Supporting High School Students with Dyslexia

Supporting High School Students with Dyslexia There is a great deal of information on recognizing the signs of dyslexia and ways to help students with dyslexia in the classroom that can be modified to help children in elementary grades as well as students in high school, such as using multisensory approaches to teaching. But students with dyslexia in high school may need some additional supports. The following are some tips and suggestions for working with and supporting high school students with dyslexia and other learning disabilities.Provide a syllabus for your class early in the year. This gives both your student and the parents an outline of your course as well as an advance notice on any large projects.Many times students with dyslexia find it extremely difficult to listen to a lecture and take notes at the same time. They may be focusing on writing the notes and miss important information. There are several ways teachers can help students who find this problematic. Allow students to tape record lessons. Students can listen to the recordings later, at home, where they can stop the recording to write down important points. Many times students with dyslexia find it extremely difficult to listen to a lecture and take notes at the same time. They may be focusing on writing the notes and miss important information.Provide written notes before or after the lecture. This allows students to focus on what you are saying, while still having written information to refer to later.Pair students with another student to share notes. Again, students can focus on what is being said without having to worry about trying to write down important points. Create checkpoints for large assignments. During the high school years, students are frequently responsible for completing term or research papers. Often, students are given an outline of the project and a due date. Students with dyslexia may have a hard time with time management and organize information. Work with your student in breaking down the project into several smaller steps and create benchmarks for you to review their progress.Choose books that are available on audio. When assigning a book-length reading assignment, check to be sure the book is available on audio and check with your school or local library to find out if they can have a few copies on hand for students with reading disabilities if your school is not able to purchase copies. Students with dyslexia can benefit from reading the text while listening to the audio.Have students use Spark Notes to check comprehension and to use as a review for book-length reading assignments. The notes provide a chapter by chapter outline of the book and can also be used to give students an overview before reading. Always start lessons by summarizing information that was covered in the previous lesson and providing a summary of what will be discussed today. Understanding the big picture helps students with dyslexia better understand and organize the details of the lesson.Be available before and after school for extra help. Students with dyslexia may feel uncomfortable asking questions aloud, fearing other students will think they are stupid. Let students know what days and times you are available for questions or extra help when they dont understand a lesson.Provide a list of vocabulary words when beginning a lesson. Whether science, social studies, math or language arts, many lessons have specific words specific to the current topic. Giving students a list before beginning the lesson has been shown to be helpful for students with dyslexia. These sheets can be compiled into a notebook to create a glossary to help students prepare for final exams.Allow students to take notes on a laptop. Student s with dyslexia often have poor handwriting. They may get home and not even be able to understand their own notes. Letting them type their notes may help.Provide study guides before final exams. Take several days before the exam to review the information included in the test. Give study guides that have all information or have blanks for students to fill in during the review. Because students with dyslexia have trouble organizing information and separating inconsequential information from important information, these study guides give them specific topics to review and study.Keep open lines of communication. Students with dyslexia may not have the confidence to talk with teachers about their weaknesses. Let students know you are there to be supportive and offer whatever help they may need. Take time to speak with students privately.Let the student with dyslexias case manager (special education teacher) know when a test is coming up so he or she can review content with the student. Give students with dyslexia a chance to shine. Although tests may be difficult, students with dyslexia may be great at creating powerpoint presentations, making 3-D representations or giving an oral report. Ask them what ways they would like to present information and let them show off. References: Dyslexia and the High-Schooler, Date Unknown, Betsy Van Dorn, Family EducationTips for Teaching Secondary School Dyslexic Children, Date Unknown, Author Unknown, Being Dyslexia

Women in the US Military Speech or Presentation

Women in the US Military - Speech or Presentation Example Ever since, women have assumed powerful positions in the defense system of America. Women as nurses in military During the Spanish-American war conducted in 1898, thousands of American soldiers had yellow fever, typhoid, and malaria (â€Å"Highlights in the†). The Army Medical Department had to deal with too much with limited resources. Daughters of the American Revolution (DAR) were assigned the task of selecting qualified and professional nurses to serve the US Army upon the suggestion of Dr. Anita Newcomb McGee to the Army Surgeon General. Army hospitals appointed 1500 civilian contract nurses before the end of the war in different regions including Hawaii, the US, Guam, Puerto Rico, Philippines, Cuba, and the Hospital Ship Relief. Dr. McGee was made the Acting Assistant Surgeon General who was asked to write legislation for the establishment of a permanent nurses’ corpse in the US Army. Deployment of women in the combat zone The number of American women that partici pated in the First World War was over 35000 (â€Å"Early Women Soldiers†). As a result of war, American military forces saw a shortage of male recruits. That was when the US Navy and Marine Corps actively solicited women to serve in the combat troops in an attempt to fill up the gap. Thousands of women applied for the positions as Marine Corps Yeoman whereas the call of Navy to become Yeomanettes was responded to by over 11000 women (â€Å"Early Women Soldiers†). In 2013, long-stayed ban on the inclusion of women in the combat positions was lifted. Lifting of this ban can be attributed to the fact that women today are an integral part of the US military and have been showing their interest in undertaking physically demanding roles in military as tough as performance in the combat zone. Women in the American army have found themselves increasingly in the combat’s reality during the wars in Iraq and Afghanistan. â€Å"It's clear to all of us that women are contri buting in unprecedented ways to the military's mission of defending the nation†¦The fact is that American women are already serving in harm's way today all over the world and in every branch of our armed forces†¦Many have made the ultimate sacrifice, and our nation owes them a deep debt of gratitude† (Panetta cited in â€Å"Military leaders lift†). Timeline of women in military (â€Å"Timeline: Women in†) in DoSomething.org provides a detailed account of women in military through a timeline as shown below. 1846-1848 Elizabeth Newcom, a woman got enlisted in the Mexican-American war posing as a man. She covered a distance of 600 miles with the infantry before getting identified as a woman and being discharged for that. 1861-1865 Women nursed the soldiers that were wounded in the American Civil War, but still did not have military status. 1901 America established the Army Nurse Corps whereas the Navy Nurse Corps was established eight years after that. 191 7-1918 Armed forces started to consider assignment of administrative roles to the women like the roles of stenographers and operators. In addition to that, two women became members of the Coast Guard for the first time. 1941-1945 During the Second World War, armed forces finally enlisted and included women in almost every job which was not combat support or combat. June 12, 1948 The Women’s Armed Services Integration Act was signed by President Truman. This Act established a permanent place for women in every branch of the military. As a result of this Act, military was made one of the first organizations to provide women with pay equal to the pay of men in all tasks assigned to the women employees. However, there was an upper limit to which women could be promoted in the military; lieutenant colonel was the

ENGLISH Essay Example | Topics and Well Written Essays - 500 words - 4

ENGLISH - Essay Example She and Brandon went out a few months ago, but he suddenly dumped her. Arianna went white-cold every time Anna asked why they broke up. Then, the most joyous day happened. Brandon asked Anna out. It was a gloomy day with black heavy clouds threatening a storm. He was with his friends when Anna was walking home. He said: â€Å"Hey Anna, wow you look so grown up and beautiful. I want to invite you over at my house. Just some movies and stuff.† His friends sniggered. Anna didn’t care. She was in heaven and tried to look like she thought about it first before saying a nervous â€Å"Okay.† His friends left them. Inside the house, they watched a porn movie. It made Anna uncomfortable. The video looked amateur. Boys were breathing deeply at the background and it was dark. Brandon groped her breasts and whispered: â€Å"Let’s do it.† Anna said no, but she felt dizzy and weak. She looked groggily at her glass of soda. Brandon forced himself on her, while his friends videotaped the act. Anna couldn’t breathe. When she glanced at the movie they were watching, the video looked clearer and she saw Adrianna’s face down, her tears rolling, while Brandon grunted like a pig behind

E-commerce Internet Shopping

E-commerce Internet Shopping Is e-commerce boundary-less? Effects of individualism-collectivism and uncertainty avoidance on internet shopping. Abstract: Regardless of the unusual growth of internet during the last few years, the enormous business potentials of the internet remain largely untapped. There is a general observation that with the internet, national and international boundaries should become irrelevant when engaging in business exchanges. There exist two national cultural dimensions, individualism-collectivism and uncertainty avoidance and their interaction that influences internet shopping rates across a wide spectrum of countries. For countries lower in uncertainty avoidance, individualistic cultures show higher internet shopping rates than do collectivist cultures. Implications for national and internet firm-level web design strategies are discussed. Problem Statement: Is e-commerce boundary-less? Effects of individualism-collectivism and uncertainty avoidance on internet shopping. Although the adoption rate of internet shopping is relatively high in the west, it is still generally unpopular in the east. In spite the promises of the greater global customer reach and potential profits; internet shopping adoption is still systematically affected by cultural differences. National wealth also contributes towards the adoption of internet shopping, because money is needed for necessary internet access infrastructure, subscription of internet services, and online purchases. Although national wealth alone cannot account for the vastly different internet shopping rates among high gross GDP countries. The adoption of internet shopping is jointly effected by a set of contextual factors i.e. national income and educational level as well as two major cultural factors, namely, individualism-collectivism and uncertainty avoidance. Research Objectives: The objective of this research is to find the effects of individualism-collectivism and uncertainty avoidance on internet shopping keeping under consideration the Internet shopping adoption rate, individualism index, uncertainty avoidance index, per capita GDP, educational level, unemployment rate, and crime rate. Hypothesis 1: Internet shopping adoption rates are higher for countries with relatively lower uncertainty avoidance levels. Hypothesis 2: Internet shopping adoption rates are higher for individualist than for collectivist countries. Hypothesis 3a: For countries with high relatively high uncertainty avoidance levels, individualism-collectivism shows little impact on internet shopping rates. Hypothesis 3b: for countries with relatively low uncertainty avoidance levels, the individualist countries show higher Internet shopping adoption rates than the collectivist countries. Importance / benefit of study: The importance of this study is that it addresses the issues and problems related to internet shopping and will also help in working around these issues and problems. It will also help in the regulation of e-commerce activities in a proper and efficient manner. Research Design: Exploration: Quantitative. The data was mainly collected from Global e-Commerce Report, Hofstede, World Fact book and United Nations Organization for Education, Science and Culture, Institute for statistics online base. Data Analysis: The dependent variable under observation is Internet shopping adoption rate by country. Internet shopping adoption rate is the percentage of internet users, who have bought goods or services during the past month. Data on internet shopping adoption rate were obtained from the Global e-Commerce Report of Taylor Nelson Sofres (2001). This report consists of data from 36 countries derived from interviewing a total of 42,742 people. The two independent variables are individualism index and uncertainty avoidance index. The data for both these variables was obtained from Hofstede, which includes 50 countries. The control variables are per capita GDP, educational level, unemployment rate, and crime rate. The data for GDP and unemployment rate was collected from World Fact book, The International Monetary Fund (2001). Data for educational level was obtained from United Nations Organization for Education, Science and Culture, Institute for statistics online base. Data for internet crime rate was derived from the total sum of the number of offences contained in national crime statistics and major categories of reported crime in each of the Interpol member countries. Nature and Form of Results Schedule: The results which can be concluded from the whole study are: Higher the income levels of a country, the higher the internet penetration rate. It can also be concluded from the case that taking income into consideration, educational level, unemployment rate, crime rate, and economic growth rate do not significantly affect internet penetration. Internet shopping adoption rate is negatively correlated with uncertainty avoidance, but positively correlated with individualism-collectivism. The relationship of uncertainty avoidance with internet shopping adoption is not as strong as expected, and is not significant. All the results support our hypotheses. National income plays a very important rate in both internet penetration rate and adoption rate of internet shopping. It can also be said that whether it is online or offline shopping, the higher the income level, the higher the purchasing power. Cultural factors also play an important role in affecting internet shopping behavior, over and above the effect due to national income and educational levels. Internet shopping is still at its infancy for some countries. The result also support that dimensions of national culture affect internet shopping rate. The national government level, macro level policies that are designed to suit the local culture can be implemented to stimulate the adoption of internet shopping. Facilities and Resources: The resources of this case study are Global e-Commerce Report, Hofstede, World Fact book and United Nations Organization for Education, Science and Culture, Institute for statistics online base. Bibliography: References: Anderson, J.C. Naurus, A. (1990) ‘A model of distributor firm and manufacturer firm working partnerships, Journal of marketing 54(1): 42-58 Hirschey, M. and Pappas, J.L (1993) Managerial Economics, 7th edn, Harcourt Brace Jovanovich College Publishers: Orlando, FL. Hofstede, C.H. (2001) Cultures and Organizations: Software of the mind, McGraw -Hill: London. Leung, K. and Bond, M.H (2004) ‘Social exioms: a model for social beliefs in multicultural perspective, Advances in Experimental Social Psychology 36: 119-197. Lynn, R. and Martin, T. (1995) ‘National differences for 37 nations in extroversion, neuroticism psychoticism and economic, demographic and other correlates, Personality and Individual Differences 19: 403-406. Morris, M.W., Williams, K.Y., Leung, K., Larrick, R., Mendoza, (1998) ‘Conflict management style: accounting for cross national differences, Journal for International Business studies 29(4): 729-747. The International Police Organization (Interpol) (2003) Online data, http://www.interpol.com The International Monetary Fund (2001) ‘World economic outlook data.

Dorian Gray Passage Analysis

Dorian Gray Passage: Literary Analysis In this scene, Wilde creates a threatening atmosphere as he describes Dorian heading to the Opium House at night, a place that represents his sins. Dorian’s carriage â€Å"jerks† into a â€Å"dark† area, the sudden movement suggesting that the horse is instinctively nervous or scared. And the â€Å"low roofs and jagged chimney-stacks† that looked like â€Å"black masts† shrouded by a mist of â€Å"ghostly sails† paint a nightmarish image of hostility due to harsh words like jagged, and fear with mentions of ghosts; both add to the tension.In the next paragraph Wilde uses diction such as â€Å"hastily† and â€Å"quickly† to build the suspense with Dorian’s obvious discomfort in the situation and desire to get out of the open. Then, Wilde uses light imagery to illustrate a dark setting which would explain Dorian’s fear. The description that the night was lit by a â€Å"red glar e† and â€Å"lights [that] shook and splintered in the puddles† contributes to the uneasiness because red is often the color of evil and shaking lights can be associated with panic.Dorian’s anxiety heightens as he â€Å"hurried† and â€Å"[glanced] back now and then to see if he was being followed†. His actions suggest that he is paranoid and running from something, causing the environment around him to appear more threatening. And finally, Wilde’s description of â€Å"gaunt factories† completes the image of a foreboding neighborhood because even at night, factories are supposed to appear formidable, not desolate as if they couldn’t stand up to their surroundings.

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How to Become a U.S. Citizen - Free Essay Example

Sample details Pages: 2 Words: 714 Downloads: 6 Date added: 2019/04/15 Category Society Essay Level High school Tags: Citizenship Essay Did you like this example? How do you know the interviewee? She is my mother. Part A: Questions and Responses Question Notes on Interviewee Response What inspired you to become a U.S. citizen? I was inspired to become a U.S. citizen for my children, I believed that it would benefit them and their future. Don’t waste time! Our writers will create an original "How to Become a U.S. Citizen" essay for you Create order What steps did you have to take as part of the naturalization process? I used to take classes to learn English a couple fo years ago, but I didn’t have time after that. Working has really helped me with my English and practicing it in real life. Before taking my citizenship test, I went to a tutor and made me practice with questions that might have been on the test. This really helped me, because many of the questions were on the actual test. How would you describe how you felt about the process? I was extremely nervous, I have major anxiety, but I was determined to pass it because I have waited so long. I have been prolonging it or years but when the time actually hit to do it, I was a wreck. How has citizenship changed your life? Well I travel a lot, so it has affected me in that sense. I don’t have to have an extra stop at the airport in other countries or when I come back because I’m a citizen now. I also believe that in this country I have rights which I didn’t have in Cuba, in Cuba you are limited to the things you can say and do. Is your daily life different because of citizenship? I am protected Here in America, because I’m a citizen. If something were to happen I would be protected and given rights. Being a citizen means that I have opportunities that others don’t. For example my brother is still in Cuba and I have to send things over there because him and his family just can’t afford thing that we take for granted here: Do you feel the process was worthwhile? Now looking back at it, I did take me a while to actually do the test, but I believe it was worth it because the benefit that I got from it will always benefit me and my children. If you had to, would you do it again? Please explain. If I had to, I would do it again because the opportunities that I have here are greater than the opportunities I would have in my home country. Would You tell others that they should be citizens as well I would because I believe that it would benefit, everyone involved. Themselves, their children, their other family. If they have the money I would recommend it. Part B: Write a two-paragraph reflection of the naturalization process. Use the following questions as a guide: The purpose of the naturalization process is for immigrants to become U.S. citizens. At first the person has to apply for citizenship, they must complete an application, and participate in a interview and then take a civic and English test, this also involves different fees, it is a very long process. I believe that the process works well because it protects the current citizens and doesn’t allow just anybody to become a citizen. The process does achieve its goal becomes it allows you to have rights and opportunities like any other citizens. Even if you start just studying the questions, thats a step in the right direction. I would not change anything because, I believe that the process will over time just include that people who really want to be a citizen. I would not like to change the process, the process makes it so that only people who are truly motivated will finish it. The process is so long and tiring that It would make anyone who isn’t ready procrastinate it for a long time. The benefits out weigh all the time and effort you have to go and study for. Once you are a citizens you have just as many rights as everyone else, not only human rights but citizen right which not many other countries have. Living a better life and providing for your family will encourage anyone willing to become a citizen.