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izz aty

FORM 5 NOVEL PRACTICE QUESTIONS « leelachakrabarty - 0 views

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catch us if you can catherine macphail literature form 5 spm novel literature component exam practice

shared by izz aty on 22 Jun 12 - No Cached
  • The following are the novels studied in the literature component in English Language The Curse by Lee Su Ann Step by Wicked Step by Ann Fine. Catch Us If You Can by Catherine McPhail Based on one novel above, write about the following.   Provide evidence from the text to support your answer. Your response should be: Not less than 50 words In continuous writing (not in note form)   Practice 1 Based on one novel above, discuss one of the themes in the story. Provide evidence from the text to support your answer
  • Practice 1 Based on one novel above, discuss one of the themes in the story. Provide evidence from the text to support your answer
  • Practice 2 Write about a character that you find most interesting. Support your answer with evidence from the novel.
  • ...6 more annotations...
  • Practice 3 Write about a moral value you have learnt  in the story. Support  your answer with evidence from  the novel
  • Practice 4 Based on one novel above, write about an episode that is memorable in the story. Provide evidence from the text to support your answer.
  • Practice 5   Based on the novel of your choice, discuss the problems faced by a character. How does he/she overcome the problems?
  • Practice 6   Compare two characters in the novel you have studied. How are they similar?
  • Practice 3 The value in life that I have learnt in the novel- Catch us if you can is “The Importance of Family”.  Sacrifices for family are honoured and explored, as are the family bonds that survive adversity. Family responsibility in the novel is best displayed by Rory’s constant care of his grandfather. Very early in age, Rory has realised that ‘there was only Granda and me’ to make up a family. Rory does not know any other family love. His father had left them when he was very young. Granda had taken care of him all his life and now, as Granda is getting old and forgetful, and is never quite well, it is his turn to look after him.
  • Practice 4 The incident which is memorable in – Catch us if you can is when Granda is sent to Rachnadar, Rory knows that he has to get him away from that place. Though torn with desperation at times ( Granda’s carelessness with the chip pan had landed him in hospital and Rory atCastle Street), Rory plans the Great Escape and gets him away from the hospital where they put old people in.
  • izz aty on 22 Jun 12
     
    The following are the novels studied in the literature component in English Language:  1. The Curse by Lee Su Ann 2. Step by Wicked Step by Ann Fine. 3. Catch Us If You Can by Catherine McPhail Based on one novel above, write about the following. Provide evidence from the text to support your answer. Your response should be: - Not less than 50 words - In continuous writing (not in note form)
izz aty

School is a prison - and damaging our kids - Salon.com - 0 views

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education school schooling children parenting learning

shared by izz aty on 10 May 14 - No Cached
  • When schools were taken over by the state and made compulsory, and directed toward secular ends, the basic structure and methods of schooling remained unchanged. Subsequent attempts at reform have failed because, though they have tinkered some with the structure, they haven’t altered the basic blueprint.
  • The top-down, teach-and-test method, in which learning is motivated by a system of rewards and punishments rather than by curiosity or by any real, felt desire to know, is well designed for indoctrination and obedience training but not much else
  • many of the world’s greatest entrepreneurs and innovators either left school early (like Thomas Edison), or said they hated school and learned despite it, not because of it (like Albert Einstein)
  • ...1 more annotation...
  • As a society, we tend to shrug off such findings. We’re not surprised that learning is unpleasant. We think of it as bad-tasting medicine, tough to swallow but good for children in the long run. Some people even think that the very unpleasantness of school is good for children, so they will learn to tolerate unpleasantness, because life after school is unpleasant. Perhaps this sad view of life derives from schooling. Of course, life has its ups and downs, in adulthood and in childhood. But there are plenty of opportunities to learn to tolerate unpleasantness without adding unpleasant schooling to the mix. Research has shown that people of all ages learn best when they are self-motivated, pursuing questions that are their own real questions, and goals that are their own real-life goals. In such conditions, learning is usually joyful.
izz aty

Scottish referendum explained for non-Brits - video | Politics | The Guardian - 0 views

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scotland united kingdom independence history politics

shared by izz aty on 19 Sep 14 - No Cached
  • An animated explanation of some fundamental questions prior to the referendum on Scottish independence on Thursday. Where is Scotland, what is Scotland and what does it mean to be Scottish? And what is the history of Scotland's relationship with England? But the real question is, will Scotland be better off as an independent country?
izz aty

Articles - Printable Teacher Handout - UsingEnglish.com - 0 views

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grammar printables articles esl language learning education learning resources teaching

shared by izz aty on 15 Aug 11 - No Cached
  • izz aty on 15 Aug 11
     
    Choose the correct article to complete the sentence. 60 questions.
izz aty

Read a pie chart | Scholastic News Online.News In-Depth Issue: Iraq - 0 views

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middle east usa pie chart charts visualisation graphs statistics resources teaching reference learning language learning education language english worksheet

shared by izz aty on 21 Aug 11 - No Cached
  • izz aty on 21 Aug 11
     
    Asia's Middle East has most of the world's oil. Whenever there are tensions between the US and the Middle East, people worry that less oil will be available and prices will go up. Check out this pie chart to see why people are concerned. Then, answer the questions that follow.
izz aty

ESL Discussions: Conversation Questions: Speaking Lesson: Social Networking - 0 views

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social networking facebook discussion questions discussion social media conversation esl english language learning language web2.0 technology reference education learning

shared by izz aty on 08 Sep 11 - No Cached
  • izz aty on 08 Sep 11
     
    1)What springs to mind when you hear the term 'social networking'? 2)Hasn't social networking been a part of human society for tens of thousands of years? 3)Have you joined any social networking sites? Are they fun? 4)Are social networking sites for people who aren't good at meeting people face to face? 5)What's the best social networking site? 6)Should companies ban their employees from using social networking sites at work? 7)What new features would you like to see on social networking sites? 8)Do you think social networking could really be called "social networking'? 9)Have you ever tried to find friends on a social networking site? 10)Do you think your country's leader has a page on a social networking site? What do you think it might contain?
izz aty

Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschr... - 0 views

www.inklusion-online.net/...172

finnish special ed inclusive issues dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
  • statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
  • A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
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  • second reason is linked with teacher professionalism. If a teacher can have a difficult student from her class removed, she can secure for herself a less stressful future in her work.
  • Finnish teachers have got a strong union, and it has taken a very negative stance towards educational integration (OAJ, 1989). Teachers, like all other professional groups, have step by step achieved more power in the affairs of local municipalities at the cost of local political process (Heuru, 2000). This has given teachers more influence in guiding schools in the directions they want schools to go.
  • third reason for the large proportion of segregated education lies in the Finnish set of values. In Finland, the shift from an agricultural to an industrial society occurred internationally quite late, during the late forties. The industrial phase remained brief, and the new post-industrial society began to emerge during the late sixties. This means that the traditional values of agricultural and industrial societies still prevail in Finland to a greater extent than in many other countries. These traditional values stress overall conformity and tend to reject people who are considered socially deviant. The Finnish traditional set of values also manifests itself in the internationally high proportions of past sterilization of people with disabilities, high proportion of disabled people in institutions, or in the exceptionally high frequency of fetal screening (Emerson, et. al., 1996; Meskus, 2003).
  • Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
  • increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
  • nternational discussion on inclusion (UN, 1993; Unesco, 1994) was first met in Finland by silence, which continued for several years (e.g. Blom, et al., 1996).
  • At the political level, inclusion is not raised as a goal to be sought
  • it is understood as a state that has already been achieved, because all that is possible has already been done.
  • The main focus of special education policy is localized in the neoliberal philosophy of “early intervention”, where problems are found in the pathological conditions of individual children (Plan for Education and Research 2007-2011 by the Ministry of Education). This focus is evident also in the Special Education Strategy report of the Special Education Committee of the Ministry of Education (2007). Furthermore, none of the political parties have raised the issue of inclusive education, outside of the small left wing party, The Left Alliance.
  • Since the rehabilitation committee of 1966, the official documents of the National Board of Education have repeatedly stated that integration is a primary choice which, however, is not always possible to achieve. What is “possible” depends on the abilities of the person himself, and these limits are decided by teachers.
  • A popular scapegoat for the lack of integration is found in deficits in teacher education (Special Education Committee, 2007). According to this explanation integration is not possible because teachers have not acquired the necessary skills in their education. Antagonists of this explanation underline that current teacher education is fully adequate in this respect and gives readiness for all teachers to include students with disabilities.
  • The academic world of special education has traditionally taken a conservative stance towards inclusion
  • Very recently there has been observable some change in the discussion
  • First, some large disability organizations, e.g. the Parents’ Association for People with Intellectual Disabilities, The National Council on Disability, and the Finnish Association on People with Physical Disabilities have presented critical statements, not heard previously, on current policy which favours increased placement of students in special classes. These organizations have begun to refer to international goal statements on inclusive education, like the Salamanca statement.
  • Second, the academic field of special education has begun to experience some polarization in the question of inclusion, and more positive sounds are being heard in favour of inclusion. This argument is observed, for example, in a recent addition on special education of the Finnish educational journal “Kasvatus” (2/2009). Additionally, a current textbook written by leading special education professors (2009) refers to inclusive education in a cautiously positive tone of voice, even if traditional special education is in no way criticized. It also gives space to the presentation of the international inclusion movement and international statements.
  • More radical changes could be expected from a different direction. The preparation of new legislation concerning the state funding of local municipalities is currently taking place
  • If the change happens it, in all probability, will mean a free fall in the number of special class placements. Inclusive development may thus become materialized as an unintended consequence of a bureaucratic funding reform
  • Finland is a black sheep in the international movement on inclusive education.
  • The legitimacy of separate special education is strong and unquestioned. Since the mainstream in most other countries is towards inclusive education, the situation of Finnish school authorities is not always comfortable.
  • There is a continuous threat of a legitimacy crisis in special education. Until now the threat has been successfully handled first through the means of ignoring the international discussions, statements and policies, and lately by changing the meaning of the concept of inclusion. Instead of inclusion meaning desegregation it is increasingly defined by educational authorities to mean some kind of good teaching in general (Halinen & Järvinen, 2008; Special Education Committee, 2007).
  • In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
  • There are no visible interest groups questioning this ongoing development.
  • The high legitimacy and constant growth of segregated special education can be understood as a consequence of the individual funding model, teacher professionalism and the Finnish value system originating from the late modernisation of overall society.
  • The idea of integration, or the principle of the primacy of mainstream class placement in the education of students with special needs, was first expressed in Finland in the report of the Rehabilitation Committee in 1966
  • the late sixties were, in many ways, an exceptional point in time. In the parliamentary election of 1966 the left wing parties achieved a majority in the parliament. This political change coincided with a turning point in Finnish society as a whole.
  • The process of modernization and urbanization had led to the point where the economic structure of the country was shifting that of an industrial to a post-industrial phase.
  • The shift was manifested in the numbers of people working in the service sector, which superseded the numbers of those working in industry. The concomitant cultural change was expressed in the upheaval of societal values seen in many “cultural wars” of the time.
  • The construction of a welfare society meant the widening of public services. A widening professional sector sought new customer groups as clients. One of these groups was people with intellectual and mental disabilities who, until that time, were mainly treated in institutions
  • ideas of “rehabilitation” launched during the fifties by the International Labour Organization (ILO) now found breeding ground in Finnish society. The change in ideology was revolutionary, and was also noticed by the contemporaries. For example, the Rehabilitation Committee characterized the ideological change as expressing “a new conception of civil rights and human value” (Rehabilitation committee, 1966, 9).
  • The structure of special education at this time contained two types of special classes: auxiliary classes for students with learning difficulties and other separate classes for students with emotional and behavioural problems. Additionally, there were a few state schools mainly for students with sensory disabilities. The number of students in special classes remained under two percent.
  • During the educational reform which took place from 1972-1977 the previous dual educational system was superseded by a unified and obligatory nine year comprehensive school, called “peruskoulu”, for all children
  • School began at the age of seven and continued until an age 16
  • School began at the age of seven and continued until an age 16. After completion of comprehensive school the voluntary school path continued either in vocational education or in a three year upper secondary high school.
  • Special education achieved great attention in this reform. The special education division was founded in the National Board of Education and two committee reports were published on the organisation of special education in Finland.
  • The forms of traditional special education were secured but, additionally, the principle of integration was launched. On one side the new concept expressed positive content of the occurring paradigm shift from institutional care to rehabilitation. On the other side it very early expressed its ideological nature as a concept that helped to legitimate the exclusion of disabled people. Integration was considered conditional and depended on the “readiness” of the person.
  • A new profession of special education teachers, professionals without a grade level class responsibility, was established.
  • In this so called “part-time special education” students received individual or group-based support without formal enrolment into special student status. This led to a conflict with the professional union of teachers, OAJ, which declared a lock-out for those positions in the schools which offered them. As a compromise it was at last agreed that the new profession was not allowed to influence reductions in the number of relocations into special classes (Kivirauma, 1989).
  • The number of special class students in the seventies had increased to about two percent of the overall student population in comprehensive schools (Statistics Finland, 1981).
  • From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
  • The two older forms of special education classes, the auxiliary school (Hilfschule) for students with learning difficulties and the “observation classes” for students with emotional and behavioural problems were now superseded by a system which could be characterised as principally a non-categorical system of special education. Local municipalities were now allowed to categorize their special education classes as they wanted, though most of the older terms still survived.
  • There was not, however, a true change from categorical to non-categorical special education.
  • First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
  • Second, local municipalities began to develop new, more medical, special education categories.
  • Third, the special teacher education programs continued to use categorical labels such as “special teacher for the maladjusted”, “adapted education” or “training school education”. Training school education referred to students with mild to moderate intellectual disabilities which were now at last entitled to enter comprehensive school.
  • During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
  • One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
  • For example, the proportion of students with dysphasia increased from 10% to 20% in just six years.
  •   Disability category 2002 2008 N % N %
  • Autism and Asperger syndrome 679 2.0 1408 3.0
  • An important characteristic of these new popular categories was their medical nature. New diagnoses such as “dysphasia”, “autism”, and “ADHD” attained popularity at the expense of older categories such as mental retardation
  • A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
  • This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
  • The new categorizations were more merciful as compared to the older ones because children were no longer seen as “bad” or “stupid” but as “sick” and in need of rehabilitation (Conrad & Schneider, 1980/1992). This change in perception from “badness” to “sickness” also helped to give new legitimacy to special education.
  • proportion of comprehensive school students transferred into special classes now grew up to four percent (Table 2). Students with severe and profound intellectual disabilities were now also accepted into comprehensive school in 1997 as the final small disability group thus far marginalized to the outside.
  • The last ten years have witnessed a rapid growth of segregated special education in Finland
  • Year   Total   SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
  • 2008 561 061 47 257 8.4 2.3 6.1
  • 1998 591 679 21 826 3.7 0.3 3.4
  • Now the proportion of students in special schools and special classes has increased to over six percent, maybe the highest percentage reported anywhere in the world at the present time.
  • Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
  • During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
  • the number of integrated students has also grown. This was due to a change in funding legislation in 1998, which also guaranteed additional state support for those special education students not removed into special classes.
  • The relative proportion of students in special schools was 2.0% in 1998 and 1.4% in 2007
  • The slight fall in special school placements seems to be mainly technical: many special schools have been administratively united to mainstream schools. The number of special schools has dropped to about 160. Most of them probably were schools for students with mild disabilities (former auxiliary schools).
  • Large towns slightly more often use special class placements than rural schools
  • While in 2005 a total of 5.6% of students were moved in special classes in the country as a whole, the average proportion in larger towns was at a higher percentage, 6 - 9%
  • Large towns also relied more on separate special schools (Memo, 2006)
  • In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
  • The least number of placements are in the Swedish speaking part of Finland. This may indicate a cultural influence from Sweden where special class placements are much rarer than in Finland
  • The significant distances in the countryside of Finland explain why integration is more common in rural areas.
izz aty

10 questions on inclusive quality education | Education | United Nations Educational, S... - 0 views

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UNESCO UN inclusive education education

shared by izz aty on 07 Nov 14 - No Cached
  • what do we know about the excluded?
  • Poverty and marginalization are major causes of exclusion.
  • Disabled children suffer from blatant educational exclusion – they account for one third of all out-of-school children
  • ...10 more annotations...
  • Households in rural or remote communities and children in urban slums have less access to education
  • How does inclusive education promote successful learning?
  • What are the principles of inclusion?
  • Inclusion is rooted in the right to education as enshrined in Article 26 of the 1948 Universal Declaration of Human Rights. A number of treaties and normative instruments have since reaffirmed this right
  • UNESCO’s 1960 Convention against Discrimination in Education stipulates that States have the obligation to expand educational opportunities for all who remain deprived of primary education.
  • The 1966 International Covenant on Economic, Social and Cultural Rights reaffirms the right to education for all and highlights the principle of free compulsory education.
  • the Convention on the Rights of the Child, the most widely ratified human rights treaty, spells out the right of children not to be discriminated against. It also expresses commitments about the aims of education, recognizing that the learner is at the centre of the learning experience. This affects content and pedagogy, and - more broadly - how schools are managed
  • The notion of inclusion is still often associated with children who have special needs.
  • Is inclusive quality education affordable?
  • It is inefficient to have school systems where children are not learning because of poor quality. Schools with high repetition rates often fail to work in preventive ways. The expenditure incurred by schools when students repeat a grade would be better used to provide additional support to those who encounter difficulties. Several cost-effective measures to promote inclusive quality education have been developed in countries with scarce resources. These include training-of-trainer models for professional development, linking students in pre-service teacher training with schools and converting special needs schools into resource centres that provide expertise and support to clusters of regular schools.  
icelyle

Play Donald trump free online interactive war game - 0 views

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free online games interactive donald Trump 45th united states president

shared by icelyle on 06 Mar 17 - No Cached
  • icelyle on 06 Mar 17
     
    Play Donald trump free online interactive war game is an educational game on the 45th United States president known as Donald trump. In this free online interactive war game, kids and adults who find pleasure in learning while playing interactive online games will find this war game very interesting as they respond to questions and fight against opponents who want to defeat them as they try to respond to the correct answers. This Play Donald trump free online interactive war game consists of the biography of Donald trump such as When was Donald Trump born? What's the name of the school Trump attended and had his degree? Donald Trump is a member of which political party? and much more. Click on the game to stat and play Donald trump free online interactive war game for kids, students and adults.
lysuhoai

Level B - Lesson 02 - English Quiz Online - 0 views

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shared by lysuhoai on 15 Oct 15 - No Cached
  • lysuhoai on 15 Oct 15
     
    Including the online English multiple - choice questions at level A, B, C, TOEFL, reading comprehension, grammar, vocabulary, speaking and listening tests,...
izz aty

BPSdebaters - Debating Templates and Resources - 0 views

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shared by izz aty on 30 Mar 13 - No Cached
  • templates that I have created to help you understand how to format your speech
  • free coaching materials
  • izz aty on 30 Mar 13
     
    Links to other debating resources have been added below. Drop me a line with links if you know of other good resources out there!
izz aty

What is Waka? - 0 views

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haiku waka poem poetry japan japanese language arts nihongo literature writing genre structure ideas education english language learning references esl teaching learning

shared by izz aty on 31 Mar 12 - No Cached
  • For western poets, waka can be a style easily learned but hardly ever mastered. New anthologies of Japanese poetry can prove inspiring.
  • Waka can also be a fun poetic form to teach children, who may enjoy the cooperative effort produced if two writers take on a question and answer format. It is certainly a productive and enjoyable way to teach introduction to Japanese poetry or simply to poetry, which at the same time emphasizes teamwork and cooperation in creative endeavors.
  • izz aty on 31 Mar 12
     
    While it is true haiku was the predominant form of Japanese culture, and certainly most recognized by non-Japanese, waka inspired it. It was an art form, first begun in the 8th century CE, which continued in popularity through the modern era.
izz aty

Language and power - 0 views

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language power english education language learning authority teaching learning reference

shared by izz aty on 11 Mar 12 - No Cached
  • Introduction What do the examiners say? What is it all about? Persuasive techniques in language Influential power - advertising Advertising and special lexis Grammar and advertising Semantics and advertising Pragmatics and advertising Discourse structures in advertising Finding more Influential power - politics Political rhetoric Parliamentary language Special lexis in politics The sound bite Influential power - media Lexis and semantics in the media Pragmatics in the media Grammar in the media Structures in media texts Influential power - culture Instrumental power - law The lexicon of law The structures of legal language Advocacy Instrumental power - education Classroom management Instrumental power - business Special lexis in business Buzzwords Forms of address in business Business discourse structures Corporate language Specimen exam questions Example texts with interpretation Printing and copying this guide Maximize
  • izz aty on 11 Mar 12
     
    This guide is written for students who are following GCE Advanced level (AS and A2) syllabuses in English Language. This resource may also be of general interest to language students on university degree courses, trainee teachers and anyone with a general interest in language science. On this page I use red type for emphasis. Brown type is used where italics would appear in print (in this screen font, italic looks like this, and is unkind on most readers). 
izz aty

P: Planning Out a Pleasing Plot. Starting Your Students on Story [Teacher Tips from A t... - 0 views

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fiction writing esol teaching learning language learning education references esl english

shared by izz aty on 22 Jul 12 - No Cached
  • izz aty on 22 Jul 12
     
    For anyone who is writing, coming up with an effective and well-written piece takes time and effort and some planning at the start of the process. Nonnative speakers will be even more intimidated by jumping into the cold water of story writing without a little preparation ahead of time. Use the following steps with your students to help them establish the foundation of their plot before they set to the task of writing a fictional narrative.
izz aty

MY BLOG...AS IT IS...: catch us if you can - themes - 0 views

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literature component catch us if you can catherine macphail novel spm form 5 literature literature guide english esl resources reference language language learning teaching learning

shared by izz aty on 22 Jun 12 - No Cached
  • 1. Family and     relationships 1.       There was only Granda and me. Were the two of us enough to make a family?2.        We still had each other (chap. 12)3.       He can behave anyway he wants. He’s the best granda in the world. (chap. 12)4.       ‘I’m only here till my granda gets out of hospital.’- ‘No grandson of        mine is going to Castle Street. Not when I’m alive.’
  • 2. Growing up /       Adolescence 1.     My granda never forgot to take his pills; because I made sure he took them.2.    ”OK, Big Man, I need some help here. I can’t do this on my own.”
  • 3. Social and civic     responsibilities  1.   People are kind Rory. I thought the whole world was going to the dogs, and then         you meet kindness like this. It’s a wonderful world, Rory.’ 2.   A wonderful world – Passing us like the baton in a relay race. People who didn’t        even know us, but who were willing to help anyway.
  • ...1 more annotation...
  • 4. Social bias 1.  TV reporter - -  the question is how can an old man and a boy disappear like this?       The answer had to be that people are helping them out. The public are very much      on their side. 2.  Ruby’s response: “People are taking sides about you, arguing about the rights and       wrongs of your case. That’s good. The more people who know your plight, the       better chance of you staying together.”
  • izz aty on 22 Jun 12
     
    Write down other themes and find words or evidence to support the themes
izz aty

Creative Writing Prompts | WritersDigest.com - 0 views

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writing prompts journal creative writing Ideas english language learning learning esol resources

shared by izz aty on 18 Jul 13 - No Cached
  • One morning you awake to find yourself in a straight jacket, being taken off to an asylum. How do you prove your sanity? What do the guards and psychiatrists say you did?
  • You are at the neighborhood garage sale, looking for nothing in particular. Something inside an old, wooden box catches your eye. The old woman who is running the sale comes over to say something about the object. What is it? What did she say and why?
  • Finish these sentences: “Ever day of the week I _________, but Sundays are different. On Sundays, I ¬¬________.”
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  • You’re searching through your closet and find an old stuffed animal or doll from your childhood. It starts to bring back a warm memory of a specific night that’s near and dear to your heart. Suddenly, your stuffed companion begins to talk and says, “There’s something you need to know about that night.” Write this scene.
  • You’ve just been to the worst concert of your life. Afterward, you head to a bar with friends and start drowning your disgust. Moments later, the musician (or musicians) shows up. You decide to confront the musician about the lousy performance and ask for your money back. The musician suggests a different approach to repaying you. Write what happens.
  • One day, while reading your favorite book on the beach, you notice a boat slowly drifting to shore. It eventually lands near your spot. A person, draped in pirate clothes, yells to you from the boat, “I have a treasure map and I need help. Are you in?”
  • Walking home, you find a shoe on the side of the road. What kind of shoe is it? Who is its owner? What happened? Why is the shoe there? Where is the other shoe now? You can use all of these questions or just one to explore what happened.
  • On your way into work this morning, you look at the car on your left. Inside are two men dressed in dark suits, wearing sunglasses. They simultaneously look at you and meet your gaze. The one in the passenger seat rolls down his window and says something. Write what he says, and what happens next.
  • You get back to your studio to develop pictures from the hour you just spent in the park. All of the pictures turn out well, except for a select few. In six photographs, there is a man in the frame. Something seems slightly off, and rather strange about each picture. Who is he and what is weird about the photographs?
  • You are at a magic show with your family, and your eight year old son is called up on stage as a part of the disappearing act. The magician performs the first part of the act successfully, but is unable to make your son reappear
  • You’ve been finishing a brick wall for a room in your friend’s basement for a couple of hours. When you step back, you realize that you and your friend forgot to put in a door. He tells you not to worry about it, he planned it that way. How do you react?
  • izz aty on 18 Jul 13
     
    Need an idea to help you get started writing? You'll find hundreds of fun writing prompts here - perfect for beginning a new novel or short story, or simply giving your writing muscle a workout.
izz aty

Free Schools | National Union of Teachers - NUT - 0 views

www.teachers.org.uk/freeschools

free school english education national union of teachers teacher union

shared by izz aty on 17 May 14 - No Cached
  • The NUT opposes free schools. We believe it is wrong that state funding should be given to small groups of individuals to run schools that are unaccountable to their local communities. We believe that free schools undermine:teachers' professional status and their pay and conditions;local authorities’ ability to plan and manage school places;common admissions’ arrangements and fuel social segregation;fair funding for schools – free schools are getting a disproportionate share of capital and revenue funding for schools at a time when education budgets are being cut; anddemocratic local accountability of schools to their communities
  • National Audit Office report on free schools In December 2013 the National Audit Office published a damning report into the free school programme. You can read the NUT’s summary of the findings here.
  • FAQs on Free Schools This is a collection of frequently asked questions on free schools.
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  • Research Shows Primary School Place Shortages Worsen NUT research shows primary school place shortages worsen while resources being wasted on free schools are adding to surplus secondary places – read the full press release
  • The impact of Free Schools on Neighbouring Schools NUT research shows that many free schools will have a negative impact on existing local schools. Read more here.
izz aty

What is the secondary school system like in Europe? - 0 views

uk.answers.yahoo.com/...index

europe united kingdom english education england scandinavian education scandinavian ESTEkiv state school private school academy school independent school

shared by izz aty on 12 May 14 - No Cached
  • in the nordic egalitarian system,(Finland, Sweden, Norway) equality is important. This means for example no tuition fees for full-time students and free meals are served to pupils
  • Most of the pupils attend to public schools. There are private schools but they are made unattractive by legislation
  • State secondary schools in England and Wales are classed as either (selective) grammar schools, (non-selective) comprehensive schools, city technology colleges or academies
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  • Academies (previously known as city academies) are a new type of school introduced in 2000 by the New Labour government of Tony Blair
  • Independent secondary schools generally take pupils at 13
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