Schooling Children With Down Syndrome Toward An...

Full Citizenship In order to fully serve all students within a classroom setting, it is helpful to consider the membership of each individual class member. The criteria used to consider a student’s membership or citizenship within a classroom community comes from the book, Schooling Children with Down Syndrome: Toward an Understanding of Possibility, written by Christopher Kliewer in 1998. â€Å"The four elements of citizenship (are): 1) a belief in one’s ability to think, 2) a belief in one’s individuality, 3) a belief in the reciprocity of the relationship, and 4) a shared social place.† (Rapp, p.129, 2012) The ultimate goal for each student is to achieve full citizenship where the contributions of each member are considered by others and the academic needs of each member are also being met. Rapp further explains Kliewer’s elements to possess a â€Å"belief that everyone is capable of thinking-thinking deeply, thinking creatively, thinking fo r themselves† (Rapp, p.129, 2012), â€Å"the belief that each person has unique characteristics all his or her own† (Rapp, p.130, 2012), â€Å"you believe that everyone has something to give and everyone has something to receive; everyone is a teacher and a learner† (Rapp, p.129, 2012), and â€Å"it is a place where each individual belongs and where he or she is valued and can take risks without fear or failure or persecution.† (Rapp, p.129, 2012) The common theme of Kliewer’s elements revolves around ideas of being open minded and believing that

Can An Atheist Support Intelligent Design - 1145 Words

Can an Atheist Support Intelligent Design? Intelligent design is an extremely controversial subject. It has been debated in schools, churches, and even personal conversations. Intelligent Design is the theory that supports the idea of an intelligent being existing as the creator of certain aspects of the universe and biological life. It does not go as far as to try to identify this intelligence, it just notes its presence. Knowing the definition of Intelligent Design, it seems impossible that an atheist could believe in it. But since the intelligence is not specified, Intelligent Design is not strictly a religious belief. There obviously cannot be one opinion for the entire atheist community, but can Intelligent Design be supported by atheists? To answer this question a good understanding of Intelligent Design is essential. As stated, it is the belief that life or the universe was created by an outside being or intelligence. The said intelligence does not have to be a god. Who or what created life is up to the belie ver. People can believe in different creators but still support the same Intelligent Design theory. Intelligent Design (ID) just acknowledges that the universe was created by something and not randomly formed. Many scientists, along with non- experts, believe in ID because biological structures are so complex and suitable for life it seems that they would have to be carefully designed. This may sound similar to creationism, however it is veryShow MoreRelatedThe Design Argument : The Theory Argument1608 Words   |  7 PagesThe Design Argument In the past hundred years, a great debate has shaken the foundation religious and scientific beliefs of society. Philosophers have been arguing about such a debate for hundreds of years, but there does not seem to be any consensus on whether on the existence of god and the universe. The ancient world never battled over such questions, rather they had accepted the fact that the natural world was created by some being. However, as society made major advancements, the questionRead MoreAnalysis Of H.j s Article A Journal Call Question1362 Words   |  6 Pages H.J. McCloskey Published an article in a journal call Question One in February of 1968, he named it â€Å"On Being an Atheist†. In McCloskey’s article, he states a very compelling explanation in why he thinks the everlasting disputes of God’s existence fails. My paper is responding to McCloskey’s arguments with a theistic worldview. In McCloskey’s article, he ventured to explain how atheism is by far more rational, as well as more comfortable than theism is. McCloskey used the wordRead MoreOn Being an Atheist1280 Words   |  5 Pagesand in a way that they were not meant to be used. McCloskey claims that the â€Å"mere existence of the world constitutes no reason for believing in such a being† (1968, p. 51) however the cause of the universe must be an uncaused necessary being. This can be disproved with the non-temporal form of the cosmological argument which states that the universe had no beginning in time, thus it is infinitely old. Nevertheless, the world around us is made up of contingent beings which rely on a cause for theirRead MoreAnalysis Of The Short Article On Being An Atheist 1714 Words   |  7 PagesJ. McCloskey is the author of the short article â€Å"On Being an Atheist†. He has also written many more books on the support of atheism. For this essay we will be looking at his article â€Å"On Being an Atheist†. In his article, McCloskey examines many Christian arguments for the existence of God. McCloskey not only says that Christians are wrong in using these arguments but he critically analyzes them from the view point of a devout atheist. While H. J. McCloskey gives his strong beliefs on the existenceRead MoreThe Argument Of God s Existence1737 Words   |  7 Pagesarguments in support of God’s existence as well as philosopher H.J McCloskey’s article On Being an Atheist. Within McCloskey’s article he refers to three well known theist arguments as proofs the cosmological, teleological and argument from design. The Cosmological argument is a deductive argument that assumes every fact must have an explanation and comes to the conclusion â€Å"the uncaused cause must be God† (Slick, 2013). On the other hand the teleological as well as the argument from design are notRead MoreSummary Of On Being An Atheist1341 Words   |  6 PagesFor many years theists and atheists have argued with one another over the existence of a creator, or God. H.J. McCloskey published his thoughts on the matter in a journal article in 1968 titled â€Å"On Being an Atheist†. In his article McCloskey aims to discredit cosmological and teleological arguments for a creator and he uses the existence of evil in the world as evidence that a divine creator cannot exist. McCloskey routinely refers to the cosmological and teleological arguments as believers’ â€Å"proof†Read MoreAnalysis Of The Article On Being An Atheist By H. J. Gilman1664 Words   |  7 PagesIn the article, â€Å"On Being an Atheist† by H. J. McCloskey’s, he makes several arguments as â€Å"proof† of God’s non-existence to support his atheism. He attacks arguments made by advocates on the existence of God. The arguments argued by Theist are not arguments for proof of God’s existence but are arguments for definitive beliefs of God’s existence. Any argument on proving the Almighty God’s existence is unsatisfactory. The Theist does not attempt to offer â€Å"proof† of God’s existence but rather offerRead MoreEssay on Response to â€Å"on Being an Atheist†1531 Words   |  7 PagesResponse to â€Å"On Being an Atheist† By: Casandra Privette In his article, On Being an Atheist, H.J. McCloskey tried to show that atheism is a more reasonable and comfortable belief than that of Christianity. McCloskey argued against the three theistic proofs, which are the cosmological argument, the teleological argument and the argument from design. He pointed out the existence of evil in the world that God made. He also pointed out that it is irrational to live by faith. In my responseRead MoreCreation: Scientifically Proven? Essay1537 Words   |  7 Pages An atheist is someone who does not believe in a God or creation, but this leads to a sort of problem in beliefs throughout the world and it attacks past heritages and religions. Is there not a God and if there was, can it be scientifically proven? With this concept in mind scientist can make a new set of theories in Macroevolution, which is the study of evolution in large portions such as the universe. With this, we find all sorts of ideas but no proven answers, as there is small evidence to theRead MoreIs There Good Evidence for or Against the Existence of God?1557 Words   |  7 Pagesunmoved mover, the uncaused causer and idea of contingency, these three arguments are all a posteriori (based on the evidence in the universe around us). The unmoved mover is the concept that, in theory (is logically acceptable even for an atheist), that nothing can be in motion without something first putting it into motion. This argument is very similar to Aristotle’s, which is the idea that everything that changes shape, temperature or simply into something else must be changed by something. Aquinas

White theatre performance essay Example For Students

White theatre performance essay On Thursday, October 23rd 2008, we saw a production of Its not all Black and White written by Hannah Philips at the Birmingham Library Theatre.  The play is set in England, in the late 17th century, where a ship had travelled to. On board were black slaves and white masters. It was written in honour of it being black history month and was performed as remembrance. It tracks the passage from captivity to freedom for the slaves. The play shows examples of how the slaves were treated and some of the experiences they may have had in this foreign country to their own. In the first nine minutes of the play there were only two main actors: Neo Mthimkulu and Fabio Balde. Right at the beginning of the performance, Neo played a slave in the dance. The dance at the beginning was choreographed to convey the struggle and the hard times the black slaves went through during the slave trade. When the music started she shuffled forward on each beat with her hands out in front of her crossed over at the wrist. This signified that there were chains around her wrists and ankles and that they were weighing her down. During the dance Neo hand to wear a mask and plain clothing meaning she was unable to use speech and facial expressions to put across her feelings and state of mind. She had to rely totally on her behaviour and actions to communicate her sentiments and emotions to the audience, which is quite a hard task, but she managed to do so effectively. Then her hands are held in the white persons hands and she moves forward as if trying to break free. This suggests that she is captured and is trying to get loose. She then does break free but stands alone and does jumpy and rough movements turning right and left quickly off beat to the music. This movement may have been used to show how she was being beaten by her masters. The jerky movements may have been used to express that the beatings were hard and that is how her body responded to the force of the beatings. She then goes on to her knees while still moving like she is being battered. She puts her hands out in front of her and clasps them together as if she was holding hands on her own. She starts to fall and rise on her knees showing that she is begging her masters to have mercy on her. She repeats this movement several times which makes it look like she is pleaded for them to stop the beating which was she acted out earlier. After this movement, she and her fellow actors start to writhe and crawl on the floor by climbing over one another and putting each hand in front of themselves and dragging it back suggesting that they are crawling away, trying to escape. There is then a blackout, as Neo gets ready to start her scene with Fabio. Neo and Fabio also played a couple who had had a baby in England, as opposed to their own country. At the start of the scene Neo was standing, facing the audience with her new born baby in her hands. She made a speech on how her baby had been born England rather than her home country. She seemed to act very motherly towards the child and to be very proud of his existence. She showed this by rocking the baby up and down and occasionally looking in to the babys face. This made her look like a caring mother who loved her baby a lot. It indicated that she is using her maternal instincts and is taking care of her baby. However, she is also unhappy at the fact that her child had been born in England. This emotion was put across to the audience by her as she stood strong and tall with her back straight showing her opposition to the idea of a British African child. .u89fbd83dfcc13375932b82736c1de80e , .u89fbd83dfcc13375932b82736c1de80e .postImageUrl , .u89fbd83dfcc13375932b82736c1de80e .centered-text-area { min-height: 80px; position: relative; } .u89fbd83dfcc13375932b82736c1de80e , .u89fbd83dfcc13375932b82736c1de80e:hover , .u89fbd83dfcc13375932b82736c1de80e:visited , .u89fbd83dfcc13375932b82736c1de80e:active { border:0!important; } .u89fbd83dfcc13375932b82736c1de80e .clearfix:after { content: ""; display: table; clear: both; } .u89fbd83dfcc13375932b82736c1de80e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u89fbd83dfcc13375932b82736c1de80e:active , .u89fbd83dfcc13375932b82736c1de80e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u89fbd83dfcc13375932b82736c1de80e .centered-text-area { width: 100%; position: relative ; } .u89fbd83dfcc13375932b82736c1de80e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u89fbd83dfcc13375932b82736c1de80e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u89fbd83dfcc13375932b82736c1de80e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u89fbd83dfcc13375932b82736c1de80e:hover .ctaButton { background-color: #34495E!important; } .u89fbd83dfcc13375932b82736c1de80e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u89fbd83dfcc13375932b82736c1de80e .u89fbd83dfcc13375932b82736c1de80e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u89fbd83dfcc13375932b82736c1de80e:after { content: ""; display: block; clear: both; } READ: Theater Review - First Date EssayAt this point, Fabio comes in and tries to take hold of his son. He asks, almost begs Neo for his son. This is shown by how he moves towards Neo. He walks up to her with his hands in front of him and palms facing upwards. He also leans slightly forward with bent knees. This position signifies a subservient manner and shows Neo that he doesnt mean any harm. However, while moving forward Fabio seems quite agitated and shifty, shown by shuffling rather than walking. In response to this, Neo said no and carried on tending to her baby, dismissing Fabio as if saying you can leave now. That action confirmed what she had said with her mouth: that F abio could not have the child. Fabio asks for his son again looking intently at the child and moving closer towards Neo. Now his body position has become less submissive and more authoritative as he leans over Neo and says Give me the boy or I will take him. As Fabio moves closer, Neos body becomes small almost as if she is cowering while backing away from Fabio. This shows that she is intimidated by Fabios aggressive behaviour and is trying to move her and her baby away from him. Fabio then takes the baby by force by grabbing it from Neo. Neo pushes against his chest because she does not want her baby to be taken. When Fabio has the baby she attempts to go after her baby and to take it back but she stops and freezes realising that by doing this she may hurt the child. She has its best interests at heart. She looks behind her and looks towards Fabio and gulps showing a nervous disposition and that she is really worried and frightened for her babys welfare. When Fabio smothers the babys face, therefore killing the child, Neo is very distraught and grieved at her babys death. She runs to Fabio and hits at him and punches him in his arm as an attempt to get him to stop harming her son. She cries heavily heaving out sobs, using her whole body to portray how distressed she is and how miserable she is that she lost her only son who was only an hour old. Overall, from how Neo Mthimkulu has conveyed all the different emotions in all the different circumstances, she seems like a very effective actor who is able to mould into different characters well and can adjust from situation to situation. She made the scene become real to the audience and expressed the real meaning of the play to an excellent standard. The audience really did see that this play showed the reality and the truth of the Black Slave Trade.

Uncle Tom Essay Example

Uncle Tom Essay In Harriet Beecher Stowe’s 1852 novel Uncle Tom’s Cabin, the slave characters express their autonomy in a variety of overt and subtle ways, from evasion and mild acts of sabotage to outright defiance and escape.   Given the narrow range of choices available to them within an oppressive system, these characters use whatever means available to preserve their families and their dignity.George and Eliza best illustrate the most active expression of autonomy, and, one gathers, the only kind that Stowe believes makes sense for slaves – escaping to freedom.   When Eliza addresses Mrs. Shelby and tries to prevent the sale of her son.   She approaches the subject with deference but directness, asking, â€Å"Oh, missus, do you suppose mas’r would sell my Harry?† (Stowe 10)   This kind of directness would be possible only if a slave and master were familiar, even somewhat intimate, with one another.   Despite the assurances, though, Mrs. Shelby forge ts the matter and is unaware that her debt-plagued husband has already made the arrangements.   That night, Eliza asserts her autonomy far more clearly by fleeing with her child, realizing that only escape will save them.Her husband, George, is owned by another master and seeks his autonomy more actively than any other character in the novel, since he understands that he can have his autonomy only by escaping.   Having been returned to menial labor despite inventing a hemp-cleaning machine, George questions the very nature of slavery himself, asking aloud, â€Å"My master!   And who made him my master?   That’s what I think of – what right has he to me?† (17)   Intelligent and learned, he sees clearly slavery’s illogical nature and realizes that his only alternative to being forcibly separated from Eliza and Harry (and married off to someone else, since slave marriages were not legally recognized) is to flee to Canada, adding, â€Å"Thatâ€℠¢s all the hope that’s left us† (20).   Though George pledges to buy Eliza’s and Harry’s freedom, Eliza understands her predicament as well as escapes the plantation that evening, that being the only logical way to prevent her son’s impending sale to a potentially cruel new master; she reasons that â€Å"if I let him be carried off, who knows what’ll become of it?† (42)After she flees, the escape becomes a group effort, showing how the slaves were bonded by a common desire for freedom, and that if not all could be free at once, they would certainly help a small number escape.   Here, the autonomy becomes a sort of subtle resistance as other slaves assist.   For example, when Haley angrily mutters, â€Å"If I had the little devils,† the slave Andy replies saucily, â€Å"But you hasn’t got ‘em, though!† in a subtle display of disrespect (46).   The slaves conspire to delay Haley’s chase by placin g a beechnut beneath his horse’s saddle; when it throws Haley and bolts, the slaves â€Å"clapped hands, whooped, and shouted, with outrageous officiousness and untiring zeal† (52).   Here, they feign ineptitude and laziness, but it is a rather perceptive ruse to assist in the escape, thus illustrating a sense of purpose.   They assert themselves by undermining not only the chase but also the sale itself.   Aunt Chloe also plays a subtle role by cooking slowly, thus costing Haley even more valuable time; she hides her intentions well but tells the other slaves that it was â€Å"a callin’ on the Lord for vengeance† (60).George is clearly Stowe’s device for expressing the folly of following unjust laws, as demonstrated in chapter eleven, where he debates the risks of fleeing with Wilson, an older white man and his former employer.   Passing himself off as a dark-skinned white in a tavern near the Ohio, he is hard-pressed to tell the kindly bu t somewhat oblivious elder man over the propriety of breaking the law.   George understands the issue far better than Wilson (whose freedom has never been in question) does, renouncing the United States for allowing slavery and bitterly saying, â€Å"[What] country have I, or any one like me, born of slave mothers?   What laws are there for us?   We don’t make them, we don’t’ consent to them . . . . All they do for us is to crush us, and keep us down.†Ã‚   (124)   Indeed, he sees his autonomy not simply in terms of his own family, but as an act of defiance against a nation that cares nothing for him and grants him no rights.   George thus claims mental autonomy as well as a physical one.George and Eliza reunite in Ohio, asserting their right to be a family and defying slavery’s norms, in which families were sometimes deliberately split apart without legal protection.   George again defies slavery by successfully fighting off slave hunt er Tom Loken, perhaps foreshadowing the initiative African Americans showed by joining the Union Army in large numbers a decade later.   They ultimately escape to Canada and later Liberia, where they can assert themselves as free citizens – knowing that they can never do so in an America that includes the Fugitive Slave Act.Meanwhile, the character of Uncle Tom illustrates a more passive kind of autonomy, relying on his strong Christian faith to keep his dignity and hoping that better circumstances will come his way.   Though his name is today synonymous with kowtowing to whites, in the novel he is not at all a weak character, especially considering the amount of punishment he bears.   Stowe describes his character in noble terms: â€Å"There was something about his whole air self-respecting and dignified, yet united with a confiding and humble simplicity† (24).  Ã‚   His Christian faith itself is a form of autonomy, since he refuses to abandon his religion eve n when Legree discovers his hymnbook and tells him, â€Å"Well, I’ll have that out of you. . . . I’m your church now!† (378)   Within himself, however, Tom never wavers; Legree cannot enslave or take away his spirit.Tom’s autonomy lies not in defiance of slavery itself, but in his ability to keep his character in face of inhumane treatment.   He accepts the fact that he is enslaved but tries to make the best of his circumstances, even when he is sold to a cruel master in the Deep South.   He is willing to submit for the good of the whole, telling Aunt Chloe, â€Å"It’s better for me alone to go, than to break up the place and sell all† (43).   However, he encourages Eliza to flee, claiming, â€Å"[It’s] her right. . . . ‘t an’t in nature for her to stay† (43); though he does himself run away, he understands and approves when others do, and he does not betray the escapees or serve as a spy for the masters.Hi s refusal to betray fellow slaves is ultimately his downfall; he refuses to whip Cassy, telling Legree, â€Å"I know ye can do dreadful things; but . . . after ye’ve killed the body, there an’t no more ye can do.   And, oh, there’s all ETERNITY to come, after that!† (424)   In return, Legree (himself immune to religious sentiment or even human decency) has him whipped nearly to death.   His defiant act has come too late for his own benefit and he can only become a martyr.   Nearing death, he seems to realize that the impossibility of maintaining one’s humanity while enslaved, and he urges Cassy and her daughter Emmeline to escape rather than kill Legree.Stowe implies that slaves who fail to express some degree of autonomy may meet a cruel end because of how slavery operates.   For example, on his trip down the Ohio and Mississippi rivers, Tom witnesses a slave woman who drowns herself by leaping from the boat into the river after her baby is taken away and sold.   In this sad instance, she is unable to exercise any control over her life except by choosing death.   Also, at his destination, he encounters Prue, a slave from a neighboring plantation, an abused slave whose master used her for breeding, sold her children, and denied her the chance to tend to the baby she was allowed to keep, which died of starvation.   She failed to express her autonomy and was victimized (and later whipped to death).In the case of Topsy, the ill-behaved young female slave whom Miss Ophelia tries to tutor, one sees an aimless defiance in the face of cruelty – not really autonomy, but a lack of awareness of her situation and a lack of concern about her fate.   When Topsy arrives at the St. Clare plantation, Ophelia notices whipping scars across her back and discovers that the girl has never had a family nor enjoyed kindness; having never been treated as a civilized person, she has become wild and her autonomy is more like a wild animal than that of the other slaves.   Her defiance lacks George’s sense of humanity or Tom’s religious integrity; instead, she accepts her punishments as natural, without really considering the consequences of her actions.   Where other slave characters have dignity and family to defend, she has nothing but pure directionless, anarchic will.Stowe demonstrates that slavery is an impossible situation, in which masters who have blinded themselves to its immorality treat slaves cruelly and arbitrarily.   It denies slaves simple autonomy by depriving them of freedom, family, and control over their destinies.  Ã‚   Thus, slaves in this context must assert their autonomy in order to retain some sense of control over their lives.   Characters like Topsy do not even think about their situation and exercise no control over it, whereas George and Eliza understand it too well to accept it any longer, and their solution to the problem proves correct – they liberate themselves and thus take control of their destinies. In Uncle Tom’s case, he tries throughout the novel to maintain his humanity and dignity while enslaved, with tragic consequences.   The only victory he can enjoy is a moral one, since he finds that trying to keep control over his spirit while allowing the body to bear the load for others is noble but ultimately fatal.   In the context of slavery, the only genuine means of gaining autonomy is impossible – only gaining freedom can really bring control over one’s life.

Cactus Hill (USA) - Possible Preclovis Site in Virginia

Cactus Hill (USA) - Possible Preclovis Site in Virginia Cactus Hill (Smithsonian designation 44SX202) is the name of a buried multi-component archaeological site on the coastal plain of the Nottaway River in Sussex County, Virginia. The site has both Archaic and Clovis occupations, but most importantly and once quite controversially, below the Clovis and separated by what appears to be a variably thick (7–20 centimeters or about 3–8 inches) level of sterile sand, is what excavators argue is a Pre-Clovis occupation. Data from the Site Excavators report that the Pre-Clovis level has a stone tool assemblage with heavy percentages of quartzite blades, and pentangular (five-sided) projectile points. Data on the artifacts has yet to be published in detailed peer-reviewed contexts, but even skeptics agree the assemblage includes small polyhedral cores, blade-like flakes, and basally thinned bifacial points.   Numerous projectile points were recovered from the various levels of Cactus Hill, including Middle Archaic Morrow Mountain Points and two classic fluted Clovis points. Two projectile points from what are thought to be Pre-Clovis levels are named Cactus Hill points. Based on the photographs published in Johnson, Cactus Hill points are small point, made from a blade or flake, and pressure flaked. They have slightly concave bases, and parallel to slightly curved side margins. Radiocarbon dates on wood from the Pre-Clovis level range between 15,070 ±70 and 18,250 ±80 RCYBP, calibrated to approximately  18,200–22,000 years ago. Luminescence dates taken on feldspar and quartzite grains in the various levels of the site agree, with some exceptions, with the radiocarbon assays. The luminescence dates suggest that the site stratigraphy is primarily intact and has been little affected by the movement of artifacts down through the sterile sand. Seeking the Perfect Pre-Clovis Site Cactus Hill is still somewhat controversial, in part no doubt because the site was among the earliest to be considered Preclovis in date. The Pre-Clovis occupation was not stratigraphically sealed and artifacts were assigned to Pre-Clovis levels based on their relative elevation in an environment of sand, where bioturbation by animals and insects can easily move artifacts up and down in a profile (see Bocek 1992 for a discussion). Further, some of the luminescence dates on the Pre-Clovis level ranged as young as 10,600 to 10,200 years ago. No features were identified: and, it must be said that the site is just not a perfect context. However, other, completely credible Pre-Clovis sites have been and continue to be identified, and Cactus Hills shortcomings may today be of less significance. Multiple instances of fairly secure preclovis sites in North and South America, particularly in the Pacific Northwest and along the Pacific coast, have made these issues seem less compelling. Further, the Blueberry Hill site in the Nottoway River valley (see Johnson 2012) also reportedly contains cultural levels stratigraphically below Clovis-period occupations. Cactus Hill and Politics Cactus Hill isnt a perfect example of a Pre-Clovis site. While the west coast presence of Pre-Clovis in North America is accepted, the dates are pretty early for an east-coast site. However, the context for the Clovis and Archaic sites also in the sand sheet would be similarly imperfect, except that Clovis and American Archaic occupations are firmly accepted in the region and so no one questions their reality. The arguments concerning when and how people arrived in the Americas are slowly being revised, but the debate will likely continue for some time to come. Cactus Hills status as a credible evidence of preclovis occupation in Virginia remains one of those questions yet to be fully resolved. Sources Feathers JK, Rhodes EJ, Huot S, and MJM. 2006. Luminescence dating of sand deposits related to late Pleistocene human occupation at the Cactus Hill Site, Virginia, USA. Quaternary Geochronology 1(3):167-187.Goebel T. 2013. Archaeological Records: Global expansion 300,000–8000 years ago, Americas. In: Mock SAEJ, editor. Encyclopedia of Quaternary Science (Second Edition). Amsterdam: Elsevier. p 119-134.Goebel T, Waters MR, and O’Rourke DH. 2008. The Late Pleistocene Dispersal of Modern Humans in the Americas. Science 319:1497-1502.Johnson MF. 2012. Cactus Hill, Rubis-Pearsall and Blueberry Hill: one is an accident; two is a coincidence; three is a pattern – predicting old dirt in the Nottoway river valley of Southeastern Virginia, U.S.A. Exeter: University of Exeter.Wagner DP, and McAvoy JM. 2004. Pedoarchaeology of Cactus Hill, a sandy Paleoindian site in southeastern Virginia, U.S.A. Geoarchaeology 19(4):297-322.Wagner DP. 2017. Cactus Hill, Virginia. In: Gilber t AS, editor. Encyclopedia of Geoarchaeology. Dordrecht: Springer Netherlands. p 95-95.

Building a Complete School Retention Form

Building a Complete School Retention Form Student retention is always highly debated. There are clear-cut pros and cons that teachers and parents must take into consideration when making such an important decision. Teachers and parents should work together to come up with a consensus as to whether or not retention is the right decision for a particular student. Retention will not work for every student.   You must have strong parental support and an individualized academic plan that promotes an alternative to how that student is taught as compared to previous years. Each retention decision should be made on an individual basis. No two students are alike, thus retention must be examined taking into account the strengths and weaknesses of each individual student.   Teachers and parents must examine a wide array of factors before deciding whether or not retention is the right decision.   Once a retention decision has been made, it is important to explore how the students individual needs are going to be met at a deeper level than before. If the decision is made to retain, it is important that you adhere to all guidelines laid out in the districts retention policy. If you have a retention policy, it is equally important that you have a retention form that gives a brief description of the reasons the teacher believes the student should be retained. The form should also provide a place for to sign and then either agree or disagree with the teachers placement decision. The retention form should summarize placement concerns. However, teachers are strongly encouraged to add additional documentation to support their decision including work samples, test scores, teacher notes, etc. Sample Retention Form The primary goal of Any Where Public Schools is to educate and prepare our students for a brighter tomorrow. We know that each child develops physically, mentally, emotionally, and socially at an individual rate. Additionally, not all children will complete twelve grades levels of work according to the same pace and at the same time. Grade level placement will be based on the child’s maturity (emotional, social, mental and physical), chronological age, school attendance, effort, and marks achieved. Standardized testing results can be used as one means of the judging process. The grade marks earned, direct observations made by the teacher, and academic progress made by the student throughout the year shall reflect the probable assignment for the coming year. Students Name _____________________________ Date of Birth _____/_____/_____ Age _____ _____________________ (Student Name) is recommended to be placed in __________ (Grade) for the _________________ school year. Conference Date ___________________________________ Reason(s) for Recommendation of Placement by Teacher: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Outline of Strategic Plan for Addressing Deficiencies During Retention Year: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____ See attachment for additional information _____ I accept the placement of my child. _____ I do not accept the school’s placement of my child. I understand that I may appeal this decision by complying with the school district’s appeal process. Parent Signature____________________________ Date ______________ Teacher Signature __________________________ Date ______________

Introduction to Accounting and finance -- Economics, Finance and Assignment - 1

Introduction to Accounting and finance -- Economics, Finance and Management - Assignment Example The expenses of the company increases and company may not have enough cash available to meet its expenses. Therefore, the cash deficit is met by bank overdraft which affects company’s liquidity position. Company should not make all the sales and purchases on credit. It should choose a fair combination of cash and credit sales/purchases so that, company’s receivables and payables don’t reach peak levels. It is probably not possible to collect the total amount of credit sales. Some amount of credit sales turns into bad debt expense which can’t be recovered. Company should allocate small percentage of sales to bad debts. Cash is what keeps the business functioning. Company requires cash on hand to pay for its operating, investing and financing expenses. The amount of cash available/deficit is calculated by cash flow statement. Hisrich, Peter & Shepherd states that â€Å"Cash flow results from the difference between actual cash receipts and cash payments† (1998:p.297). The difference between cash flow statement and profit statement is that cash flow doesn’t consider payment of non-cash expenses, payment of loan principal and withdrawals. (Rosemary, 2010) Profits are generated by subtracting operating expenses from sales and it is calculated through income statement. Income statement tells about the total sales made during the year whether or not sales receipts are collected or not. In June, Hidetoseek Ltd. is incurring profit but its cash flow is negative which shows that company’s expenses are greater than receipts. Therefore, it should use bank overdraft to meet its expenses. If retained earnings are used, the liquidity position of the company is badly affected. The cash reserves of company decreases which means that if the company wants to pay for its debts or incur some capital expenses, it will not be able to raise significant funds through its reserves. An overdraft occurs when