the developmental learning theory. The foundation of developmental learning theory is the idea that learning occurs incrementally as an individual matures cognitively, emotionally, and physically. In general, developmental theories comprise the following fundamental principles: (a) Every healthy human being goes through specific stages of development, (b) Instructors should respect individual differences, which are a product of the individuals stage of development, (c) Instructors should pay attention to the strengths and limitations of students at different stages of development, (d) Teachers need to evaluate students developmental readiness to read and write, and (e) Teachers need to deliver instructi on appropriate for the students level of development (Day, 1999). The theory of adult learning, which is termed as andragogy is different from pedagogy, the traditional method of educating children, and addresses the following six attributes of the mature student: (a) the students need to know, (b) the students self-concept, (c) prior experience, (d) readiness to learn, (e) orientation to learning, and (f) motivation. The theory assumes that mature students participate in educational environments in order to satisfy an existing need (Spinelli, 2006). Moreover, adult learners have a wide variety of prior experience that will influence their learning. According to the adult learning theory, the instructor should acknowledge the needs and accumulated learning of the adult pupil and implement a collaborative classroom in which the instructor and student learn from one another. By so doing, the learning of the student will be made easy. Conclusion Special education and the general education teachers will have to modify the existing curriculum of general education to suit the students needs and to ensure that the requisite remedial instruction is provided (Arunachalam Gopal, 2010) . Learners who receive instruction adapted to their personal learning styles obtain higher test scores and more eagerly seek to learn and develop. In contrast, a disparity between learning style and instructional strategy frequently causes both the teacher and the student to feel frustrated and aggravated. In addition, the government or state has the sole authority of setting or putting in place laws that govern teachers behaviour. In the United States, the National Education Association is responsible for laying down the laws to be adhered to by teachers during their work time. Learning style of both second grade and special education teacher encompasses individual physiological, cognitive, and affective behaviour processes. These processes represent more or less established indicators of how individuals perceive, relate, and react to learning opportunities (Day, 1999). Learning theory scholars have long examined how individuals learn. For example, developmental learning theories hypothesizes that learning occurs incrementally as an individual matures cognitively, emotionally, and physically. According to behaviourist learning theory, learning is demonstrated through behavioural changes that occur in the learners response to stimuli in their environment. Cognitive learning theories are concerned with how the brain processes and stores new information. Buy custom General and Special Education essay

Awesome Jobs with Good Work Life Balance [Infographic]

Awesome Jobs with Good Work Life Balance [Infographic] So you want to have your life and live it, too- that doesn’t seem too much to ask, right? Yet some people seem to think career success comes at the steep price of giving up fun, family, and friends. Not so! Read on to find out how you, too, can attain that mythical and coveted â€Å"work-life balance† you’ve heard about, but never actually found. It’s there for the taking, really. You just need to know where to look.

Reports of Digital Investigations to Management Essay

Reports of Digital Investigations to Management - Essay Example Certainly, digital forensics investigations are time-consuming and resource-consumptive but are integral to the continued securitization of an organization's data and the protection of both its customers and its market status. Following a brief overview of the type of information which Digital Investigation Reports are expected to contain, this essay will examine the question of what organizational managers expect to see in these reports and why. Jones, Bejtlich and Rose (2005) explain that there are several types of digital investigation reports and the structure and content of each is ultimately determined by the person they were written for. If directed to either the IT Manager or the organization's Chief Security Officer, they are extremely detailed. The reports will, customarily, include all the relevant information surrounding the incident, the tools which were used to detect the penetration or attempted penetration, its consequences and the technologies employed for the investigation of the incident. The results of the investigation are comprehensively detailed. ... Digital investigation reports which are forwarded to the organization's Legal Department are similar to those composed for the Finance and Accounting departments (Jones, Bejtlich and Rose, 2005). As indicated above, the composition of digital investigation reports is a complex and complicated process. This is not simply because of their intricately detailed nature but because several reports are generated and the style and content of each differs according to intended recipient. 3 Reports to Management Digital Investigations Reports addressed to management are, quite possibly, the most important of all the digital forensic reports prepared by the organization. The reason, as explained by the IT Director, is that the organization's top management are its decision-makers; they allocate the budget and resources necessary for such investigations and, importantly, make the decision on follow-up action. These reports tell management what happened, the extent of the damages, if any, and why the incident occurred in the first place. Importantly, these reports may also contain suggestions for the avoidance of future incidents. From the IT Director's perspective, the reports addressed to management are intended to provide them with the information needed for them to arrive at a decision on future action and reaction. Stephenson (2003) similarly emphasizes the importance of the digital investigation reports submitted to management. As he argues, the information contained in these reports undoubtedly influence management decisions regarding subsequent action. For example, if the investigations revealed the incident to be serious and

Value Chain Model for PSU in Order to Receive Raw Materials from South Research Paper

Value Chain Model for PSU in Order to Receive Raw Materials from South Korea and China - Research Paper Example Having a shared vision enables the workers in all the locations to collaborate in delivering value. The process of receiving spare parts, storage, general inventory control, shipping scheduling should be managed with an aim of cutting any time delays. Immediately an order is registered, a process of simulation from the production plant should be initiated. 1.4 Operations. The assembling, packaging, equipment maintenance, product-testing as well as other activities must be streamlined with an aim of creating efficiency in delivering the final desired product. In fact, all necessary output measures should be aimed at enabling workflow as well as delivery performance to include dependable stock safety levels to avoid delays and understocking. This is where a forecast comes in to ensure the scheduling of end items. In reference to the activities needed to deliver goods to the market, the different locations need to share information as well as to operate in guidance by same policies so as to translate their cooperation into a synergetic relationship. Other areas of key concern are ordered fulfilment, the logistics involved in shipping as well as Material Requirements Planning or Distribution Requirements Planning system. By using a centralized in-formation model any demand changes will be detected well in advance and preemptive measures taken in advance. There need to be many resources committed to wooing buyers to purchase the cutting technology product. On top of that, how the distributors and dealers are selected goes a long way to determine whether sales targets will be achieved or not.  

Decision-Making Process Essay Example for Free

Decision-Making Process Essay Decision-making is a part of everyday life. One must decide on a daily basis; which route to take to work, which has less traffic, coffee or breakfast, or if the morning routine is altered by unexpected situations, which way to continue with the day ahead? According to Bateman and Snell (2011), the ideal decision-making process includes six stages; (1) identify and diagnose the problem, (2) generate alternative solutions, (3) evaluate alternatives, (4) make the choice, (5) implement the decision, and (6) evaluate the decision (p. 89). The process does not have to be thoroughly explained to realize many of the decisions one takes goes through these stages or some of them. One of the types of decisions one must carefully think and analyze before irrationally taking the plunge would have to be the purchase of one’s home. This type of decision is a very long-term commitment and a bit expensive. However, if properly acquire the decision; it is very worth-while. Buying a house or home starts at stage 1; one starts with identifying the problem or in this case the â€Å"wanting† to buy something to call home. It then follows to stage 2: generating alternative decisions. Stage 2 one is able to question if the house is really necessary. There are many suitable apartments and housing options as well. In this stage one also gets to question and calculate if it is within budget or if not, what one will have to do to be able to purchase the house. Once the financial side of the situation is evaluated and one still would like to continue it rolls into stage 3. Stage 3 consists of evaluating alternatives. In this stage one can go through the process of seeking locations, areas and house plans to choose what best fits with the ideal perfect home. This stage also allows to pick and choose what is best suitable for your home and knowing if there will be an upgrade made and changing the original price of the house. Staying with two suitable options and deciding from them will glide one to the next stage. Yes or No, Stage 4 is the decision-making part of the process. Once it has been decided to buy the house, the decision is implemented, Stage 5. Starting the necessary contracts and paper work to make this house one’s new home. The last step of the decision-making process is to evaluate the decision. In Stage 6 consists of one finalizing the process and setting down the last signature on the paper work and/or putting the down payment out on the table. In this type of choice all the steps in the decision-making process were followed. Nothing could have made it easier. As one can see the purchase of a new home, car, changing jobs and/or even choosing what school to send children to takes a decision-making process. Not all the steps are needed in some cases but some steps are automatically done like choosing alternatives.

What Were The Causes Of The Russian Revolution Essay -- essays researc

Before the war. Before the war, there were lots of problems which led up to the revolution and we call them the long term causes. The peasants working and living conditions were very bad but the government made it even worse by its own policies. Russia needed to develop its industries, so that it was a modern agricultural country instead of a backward one and also to remain in an important military power. To aid this dilemma the government invested in enormous amounts of money in improving Russia’s industries. Where did most of this money come from? From the pockets of the people in Russia! To do this, the peasants had to pay huge taxes not only on grain but on nearly all everyday items such as alcohol and salt! Nevertheless, the workers’ wages still stayed very low and did not increase much at all as the government wanted to squeeze the people for every penny they could get to put into industrial development. Soon later, all seemed well, iron and steel industries grew rapidly but then thousands of workers lost their jobs. This was a cause for strikes and rebellions against managers and the government. Also, things were not going very well in the country side. As if being taxed for all you were worth wasn’t enough, there were very bad harvests for a couple of years so now they were starving as well! To return the favour, the peasants became violent and started to burn landlords’ houses. Then the Tzar went to war with Japan which he thought would make the public believe in the government again. However, it backfired on him and caused all the same problems again but by a greater degree. That really infuriated the people! Leading up to the war the peasants and workers still had: *Inadequate clothing *Insufficient and unhealthy food *Long, hard hours at work *Inadequate housing/shelter *Self-made entertainment *Impoverished standard of life *Very low quality of life *Age of death-early 20's-30's. These were the huge differences in the quality of life between the rich and the poor as the rich had: *More than adequate clothing *More than adequate food *Lived on rising and unearned income *Entertainment was provided for them *Excellent standard of life *More than excellent quality of life *Age of death-late 50's, 60's and above In these years leading up to the... ...t. On the 12 March, soldiers refused to fire on crowds, some regiments shot their officers and joined in the demonstrations. They had had enough of the war and the way they were being treated! The soldiers joined the strikers and the women in the streets marched to the Duma to demand that they take control of the government. I think that this was a major turning point. In my opinion it would have taken a much longer time to overthrow the government without the soldiers joining in!! Conclusions. In my opinion, most of the above issues are long term causes, the short term ones were about the lack of equipment and hospital facilities, the incompetence of the officers, inadequate armour, weapons .etc., the massive loss of life and the 25% desertions!! In my opinion, it was not the Tzar’s fault intentionally to be a bad leader. It was his predecessors who did not train him properly. If they had really cared about what was to happen after they had died they would have done something about bringing up proper leaders. I think that they were very careless about choosing leaders but I also feel very sorry for the Tzar, it was NOT his fault!! What Were The Causes Of The Russian Revolution Essay -- essays researc Before the war. Before the war, there were lots of problems which led up to the revolution and we call them the long term causes. The peasants working and living conditions were very bad but the government made it even worse by its own policies. Russia needed to develop its industries, so that it was a modern agricultural country instead of a backward one and also to remain in an important military power. To aid this dilemma the government invested in enormous amounts of money in improving Russia’s industries. Where did most of this money come from? From the pockets of the people in Russia! To do this, the peasants had to pay huge taxes not only on grain but on nearly all everyday items such as alcohol and salt! Nevertheless, the workers’ wages still stayed very low and did not increase much at all as the government wanted to squeeze the people for every penny they could get to put into industrial development. Soon later, all seemed well, iron and steel industries grew rapidly but then thousands of workers lost their jobs. This was a cause for strikes and rebellions against managers and the government. Also, things were not going very well in the country side. As if being taxed for all you were worth wasn’t enough, there were very bad harvests for a couple of years so now they were starving as well! To return the favour, the peasants became violent and started to burn landlords’ houses. Then the Tzar went to war with Japan which he thought would make the public believe in the government again. However, it backfired on him and caused all the same problems again but by a greater degree. That really infuriated the people! Leading up to the war the peasants and workers still had: *Inadequate clothing *Insufficient and unhealthy food *Long, hard hours at work *Inadequate housing/shelter *Self-made entertainment *Impoverished standard of life *Very low quality of life *Age of death-early 20's-30's. These were the huge differences in the quality of life between the rich and the poor as the rich had: *More than adequate clothing *More than adequate food *Lived on rising and unearned income *Entertainment was provided for them *Excellent standard of life *More than excellent quality of life *Age of death-late 50's, 60's and above In these years leading up to the... ...t. On the 12 March, soldiers refused to fire on crowds, some regiments shot their officers and joined in the demonstrations. They had had enough of the war and the way they were being treated! The soldiers joined the strikers and the women in the streets marched to the Duma to demand that they take control of the government. I think that this was a major turning point. In my opinion it would have taken a much longer time to overthrow the government without the soldiers joining in!! Conclusions. In my opinion, most of the above issues are long term causes, the short term ones were about the lack of equipment and hospital facilities, the incompetence of the officers, inadequate armour, weapons .etc., the massive loss of life and the 25% desertions!! In my opinion, it was not the Tzar’s fault intentionally to be a bad leader. It was his predecessors who did not train him properly. If they had really cared about what was to happen after they had died they would have done something about bringing up proper leaders. I think that they were very careless about choosing leaders but I also feel very sorry for the Tzar, it was NOT his fault!!

Good vs Evil in the Last of the Mohicans Essay

In â€Å"James Fennimore Cooper’s† novel The Last of the Mohicans, the characters Hawkeye and Magua, shows a perfect example of good versus evil. Their chance meeting in the wilderness brings the two men together and ultimately ends in a battle of wills. As in many novels, good sometimes wins over evil. Hawkeye and Magua are alike in many ways. These two men are the main characters in the novel of â€Å"James Fennimore Cooper’s†. Hawkeye and Magua are considered heroes, good scouts, and excellent hunters. They both have special interested in the two sisters, Cora and Alice. They have earned respect from their own tribe. In the novel of The Last of the Mohicans, Hawkeye is the main protagonist. He was adopted by the tribe and lives amongst the Indians. Hawkeye can never look Indian, since he comes from European blood, but he dresses, talks and respect the laws of the tribe. Hawkeye is a good man with lots of qualities. In the other hand, Magua is a Chief in the Huron tribe. Magua’s nature is the complete opposite of those in the Mohicans’s tribe. He is a villain because the pain he suffered from the loss of his family in the hands of the Europeans. Magua dies in the end of the novel by the hand of Chingachgook, the adoptive father of Hawkeye. In conclusion, these two characters represent the good versus evil in the novel The Last of the Mohicans. It shows again the tremendous differences between right and wrong. Hawkeye and Magua, two different characters represent a perfect example of good hero and a deprivable villain.