Into The Wild By Jon Krakauer - 1128 Words

Into the Wild Jon Krakauer’s compelling novel, â€Å"Into the Wild† is a true story about Christopher McCandless’ search for identity. McCandless was enamored in the idea of escaping a life that revolves around material possessions. The non-fiction treatment of this young life illustrates through the rebuilding of events in McCandless’ life the idea that McCandless seemed obsessed with how people appeared blind to the fact that they were living unhappy lives yet were terrified of giving up that life because it was safe, provided security and stability. However, for McCandless, nothing was more dangerous to the free spirit within him than that safe secure future. Krakauer with an eye to journalistic detail describes McCandless’ journey using†¦show more content†¦For example, a few months before he embarked on his journey his parents offered him a new car. McCandless not only refused the car but was furious that his parents had even offered to give something like this to him in the first place because he already had a car that ran like a champ, which was a yellow 1982 Datsun B210 with over two hundred thousand miles on it, and anything more luxurious than that would be an unnecessary material item or as he called it, just a thing, it was a good thing he refused that new car because that Datsun without a doubt aided him on his search for identity. Most people have a search for self-identity and the meaning of life but McCandless took it to the extreme. He was so wrapped up in finding himself and his identity that he felt the only way to do just that was to burn all of his money, leave his car in the dessert, and travel all around the country in search of a better place, where the people didn’t place all of their value in material possessions and statuses. Chris even created a fake identity for himself while on his search to find his real one, everyone he met on his journey knew him as Alexander Supertramp as th is is the name he chose for himself on his â€Å"great Alaskan adventure†. He traveled all over the US and even ended up in Mexico for a couple months but he knew all along that the ultimate destination was the Alaskan wilderness where there was no one because he knew that he

Essay about The Ingredients of the Great Depression

The Great Depression originated in the United States with the stock market crash on October 29, 1929. The depression was the biggest economic fall in American’s history. This crash stretched throughout the globe and affected the rich as well as the poor. There were many causes that assisted in bringing the depression into existence. However one of the main causes was the disproportionate riches during the nineteen-twenties. The gap between the rich and the working class people was the enlarged industrialize production during this period. Also in this period production cost fell quickly, wages rose slowly and prices remained steady. The government contributed to this gap. The federal income taxes were reduced dramatically by the Revenue†¦show more content†¦This growing inequality of the wealth between the wealthy and poor made the United States economy unstable. Many people believe the Stock Market crash and the Great Depression are one in the same. In the nineteen twenties the Dow Jones went from sixty to four hundred. People became instant millionaires. Trading became America’s favorite pastime and a quick way to get rich. There were Americans mortgaging their home and investing their life savings in stock such as ford. However, there were many fake companies that formed to deceive the inexperience investors. Many investors did not believe that a crash was possible; they all thought the market would always go up. With the stock market declining, the banks began to see decrease. Bank deposits were uninsured and as banks failed people simply lost their savings. Being unsure of the economic situation and how they would survive themselves was unwilling to give new loans. These situations lead to less spending. When the stock market crashed and the worries regarding more economic decline, people from all classes stopped purchasing consumer products. Which lead to reduction in consumer products being made, this caused a reduction in the workforce. As people lost their jobs they were unable to pay for the items that were bought on credit. The unemployment rate rose and cause even less spending to assist to lesson the economic situation. American business started failing. The government tried to helpShow MoreRelatedFast Food Vs Healthy Food Essay1120 Words   |  5 Pagessomething about fast food, I have just been so passionate about it, and have always wondered what’s in fast food and why is it so inexpensive. I feel like fast food ingredients and prices should be expressed to the public, in which why fast food products are sold for so cheap. Addressing the products ingredients, and why their ingredients are so heavily processed is most definitely important for people’s health. 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Over the last decade, drinks containing high amounts of caffeine, sugar, and other ingredients that increase energy have been rapidly growing in popularity. Clearly these beverages are known as energy drinks. Energy drinks have gotten so popular that it is extremely rare to find a convenience store that doesn’t sell a variety of them. Students use energy drinks to cram the night before a test, athletes use themRead MoreThe Benefits of the New Deal Essay702 Words   |  3 PagesRoosevelt. According to the First Lady, Morgenthau was one of the only men in the world who could tell the President he was wrong and still get away with it. They had a very close relationship and in May 1939, Morgenthau ran into an issue. The Great Depression was beginning to worsen and he felt helpless talking with his fellow Democrats on the House Ways and Means Committee. Unemployment was higher than it has ever been in our country; the national debt was spiraling out of control and social problem sRead MoreThe Effects of Chocolate Essay example824 Words   |  4 Pagesdisease† are said to be more vulnerable to breast cancer through extreme consumption of chocolate. Theobromine is also proved to cause mental and physical relaxation, which also promotes sexual awareness. Chocolate also contains great amounts of chemicals known as phenylethylamine, which is a compound connected to amphetamine. It is said that this chemical cause mild emotional activities such anger, confusion, hyperactivity, irritability and sometimes-even hallucinationsRead MoreGive A Brief Background On Gmos Essay713 Words   |  3 Pageswhich make up the food, the organisms are called Genetically Modified Organisms or GMO’s (Smith 2015). Corn, soy, canola, and sugar beets grown in the U.S. are predominantly genetically altered. These ingredients are used in every day processed foods (wiki) engineered, and they are often used as ingredients in processed foods (Consumer reports, 2015). GMO’s make up over 95% of the sugar produced in the United States, so every time you grab Slurped, your drinking something made from a GMO. †¢ What areRead MoreThe Impact Of World War II On The United States1633 Words   |  7 PagesSeptember 2, 1945. It damaged families and alliances, eradicated loved ones, and drastically changed the U.S. economy. Because of these economic changes, the United States has suffered many hardships, but they have also experienced great opportunities of wealth and great success. Some of the hardships and successes include: war bonds, the manufacturing of wartime and military weaponry and it boosting the economy, the need of oil to produce products to aid in the war effort, the state moving towards

Critique Essay on- Why we Believe in Unbelievable

Question: Discuss about Critique essay on Why we believe in unbelievable? Answer: The essay Why we believe in unbelievable written by Michael Shermer will prove an excellent writing for those who believe in superstitions and enjoy dipping into the issues and ideas of creationism, dualism, essentialism and strongly believe in institutions. After reading the essay, the most enjoyable and the new thing we can find is the look at repugnance and hatred and why few people find such particular incidents or things like accident of Princess Diana and 9/11 attack abhorrent and why other people do not find them objectionable. Also in the authors text the same concept has been contradicted in the conclusion through which we can develop the meaning of super sense as a way of bringing together the whole world in some kind of a order. It is very unlikely that we can get rid from all this beliefs, it exits in our society and will be there in the future too. The main reason of its existence it that it is a key for our functioning as a social animal. After reading the authors writing I feel that the history of the modern civilization can be better described in a slow and steady carving of supernatural beliefs. In todays time we do not worship most of the Gods which we and our ancestors were worshipping. Gone are those days when we use to believe in astrology, numerology, witches, ghosts which people claimed to be psychics. Today is the time of modern thoughts where we are favouring women to work, to vote, and pursue professional careers and also promoting inter racial marriages. Above all the advancement in our thoughts have reach to such a peak where we are accepting homosexuals and sooner will accept it as a norm. There was a time when all these things were considered wrong and was a hatred topic to be discussed and such repugnance is posted as super sense by the author in his writings. But such claims begs a question for me, that if we are able to defeat or conquer such irrational and irrelevant symptoms of super senses then w hy we should not expect ourselves to overcome other things from which we are repulsed without any good reason. For eg like stem cell, genetically modified organisms and science of human genetic engineering are scientific researches which have a valid proof and we should accept such inventions instead of considering them as super senses. As per the 2009 poll, Americans have accepted that they still believe in Angels and devils instead of believing in science of evolution. Through the text Shermer tries to look for answers why do people believe in those things which the scientists consider to be unbelievable. Skepticmagazine founding publisher Shermer (The Mind of the Market: Compassionate Apes, Competitive Humans, and Other Tales from Evolutionary Economics, 2007, etc.) writes entertainingly about the scientific basis of belief. There are times where scientists do believe in few unproven things like origin of universe, big bang theory to which scientists are trying hard to prove the results of experiments against the null hypothesis (Collins Harper). Through the essay the Shermer throws light on conspiracy theories of 9/11 attack which brought down the twin towers and believe in extra sensory perceptions which are replicated by the magicians. Above all the author has fully tried to make us believe in our lives. To an y situation when we jump to make false conclusions is like a recognition pattern made by our mind that has been evolved from our ancestors. Even the animals and birds can anticipate the danger and fast respond to their environment. A quote written by the author explains that we as humans have an emotional leap of faith which is required beyond any reason. When we are rushing to the airport and suddenly the road gets blocked due to land slide making us to miss the flight. After an hour we get to know that the particular flight got crashed and all passengers died on spot. Grefter Amanda argues that Reality is Relative: Our quest for an objective view of the world is thwarted by our personal beliefs. Amanda clearly states that this is our personal beliefs that God saved our life. If we are religious, then we will definitely presume the falling of tree as a miracle and the proof that God is with us and he saved our life. But if we are not practical then we will definitely consider this situation as an incredible fortunate fluke. Thus these two interpretations of ours on the same event has been exemplified by Amanda that our belief comes first followed by our explanations. So the next question comes from where does our beliefs come from, according to Shermer they comes from our ability to see patterns in noise, real or imaginary world and our tendency to relate our mind and intentions to such patterns. Such skills of patternicity are evolved from ancestors which makes us to believe in angels, devils, ghosts and God. According to the neuroimaging studies, our belief into angels and devils is almost equal to our belief in one plus one is two. Therefore Shermer explains that we cannot eliminate our superstitious learning because people believe weird things because of our evolved needs to believe non-weird things. Shermer has oddly organized his writing. His cognitive biases will surely make the rational readers to think again and will feel to recognize the flaws in their thinking and will definitely start evaluating their beliefs. Shermer has showed his awareness and concern that he is too a part of such flawed thinking and by sharing such personal belief has made Shermer a forever trustworthy guide. After reading the text our quest for objective reality comes on peak on which Shermer answers that science is our immense hope which gives answers to all our beliefs and dis-beliefs. By reading Shermer text and his book The Believing Brain it is clear that there are superstitious beliefs prevailing in our culture, ages and society. Shermer says that it is the only way through which we can gather knowledge and can move ahead keeping our individual lenses of belief behind. I would recommend this essay of Shermer to those who are sick of identifying in politely settling of garrulous distractions of life. Work Cited Grefter Amanda. Reality is Relative: Our quest for an objective view of the world is thwarted by our personal beliefs. (2011). Web March 3, 2016. Collin Harpers. Super sense: why we believe in the unbelievable The Skeptics dictionary. Web March 4, 2016. Shermer Michael. Conspiracy theories: Why we believe in unbelievable. Web Nov 16, 2013. Shermer Michael, Stephen Jay Gould. Why people believe in Wierd things: Pseudoscience, superstition, and other confusion of our time. (2002). Web March 4, 2016. Bruce Hood. Why we believe in the unbelievable. (2009). Web March 4, 2016.

Stretching and Activity free essay sample

Copy and answer the following questions in a word processing document. * Be sure to save the assignment document to your Personal Fitness folder. * Be sure to save your work as 2_04. rtf. Assignment Questions Part I: Beginning the Activity 1. Choose an activity such as walking, running, aerobics, soccer, basketball, or rollerblading. What exercise activity will you participate in? Running 2. Why is the warm-up phase of your training program important? It will stretch each major muscle group which will be worked during the activity you are preparing for. Why is the cool-down phase of your training program important? Stretch all major muscles; focus on those that will have a large demand placed on them. 4. Identify areas of your body in which you have experienced muscle soreness due to vigorous activity. Legs and arms. Part II: Design a Warm-up for Your Personal Needs For each of the following, describe what you will do to prepare your body for the activity that you selected in Part 1, #1. We will write a custom essay sample on Stretching and Activity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Aerobic exercise: Light jog, slow cycling, easy jump roping, side shuffles (running sideways without crossing your feet), skipping, and jogging backwards. Stretching (stretch all the major muscle groups used): ? Will involve static (still) stretches and/or dynamic (moving) stretches. * Static stretches involve stretching a muscle group as far as you can, without causing pain. Static stretches should be held thirty seconds for maximum effectiveness. * Dynamic stretches, another safe form of stretching, involves slow movements which stretch the muscle groups. Sport-specific exercise: Activities should mimic the movements you will do in the vigorous activity you are preparing for but are done at a lower level of intensity. Design a Cool-down for Your Personal Needs For each of the following, describe what you will do for your cool-down for the activity that you have selected. Aerobic activity: A slow jog around a field or court is one of the best ways to cool down. Stretching: Static stretch for 10 minutes after the light jogging, cycling, or walk. Recovery: Use the R. I. C. E. D. procedure to treat any sprains, bruises, or strains. Part IV: Practice What You Designed 1. Practice the warm-up you have designed. 2. Consider how the warm-up/cool-down made you feel. Did it help prepare you for the workout? What changes would you consider making for the next workout? Be prepared to discuss this information with your instructor in your Discussion-Based Assessment. It helped me prepare. I would change nothing. What I already I changed was great enough because of how well it made me feel. Part V: Skills and Performance 1. Think about an activity you participate in and explain how each of the skill-related components of balance, reaction time, agility, coordination, power, and speed can enhance your performance levels in that activity. If all the components are combined then you will get stronger, faster, and healthier.

Why Dhaka Is a Primate City free essay sample

A primate city is the leading city in its country or region, disproportionately larger than any others in the urban hierarchy. [1] A primate city distribution has one very large city with many much smaller cities and towns, and no intermediate-sized urban centres, in contrast to the linear rank-size distribution. [2] The law of the primate city was first proposed by the geographer Mark Jefferson in 1939. [3] He defines a primate city as being at least twice as large as the next largest city and more than twice as significant. A primate city is number one in its country in most aspects, like politics, economy, media, culture and universities. Contents * 1 Significance * 2 Examples * 3 See also * 4 Notes| Significance Not all countries have primate cities, but in those that do, the rest of the country depends on it for cultural, economic, political, and major transportation needs. [citation needed] On the other hand the primate city depends on the rest of the country as paying consumers of the cultural, economic, political and other services produced in the area. We will write a custom essay sample on Why Dhaka Is a Primate City or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The presence of a primate city in a country may indicate an imbalance in development  Ã¢â‚¬â€œ usually a progressive core, and a lagging periphery, on which the city depends for labor and other resources. [5] However, the urban structure is not directly dependent on a countrys level of economic development. Primate cities are major cities that works as the financial, political, and population centre of a country and is not rivaled in any of these aspects by any other city in that country. Usually the population of primate cities are twice as much as the second largest city in that country. Some of the most known primate cities would be London, Paris, Athens, Mexico City, Cairo or Kuala Lumpur where these cities serve as the political and economic centres of their respective country. Countries such as The United States, China, Canada, Australia or Brazil have several regional centres.

Transitional Services and Programs The WritePass Journal

Transitional Services and Programs Conclusion Transitional Services and Programs AbstractTransitional Services and ProgramsConclusionReferencesRelated Abstract Students in this country today face many challenges.   Those with learning or physical differences face the additional challenges of equal access to an education as well as to facilities.   In addition, many will require transition services to help them adapt to society after completing their high school experience.   Some students with disabilities are diagnosed early in life, while others may go undiagnosed for many years.   An observant parent or doctor may pick up on it early on, but it is often a teacher or mentor who picks up on it later in life.   When intervention starts early, programs can be designed to provide the student with the necessary services, training, and accommodations to be productive citizens.   These services are put in place for the length of the student’s school â€Å"career,† and, in some instances, can provide life-long support.   They are referred to as transitional services and are granted to classified students under the Indi viduals with Disabilities Education Improvement Act (IDEA 04).   They can be put in place at any time over the course of a student’s life, but when they begin at the pre-school or elementary level, intervention services can have the greatest long-term benefit for the student.   A second transition occurs at the high school level.   It is designed to carry the student through the age of twenty-one and then to follow him or her through life, as warranted.   Individual school districts are required to have a Committee on Special Education that is convened on a regular basis to address the needs of those students requiring services.   Stakeholders include: counselors, educators, administrations, parents, community members, and students, who regularly meet to discuss the goals for the student and the programs and accommodations that will provide them with the tools they need to be successful. Transitional Services and Programs   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For students who traditionally receive special education services, the path to the â€Å"American Dream† is often riddled with frustration and disappointment.   Physical limitations can keep a student from entering their workplace, and once inside the building, accommodations must be in place to allow the worker the ability to move about freely in case of an emergency.   This can include the installation of elevators, handicap accessible restrooms, telephones, etc.   Federal legislation through the Americans with Disabilities Act provides training, and legal assistance for ensuring that their needs will be addressed (US ADA).   The U.S. Department of Education provides training projects, conducts research into appropriate programs, and models best practices for students, in order to provide them with the necessary tools to be successful and productive adults (Will, 1984).   Once a student is identified as having a learning or physical disability (this usually occurs in pre-school or elementary school), they are provided with a series of educational services that are designed to start by the age of fourteen and follow them through to age twenty one (Benz).   These are called transitional planning services, as they provide the necessary support for students to further their education, improve the life experience and expectancy for these students, and help them find a useful place in society. Transition planning is designed to lower the possibility that a special needs student will leave high school before graduation, and to encourage them to pursue a higher education so that they can ultimately obtain a better paying job, and develop the skills necessary to find and maintain steady employment (IRIS).   Students with Individual Education Plans (IEP) have been identified, tested, and had plans put in place for their current and future education needs.   It is important to remember that these needs are reviewed at the beginning and end of each school year to chart progress and decide if program modifications are needed and how they will be implemented.   When a classified student reaches the age of fourteen, a transition plan is put into place that provides a series of long- and short-term goals for the student.   Short-term goals can include scheduling or programs to ensure that the student will ultimately graduate, or long-term goals that can include strategies fo r independent living and college or vocational preparation.   The purpose for beginning the transition process between middle and high school is to allow the time necessary to teach skills that will enable the student to lead a healthy, productive life.   Consistent membership on the Committee for Special Education is important, as steady members know the entire history of the student, and do not need to spend time bringing temporary members up to speed.   As a student makes the move middle school to high school, for example, the membership will change because of the move to a new building.   In the Hyde Park School District, that first meeting is held with both committees present. Students are often identified as being in need of transitional services when they enter pre-school.   Stakeholders will identify those students they feel are in need of interventions and will work to complete the process of classification.   Some may come into the system with IEPs in place from other schools, or they may be recommended for services based on a physician’s diagnosis or a teacher’s observation.   The Committee on Special Education then meets to discuss any further testing that will need to be conducted and sets a series of goals for each student.   This process will include a listing of programs and accommodations along with the necessary tools to ensure that the student will be successful after they reach the age of majority. Once it is determined that a student will require transition services, a meeting is held with all the stakeholders to discuss student performance to date, required testing and its results, and then put in place a set of accom modations, goals and timelines for meeting those goals.   Members of the Committee on Special Education include; school officials (an administrator and special education coordinator), classroom and special education teachers, support personnel (Guidance Counselor, psychologist, occupational therapist, speech pathologist, etc.), a member from the public, family members and the student.   Each member of the committee serves a specific purpose and is tasked with offering; observation skills, legal background information, assessment and data collection, and services provided by outside agencies. Transition planning is a team approach (Sitlington).   It begins first with the student, and his or her future goals.   During an initial interview questioning can include where the student wants to live and how, and what they want to do for a living.   Family members are also active participants in this process, as they very often can provide insight into the student that the regular or special education teacher could not.   They may observe, for example, that the student likes to build things out of wood, is a good cook at home, or is involved in their church, a specific community group or that they like being outdoors.   They can also provide economic (family income, whether there is medical or dental insurance, and the number of family members occupying the residence) and cultural (ethnic background, immigrant status, and the language proficiency of family members living in the same house) information about the student that would be helpful to the process.   Even the cafeteria staff can be involved in this process, as they will often offer insights as to food choices in the lunch line and whether the student receives free of reduced lunch and breakfast through Title I funding.   Both the student and family must feel that the professionals on the team are respectful and that they are being treated with dignity. Before the meeting, the Case Manager will send all the staff notice that a meeting will occur and ask them for comment.   School-based professionals can discuss the testing results and put them in terms easily understood by the family (a community member who acts as an advocate on the committee would be a plus for family members with limited English language skills or those with diminished mental capacities.)   If the services of a translator are required, the Committee will provide one.   In Hyde Park, we often depend on the local hospital for translators in languages other than Spanish of French.   This is a service they offer us free of charge as a community outreach.   While the special educator is responsible for conducting testing, such as the Gates MacGinitie or Woodcock Johnson, the psychologist will conduct cognitive tests, such as the WISC or WRAT.   Both of these provide numerical scores that can be converted to grade equivalents for discussion purposes.   This information can then be combined with the anecdotal notes from the student and family interview to create a complete student profile.   The regular education teachers will introduce the differentiation strategies used in their particular classroom, the core curriculum for their content area, classroom expectations and how they will impact student learning.   Many will offer organizational strategies they have found to be valuable to other students with similar learning or physical differences.   The special education coordinator facilitates the meeting and pulls all of the information together, along with the results of any voc ational inventories to provide the student with a complete transition plan. The guidance counselor very often acts as the student advocate at these meetings.   They have had many personal conversations with the students and know what their scheduling needs are.   Many schools use the guidance department as the source for formal vocational assessment.   This showcases a student’s skills set, areas of interest, and where assistance will be required.   â€Å"Standardized testing includes the Armed Services Vocational Aptitude Battery (ASVAB) test, the Self-Directed Search (SDS), the Strong Interest Inventory, the Occupational Aptitude Survey and Interest Assessment, second edition (OASIS II), vocational aptitudes and inventories (assessment tools that include the Differential Aptitude Test (DAT), and college entrance exams† (Levinson Ohler).   Informal assessments are designed to gather information from non-standard sources such as teacher anecdotal notes, classroom observations, examples of student work, and medical records.   Withou t these tests, it is difficult to identify what accommodations and modifications should be attached to the plan.   It should be noted that students with disabilities are more likely to experience unemployment, lower pay, and job dissatisfaction (Dunn).   Many will drop out early, making their ability to maintain employment more difficult.   Guidance Counselors can use the vocational inventories to help the student better understand their capabilities and work with them in finding an appropriate job placement.   In addition, they help the Committee to validate the formal test data.   The counselor will also research post-graduation opportunities for the student.   This may include trade school, community college, the military, or the workforce.   They communicate with these groups and are aware of the services available to the special needs student.   Many maintain databases of local employers looking for students with specific disabilities for their companies.   Th e counselor also coordinates with outside agencies to line up school-to-work programs, ensure that the student is on-track to graduate, and that all of the State Board of Regents requirements for graduation will be met. Each member of this committee is responsible for contributing to the IEP plan and putting one in place that best meets the needs of the student.   After the IEP has been finalized, the work begins.   The Case Manager meets with the student to discuss the plan and establish a series of small, personal, easy to achieve goals for the student, based on those in the IEP.   Teaching organizational skills, showing the student how to safely and quickly get from place to place within the new building and acting as a consultant to the classroom teacher allows the Case Manager to build a bridge with the content specialist.   This can include explaining or providing IEP accommodations, helping the classroom teacher to modify assignments, or provide information about goal setting and progress in the classroom.  Ã‚   Perhaps the most important role of the Case Manager is to help the student learn self-advocacy (Levinson   Palmer).   The student will need to communication their needs to a teacher or employer in the future and must learn to do so respectfully and authoritatively. The Guidance counselor is responsible for making sure that the school-to-work program is in place.   He or she acts as a go between for the federal, state, and local services that will be set in place for the student.   In Dutchess County, New York, it is DC BOCES that coordinates these services between the member school districts and the support agencies.  Ã‚   He or she first considers the results of the formal and informal testing that was conducted and coordinates the educational plan that includes: the type and number of classes, support services designed to ensure student success, employment and strategies for independent living, and learning the skills necessary to cook, clean, balance a checkbook, fill out a job application, and rent an apartment. In addition to the Guidance Counselor, other school personnel can help meet the special needs of the student and help him or her prepare for their future.  Ã‚  Ã‚   Dunn (1996) considers that there are â€Å"three goals for students: to gain an understanding of themselves and their abilities, interests, and values; gain an understanding of the world of work; and acquire effective decision-making skills.   Each of these areas is important to the students ability to make realistic and informed decisions about work, and school-based activities.†Ã‚   Administrators ensure that staff members attend and provide input at transition planning meetings by arranging for classroom coverage.   Teachers provide anecdotal classroom notes and assessment data that address the strengths and interests of their students.   They can also discuss realistic career goals and invite local trades people to discuss career choices with the class as a whole.   A student who wishes to become a do ctor, for example, may find greater success as a Certified Nursing Assistant or a Home Health Aide, or they may just volunteer at their local hospital.   Discussing Life Science topics with this group would be beneficial.   A carpenter needs to use the geometry of perimeter to order and install baseboard trim around a room, an electrician needs to understand the physics electrical loss when running wires over a long distance, and an excavator needs to understand the principals erosion when putting in a driveway.   Teachers can introduce career options and incorporate real-world applications of subject matter into homework and tests.   Inviting guest speakers into the classroom allows the student to see how their classroom experience relates to real-world skills.   Support personnel can offer insight into their career choices.   The school cafeteria staff, can give tours and discuss food service careers, the transportation department can talk about mechanics or driving la rge vehicles, and secretaries can talk about office jobs; filing, how to properly answer the phone, and collect and distribute mail.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parents should be encouraged to participate in developing the goals and objectives for the student.   Whether they have the developmental capacity to do so or not, a parent can often add a perspective that will help the committee.   They can attend presentations and workshops with their children, join support groups, or conduct their own Internet research.   Parental and community involvement can also include a di scussion of personal work experiences, local resources, and career choices.   Those students preparing to take a place in the workforce are also given consideration in the transitional process.   Finding a rewarding job for many is an equally viable option.   In the Hyde Park School District, potential local employers hold a mini job fair for our classified students every spring.   They also offer tours of their facilities.   Some students will opt to work while still in school, while others prefer to wait until after graduation.   Those students participating in the work-study program meet with the employer to fill out a contract with the student requiring that grades be at a â€Å"C† level, proper attire be worn when at work, and that attendance must be within acceptable levels.   Several of our students have chosen to continue with these companies after graduation, and one chose to remain in her position while beginning at the local community college.   Stu dents choosing to wait until graduation to go to work will obtain employment services, or conduct their job search through a state or local employment agency. Many state and local agencies are available to assist the school, parents and the student in the transition process.   In Dutchess County, for example, specialized schools are available that can provide reading support for Dyslexic students, life skills training and education for Autistic students, and job-training for developmentally disabled students.   Research through state and local databases can offer a myriad of agencies designed to offer financial assistance, planning and advocacy.   Local colleges offer workshops both before the application process and upon acceptance to college (Sherman).   County and regional centers offer training, bilingual services, behavior intervention services, approvals for private school providers, and local special education school improvement specialists.   Through the student’s IEP, community agencies, families, and service providers can help the student meet their personal goals.   For many students in the past, life came to an abrupt halt in their late teens.   To allow these students a normal post-high school experience, colleges in twenty-three states have begun programs to provide a college-like experience for many these students. Conclusion For a special needs student, a network of professionals is in place to provide services and support.   Through the CSE process, they provide transitional services that begin with careful planning and open lines of communication.   The members of the Committee on Special Education meet at regular intervals over the course of the school year to gather related data, look at programs, and provide guidance to the classroom teacher, student, and parents.   They then advise all the classroom teachers and any other staff whom may have contact with the student what the result of the transitional services meeting is.   Many schools subscribe to an Internet based program called IEP Direct, and post a student’s documentation for all authorized personnel to access.   After the meeting, they are asked to read the minutes and offer a response.   This â€Å"village† approach to providing stabilization for a student with disabilities has proven to be very successful. References Benz, M.,   Lindstrom, L., Unruh, D.,   Waintrup, M.   (2004).   Sustaining secondary   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   transition programs in local schools.   Remedial and Special Education,  25(1),  39-  Ã‚   50.   Retrieved April 30, 2011, from ProQuest Education Journals. (Document    ID:  542504691). Dunn, C. (1996). A status report on transition planning for individuals with learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   disabilities.   In J.R. Patton G. Blaylock (Eds.), Transition and students with   Ã‚   learning disabilities: Facilitating the movement from school to adult life. Austin,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   TX: PRO-ED. The IRIS Center for Training Enhancements.   (2007).   School counselors: Facilitating transitions for students with disabilities from high school to post-school settings.   Retrieved on [April 30, 2011] from http://iris.peabody.vanderbilt.edu/cou2/chalcycle.htm Levinson, E.   Palmer, E.   (2005,  April).   Preparing students with disabilities for school-   to-work transition and postschool life.   Principal Leadership,  5(8),  11-15.      Retrieved April 30, 2011, from ProQuest Education Journals. (Document   Ã‚  Ã‚  Ã‚   ID:  827244261). Levinson, E. Ohler, D.   (2004). Vocational assessment for transition planning:   Ã‚   guidelines for educators.   National Association of School Psychologists.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bethesda, MD. www.nasponline.org. Sherman,  M.   (2010,  October).   Colleges to include more students with intellectual disabilities.   Education Daily,  43(174),  2.   Retrieved April 30, 2011, from   Ã‚   ProQuest Education Journals.   (Document ID:  2170206871). Sitlington, P., Neubert, D., Clark, G.   (2010).   Transition education and services for  Ã‚  Ã‚  Ã‚  Ã‚   students  with disabilities. (5th ed.).   Boston:  Pearson. United States Department of Labor; Disability Resources.   Retrieved May 3, 2011.   dol.gov/dol/topic/disability/ada.htm Will, M. (1984). OSERS programming for the transition of youth with disabilities:    Bridges from school to working life. Washington, DC: U.S. Department of   Ã‚  Ã‚   Education.

Outline and critique the subjective interpretation of probability Essay

Outline and critique the subjective interpretation of probability - Essay Example In normal conversations, one might say â€Å"the storm will hit the city†, usually, the person does not imply that the storm hitting the or not hitting the city is a random factor and that the odds presently favour, such a person in normal conversation qualifies the statement to a degree of confidence. When in a newspaper it is written â€Å"the most probable explanation† of the Mother Gaston Boulevard Street in Brooklyn, New York is that it was named after Mother Rosetta Gaston. The statement does not imply that Mother Rosetta Gatson is not favoured by a random factor, but it is pretty much the most plausible reason that can be given to the evidence, which disputes others that are less likely. Subjectivist Probability This category implies a situation in which an argument may be allocated whatever the circumstance, even when no random process is involved, in a bid to show the subjective plausibility, or the level to which the argument is aided by the existing evidence. In a number of situations, subjectivist probabilities are taken to imply the degrees of belief, defined in the manner in which an individual is capable of gambling at certain odds. ... Mathematically, this can be defined as P (A) = NA N The mathematical definition has its limits, which was not taken into account, the theory failed to consider numbers that could run to infinity and merely considered finite number of possible outcomes. There are some random games for instance as tossing of a coin-like object until it gives a tail might run into endless set of outcome- infinite outcomes. Additionally, one may need to determine beforehand all the likely outcomes are equally plausible without depending on the concept of probability to avoid circularity for example by symmetry concerns. The frequensists suggests that the likelihood of an occurrence is the relative frequency over given number of times, which is the relative frequency of happenings after repetition of a process over considerable amount of time, given similar conditions. The occurrences of events are presumed to be under certain random physical phenomenon which is basically not knowable. Outsides the confin es of theory and into the real world, tossing of a dice and spinning of roulette wheel can be examples of such. Other scientist suggests that the radioactive decay might be included as a possible example under the frequency probability. Frequency theorists argue that when one is tossing a coin, the probability of getting a tail is 1/2, they don’t rely on the simple explanation of chance, but rather on the expectation that a repeated series of numerous trials show that the empirical frequency will ultimately converge to the limit ? as the number of tossing goes to infinity. The mathematical definition hence becomes, therefore P (A) = P. this approach is not without its set back, infinity is assumed