Making Work Better Essay Example for Free

Making Work Better Essay This was done by showing the different bubblers that the white people|leaves the audience in no doubt at all that racism is evil. This is most evident in the | |Use the film terms that you have been taught in |and the Negro people had to use. The white bubbler was a refrigerated one and the |establishing sequence. This sequence began with a medium shot focussing on two water fountains. | |class- this will be good for C3 –aesthetics |Negro bubbler was a broken non-refrigerated one. This represents the racism that |The signage of white and colored, with the white sign being higher than the coloured was subtle | |The selection of items should be based on the |is present in Mississippi straight away and symbolises that the whites are the |representation of the hierarchy within the South. There is quite an extended amount of time on this| |best information to prove your point. You also |preferred race. This is followed on by a car of cops chasing the care of activists |shot, signifying its importance. The lighting shrouds the white drinker in darkness, again quite | |need to select evidence that will not impede the|and pulling them over. This results in the death of the three activists. This is |subtly positioning the audience to reject the values that privilege white people over Negro people. | |fluency of your writing. |authentic representation as the shooting of the three students actually happened. The fact that the light shines over the evidently substandard ‘colored’ fountain perhaps suggests | |Stick to formal register – police over cops for |The cops go on to joke about ‘killing’ a nigga’ and this represents the hatred and |that the director wants to ‘shine a light’ on the racism within Mississippi. When this is combined | |example – unless of course you are quoting |brutality that is shown towards the Negros. The attitude of the cops is juxtaposed|with the next sequence which shows the suspenseful chase scene shrouded in arkness from the | |dialogue |with the attitude of the activists by showing the cops in a bad light by using |perspective of the civil rights activists brutally murdered by Southerners, the perspective of the | |Try not to retell the story – I know it. |close ups and darkness when showing them whereas the activists have an innocence |director is blindingly obvious- racism is clearly evil. |Bold in your homework all C3 words as a way of |and a victimised representation to position the audience to sympathise for them, |Knowing the facts of what happened and then seeing it in a brutal recreation is gut wrenching in its| |giving yourself a quick visual check that you |and support the Negroes. The Ku Klux Klan is also a representation of racism in |ugliness. This evocative response is guaranteed when the naivete of the civil rights workers whom | |have covered all of them enough. |Mississippi. Symbolism and motifs are used to show where the Klan has been |the audience get to see are juxtaposed against the malevolent people chasing them (whom we don’t see| |Try to make sure your topic sentence and |present. These are by reoccurring music, burning cross, and white hoods. These |until the murder takes place). The close ups makes both the fear of the activists and the hatred of| |clincher sentence mirror each other without |things are authentic and support what actually happened in real life. Racism is |their pursuers very real to the audience. When the audience realises that it is the police not only| |directly repeating yourself. |represented effectively throughout the opening scenes in Mississippi Burning. |perpetrating the crime, but laughing about â€Å"killin’ a nigger’ (Parker, 1989) it is clear that | |Your perspective on the film should be very | |these racist values are abhorrent! These opening scenes establish the director’s perspective | |clear by the strong assertive judgement words | |clearly. Later in the film this is further represented by the excessive violence of the Ku Klux Klan| |used. Highlighted in yellow. | |(KKK). Commonly known motifs such as the white hoods and the burning cross make it clear this is a | |Adding in all of the important info means my | |film based upon a recognisable and authentically represented time in history which makes seeing the | |paragraph was too big, but you can see a natural| |visuals more powerful. These clever film and narrative techniques create a representation of racism| |break with sentences that can act as topic | |that one can’t help but despise. | |sentences and clincher sentences. DO NOT do | | | |monster paragraphs!! | | |

Solution of a System of Linear Equations for INTELx64

Solution of a System of Linear Equations for INTELx64 A multi core hyper-threaded solution of a system of linear equations for INTELx64 architecture Richa Singhal ABSTRACT. A system of linear equations forms a very fundamental principal of linear algebra with very wide spread applications involving fields such as physics, chemistry and even electronics. With systems growing in complexity and demand of ever increasing precision for results it becomes the need of the hour to have methodologies which can solve a large system of such equations to accuracy with fastest performance. On the other hand as frequency scaling is becoming limiting factor to achieve performance improvement of processors modern architectures are deploying multi core approach with features like hyper threading to meet performance requirements. The paper targets solving a system of linear equations for a multi core INTELx64 architecture with hyper threading using standard LU decomposition methodology. This paper also presents a Forward seek LU decomposition approach which gives better performance by effectively utilizing L1 cache of each processor in the multi core architectu re. The sample uses as input a matrix of 40004000 double precision floating point representation of the system. 1. INTRODUCTION A system of linear equations is a collection of linear equations of same variable. A system of linear equations forms a very fundamental principal of linear algebra with very wide spread applications involving fields such as physics, chemistry and even electronics. With systems growing in complexity and demand of ever increasing precision for results it becomes the need of the hour to have methodologies which can solve a large system of such equations to accuracy with fastest performance. On the other hand as frequency scaling is becoming limiting factor to achieve performance improvement. With increasing clock frequency the power consumption goes up P = C x V2 x F P is power consumption V is voltage F is frequency It was because of this factor only that INTEL had to cancel its Tejas and Jayhawk processors. A newer approach is to deploy multiple cores which are capable to parallel process mutually exclusive tasks of a job to achieve the requisite performance improvement. Hyper threading is another method which makes a single core appears as two by using some additional registers. Having said that it requires that traditional algorithms which are sequential in nature to be reworked and factorized so that they can efficiently utilize the processing power offered by these architectures. This paper aims to provide an implementation for standard LU decomposition method used to solve system of linear equations adopting a forward seek methodology to efficiently solve a system of double precision system of linear equations with 4000 variable set. The proposed solution addresses all aspects of problem solving starting from file I/O to read the input system of equations to actually solving the system to generate required output using multi core techniques. The solution assumes that the input problem has one and only one unique solution possible. 2. CHALLENGES The primary challenge is to rework the sequential LU decomposition method so that the revised framework can be decomposed into a set of independent problems which can be solved independently as far as possible. Then use this LU decomposition output and apply standard techniques of forward and backward substitution each again using multi core techniques to reach the final output. Another challenge associated is cache management. Since a set of 4000 floating point variable will take a memory approximately 32KB of memory and there will 4000 different equations put up together, hence efficiently managing all data in cache becomes a challenge. A forward seek methodology was used in LU decomposition which tries to keep the relevant data at L1 cache before it is required to be processed. It also tries to maximise operations on set of data once it is in cache so that cache misses are minimum. 3. IMPACT With a 40 core INTEXx64 machine with hyper threading the proposed method could achieve an acceleration of ~72X in performance as compared to a standard sequential implementation. 4. STATE OF THE ART The proposed solution uses state of the art programming techniques available for multithreaded architecture. It also uses INTEX ADVANCED VECTOR SET (AVX) intrinsic instruction set to achieve maximum hyper threading. Native POSIX threads were used for the purpose. Efficient disk IO was made possible by mapping input vector file to RAM directly using mmap. 5. PROPOSED SOLUTION A system of linear equations representing CURRENT / VOLTAGE relationship for a set of resistances is defined as [R][I] = [V] Steps to solve this can be illustrated as Decompose [R] into [L] and [U] Solve [L][Z] = [V] for [Z] Solve [U][I] = [Z] for [I] Resistance matrix is modelled as an array 40004000 of double precision floating type elements. The memory address being 16 byte aligned so that RAM access speeds up for read and write operations. FLOAT RES[MATRIX_SIZE*MATRIX_SIZE] __attribute__((aligned(0x1000))); Voltage matrix is modelled as an array 40001 of double precision floating type elements. The memory address being 16 byte aligned so that RAM access speeds up for read and write operations. FLOAT V [MATRIX_SIZE] _attribute__ ((aligned(0x1000))); LU Decomposition To solve the basic model of parallel LU decomposition as suggested above was adopted. Here as we move along the diagonal of the main matrix we calculate the factor values for Lower triangular matrix. Simultaneously each row operation updates elements for upper triangular matrix. Basic routine to do row operation This routine is the innermost level routine which updates the rows which will eventually determine the upper triangular matrix. For each element of row there is one subtraction and one multiplication operation (highlighted). LOOP B designates row major operation, while LOOP A designates column major operation. Basic Algorithm SUB LUDECOM (A, N) DO K = 1, n – 1 DO I = K+1, N Ai, k = Ai, k / Ak, j DO j = K + 1, N Ai, j = Ai, j Ai, k * Ak, j END DO END DO END DO END LUDECOM Each row major operation (LOOP B) iteration can be independently executed on a separate core. This was achieved by using POSIX threads which were non-blocking in nature. Because of mutual exclusion over the set of data MUTEX locks are not required provided we keep the column major operation (LOOP A) sequential. Also for 2 consecutive elements in one row operation 2 subtraction and 2 multiplication operations are done. These 2 operations each are done in single step using Single Instruction Multiple Data instructions (Hyper threading) Multi core Algorithm SUB LUDECOM_BLOCK (A, K, BLOCK_START, BLOCK_END) DO I = BLOCK_START, BLOCK_END Ai, K = Ai, K / AK, K DO j = K + 1, N Ai, j = Ai, j Ai, K * Ak, K END DO END DO END LUDECOM_BLOCK SUB LUDECOM (A, N) DO K = 1, N – 1 BLOCK_SIZE = (N – K) / MAX_THREADS Thread = 0 WHILE (Thread P_THREAD ( LUDECOMPOSITION_BLOCK (A, K, Thread*BLOCK_SIZE, Thread*(BLOCK_SIZE + 1) ) ENDWHILE END DO END LUDECOM Forward substitution Once LU decomposition is done, forward substitution gives matrix [Z]. Here again Single Instruction Multiple Data instructions are used [L][Z] = [V] for [Z] Backward substitution After forward substitution final step of backward substitution gives current matrix [I] [U][I] = [Z] for [I] Here again Single Instruction Multiple Data instructions are used 5. CACHE IMPROVEMENTS On profiling it is observed that the core processing in above solution happens to be LU decomposition. However if we create threads equal in number to available cores the result was improving but not in same proportion to the number of cores. A VALGRIND analysis of cache performance reveals that because of large size of matrix each row operation was suffering a performance hit due to cache misses happening. If we observe above solution it could be observed any jth is processed for (j – 1) columns. So (j – 1) threads are forked for each iteration of column major operation (LOOP A). The data to be processed refers to same memory location but by the time next operation or thread is forked for the same row the corresponding memory data had been pushed out of lower level caches. Thus cache miss happens. To solve this we adopted a forward seek approach wherein we first pre-process a set of columns sequentially thus enabling more operations on a row to be performed in the same thread. Now the data happens to be at lower level cache as we do not have to wait for another thread to process the same row. Multi core Algorithm with forward seek operation SUB LUDECOM_BLOCK_SEEK (A, K, S, BLOCK_START, BLOCK_END) DO I = BLOCK_START, BLOCK_END DO U = 1, S M = K + U -1 Ai, M = Ai, M / AM, j DO j = K + M + 1, N Ai, j = Ai, j Ai, M * AK, M END DO END DO END DO END LUDECOM_BLOCK SUB LUDECOM (A, N) K = 1 WHILE (K //Forward seek DO J = K, K + F_SEEK LU_DECOM_BLOCK_SEEK (A, J, 0, J, J+F_SEEK) END DO //Multi core K = K + F_SEEK DO L = 1, N – 1 BLOCK_SIZE = (N – L) / MAX_THREADS Thread = 0 WHILE (Thread P_THREAD ( LUDECOMPOSITION_BLOCK (A, L, F_SEEK, Thread*BLOCK_SIZE, Thread*(BLOCK_SIZE + 1) ) ENDWHILE END DO END WHILE END LUDECOM CONCLUSION Results For purpose of computation a sample array of double precision floating point matrix of size 40004000 was taken. Performance numbers were generated on an 8 core INTEL architecture machine. TABLE 4.i A programmer that writes implicitly parallel code does not need to worry about task division or process communication, focusing instead in the problem that his or her program is intended to solve. Implicit parallelism generally facilitates the design of parallel programs and therefore results in a substantial improvement of programmer productivity. Many of the constructs necessary to support this also add simplicity or clarity even in the absence of actual parallelism. The example above, of List comprehension in the sin() function, is a useful feature in of itself. By using implicit parallelism, languages effectively have to provide such useful constructs to users simply to support required functionality (a language without a decent for loop, for example, is one few programmers will use). Languages with implicit parallelism reduce the control that the programmer has over the parallel execution of the program, resulting sometimes in less-than-optimal solution The makers of the Oz programming language also note that their early experiments with implicit parallelism showed that implicit parallelism made debugging difficult and object models unnecessarily awkward.[2] A larger issue is that every program has some parallel and some serial logic. Binary I/O, for example, requires support for such serial operations as Write() and Seek(). If implicit parallelism is desired, this creates a new requirement for constructs and keywords to support code that cannot be threaded or distributed. REFERENCES Gottlieb, Allan; Almasi, George S. (1989).Highly parallel computing. Redwood City, Calif.: Benjamin/Cummings.ISBN0-8053-0177-1. S.V. Adve et al. (November 2008).Parallel Computing Research at Illinois: The UPCRC Agenda(PDF). [emailprotected], University of Illinois at Urbana-Champaign. The main techniques for these performance benefits– increased clock frequency and smarter but increasingly complex architectures– are now hitting the so-called power wall. The computer industry has accepted that future performance increases must largely come from increasing the number of processors (or cores) on a die, rather than making a single core go faster. Asanovic et al. Old [conventional wisdom]: Power is free, but transistors are expensive. New [conventional wisdom] is [that] power is expensive, but transistors are free Bunch, James R.;Hopcroft, John(1974), Triangular factorization and inversion by fast matrix multiplication,Mathematics of Computation28: 231–236,doi:10.2307/2005828,ISSN0025-5718. Cormen, Thomas H.;Leiserson, Charles E.;Rivest, Ronald L.;Stein, Clifford(2001),Introduction to Algorithms, MIT Press and McGraw-Hill,ISBN978-0-262-03293-3. Golub, Gene H.;Van Loan, Charles F.(1996),Matrix Computations(3rd ed.), Baltimore: Johns Hopkins,ISBN978-0-8018-5414-9.

The link between Social Emotional and Behavioural Difficulties

The link between Social Emotional and Behavioural Difficulties There is a continuous interest in the emerging body of literature to investigating the link between social, emotional and behaviour difficulties (SEBD) and speech, language and communication difficulties (SLCN). SEBD in children with SLCN is determined as a concern area of enquiry in recent years. The literature covers Education, Health and Social Disadvantage as its three major perspectives. This essay centers on primary school children with SEBD and SLCN, from an education perspective and it covers certain facts, co morbidities, and the causes from the literature in understanding the link between SEBD and SLCN. Finally, it highlights the need for further study (on this topic) by diverse professionals. history The word Social has been introduced to Emotional, Behavioural difficulties (EBD) in the year 1998. Nevertheless, children experiencing SEBD are considered with Special Educational Needs (SEN) by the Code of Practice, (2001). Social, Emotional and Behavioural Difficulties (SEBD): refers to the three potential areas of developmental difficulty of a child: to understand, express, engage and acknowledge in a given context. Speech Language and Communication Needs (SLCN): refer mainly to Expressive (use of words and sentences, vocabulary and grammar broadly), Receptive (understanding the language and processing the information) and Pragmatic ( usage of language in a social context) language difficulties. Population study of children with SEBD and Communication Difficulties Nearly 71% of the children with SEBD are identified of having communication difficulties (Benner et al 2002). These studies were based on 26 papers on the link between SEBD and communication difficulties. In one of their studies, the overall mean of prevalence rate was found to be 63% in children with speech problems previously diagnosed in speech clinics and 46 % in children served in a variety of settings in general population. The research indicates the current estimation of prevalence in children with communication difficulties in  England and Wales is nearly 10% and also children with SEBD are inclined towards having communication difficulties (Law et al 2000). Children with receptive language impairments are at greater risk for developing SEBD (Beitchman et al., 1996). Approximately 3% of school children are having severe form of Attention Deficit Hyperacctive Disorder (ADHD) and are at high risk of anti-social behaviour as well as poor conduct. At least 10% of school age children are affected by motor or vocal tics, or a combination of both. Recent population studies estimate that  at least 1% of general population  of school age children are affected by a clinically handicapping Touretts syndrome. Obsessive Compulsive Disorder affects (1%) of school age children. They display obsessions and compulsions, which are considered as a neuropsychiatric disorder states Gillberg (2005). The study from the literature strongly indicates that the language impairment and social, emotional and behavioural difficulties are interlinked. (Cross, 2004). Co- morbidity of language impairment and SEBD Studies show that children  with SEBD have been studied for the co-occurrence of language difficulties where Benner (2002) finds 71% of the children being experiencing language difficulties significantly and other authors argue if it is due to a core neurological deficit. Botting and Conti-Ramsden (2000), has identified 40% of children with combined expressive and receptive language problems are most likely to experience behavioural problems and antisocial problems. Also Ripley and Yuill (2005) reported that expressive difficulties were linked to high level of emotional symptoms and tend to increase with the age of the child. Psychiatric Comorbidity: It is noticed that 42% of children who had speech or language difficulties at the age 5 had psychiatric disorder when diagnosed (Beitchman et al 1996). 30% of seven to eight year olds were determined as having difficulties of specific language impairments, on the total scale of the teacher completed Strengths and Difficulties Questionnaire from both the special and mainstream schools (Lindsay and Dockrell, 2000). The ascertained percentage of children referring child psychiatric services for behavioural and emotional problems having unsuspected language impairment is 33% (Cohen et al, 1993). The prevalence from other studies also suggests that learning difficulties can account for high percentage of language problems in children with SEBD (Cross 2004). Estimation of concomitant prevalence of language deficits in children who exhibit anti-social behaviour is 10 times that of the general population (Donahue et al, 1994), also the strengths of relationship between language disorders and anti-social behaviour may increase throughout the life (Cantwell 1991).Henceforth, it is an established fact that a child with language difficulties is bound to have emotional and behavioural difficulties which further on have a tendency to rise. Characteristics: Children identified with SLCN may encounter and experience problems such as usage of vocabulary, understanding and recalling information, processing information, maintaining attention, following instructions by listening, taking part actively in various activities or joining in group discussions, relating to peers , memorizing specific vocabulary (SENCo Newsletter, 2010). Children with SEBD are more likely to be disruptive and disturbing, (they could be hyperactive, lack concentration, poor or immature social skills or personality disorders and quite a few exhibit challenging behaviours, mainly due to other complex special needs). This could be temporary or permanent which can become as a barrier towards their ability to learn as they experience restlessness, social withdrawal, poor attention and isolation according to Teacher Training Agencys National SEN Specialist Standards in 1999. Also these children are subjected towards low levels of self esteem, they lack in Regulating their emotions emotion regulation is a form of mental control states Parrot (2001). Developing social cognition which can lead on to failure in learning at school, as a result of emotional damage (Saarni, 1999). The fact is neither are they very different from their peers, nor do they fall particularly under a homogenous group; rather they can be considered on a continuum. In general, the disorders are based on DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, American Psychiatric Association, 1994). These disorders can be broadly divided as behavioural, emotional and developmental disorders. Other disorders include Developmental Disorders (like Autism seen as a Pervasive Developmental Disorder) and Reactive Attachment Disorder, Schizophrenia, eating disorder and Post-traumatic Stress Disorder (Cross 2004). Heneker, (2005) postulates an interesting way when making a distinction of these disorders. First, the less-obvious disorders such as anxiety, school phobia, prolonged stress (due to various reasons such as transitions, communication difficulties, depression). Secondly, the well-known disorders such as, conduct disorders, hyperkinetic disorders. However, it is also possible that these disorders cover a wide range of abilities, including SLCN and some of the learning difficulties. Some of the causes and risk factors: Earlier, children experiencing difficulties with social interactions, bad conduct disorders, children exhibiting high levels of frustrations due to peer- rejections/maladjusted, aggressive behaviour or inappropriate behaviour in adjusting to school environment were regarded as abnormal and immature social cognition (Happe and Frith 1996). It is not what we think or feel but what we do that makes us maladjusted†¦.continued severity anxiety may get the better of people and induce them to take desperate ill-considered action which is against their interest but it is the action and not the anxiety which ranks as maladjusted. (Scott, 1982). Fortin and Bigras (1994)  claims that any of these below mentioned risk factors occur in isolation, addressing the complex interaction of the  factors  associated with  SEBD. The main factors being predisposing factor, child-based factors, contextual risk factors and also family-centered risk factors. They concluded that the accumulation of these factors increases the probability  that a child may develop SEBD. Interventions: Within primary schools, there has been a growing emphasis on interventions that can enable to bring difference in children identified with SEBD and also SLCN, with the aim of promoting the childs learning and development and level of school achievement. By introducing the storytelling intervention program called The Big Book of Storysharing by Peacey (2009), has demonstrated in bringing up a positive change while prioritizing on communication and sharing personal stories amongst primary school children from both mainstream and special schools. The purpose of this project is to develop social skills, language and communication skills. It has promoted positive attitudes and narrative skills. Children from special school were able to use words or signs, gaze eye contact while speaking, joining in narration by listening and telling stories, whereas the children from mainstream perceived to be more confident and gained pleasure in narrating stories which shows the effectiveness of the project. PALS a program to develop Social Skills for children. It emphasis and aims towards building confidence in children and participate actively in social contexts. The main purpose of this program is to teach social skills such as listening, sharing, taking turns, dealing with feelings of fear,  coping up with frustration, dealing with emotions effectively, etc. It is accepted by early childhood psychologists and NSW (New South Wales, Australia) that it reduces the problem behaviour and increases social skills significantly in children. It also indicates that children with internal behavioural difficulties (withdrawn, shyness, anxiousness, passivity) lack in communication skills which again has a significant effect in developing their social skills at schools and finally has an impact of low level of school achievement (Cooper, 2002). Henker (2005) proposed an individualized intervention for the children at a pre referral unit (PRU) who are identified for a specific communication need to ameliorate their skills such as: vocabulary, social skills and speech, grammar. It has been noticed that children were able to show improvement in one or more area, where they were attending this speech and language therapy weekly or twice a week. Evaluating staff questionnaires suggests that improvement has been obtained by the children with communication needs. Explanations of Intervention Programs: Peacey (2009) conceives that this project can demonstrate well if a named person from each school takes in charge to mediate with other members of the staff to motivate and repeat or retell the stories for the children. The second factor is to assure the age group of children has to be well chosen. Also this project did not demonstrate to be an effective one in measuring childrens specific difference in their usage of language on the standardized assessments for the children who were at the early stage of language development and have showed only minor improvements as they were experiencing learning difficulties. However, it consists of certain drawbacks. When the children were assessed in the areas such as, attention, impulse control and flexibility; it fails to identify and explain the gain of attention at both mainstream as well as special schools and it could not control impulses of all the children. It is time consuming (for the preparation of the project towards discussing obje ctives with the members for their participation and affirmation). Overall, the project has been identified for a positive outcome of making progress with the story telling skills where children enjoyed and valued their experiences and also it has established the concept of inclusion in both of the school cultures. The graph of the success rate indicates that PALS effectiveness is more on the age group ranging preschool children when compared to primary school aged group of children. Cooper (2002), states that social skills interventions work less effective for primary school aged children and on the other hand it works more effectively for preschoolers. Explanation from literature: Today in United Kingdom the government is providing the opportunity to the primary school teachers in various ways to provide better services to the children. For example, a SENCO training enables a class room teacher in understanding the different areas of difficulties experiencing by a child can play a vital role with the support of specific frameworks. There are other professionals from the local authorities to liaise with in supporting children with special needs including children with social, emotional behavioural difficulties as well as speech, language and communication needs. A large portion of children (with 50 % or more) are entering primary schools with low language levels and 5-7% of children from general population are identified with SLCN. Limited usage of language can oppose making relationships with peers at school and which can also lead to behavioural problems in the future (SENCo Newsletter, 2010). Evaluations and limitations: There are certain limitations to study the link between SEBD and SLCN. It is not always possible to identify language difficulties in children with other learning difficulties as research suggests that children with language difficulties may have underlying cognitive processing delays (Beitchman et al 1998; Torgeson, 1998). Instruments currently available for measuring underlying cognitive process are less technically adequate than instruments designed to assess language development or academic achievement (Beitchman, et al 1998). Often a communication difficulty can be interpreted differently as a behavioural difficulty in some cases (for example, a child who is unable to convey a message to his friend while playing can behave in a noncompliant and aggressive way). In contrast a behavioural difficulty can be interpreted differently when the other person is aware of the communication difficulty or need of that particular child. Language difficulties lead on to substantially high risk of anti-social behaviour. Receptive language difficulties not only go undetected but have adverse negative behaviour and have a profound affect on vital relationships throughout ones life span. Benner (2000). These children  tend to face a significant or high  risk  in attaining school achievement. On the other hand, most of the parents are unwilling to accept the fact that they are in need of help with regards to their childrens behavioural problems and look for help when they find and realize the situation, at a high risk. It is true that the response towards intervention programs is less when the behavioural problems are at an advanced stage. Parow (2009). Previous reviews of literature examined that relation between on wide range of antisocial behaviour and communication difficulties but very little of previous study or reviews focused specifically on Language skills of children identified with emotional, behavioural difficulties. This suggest the need for investigation in understanding the link between SEBD and SLCN by diverse participants. Conclusion: The Special Educational Needs (SEN) graph in England indicates the percentage level of children with SEBD inclines gradually with their age from primary school, whereas the SLCN tends to decline as the child grows. (Cross, 2009). There are substantial amounts of documented associations between behavioural difficulties and language and a large ratio of children with BESD have an underlying language problem. Expressive language difficulties are very apparent, but other language impairments can be harder to detect; a receptive language difficulty could easily be missed as it most often gets considered as a learning difficulty. Nevertheless the relationship is unclear in identifying the primary difficulty in decision making clinically and it is not appropriate for the population of children where language difficulties are unidentified / unsuspected previously. The need to find how language structure emerges through varied time frames is crucial for the current researchers. Therefore, the research indicates the need to encourage diverse participants for further research. In addition to public sectors of educational, health and social service or charity organizations rather include clinical psychologists, community developers, epidemiologists, medics, etc. should be involved. Note: This essay consist of 2,519 words only excluding references.

Ozone :: essays papers

Ozone Ozone is an important molecule in maintaining the homeostasis in the environment. Ozone, the molecule O3, makes a layer in the stratosphere, situated 10 to 15 kilometers from the earth's surface. The dioxide molecule, O2 and Oxygen atom O, collide with each other result in the formation of Ozone, O3. In this reaction, the molecule O3 contains an excess of energy. Once the molecule is formed, it is not stable enough to last long. The energy-rich O3 molecules discards the excess energy by colliding with another atom or molecule and transferring the energy in the form of heat. In the results of the decomposition of ozone into O2 and O in the ozone layer, solar radiation is absorbed. This process of the chemical bond breaking causing the absorption of a photon by a molecule is called photodissociation. Radiation with sufficient intensity, is capable of separating the O3 molecule, resulting in photodissociation. The cyclic process formation and decomposition of ozone provides a shield against ultraviolet radiation that enter the earth's atmosphere. If it were not for the chemical reaction of radiation and ozone in the stratosphere, these high-energy photons would penetrate the earth's surface. The ozone layer absorbers about 99% of the harmful radiation which makes it possible for animals and plants to live on the planet. In 1974, F. Sherwood Rowland and Mario Molina of the University of California proposed that chlorine from chlorofluorocarbons (CFCs) could deplete the ozone layer. Beginning in 1957 to 1985, the British Antarctic Survey had measured the average ozone concentration over Halley Bay in Antarctica. Up until 1974, the ozone concentration remained stable. Yet after 1974, the team observed a decline of the ozone layer to levels less than 10%. From this study the awareness over the danger of the "hole" and ultraviolet radiation and the destruction being done to the earth. Scientists believe the expanding ozone hole, which is centered over Antarctica was caused by Chloroflurocarbons. CFCs are released into the environment through such sources as spray cans , air conditioners, factories, refrigerants and cleaning products. CFCs are dangerous to the atmosphere because after they are released into the environment, the sunlight breaks down the compound. The chlorine molecules react with the ozone molecules by permanently breaking down the molecule, thus diminishing the ozone layer. This rise poses a major threat environment. In 1985, in Vienna and in 1987 in Montreal, a Protocol was signed proposing the gradual termination of use of CFCs over the decades. A dramatic reduction in the use of CFCs was agreed on. Regulations to limit the production of

Kindergarten - Full Day or Half-Day? :: Teaching Education

Kindergarten - Full Day or Half-Day? On August 30, 2000, the Maryland State Board of Education made a request for mandatory full-day kindergarten to be added into their budget for the fiscal year of 2002. The Board’s goal is to have full-day kindergarten programs implemented in all state public schools by the 2004-2005 school year (Maryland State Board of Education [MSDE], 2000). Making this change from half-day kindergarten to full-day kindergarten, they hope full-day kindergarten will help children benefit academically in the long run. Despite these goals, it is unclear as to whether full-day kindergarten is actually beneficial to all children. The first day of kindergarten can be an awful experience. I vividly remember how terrible the first day of kindergarten was for me. I cried until I had no tears left, and I clung to my mom’s side for safety. After several attempts, my mom and Miss. Mariner, my kindergarten teacher, were able to coax me to enter the classroom. They provided me with several reasons as to why I would like kindergarten, but it was that final argument that school was only three hours long, which convinced me to â€Å"brave† it out. I didn’t have any disorders. I wanted to learn, and I was by no means antisocial. I was afraid of leaving my mom, and I was uncomfortable of changing my normal schedule. Fortunately, I loved kindergarten and after that first day there were no more tears. However, I was still preoccupied with the fact that three hours of my life were being taken from me. After the third week of school, I told my mom I had to quit all my other activities because school took up too much of my time. I laugh now at how precocious I was, but in the eyes of any five-year-old, three hours is a huge chunk of their time. I cannot even imagine what my behavior would have been like if kindergarten was a full day. After three hours of school, I was exhausted and a little irritable. This transition from no structure to six hours of structured school time may be too much for a young child to handle. This is why kindergarten should focus on acclimating a child to the school day by allowing them to wade into the â€Å"waters,† instead of throwing them into the â€Å"deep end.

Bimala’s Journey from Confinement to Independence Essay

The Home and the world is a book that discusses issues such as the Bengal partition movement, the issue of nationalism and ideas about what a country is etc. A major theme is this book is the relationship of the home and the world which is outside. All three characters play a major role in influencing this theme in different ways. Nikhil enjoys the modern way of living while Bimala is quite the opposite, following the true Hindu tradition, never goes out of the house. â€Å"Once I had asked Bimala to come out into the world. Bimala was in my home, she was a mere doll, confined to a small space, caught up in the trivial duties.† These lines taken from the beginning of the book shows what kind of a person Bimala was and how Nikhil saw the person he was married to. Bimala is a proper house wife where she seems to be confined to the traditional female role, and has no thoughts of entering the real world, even with persuasion from her husband. â€Å"Can there be any real happiness for a woman in merely feeling that she has power over a man? To surrender one’s pride in devotion is woman’s only salvation† These lines show us how she willingly devotes herself to her husband and believing that no job is more wonderful in the world. Although she may be happy doing it, she is in face very weak and powerless where she believes that serving her home is her only job . However with the introduction of Sandip, who is a supposed politician, comes into her life as Nikhil’s friend speaks of nationalism with such fire, she begins to see things as a nemesis to her way of life. Now, Bimala quickly embraces the idea of making a difference and makes a transition from the home into the world, as suggested by the novels title and starts taking an active part in the independence movement as Sandips partner or ally. By doing this, she seemingly gains a lot of power and, in the process, gets attracted to Sandip. Although it seems as though Sandip worships her and claims that she is the â€Å"queen bee† of free India, in reality, his affection towards her is not sincere as he tricks her into stealing money from her husband for the cause of swadeshi â€Å"Bimala has no patience with patience. She loves to find in men the turbulent, the angry, and the unjust. Her respect must have its element of  fear.† This description of Bimala shows us why she was attracted to Sandip and ultimately the swadeshi movement where she took an active part. This quality was the reason she makes this transition from the home to the world because she meets Sandip who shows her the outside world from his eyes which may not be the world Nikhil was trying to get Bimala into. There are 3 distinct phases in Bimala character arc the first being her traditional immature self where she is incapable of deciding who she actually is. The second being her active involvement in the swadeshi movement which got her more involved in the world, although still being immature and acting differently towards every character in the novel, she was not a single person but a person with many different identities. The third and final phase is where she realizes what she has done for Sandip upon reflection and is now aware of all the dirty work he made her to do and Is now a changed and mature person who is the same with everybody. Bimala’s struggle is with her identity. She realizes that she is part of the world but only knows that her home is a mix of cultures. She is confused between supporting the ideal of a country or working towards ensuring that her home is free from strife and supporting her husband like a true traditional Indian woman. She is forced to try and understand how her traditional life can mix with a modern world and at the same time, not be undermined.

Opportunities for Students to Practice Speaking in Class

This class is composed of 30 students in Grade 6 aged from 13 to 14, whose English level is quite deferent. About 20% of them are good at English, and they are active and participant in class, while 40% of them are poor at English, so they often remain quiet In class and sometimes can't follow the teacher. And the rest of them are of average level. They want to learn English well and are trying as hard as possible, but sometimes they are shy in class and like to be audiences rather than getting involved n class activities themselves.In this lesson, I want to focus on helping students compare and describe life in different places by using different sentence patterns to express past and present events. In addition, during the whole lesson hope to crate more opportunities for students to practice speaking in class as well as encourage the weak and average students to speak out their Ideas bravely. Sample 1. Context: At the beginning of the class, I showed students two maps of Kitty's ol d and new flat and asked them, â€Å"Did she live near or far away from school? However, one of the students answered, â€Å"Yes, she lived far away from school. Comment: Since this was the second period of a new lesson, I intended to check how much the students had learned about the text in the previous period, so I started it with an alternative question. However, the student didn't answer it right, which was beyond my expectation. To grade 6 students, the lead-in sentence seemed to be too complicated with alternative question for them to grasp though they were simple. They weren't able to respond correctly both In content and grammar. Appropriately In engage grading plays a vital role In a language teacher.Therefore, Instead of Glenn a confusing lead-in instruction, I could have simply elicited a question, † Did Kitty live near school? Which would be easy for them to answer without feeling nervous after answering it wrong. And I can lead in the new lesson in an more effec tive way. Sample 2 Context: in the final part of the lesson, I asked students to work in pairs and talk about their deferent school life by using the given sentence patterns and key words. While one pair was doing the practice in front of the whole class, another pair of dents was still talking to each other about the class activity.In order to keep the class under control, I neglected the two students who were doing the practice and simply said In a loud voice, † Let's listen to them carefully and no chatting! † However, embarrassed. Comment: Although classroom management is a must for an effective lesson, my tone of instruction to keep the class under control was not very friendly. I shouldn't have interrupted the students because it broke their chain of thought suddenly and they didn't know what to do in that situation. Instead, I could have monitored the class in an more effective way by walking to them and asking them to stop talking with my body language.Sample 3 C ontext: In order to have a smooth transit from Kitty's life in different places to students' real life in different schools, I created a situation by saying, † Tom is a photographer( stress on the first syllable) for our school newspaper, and he has taken many photos about our school life. Please look at his pictures on the PPTP and think about the life in your primary school. Let's work in pairs and finish the speaking activity together. Comment: Accuracy in word pronunciation when giving a clear instruction is a basic requirement for a language teacher.Here, I gave an inaccurate stress on the word : photographer. The correct stress should be on the second syllable instead of the first one. Enough attention should be paid next time I speak out the word. Sample 4 Context: In a drill related to the key sentence patterns of the lesson, I showed students two pictures of a swimming pool and the sea and elicit a dialogue for them to practice as follows: T: What did Kitty and Ben do when they lived in the city enter? S: When they lived in the city center, they swim in the swimming pool. T: They swim? S: Oh, they swam in the swimming pool.T: Now they live in the suburbs. Where do they swim? In the sea. S: Now they swim Comment: In order to make the student aware of his mistake in grammar, I repeat the mistake with rising intonation and stress on the mistaken word so that he can pay attention to it and correct themselves immediately. Here I tried to get students to self-correct with echo correct clearly and effectively and I got instant expected feedback. Sample 5 Context: Two pictures were shown on the PPTP about Kitty and Ben getting up when they lived in the city center and when they live in the suburbs.There was a clock elicit the following questions: T: Look at the picture. What time did Kitty and Ben get up in the past? S: They got up at seven o'clock in the past. T: Did they get up late? S: Yes, they did. T: Now look at this picture. What time do they get up now? S: Now they get up at half past six. T: Do they get up late now? S: No, they don't. They get up early. T: Can you finish the sentence now? When they lived in the city center, they Now they live in the suburbs, and they After answering these questions, students can finish the sentence easily and correctly.Comment: In order to check whether students have understood the target sentence structure â€Å"When they lived †¦. , they got up I elicited several concept checking questions to make sure that they have grasped the meaning of a new sentence structure. I broke down the meaning or concept of the target structure into a number of simple questions for students to have a clear idea of it. Besides, I also showed the employed sentence on the PPTP to make the pattern of the grammar clear so that the students can memorize it better.Sample 6 Context: Two pictures were shown on the PPTP. One was a TV set and the other was the sky full of bright stars. T: Now let's look at the t wo pictures. (Teacher points to the pictures). They are about Ben and Kitty's life at night. This time let's do a pair work in two minutes. (Show students the pattern of pair work) Let's go! SSL: What did Kitty and Ben do at night when they lived in the city center? SO: When they †¦ , they SSL : Now they live in the suburbs. What do they do at night? SO: Now they K, time is up. Let's come back.Any volunteers? (Students raised their hands). K, good. Stand up please. Comment: Although it is not always necessary to use Instruction Concept Questions, they can often make sure that the learners know exactly what they are asked to do in class step by step. Here I broke down my instructions into a series of simple chunked statements so that students could understand and respond to them quickly. As a result, they could be more involved and participant in the class activities and contribute more to the class. Candidate Name: Lion Gonzalez