Sports minded individuals Essay Example for Free

Sports minded individuals Essay High school days are usually regarded as the most memorable moment in a student’s life. For the conscientious group, it is a preparation for college life and a time to ponder on one’s interest and career choice. For the less serious and happy-go-lucky young students, it is a time to establish close friendship and romantic relationship. For the sports minded individuals, it is a time to gear up and grab the attention of various college and university officials who may hand them their athletic scholarships. Regardless of whether students are deemed hard-working, lazy, diligent, or carefree, there is a special event in their life that will remain unforgettable – the prom night. The summer of 2005 was not only spent swimming and sunbathing in the beach with my family and friends. I took advantage of the school break to scout for a reasonably priced and elegant prom gown. I spent many hours browsing the web for a suitable gown as I was undecided on whether to settle for a halter, strapless, off-shoulder, or V-neck gown. There were many times when I attempted to design my own evening wear but ended up tearing the paper and throwing them in the garbage can. I never realized that preparing for the prom was so difficult for a young high school lady. It was not only the gown that females need to prepare. The matching shoes and bag, earrings and necklace, hairstyle and make-up must also be an important part of our wardrobe. â€Å"Ahhh†¦. I wish that I am a male and all I need to wear is a tux, a white shirt, ribbon, black shoes and socks. No need to wear any make-up and jewelry. All that is needed is a good haircut and a well-shaved face†, I told myself while dropping to the bed when I reached a point of desperation in finding the right attire for me. Two weeks of my summer break was spent on learning how to do my own facial make-over. I had to call my friend, Gale to help me out as she was the most glamorous looking person in class. Gale never left home without fixing her hair and applying make-up. â€Å"Oww†¦that hurts! † I yelled as Gale plucked a fine hair in my eyebrow using a pair of tweezers. â€Å"Hahaha†¦Don’t be a sissy, Faye! † Gale uttered as she giggled at my reaction. â€Å"Can’t you just use a thread instead? † I asked as I vigorously massaged my eyebrow. â€Å"I’m not a beauty expert silly. It will only take a while and your virgin eyebrow will get used to this†, Gale said as she continued to pluck more strands of hair from my eyebrow. â€Å"Oww†¦Gale! † I yelled again and massaged my eyebrow that has turned pinkish due to skin irritation and pain. Gale did not give up on me and she learned to ignore my deafening shout of pain. I am glad that my parents and younger brother were not at home at that time. I could imagine how much my brother would make fun of me and would mimic every action and words that I uttered. Towards the end of the eyebrow plucking session, I felt the cold sweat on my body and the discomfort in my tummy. When I felt the need to run to the restroom, I stood up but it was too late to control the unexpected. â€Å"Poooottt†¦. poootttt†, the sound of my fart strikes the air. â€Å"Yucckkk†¦. Faye! That was gross! † Gale yelled as she covered her nose and walk towards to the window. â€Å"Sorry Gale! † I responded as my face turned pale. To blow the foul odor away, I grabbed a towel and wave it vigorously against the air. Just when I was about to wipe my sweat, Gale noticed something on my chair. â€Å"Faye†¦. what’s this on your chair? † she asked while looking closely at the chair I sat on. â€Å"Gosh†¦you peed on your chair! † she uttered in disbelief as her blue eyes widened. Suddenly, I looked at her, gazed at the chair, touched the front and back side of my shorts and realized that I must have peed while Gale was plucking my eyebrow. While Gale was giggling, I quickly ran to the bathroom to change my shorts and underwear. It was an embarrassing experience for me considering that this was the only time Gale witnessed someone lose control of her bladder as a result of an eyebrow make-over. When I returned to my room, my chair was already clean and dry. Gale cleaned the mess that I created and I felt that I wanted to hide my face under my pillows and bed covers. Sensing my uneasiness and shame due to my silence, Gale tried to divert my attention by discussing the things that I must prepare for the prom. She also gave me tips on how to choose the right gown for my physique and how to fix my hair for the evening occasion. In spite of the humiliating incident, Gale continued to drop by our home to prepare me for the event. There was also a time when we listened to some popular songs and music that may be played during our prom. Then, we pretended to be the King and Queen of the night and we danced to the music of our favorite love song while we were singing together. Before the end of our summer vacation, I was able to apply my make-up and fix my hair with ease. It took some time before I was able to pluck and shape my eyebrow independently. There were many times when I asked Gale to help me and in every session I became wary of my bladder. I learned to take a break each time I find it difficult to tolerate the pain. The prom was indeed a memorable event in my life. Everyone was impressed with the changes in my appearance when they saw me dressed in halter gown, wearing a 3-inch high heeled pair of shoes, a make-up and an attractive hairdo. Gale became the prom queen and I became the girlfriend of the prom king a month after he unintentionally stepped on the hem of my gown that led me to lose my balance on the dance floor and bumped on the waiter who was serving drinks. Well, that was another embarrassing moment. Gale became my best friend and from time to time we both laugh as we recall the summer of our pre-prom preparation days.

Creating Text Essay -- Writing Technology Technological Papers

Creating Text The process of creating â€Å"text† without using technology appeared to be a simple task that would allow the students to be a creator of his or her unique technology free masterpiece. I just had to come up with a creative, natural way to write text instead of using modern technologies that society takes for granted. How hard and restrictive could this assignment be? I soon found out everything would not go exactly as planned. It took me two attempts and failures before I finally achieved some level of success. My first idea came to me while I was getting ready one morning. Why not use hair to create text! It is a natural part of the human body that is constantly growing, natural and indispensable. I could have taken hair, looped and knotted several clumps together to make letters and then placed those letters to spell out text on any surface. The hair would be portable but undoing the formed letters to create newly formed letters would have been time consuming and difficult. I have several friends who cut hair for a living and I could have easily had them give me hair they cut from their customers. I also attempted to ask my sister for her hair; she has dread locks which would have been easier to work with since they are so thick but she didn’t want to part with them for a homework assignment. The more I thought about this idea the more I realized how time consuming and unrealistic it would be. Using hair would be a creative way to develop text but I would need m ass quantities and lots of patience. My second idea came to me when I took a trip to the grocery store. I went to the produce section and circled around the stands looking for some piece of fruit or vegetable that ... ...gh the writing process can be revised, edited, and visually reviewed where speech is spur of the moment and final. Traditionalists often resisted writing and viewed the process as unnatural and untrustworthy (Dennis Baron 39). However, speech seems to demand more trust because the individual is exposing themselves to their audience which subjects them to high levels of criticism. Overall, this project has exposed the mechanics and technology involved in the writing process. Up until this point I put little thought or recognition into the process I use so widely on a regular basis. After the amount of time, energy, and thought that went in to my attempt to create â€Å"natural† writing mechanics and tools the frustration isn’t worth what seems to be a small victory. In the end the process of trying to think of something natural to create is unnatural.

Learning Theories

Learning TheoriesThe thought of how we learn can be described in a battalion of different ways. Andrew Pollard describes larning â€Å"as the procedure by which cognition, constructs, accomplishments and attitudes are acquired, understood, applied and extended. Children besides discover their feeling towards themselves, towards each other and towards larning itself. Learning is therefore partially a cognitive, partially societal and affective.† Therefore a brooding professional must concentrate on these major concerns by concentrating on student public presentation within course of study based undertakings and in the long term developing each kid ‘s ability to come on as a successful scholar. Another of import facet for the instructor is the ability to decently understand the procedure of acquisition, as this should enable the professional to cognize best how to prosecute students in the acquisition experience. This thought of acquisition is non new and has been around since the beginning of world, be that the passing on cognition of fire devising to the acquisition of basic linguistic communication within early adult male. It is merely in more recent times that bookmans have attempted to make theories which describe this act that most people carry out without truly believing about. Some of these theories will be looked at in this piece, nevertheless it is of import to observe that the thought of one theory that fits all persons is in its ego a misnomer, as people and the universe they live in alteration faster than these theories can maintain up.Multiple intelligences: Howard GardnerThis theory of Multiple Intelligences was suggested in 1983 by the American psychologist Howard Gardener in his book Frames of the Mind. Gardner ‘s theory proposed that scholars have peculiar types of intelligences that can be classified, and each person has differing degrees of competency within each int elligence type or profile.Gardner identified 8 intelligences:Linguistic – the capacity to utilize words efficaciously Logical-mathematical – the capacity to utilize Numberss efficaciously Spatial – the ability to comprehend the visual-spatial universe accurately Bodily-kinaesthetic – expertness in utilizing one ‘s whole organic structure to show thoughts and feelings. Musical – the capacity to comprehend, discriminate, transform and express musical signifiers. Interpersonal – the ability to comprehend and do differentiations in the tempers, purposes and feelings of other people. Intrapersonal – self-knowledge and the ability to move on that cognition. Naturalistic – expertness in the acknowledgment and categorization of the legion species. ( Definitions from Multiple Intelligences in the Classroom – Thomas Armstrong ) Gardner ‘s theory proposed that the thought of I.Q. does non take into history the broad scope of abilities worlds display. In the multiple intelligences theory Gardner states that each intelligence profile can be improved to a high degree and suggests that learning should integrate all intelligences into the schoolroom so as to provide to a broad scope of abilities and intelligences. This will enable the scholar to larn in a manner that bests suits his or her single intelligence profile. Gardner highlights the importance of the instructor admiting that persons have different degrees of competency within certain intelligences, and suggests lessons should be planned to assist the scholar better in the intelligences in which they are weaker. This thought has been reinforced by research that proposes intelligence is developed though chance and the scholar ‘s experience ( Shayer and Addy, 2002 ) Some of the thoughts behind this theory of multiple intelligences have been criticized in the psychological science and educational theory communities ( White, 1998 ) , a common unfavorable judgment is that the theory is based on the theorist personal sentiment. Psychologist such as George Miller believe Gardner ‘s theory is based on his intuition and provinces that the theory lacks empirical informations. Gardner ‘s responds to his critics saying. â€Å" The testimonies and s are legion plenty from tonss of different topographic points to propose it ‘s deserving taking earnestly. † There is a batch of anecdotal grounds in support of MI, but no formal surveies. At the really least, many believe that MI theory virtues farther probe and large-scale research† . Other unfavorable judgments are based on instructors seting students into fixed intelligence profiles. This does non let the scholar to better in intelligences in which they are deemed to be less ab le, taking to a non-inclusive environment.Constructivism and Social Constructivism: Piaget VygotskyConstructivism theory suggests that people learn through an interaction between believing and experience, and through the consecutive development of more complex cognitive constructions ( Pollard 2002 ) . The most influential constructivist theoretician was Piaget. Jean Piaget ( 1896-1980 ) was a Swiss psychologist, philosopher and instructor. He taught at Grange-Aux-Belles school for male childs, he noticed when taging the students work that immature kids would systematically give the incorrect replies to certain inquiries. When he looked closer at these consequences he found that there was a form to the errors that immature kids made, that older kids did non. This led him to believe that there was an built-in difference in the manner younger people learn than that of grownups. Piaget proposed through a procedure of â€Å"accommodation and â€Å"assimilation† kids construct their ain world by agencies of experimenting on their ain environment. Piaget proposed that there are four cardinal developmental phases in which kids process their experience. 1 Sensorimotor – From birth to age 2 old ages. The baby builds an apprehension of himself or herself and world ( and how things work ) through interactions with the environment. It is able to distinguish between itself and other objects. Learning takes topographic point via assimilation ( the organisation of information and absorbing it into bing scheme ) and adjustment ( when an object can non be assimilated and the schemes have to be modified to include the object. 2 Pre-operational phase – From 2 to 7 old ages The kid is non yet able to gestate abstractly and needs concrete physical state of affairss. Objects are classified in simple ways, particularly by of import characteristics 3 Concrete operations phase – ( 7 to 12 old ages ) . As physical experience accumulates, adjustment is increased. The kid begins to believe abstractly and gestate, making logical constructions that explain his or her physical experiences. 4 Formal operations stage – ( 12 to 15 old ages ) Cognition reaches its concluding signifier. By this phase, the individual no longer requires concrete objects to do rational opinions. He or she is capable of deductive and conjectural logical thinking. His or her ability for abstract thought is really similar to an grownup. The effect of Piaget work has lead to the thought of a kid centred attack to instruction, this is particularly true in Primary school categories. It has promoted the usage of varied and stimulating schoolroom environments from which kids can deduce ambitious experiences. Some restrictions of Piagets work have been highlighted, one such unfavorable judgment is that due to the fact that the abilitiy of a kid to larn is structured into phases, it can take to the under appraisal of their capacities. Surveies have shown that kids ‘s capacities are much greater than those suggested by Piaget ( Tizard and Hughes ) Another unfavorable judgment of Piagets work is that as it can be hard to run into the demands of all persons in a category, the demand for a trim acquisition experience for each single category can take to a damaging state of affairs whereby the instructor spends so much clip pull offing the category room they are non able to pass adequate clip learning their students. Social Constructivism is a alteration of Piaget ‘s theory and was proposed by Russian psychologist Lev Vygotsky. He believed that Piaget ‘s theory did non take into history a kid ‘s societal interactions which he believed besides had an consequence on cognitive development. Vygotsky ‘s theory proposed that. * interaction and civilization have a dramatic consequence on cognitive development. * Cognitive procedures ( linguistic communication, thought and concluding ) develop though societal interaction. * Learning is a shared societal activity embedded in schoolroom interactions. * The relationship between scholar and instructor is important. Within Vygotsky ‘s theory he introduces the thought of the zone of proximal development ( ZPD ) in larning this is stated as. â€Å" The distance between the existent development degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals † ( Vygotsky, 1978, p. 86 ) . This helping the scholar by a more capable other has been termed â€Å"scaffolding† . Scaffolding is a procedure whereby the scholar is provided with construction and support which allows them to understand undertaking they could non make entirely. As the scholar develops an apprehension of the undertaking the staging can be removed this consequences in â€Å"more sophisticated cognitive systems†¦ the system of cognition itself becomes portion of the scaffold or societal support for the new learning† ( Raymond, 2000, p. 176 ) . Curriculum for Excellence lends to a great extent from these thoughts with its AifL and inclusion enterprises. AifL formative appraisal constabularies should convey more balance to the place of more knowing other as it aims to hold category equals every bit good as the instructor make fulling this function. The active function of the scholar in this theory should let for a better apprehension of what is being taught and why ensuing in an improved acquisition environment.Theories used in the schoolroomMultiple IntelligencesDuring my clip on SE1A I tried to suit a figure of different intelligences into my lesson. During planning of any lesson I would implement different manners of acquisition, this was non ever possible due to resource and clip restraints, nevertheless in the cases where it was possible I noticed positive consequences. Whilst taking a S1 category covering human organic structure systems, I was able to utilize a choice of larning stuffs. I made certain that all students were exposed to all larning types, the purpose of the lesson was to let all students to make the success standards utilizing three different larning manners. The manners I adopted were the usage of a picture ( Visual ) theoretical accounts of the human organic structure ( kinesthetic ) and group treatment ( Linguistic-Intrapersonal ) . I found this to be a successful lesson as during plenary students were able to joint which larning manner they found most good and which they found least. With this in head I will go on to use the multiple intelligences theory when be aftering my lessons and will seek to suit as many larning intelligences as possible.Social constructivismI implemented societal constructivist theory when puting a undertaking to a S1 category I was learning, the category was split into groups A, B, C, D, E each group was given the undertaking of happening out about a particular cell type/s, during this clip I moved around the category staging. Once the group collected all the information that was required, the groups were rearranged so each member of the group had looked at a different cell. The purpose of the lesson was for each member of the group to learn the remainder of the group what they had found out. Each group successfully completed the acquisition and success standards. The whole category were engaged and there was a high grade of larning taking topographic point, holding seen this theory in pattern I will be go oning to utilize and better it in my pattern.Appraisal schemesIn recent old ages appraisal has become the primary focal point in instruction. This has occurred for two grounds ( Pollard 2008 ) . The first and most important has been the demand for authoritiess to hold a manner of mensurating educational end product. This was seen as a manner for parents to be able to compare between different schools trial consequences, and hence be able to do an informed pick as to what school to direct their kids to. The hope was that the publication of conference tabular arraies would promote all schools to raise criterions and invariably better on consequences to raise their place in the school evaluations tabular arraies. The 2nd ground for the increased involvement in appraisal came from the realization of the value of continual appraisal in informing instruction and bettering acquisition ( Black and William 1998 ) . Their research highlighted that appraisal can be used as a tool to find non merely what has been learned i.e . terminal of subject trials and tests, but appraisal can besides be used as a tool for acquisition.Appraisal is for Learning ( AifL )Appraisal is for larning ( AifL ) is an effort to seek and hold more balance in the Scots course of study, the over accent of summational appraisals schemes, such as terminal of subject trials and tests, does non needfully give a good indicant to the degree of larning that takes topographic point in the category room. Alternatively the usage of formative appraisal schemes should be at the nucleus of effectual instruction pattern. The work of Black and William in 1998 established that there was strong grounds that formative appraisal can raise criterions of student ‘s accomplishment. Appraisal can be said to be formative when the consequences from the instructors and pupils measuring themselves generate an adaptation to the learning methods later employed to run into the demands of the students. ( Inside the Black Box ) . It is this thought of co ntinual student instructor interactions taking to version of learning to run into the demands of single students that lies at the bosom of effectual instruction.The AifL model incorporates three different facets of appraisal:* appraisal FOR larning * appraisal OF larning * appraisal AS acquisition,Appraisal For larningThe intent of appraisal for acquisition is to â€Å"focus on the spread between where a scholar is in their acquisition, and where they need to be- the coveted goal† ( LTScotland ) . This end can be attained by a assortment of agencies such as feedback to pupils, guaranting the students are cognizant of the acquisition purposes and effectual inquiring among others. Black and William have defined appraisal for larning as â€Å"all those activities undertaken by instructors and/or by their pupils, which provide information to be used as feedback to modify the instruction and acquisition activities in which they are engaged†Key characteristicsThe cardinal characteristics as stated by LTS web site are as follows Focus on high quality interactions – Successful appraisal in the schoolroom should affect high quality interactions based on thoughtful inquiries, careful hearing and effectual responses. This should affect giving students equal â€Å"wait time† before seeking to reply inquiries as suggested by Mary Budd Rowe ( â€Å"Wait Time and Rewards as Instructional Variables, Their Influence on Language, Logic, and Fate Control, † Journal of Researching Science Teaching, vol. 11, 1974, pp. 81-94 ) . This could besides be the usage of a no custodies policy when replying inquiries Involving students in their acquisition – Focus on the extent your students and staff are to the full involved in make up one's minding following stairss in their acquisition and identifying who can assist. This should affect the scholars holding a active function in what they are being taught were possible, and giving the scholar pick in the ways which they learn as stated by Gardner ‘s theory of multiple intelligences Feedback – Students and staff are given timely feedback about the quality of their work and how to do it better. This thought of positive support sing students work it portion of Skinner ‘s behaviorist theory. The importance of both verbal and written feedback allows the scholar to cognize if there are any spreads in their cognition, but besides lets them cognize what countries they perform good in. Sharing standards – â€Å"Pupils, staff and parents are clear about what is to be learned and what success would be like† It is of import that students are made cognizant of the undertaking they are transporting out and what is to be learned by sharing larning purposes, in add-on it is besides of import that they are cognizant of what the success standards are for said undertaking. This pattern of sharing larning purposes and success standards is a critical portion of the appraisal for larning scheme and is similar to Vygotsky ‘s Zone of Proximal Development.Appraisal in the schoolroomDuring my clip on SE1A I implemented a figure of different formative appraisal techniques, I ever shared the learning purposes with the category, they would be written on the white board leting me to transport out the lesson on the smart board. This would let the students to hold a mention point which they could easy see throughout the lesson, helped the students to set the lesson into context. In my first lessons I did non portion the success standard with the students and would alternatively travel over them in the plenary, nevertheless holding spoken to co-workers I was advised that it would be good to portion the success standard with the students this was reinforced when I went back to the literature which resulted in me watching instructors Television picture ( hypertext transfer protocol: //www.teachers.tv/video/3311 ) . The sharing of acquisition and success standards did better the categories apprehension of a peculiar subject as they had a clear thought of what was expected of them. With both my S1 and S2 I implemented a no-hands up policy, I would get down by inquiring the students a inquiry I would so give them at least a minute to believe of an reply, so I would inquire an person for an reply. This took a spot of clip for the students to acquire used to as certain students were acquiring frustrated by the delay clip as they knew the reply. I think overall this scheme worked good for most kids as it gave the whole category clip to believe and as they did non cognize who would be asked the inquiry it led to a high degree of battle. In a S2 category I was responsible for a alteration lesson for an terminal of topic trial. I implemented a quiz that was to be created by the category, this involved dividing the category into groups and acquiring them to come up with inquiries refering to the subject. This worked good as there was a high degree of competition for the place of top squad. Once I had made certain the students knew the nature of the inquiries they could inquire they were left to come up with inquiries themselves. This really challenged the students as they wanted to come up with ambitious inquiries for their equals, which lead to some high degree acquisition and a high degree of battle. Other schemes I have used include the usage of a traffic visible radiation system whereby students who showed a green visible radiation for understanding a peculiar subject paired up with students who showed ruddy visible radiation. The green visible radiation students would so assist explicate facets of the subject. I will be implementing other assessment schemes in my go oning pattern, such as issue inquiries, demo me boards and head maps, while invariably bettering my oppugning accomplishments.A Curriculum For ExcellenceThe Curriculum for Excellence ( CfE ) is the new Scottish course of study to be taught in all public Scottish schools by August 2010. CfE came approximately due to the â€Å"National Argument on Education† this argument was launched by the Scots Executive in 2002, the purpose of the argument was to construct on the high quality instruction that was being provided to many of the immature people in Scotland but besides to guarantee that â€Å"all immature people were being offered a welcoming and stimulating environment for the 21st century.† ( Scots Executive, 2002 ) . The consequence of this argument was that although there were many positive facets of the current course of study there was a demand for alteration. In November 2004 the proposal for CfE was approved and published, it was implemented to broaden the acquisition experiences of immature people and to do these experiences more gratifying and relevant to a quickly altering environment. CfE has been designed to develop four chief capacities in all immature people between the ages of 3 and 18, these capacities being successful scholars, confident persons, responsible citizens and effectual subscribers. To accomplish this end CfE has 7 rules of course of study design that have been devised to guarantee the four capacities are met. 1. Challenge and enjoyment – Young people should happen their acquisition challenging, prosecuting and actuating. The lessons planned by instructors should reflect this rule by promoting high aspirations and aspirations for all students. 2. Breadth – All immature people should be educated in a wide scope of results and experiences across all course of study countries. The acquisition may be linked to vocational or other specialised contexts and will take topographic point both in the category room and other cross-curricular activities. 3. Progression – The learning experience will take topographic point between the ages of 3 – 18 and will demo a continual patterned advance within a individual curricular model. The rate of patterned advance should be tailored to the person so that it meets their demands and aptitudes, and leaves options open so that no picks within the course of study are closed prematurely. 4. Depth – The scholar should hold chances to derive a deeper apprehension for different types of thought and acquisition. As they progress through the old ages they should be able to make their full capacity by developing cognitive accomplishments, while besides deriving a better apprehension of their moral values and beliefs. 5. Personalisation and Choice – the course of study should suit every single scholars demands and back up their aptitudes and endowments. The scholar should hold an active function in how and what they learn. 6. Coherence – The course of study should be a consistent larning experience from 3-18 and there should be clear links between different facets of their acquisition. This should include lessons which can pull from different strands of larning which cross over traditional capable boundaries 7. Relevance – The leering experienced by immature people should be relevant to them. They should understand why they are larning and it relevancy to their lives both inside and outside the category room. The Curriculum for excellence purposes to give all immature people the accomplishments and cognition they need to win in the modern twenty-four hours universe. If all schools can win at developing the four capacities in all persons so it should give their students an ideal start in life and should do for a shining illustration of what can be achieved.CfE in the category roomAs the CfE results and experiences have non yet been implemented in the school I was at on SE1 I was non able to be after lessons around them. The school I was placed at was still learning the 5-14 National Guidelines, nevertheless this did non halt me from looking at the similarities in each set of results. Looking at the results it became clear that there was an convergence in both sets of results which allowed me to learn lessons which would cover both 5 to 14 and CfE outcomes. During my observations at school it became clear that in many instances the seven rules within CfE were being adhered to, this allowed me to larn from my equals how best to implement them into my categories.Challenge and EnjoymentDuring my observation clip on arrangement I was able to see precisely what was working good within certain categories, although at this point I had a batch of thoughts on how best to set together my lessons acquiring a pupils oculus position on the lesson truly helped me to take activities that would work best. I was responsible for a category of S1 students on SE1, through a series of lessons I implemented a scope of different activities to maintain the category stimulated and motivated. During the lessons the students were involved in card kinds, cut and paste activities, single paired and full category probes, smart board activities, pictures, modeling, postings doing and PowerPoint presentations. Appendix? Shows a posting made by a group of my students, the lesson involved making research for the subject in the ICT suite followed by a presentation to the remainder of the category utilizing postings or PowerPoint. All the students were actively involved in the exercising and students had the pick of how they wished to show their information. I besides left it up to the students to depute certain undertakings to each member of the squad. These activities allowed the scholars to hold an active function in their acquisition and take which method of larning they thought worked best for them. During the plenary session at the terminal of the lesson we would discourse if they had met the success standards and in some instances if their chosen type of larning manner was really effectual.RelevanceWhen be aftering my lesson I ever thought of ways to convey in existent life illustrations to the subjects I was learning. When I was covering the electrochemical series with a S3 category I was able to demo why we use different metals in bring forthing batteries, this lead to me explicating the chemical science of nomadic phone batteries and ways to widen their life. During a lesson on the respiratory system to a S1 category I was able to demo the consequence that smoke has on the lungs, and highlighted the importance of a healthy diet in digestion. During the forces topic we investigated the varying degrees of clash of different stuffs on ice, the students were so able to propose the best types of footwear to either cut down or increase clash if they were out walking on an icy w inter ‘s twenty-four hours.Literacy and numeracyLiteracyWithin CfE literacy had been highlighted as a nucleus accomplishment which is to be embedded throughout the course of study regardless of the topic. Literacy is defined as â€Å"the set of accomplishments which allows an person to prosecute to the full in society and in acquisition, through the different signifiers of linguistic communication, and the scope of texts, which society values and discoveries useful.† ( LTS ) Bettering literacy accomplishments is of critical importance as it enables immature people to â€Å"develop accomplishments for acquisition, accomplishments for life and accomplishments for work, † ( www.ltscotland.org.uk/curriculumforexcellence/buildingthecurriculum/entitlements/skills/index.asp ) Literacy skills enable immature people to better understand and interact with their topics in the course of study, non merely this but these accomplishments are movable to the out of school environment, be that the work topographic point or in mundane life. If a student has problem with literacy accomplishments this can take to a deficiency of patterned advance in a peculiar topic, the feeling that the instructor may hold is that the student is non engagement in the topic. However the root of the job is that the students have hapless reading authorship or listening accomplishments. The results for literacy are: Reading, Writing, Listening and Talking CfE demands that all practicians engage with bettering degrees of literacy, as the betterment in literacy will ensue in an increased apprehension of all topics within the school course of study. By guaranting that all practicians take duty for literacy within schools the student will hold the chance to develop their accomplishments for acquisition, accomplishments for life and accomplishments for the work topographic point.NumeracyAs with Literacy, numeracy is besides a nucleus accomplishment within CfE â€Å"All instructors have duty for advancing the development of numeracy. With an increased accent upon numeracy for all immature people, instructors will necessitate to be after to revisit and consolidate numeracy accomplishments throughout schooling.† ( Constructing the Curriculum I ) Numeracy has been highlighted as a nucleus accomplishment, as like literacy competent numeracy accomplishments are indispensable in mundane life, and as such to be able to lend efficaciously to society immature people should hold a good foundation in these accomplishments. Strong numeracy accomplishments provide immature people with better apprehension of the universe around them and are a footing for womb-to-tomb acquisition. The edifice of strong numeracy accomplishments throughout the course of study should give immature people â€Å"the assurance and competency in utilizing figure which will let persons to work out jobs, analyse information and do informed determinations based on calculations.† CfE bookletDrumheadIt has been shown that strong accomplishments in both literacy and numeracy benefits both the person and the state as a whole. The importance of these accomplishments is highlighted in the ALNIS study which states â€Å"Literacy and numeracy accomplishments are c ritical for grownups to accomplish the ends they set themselves at work, at place, in the community and as scholars. The personal effects of low literacy and numeracy accomplishments can be serious. The national effects for a modern, multicultural, competitory Scotland, and attempts to accomplish societal justness, are far reaching.† ( ALNIS, p 12 )Literacy in the schoolroomDuring placement SE1A, I paid peculiar attending to the literacy results defined by CfE. When lesson planning I integrated literacy results into all my categories be these reading composing speaking or hearing. In one category I used a picture to summarize chief points that had been taught throughout the subject. I asked to take down note sum uping the chief points of the subject, this would let me to estimate whether they had understood the chief learning purpose of the subject. I made certain to halt the picture at cardinal points to let the kids with slower cognitive or composing accomplishments clip to believe and compose. This exercising planned to better the kids ‘s hearing and note taking abilities as this is a of import accomplishment needed in the school and work environment. The kids were so asked to describe back what notes they had taken and why within groups. This exercising was besides developed to better at that place speaking accomplishments as they each had to separately describe back the notes they had taken. I found this exercising priceless as I rapidly realised that there was a broad scope of abilities within the category, as a whole the category found this undert aking hard. There were a figure of facets of the undertaking the kids found hard which arose during the plenary treatment, many of which arose from holding to watch the picture and compose down short concise notes. This undertaking showed me the true extend of the importance of distinction required in lessons, it besides highlighted that note pickings is a accomplishment that may non hold been taught in any deepness within the course of study. In future I will do certain that before transporting out an exercising like this that a important sum of clip is spent learning the accomplishment as I think it will profit students in the short and long term. The creative activity of a lab write up within a category is an first-class manner to better composing accomplishments. Every practical carried out by my categories is accompanied with an experimental write up. The usage of experimental write ups gives kids exposure to an unfamiliar manner of composing. I ever promote my students to compose up studies in a scientific mode with an purpose, hypothesis, consequences and decision. Before the write up I would inquire for suggestion as to how the study should be worded, followed by an illustration provided by myself. This got the kids thin inking about the construction and registry of the piece. In some instances I would inquire an person or group to show their findings to the category. In one category I split the category into four groups and asked each group to compose up the purpose, method and manner to enter consequences for the four different experiments. Once completed the group ‘s swapped studies and tried to transport out experiment utilizing the study they received. I will be go oning to utilize lab study composing as I think it does cover a broad scope of results for literacy, and when carried out good does prosecute students. In a S2 scientific discipline category I took, the students were required to retrieve a peculiar series of reactive metals. To do this easier to retrieve I encouraged the category to come up with acronym to assist them retrieve the series. Before we started I gave them a few illustrations of common acronyms they had likely used such l.o.l and o.m.g. this started a het argument as to the best acronym to utilize for the reactive metals. Each member of the category came up with their ain acronym some more suited than others, nevertheless all students did prosecute and there was a spot of temper in the lesson which is of import when learning some of the more proficient facets of scientific discipline. This undertaking got the kids activity believing about the right pick of words and the usage of their vocabulary, I would state the undertaking worked good and I will be utilizing the technique once more when seeking to assist the kids remember complex scientific sequences.

Euthanasi Ethical Accepted When Talking About Euthanasia...

Veronica Lopez Sister Lybbert FDENG 101 September 10, 2016 Euthanasia What is ethical accepted when talking about euthanasia? Is it acceptable to end a person’s life? Is it acceptable to make them suffer more than they can handle? Is it acceptable to withdraw any treatment to let the person die? What is then acceptable? In the USA, the states of California, Vermont, Oregon and Washington are of the few states that euthanasia has been legalized, with no existent law that require doctors to refer patient for a psychological evaluation before opting for euthanasia (National Right to Live News Sep. 2016- Colorado voters will face ballot with life and death consequences) With this discrepancy, there is a chance that terminal ill patients are not psychologically evaluated to try euthanasia; this means many patients that opt for euthanasia are suffering from a psychological illness like depression other than a terminal ill. It is a fact that when we talk about euthanasia, it generates a disagreement between the general public. This is a topic that many want to avoid, but others want to inquire a little more. â€Å"Euthanasia is a termination of a very ill person’s life in order to relieve them from their sufferings† (Ethic of Euthanasia- Introduction). This essay will discuss the ethical implication as well of the religion implication this topic generates. A research approved by The institutional review boards of the three participating hospitals and the University of

Personal Finance Curriculum And Video Series - 861 Words

Whew, where to start? The personal finance class, through Dame Ramsey’s Foundations in Personal Finance textbook and video series really had a lot of useful information, and it is hard to pick out the most impactful chapters and topics. However, I think the most important stuff for me was his five foundations for financial success, which were reinforced throughout the course. I am not downplaying the other important stuff in the course, including learning about the history of credit, budgeting, consumer awareness, investing, insurance, and taxes, but I think that mastering the fundamentals is important, which is why I am choosing to highlight them in this paper. The first foundation (at least for us teenagers) is to establish a $500 emergency fund. For adults, the recommended amount is 3-6 months of expenses, but the principle remains the same. The emergency fund allows you to always have money to cover surprise expenses, avoiding having to go into debt during an emergency sit uation. To do this, you simply create a bank account separate from your regular checking or savings accounts, put money in, and only bring money out of it in the most dire of situations. It may be tempting to use that money for some kind of fancy investment, but you should think of it as more of an insurance than an investment. As for how I am applying this to my life, I have set aside $600 in the bank (away from my regular account) that I will not touch until there is a large enough emergency toShow MoreRelatedThe Financial Management Course Offered At The Benedictine University1860 Words   |  8 Pagesthe stakeholders investment. A few months ago I had the opportunity to enroll and complete an online financial management course at the Benedictine University. The course was taught by one of the proficient professors in the department of finance. Even though I have taken other online courses prior to this class, this particular course is worth analyzing because it was taught by a professor that loves teaching and his love for teaching was apparent in the way he interacted with students. InRead MoreTeen Pregnancy and Sex Education Essay1794 Words   |  8 Pagesmothers are more likely to participate in deviant acts. The Reality Series MTV Networks decided to document the controversial subject of teen pregnancy in the documentary series 16 and Pregnant (see fig1.). Each episode follows the life of a teenage as she goes through growing pains, adolescences while pregnant. No one story is alike. Each offers a different look into a variety of challenges teen moms will face including, finances, high school graduation, and adoption (or whether to raise the child)Read MoreFunctional Areas in Business1844 Words   |  8 PagesTask 1: Research different functional areas, provide definitions of each of these functions: * Customer Servise Customer service is the provision of service to customers before, during and after a purchase. Customer service is a series of activities designed to enhance the level of customer satisfaction – that is, the feeling that a product or service has met the customer expectation. Its importance varies by products, industry and customer; defective or broken merchandise can be exchangedRead MoreLearning Management System1949 Words   |  8 Pagesperformance of users and manages learners across different training objectives and in the identification and assessment of individual and organizational training goals. DEFINITION OF TERMS Animation A  simulation  of movement created by displaying a series of pictures, or frames. Animation starts with independent pictures and puts them together to form the illusion of continuous motion. Course Management Support to span multiple class sessions across an entire course with common goals, adding toolsRead MoreEssay about Uop Library Manual7804 Words   |  32 PagesLeadership Library on the Internet, MarketLine Business Information Center, Mergent BondViewer, Mergent Online, Mergent’s Investordge, Morningsta, Plunkett Research Online, ProQuest Accounting and Tax, ProQuest Historical Annual Reports, ProQuest Snapshot Series 6) Country Profiles and Economic Data†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦14-17 Balance of Payments Statistics, CountryWatch, Culturegrams, Direction of Trade Statistics, EIU Country Data, EIU Country Intelligence, EIU Market Indicators amp; ForecastsRead MoreApa Writing Style and Mechanics7913 Words   |  32 Pagesentire document. The APA Sample Paper provided by the Center for Writing Excellence represents the consensus of several deans and other key academic officials within Apollo Group. The sample paper attempts to match APA style to the University s curriculum and academic services. Nevertheless, in advanced matters of style and formatting, differing interpretations of APA guidelines exist. While this sample paper is offered as a tool to help students with APA style, it is not a definitive or bindingRead MoreSchool Management12126 Words   |  49 Pagesother. This should be something which the school and department leadership should model. Schools which reward intra- and inter-departmental sharing will see a huge increase in the quality of classroom teaching. It is a proven fact that an integrated curriculum is more effective for the student than learning each topic in isolation 9. Communication Is Honest and Frequent The school leadership in a quality school provides teachers, staff, students, and parents with frequent communication about what is happeningRead MoreThe Walt Disney Control Factors4105 Words   |  17 Pagesapproach assures that all employees know and behave as if they were on stage [meaning that they are always on display]. This is [considered a] high standard, yet it is consistently achieved at Disney [because of their vision] (Free, 2007). From my personal experience of attending a few YES (Youth Education Service) Program leadership conferences at Disney World this past spring break I saw this philosophy first hand and heard it from some of the â€Å"cast† members themselves. The Performance Art DirectorRead MoreDarden Mba Resumes16768 Words   |  68 PagesEDUCATION Darden Graduate School of Business Administration University of Virginia Candidate for Master of Business Administration, May 2011 ï‚ · Awarded Batten Innovation Scholarship (merit-based full tuition sch olarship); ï‚ · GMAT: 730; AWA: 5.5 ï‚ · Member of Finance Club, Energy Club and Darden Capital Management Club Charlottesville, VA Nanyang Technological University Singapore Bachelor of Engineering (Computer Engineering) and Minor in Business, June 2006 ï‚ · Awarded full scholarship (among top 50 from overRead MoreSMSC12647 Words   |  51 Pageschild Spiritual, Moral, Social and Cultural development January 2006 Contents 1 Introduction 3 2 Spiritual Development 4 3 Moral Development 8 4 Social Development 12 5 Cultural Development 15 6 SMSC across the curriculum 19 7 Assessing SMSC in the primary school 27 8 Citizenship in secondary schools 34 9 The Christian ethos of the school and sex and relationships education 38 10 Resources and websites 39 1 Introduction Since the 1988 Education reform

The Poverty Of The United States - 959 Words

Introduction â€Å"Poverty in America!† These words really sound conflicting and mismatched. The U.S.A. is assumed to be a land where numerous growth and development opportunities are available in a gross amount. It is a nation with prodigious and abundance resources, ability and materials which enables people to live and fulfil their dreams. The prevalence of poverty in this country is hard to believe, but unfortunately it is a fact (Rank, 2004). There are many people in the U.S.A. who cannot afford their primary needs and health care. They do not have homes and many of them, sleep under a bridge or benches at a park, single mothers living in a very small space with her children and adults having very less earnings (Kowalski, 2003). There are several working families which can be categorized in the list of below the poverty line. Views about poverty Individualistic, structuralist and fatalistic views are believed to be three root-causes of poverty. According to individualistic behaviour, the personal characteristics are responsible for the issue of poverty (Poverties, 2012). The defaults of socioeconomic systems are viewed as causes of poverty in structuralist behaviour. Moreover, the believers of fatalistic views stated that the destiny and luck of an individual determines different phases of his life. The people belonging to high income group supports the individualistic views, while according to people belonging to low income group, the strains of social and economicShow MoreRelatedThe Poverty Of The United States1727 Words   |  7 PagesPoverty defined by the American Heritage Dictionary is â€Å"lack of the means of providing material needs or comforts† (Hirokazu Yoshikawa, 2012). Poverty in the United States is an issue that is often times overlooked because the focus of poverty is on developing and struggling cou ntries. People often think America does not experience poverty because it is such a thriving country. The problem with this is that America is indeed struggling with poverty: â€Å"there are currently 488 counties in America whereRead MoreThe Poverty Of The United States1548 Words   |  7 Pagescitizens in poverty has risen. Several organizations have been set up to help those who suffer from poverty and provide their everyday needs. There are always ways where a community can help eliminate the amount of people suffering poverty. Government has an influence on how much money flow there is in the United States such as the FED, which was created to help maintain a stable monetary and financial system and control the money supply. People themselves can also help from falling into poverty, butRead MorePoverty Of The United States1408 Words   |  6 PagesWhen people hear the word poverty many people think of the bad connotations that come with it like, smelly homeless people th at are crackheads and disease holders. Some people may even think they are uneducated or not hard working enough and rather ask for money instead of trying to get a job. Although a small portion of that may be true to some homeless people due to addictions on drugs and the toll it takes on their lives. The majority of homeless people are either veterans or immigrants, who findRead MorePoverty in the United States755 Words   |  4 PagesPoverty in the United States is getting in inferior quality every day and nothing is being done about it. Many people who want to help the poor, but no one knows exactly how to help them. A primary reason for people not taking action is because of lack of information that is provided about issues on poverty. Poverty is defined as the state of one who lacks a usual or socially acceptable amount of money or material possessions. According to the U.S. Census Bureau data released Tuesday September 13thRead MorePoverty Of The United States Essay1369 Word s   |  6 PagesPoverty within the United States is defined as â€Å"having an income below a federally determined poverty threshold. † Poverty thresholds were developed by the United States government in the 60s. Over time these thresholds are adjusted to account for inflation; it is typical to adjust the poverty threshold levels annually. They represent the government’s estimate of the point below which a family has insufficient resources to meet their basic needs. Any family with less income than that establishedRead MoreThe Poverty Of The United States Essay1385 Words   |  6 Pages The Character of Poverty in America Poverty has always been a key factor in United States History. Ever sense Americas birth there have been groups affected by poverty, but the forms of the poverty that affected these groups have changed as well as the nature of poverty itself in the USA. The abolition of slavery, the forced assimilation of native Americans, and mass immigration changed character of poverty within the united states change due to an evolution from agriculture to industry and a changeRead MoreThe Poverty Of The United States1531 Words   |  7 Pagessuch dialog, topics on the increasing and rather consistent levels of poverty in some regions in America are touched on as well. Poverty is defined as a condition where one’s basics needs for food, clothing, and shelter are not being met (What Is Poverty? â€Å"). From sea to shining sea, more than 15 percent of the American population live in poverty, a total of people over 46 million. Many who live in poverty within the United States live in areas that were once thriving from the country’s economic growthRead MoreThe Poverty Of The United States1746 Words   |  7 PagesWhat is poverty? A question most Americans will not have to think twice before answering. Poverty is, of course, simply a lack of money. The views of a specific person will defer when politics or morals are introduced, however, the idea stays the same. Those in poverty are there because they have less money than what has been decided to be livable. Poverty has changed significantly over the last two hundred years in the United States, and yet, the measurement has hardly changed since it was createdRead MorePoverty Of The United States1475 Words   |  6 Pages â€Æ' Poverty in the United States is defined as a social problem. As outlined in the text, a social problem is â€Å"a condition that undermines the well-being of some or all members of a society and is usually a matter of public controversy†. It is easy to see that there is a large economic divide in the United States, but with only a small percentage of people in the highest income stratification and the vast majority struggling to get by, the majority of United States citizens agree that there is tooRead MorePoverty in the United States1061 Words   |  5 PagesThe Background of Poverty in America In the United States, there are about more than forty-six million people living in impoverished conditions today. Poverty is a major conflict issue in this country amongst people who are part of the lower class because American families always had a hard time making ends meet, even before the Great Recession began. Living in poverty puts them at a disadvantage because they have to choose between necessitates like health care, child care, and food in order to

Creative Writing Workshop for Public High Schools Free Essays

Creativeness is a natural gift that one possesses even from his or her birth and which requires constant use or exercise and continued development for it to remain spirited and change for the better. Organizing and implementing an effective workshop on creative writing will be beneficial to a particular group of people targeted to be well-informed on how to write short and long stories as well as narratives. This Creative Writing Workshop was specifically designed and programmed for public high school students across the country because of the small involvement and appreciation of creative writing. We will write a custom essay sample on Creative Writing Workshop for Public High Schools or any similar topic only for you Order Now This activity also aims to make writing and reading a beneficial act, if not a force habit, for the said students and eventually make creating writing and reading a requirement in public high schools’ curriculum. This Creative Writing Workshop and Activities in United Kingdom is for public high school students with various interests such as intellectual institutions, commercial enterprise, the arts, natural and social sciences and other services which will suit one’s preference. Whether the high school student is just beginning or already a seasoned writer and just like to extend his or her creative writing in new perspective, this practical workshop is programmed to offer a sense and appreciation of different genres. We are in charge of a broad scope of creative writing and literature. Our yearly programme and production of publications that includes a website, a range of modern creative writing references, and internet sites showcase creative writing versions, details on modern creative writers and an online reading associations. Our latest preference and the focus of areas of activities are the promotion and development of creative writing for young people such as high school students in public high schools. This is because these soon-to-be creative writing students, when properly groomed and guided, will definitely represent an advance level in the evolution of their group. This new breed of creative writers may replace coffee and computer houses with conference venues and will expect regular and above average paychecks in the future. Furthermore, this workshop intends that participants from public secondary institutions will eventually turn to be more advantageous in their writing development compared with their counterparts in the private high schools. Patterned from the Brighton, England’s THE SOUTH, a writer’s network and literary arts agency whose service includes creative writing, this Creative Writing Workshop was proposed for the use of public high school students. This particular program will be spearheaded by professional creative and literary writer who are seasoned in dealing with young people. Types of Workshop The literary genre of Poetry, creative writing and reading or skill workshops and activities that will help a public high school student is the composition of this type of workshop. The workshop will concentrate on particular writers, or specific literary genres, or about genres, or on various topics or demands which include the natural science, the aspect of safe reproduction practice, family aspect, teachers (or the manner of teaching), substance abuse, neighborhood crime and racialism. In particular, the workshop will deal with specific or single workshops or a scope of actions as part of the Creative Writing Week as well as a combination of a media and transverse art form workshops to arouse one’s creativeness utilizing one’s literary or expressed statements celebration. One’s writing techniques and skill will be developed and improved by employing a curriculum which will focus on creative reading and writing workshops and where every public high school student’s needs can be addressed. Additionally, the workshop will touch on creative writing classes for faculty members, study-support personnel and specific public school rooms associates. Meanwhile, the plan study includes the Writers-in-Residence Project which will give the participants effective creative writing skills and techniques, the pleasure of discovering oneself, and a memorable and fruitful experience with the writing procedures. The said project is a five-month program immersing public high school students in the reasoning, imagining, and creation of thoughts that composes a powerful creative writing work. The project is open to concerned and interested secondary students who have presented a unique ability and skill and interested in advancing them to create a full-length and published works. This Writer-in-Residence programme eases the work of a creative writer both in practical and financial aspects. The position can be practiced from 6 months up to a year. During this time the writer is inspired to create another creative writing that may be presented when the residency ends. The residency in a way helps or returns something to the society where he or she stayed such as workshop activities, writers associations, and conception of creative work invigorated by the community. The residency invites all creative writers, published or not, regardless of race, religion, nationality, age, professional experience, sexual preference, are of residence, or economic status. All residents are chosen primarily on the aspect of the anonymous details and writing samples provided in their applications. For more information on the selection process, please see ____. Workshop schedule (day and venue) The group is glad to work in a manner that best fits one’s preference and according to the day, time, and venue that work for the high school participant. The various activities within the workshop can be done in one’s school venue, secondary institution or centre. It can also be conducted at a different place such as a depository area, art gallery, historic dwelling, or place for travelers. The workshop’s theme can be developed according to the preference of the venue. This can be scheduled during the period when high school students are on their term paper or project processing, during holidays, and in time of normal or off school and office hours. The workshop can also gather functions for little group (maximum of 10 high school students) in a designated Workshop Room at any public high school. Participants including the faculty members can engage in our regular programme of open workshops and may join our socialization plan. Rationale of the workshop Generally, people are conscious of the fact that communication, particularly that is intended for print, is personally owned by a specific person. However, others regard books and print materials as unrealistic to ignite one’s creativity or they fail to capture one’s vision. This is because they find that they do not have the time to attest to their own precept of creative writing. Purpose of the workshop Through this workshop, we aim that any public high school student, regardless of his or her age and heritage, could have the opportunity to be endowed and enriched by creative writing. For them to be able to show their real personalities, either verbally or in print, and deal with their ideas and emotion. We intend that the participants will have the expertise to claim language and own their own works and to build and search their respective attributes. We make a harmless area where high school students’ expressions get a boost for them to enjoy the written and verbal creative writings and for the said participants to get out of their comfort zones and emerge as expert creative writers. Effect of the workshop Dealing and being into a work place with professional and seasoned creative writers will definitely have a compelling effect on the participants, both the high school students and their teachers. Getting away from the traditional method of learning, the participants will have the chance to experience and search for examples of good and effective creative writing. The workshop will open an opportunity and lead the participants to the force of creative writing as well as reading and make himself or herself as someone with authority who can excite others about the beauty of creative writing without antagonizing the audience. Aside from the high school students, their teachers can also benefit as they will emerge renewed with fresh thoughts on the process of creative writing. Procedure For this workshop, we propose a procedure that will assure that students will get maximum benefits from the activities in terms of creative arousal, self-manifestation, mentoring, learning details, self-esteem and publication productions. We will invite practitioners in the field of creative writing as the resource speakers or facilitators of the workshop. The speakers will conduct theoretical discussions to be followed by open forum where the participants and the speakers can discuss the merits of the activities. The participants will also be given time to apply the workshop’s principles and theories. Requirement and result The workshop will necessitate careful study of particular requirement and result and will request participants to accomplish a survey/report paper. Then, we will eventually give an acceptable and flexible workshop proposal with appropriate recommendations. Since seeing a creative work put into print means accomplishment and boost to one’s ability, the workshop proposes the provision of all required assistance for actual performance in the activities and eventual publication of the works. These may include the plan and publication of participants’ collection of creative writing papers and their video presentation. Similar successful workshops Successful workshops with similar programs involving creative writing, literary/poetry recital, video productions of dance and street arts workshops as well as in museums and galleries at different public high schools and communities are found in Hove, Sussex and the south of England and those creative writing and drawing workshops at Brighton. Price of the workshop The workshop charges a minimum of ?500. However, for the specific requirement of a particular group of high school students, we will request them to contact us for a detailed costing so that the financial proposal will fit into your project. For inquiries, you can reach us at (proposed name, contact numbers and online information about the organization facilitating the creative writing workshop). How to cite Creative Writing Workshop for Public High Schools, Papers