UCV-EE English Class 2007-2008 - Recently Updated Pages

The Teacher

evelyn.izquierdo — Sat, 22 Aug 2009 00:26:56 CDT

Hi! I'm Evelyn Izquierdo, the English teacher in this group. I'm from Caracas originally, but I grew up in San Felipe and studied in Barquisimeto. I'm married and have a 5-year-old daughter.

Learning languages is one of my main passions. I studied English, French and a little bit of Italian (just one year) many years ago. I graduated as an English teacher from Universidad Pedagógica Experimental Libertador (UPEL-Barquisimeto) in 1989, and obtained a master's degree in English as a Foreign Language (EFL) from Universidad Central de Venezuela (UCV) in 2001. Since 1988, I have had the opportunity to teach at all educational levels, from young children to adults, in private and public institutions, as well as in language academies offering on-site and in-company classes.

I started working at the UCV in 1996, teaching English for Academic Purposes (EAP) at the Literature and Philosophy Schools. Then, in 1998, I was transferred to the School of Education where I've been working for the last 10 years.

Parallel with the School of Education, I teach graduate students who take the EFL master's program and Academic Reading for graduate students who take specializations, masters, and doctorate programs at the Humanities and Education Faculty (FHE). I have been doing this for the last 6 years. I also design, administrate and correct the English proficiency tests for prospect graduate students at the FHE.

Another passion I have is exploring Web tools and incorporate them into my English classes. It is always exciting to see how my students enjoy learning the language while they develop their tech skills. This passion started when I joined Baw05 and Webheads in Action in 2005. After that, my journey through the Wonderful Web World (WWW) hasn't stopped. Being part of the Webheads family is one of the best experiences I've ever had in my life. Almost all of what I've learned about ICT in ELT has come from them. The sense of belonging, the spirit of sharing, a hundred hands to help when needed, supporting words in bad and good moments, those are the Webheads. You can find them everywhere, and everywhere they will behave the same way. Such a wonderful e-family has inspired me to promote Web tools among students and colleagues during the last three years, bringing out highly positive results:

I'm currently doing action-research on blended learning and co-moderating 5 virtual communities: Venelt (a nation-wide ELT network) , ELTnet (British Council 's ICT in ELT network), Avealmec (Venezuelan CALL Association), EaD-EE (Distance Education-School of Education), and ForeignLanguages (Foreing Languages Department-School of Education). Besides that, I've been named a member of the FHE's Distance Education Committee, and I'm in the group of seven Webheads who won a scholarship to attend the WorldCALL 2008 next summer in Fukuoka-Japan.

Finally and what I enjoy the most is talking to God and feeling his Grace, traveling and having fun with my family, listening to music, and going to the movies. Other activities are teaching Spanish and helping to run a posada (an Inn) during the high seasons.

Evelyn

Project schedule

evelyn.izquierdo — Tue, 10 Feb 2009 04:12:19 CST

Project due date: May 25, 2008

Progress tracker:

Week Date	Activities	Deadline
Week 1 April 7-13	Accept Wiki invitation. Set up your profile with a photo and a short description. Explore all the wiki menu and tools, read the welcome message and watch the video. Create a new page with your own name under Who are we? Biographies. Add a biography and a photo. Edit your page. Go to E-portfolios and add your group name, logo, slogan, members and roles.	April 13, 2008
Week 2 April 14-20	Create a submenu under your corresponding group page. Create 10 pages and name them. It's one page per each text to be analized. If you don't know what number your group is, please, go to Teams. Create hyperlinks from your name on your group page to your biography. Answer polls in the Yahoo group. Start exploring Web 2.0 tools. Create accounts. Web search, read and analize narrative and descriptive texts. Fill out report No. 1	April 20, 2008
Week 3 April 21-27	Continue exploring Web 2.0 tools. Make comments on the blog http://beyondtheenglishclassroomwalls.blogspot.com/ Web search, read and analize instructional, procedural, regulative, and dialogal texts.	April 27, 2008
Week 4 April 28-May 4	Web search, read and analize exhortatives and argumentative texts. Fill out report No. 2	May 4, 2008
Week 5 May 5 -11	Introducing rethorical patterns in expository texts. Websearch, read and analize expository texts. Rethorical pattern: definition, description, and classification. Web search, read and analize expository texts. Rethorical pattern: comparison/contrast.	May 11, 2008
Week 6 May 12-18	May 12 (Monday). No classes. Teams will meet to revise analyzed texts, edit e-portfolios and update materials. Web search, read and analize expository texts. Rethorical pattern: cause/efect Fill out report No. 3	May 18, 2008
Week 7 May 19-31	Web search, read and analize expository texts. Rethorical pattern: problem/solution. Upload e-portfolios Edit analysis if needed (until June 01). After this date e-portfolios pages will be locked.	May 28, 2008
Week 8 June 02-08	Make reflections on the wiki forum Self-evaluate and co-evaluate your works Make comments on the wiki and blog. Answer polls in Survey Monkey and Yahoo Groups. Fill out report No. 4 Invite peers and teachers to see your works. Final grades will be announced two weeks later.	May 31, 2008

Notice: Should you have any doubts about the procedure to analyze the texts, please go to Projects steps.

Team No. 1

evelyn.izquierdo — Wed, 07 Jan 2009 03:38:24 CST

"Reaching Success"

Grecia Carrera:Secretary and Pacifier

Milagros Córdova:Spokesperson

Merlyn Quintana:Technician

María Rocher:Leader

Welcome message

evelyn.izquierdo — Wed, 16 Jul 2008 03:08:55 CDT

Dear visitor:

Thanks for coming and visiting our text typology
e-portfolios. This is a group project designed by Evelyn Izquierdo and developed by the English Class 2007-2008 of the School of Education - Universidad Central de Venezuela (UCV).

The project is part of an ESP course focused on reading comprehension. The main objectives are to: a) compile a variety of English texts, b) classify them according to a text typology provided, c) analyse them from a basic grammatical and discursive point of view, and d) make a graphic representation.
You are all invited to visit the e-portfolios and leave your comments here.

Thanks!

Welcome!

argumentative text team 8

evelyn.izquierdo — Thu, 10 Jul 2008 00:27:09 CDT

There is no abstract available for this page revision.

expository text definition team 8

evelyn.izquierdo — Thu, 10 Jul 2008 00:21:27 CDT

There is no abstract available for this page revision.

exhortative text 8

evelyn.izquierdo — Thu, 10 Jul 2008 00:15:57 CDT

There is no abstract available for this page revision.

Dialogal Text (Team No.8)

evelyn.izquierdo — Thu, 10 Jul 2008 00:12:20 CDT

Yesterday we mentioned,we were worried how Larry King would fare interviewing Paul Mc Carntney, Ringo Starr, Yoko Ono and Olivia Harrison. We accurately guessed that King would ask insanely banal questions like “Do you ever pinch yourself?” (the question he actually asked was “Do you guys, frankly, pinch yourselves?”). We did not figure that the man would forget the name of a Beatle. After asking Paul where he was when he found out Jonh Lennon had been killed, Larry posed the same question to Ringo, but called him George. Paul then called King out on the mistake, King made an excuse and Ringo attempted to move on. Hilarious. What do you expect from a network that bumped Michael Moore for Paris Hilton? Check out an excerpt from the transcript after the jump. KING: Where were you when — when John passed?
MCCARTNEY: When John passed I was in Sussex, at my home in Sussex. That’s where I was.
KING: Did somebody call you?
MCCARTNEY: Yes, my manager at the time called me. And it was just the shock of all shocks, you know?
KING: George, where were you?
MCCARTNEY: George!
KING: Ringo.
MCCARTNEY: No, this is Ringo here.
KING: Ringo, where were you?
STARR: I was in the Bahamas.
KING: I was getting to (INAUDIBLE) George.
STARR: I was…
MCCARTNEY: No, you weren’t, Larry. You said his name wrong.
STARR: Shut up, it’s my turn.
MCCARTNEY: I know, but he got your name wrong, Ringo, on national television.
STARR: I know. Give him a break.
MCCARTNEY: We can’t cut it. It’s live.
STARR: Anyway, I was in the Bahamas and the kids called and they said we’ve heard something, like John has been hurt.

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descriptive text 8

evelyn.izquierdo — Thu, 10 Jul 2008 00:05:44 CDT

Harvard Business school

INTRODUCTION

At the forefront of the movement to improve America’s high schools and ensure all students are prepared for college and careers is the American Diploma Project (ADP). There currently are 32 states in the American Diploma Project Network, each dedicated to developing and implementing a college and career readiness agenda. These states are working to develop a public policy structure to ensure all students complete high school possessing the knowledge and skills they need to succeed in college courses or entry-level jobs with opportunities for advancement through skilled employment. According to Achieve, Inc., sponsor of ADP, 18 states have already adopted and are beginning to implement a college readiness curriculum requirement for all students.

At the same time, all fifty states are implementing requirements of the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Public Law 109-270), which was passed by the U.S. Congress and signed into law by President George W. Bush in August 2006. Some of the new provisions of this law took effect in the fall of 2007, and other reforms take effect beginning in the summer and fall of 2008. The provisions of the new Perkins Act reflect the reforms and reconfigurations of programs that have taken place in career and technical education since the 1990 and 1998 revisions of the federal law. In some places, state and local practices have preceded and shaped the new federal law, and in other places, the pace of change has been much slower.

Policymakers and educators around the nation are wrestling with an important challenge – how to raise expectations for high school achievement, while increasing relevance and engagement in learning to keep students in school. Career and technical education (CTE) is receiving renewed attention as a strategy for increasing school engagement and rigor as policymakers grapple with these complex challenges. Although, on the surface, their approaches look very different, the Perkins Act and the American Diploma Project focus on a common objective: ensuring that all American students graduate from high school with the skills and knowledge they need to be ready for college and careers. If students complete high school with a high level of readiness for college and the workplace, it will help strengthen American economic competitiveness at the regional, state and national levels.

This paper is written to inform leaders, particularly those who are implementing the ADP agenda in their states, about the opportunities to align and coordinate strategies between ADP and the Perkins Act. It addresses the major components of the new Perkins Act, discusses CTE more broadly in the context of the ADP agenda and reviews how the Perkins Act currently is being implemented by states. Finally, the paper reviews a number of specific strategies state ADP leadership teams could employ to implement the ADP agenda and the Perkins Act, which are complementary and mutually supportive.

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Narrative Text (Team No. 8)

evelyn.izquierdo — Wed, 09 Jul 2008 23:55:03 CDT

Biography

Bolivar, Simon (1783-1830)

Simón José Antonio de la Santísma Trinidad Bolívar y Palacios was born on July 24, 1783 in Caracas, New Granada (now Venezuela). Bolívar was born into a prosperous family, who took their money from rich gold and copper mines they owned in Venezuela. Young Bolívar moved to Spain in 1799, after the deaths of his parents. In Spain he continued his education, begun in Venezuela with tutors, and married María Teresa Rodríguez del Toro y Alaysa in 1802. When the young couple returned to Venezuela to visit in 1803, however, María Teresa sickened and died of yellow fever. For several years, after her death, Bólivar returned to Europe and kept company with Napoleon. Bolívar returned to Venezuela in 1807 and when Napoleon named Joseph Bonaparte King of Spain and its colonies, which included Venezuela, Bolívar joined the resistance movement. The resistance group based in Caracas gained independence in 1810, and Bolívar traveled to Britain on a diplomatic mission. The fight for control of Caracas, Venezuela, and most of South American continued on back home. Finally, Bolívar returned to Venezuela and began a campaign to wrest control of that country from the Spanish. He and his followers invaded Venezuela on May 14, 1813; this marked the beginning of his “Compana Admirable,” (Admirable Campaign) which resulted in the formation of the Venezuelan Second Republic later that year. Bolívar was hailed as El Libertador (The Liberator). 1821 saw the creation of the Gran Colombia, under Bolívar’s leadership. This federation included much of what is now Venezuela, Colombia, Panama, and Ecuador. Further maneuvers saw him named Dictator of Peru in 1824, followed by the creation of Bolivia in 1825.

Simón Bolívar had succeeded in uniting much of South America in a federation free from Spanish control, but the government was fragile. Despite his desire to create a union of states similar to that which created the United States of America, Bolívar faced opposition from internal factions throughout the huge Gran Colombia. As a temporary measure, Bolívar declared himself dictator in 1828. He resigned this post in 1830 and made plans to sail for exile in Europe. On December 17, 1830, however, Simón Bolívar died in Santa Marta, Colombia, after a battle with tuberculosis.

Today, Simón Bolívar’s legacy can be seen in the multitude of statues and plaza squares bearing his likeness throughout South and North America. Several cities and towns throughout the United States share his last name and statues and roads bearing his name can be found everywhere from Egypt, Australia, and Turkey!
Copywright A & E Television Networks 2007.

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Expository text -Problem/solution (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 23:44:57 CDT

Attention deficit hyperactivity disorder (ADHD) in children

This factsheet is written for parents of children with ADHD, or for people who want to know more about it. Attention deficit hyperactivity disorder (ADHD) is a term used to describe certain behaviour problems in children. Children with ADHD have an unusually short attention span and become easily distracted (attention deficit). They are also overactive and restless (hyperactive).

Progress at school and development of social skills are often slowed down by ADHD. It can be treated with a combination of behaviour management and medicines. About ADHD Many young children are naturally restless and full of energy. ADHD - which is also known as hyperkinetic disorder - defines a type of behaviour at the extreme end of the normal range of behaviour. Children with ADHD demonstrate problem levels of:

inattention (ie difficulty concentrating)
hyperactivity (disorganised, fidgeting, excessive levels of activity)
impulsive behaviour

Although estimates vary depending on the exact criteria used, ADHD is thought to affect about two to five percent of school-age children in England. It is at least four times more common in boys than girls. With specialist treatment (see Treatment), your child's behaviour can greatly improve, though some problems with attention and lack of control may continue into adolescence and later life. Aggressive or disobedient behaviour can get worse if ADHD is left untreated, so early diagnosis and management is important. Types of ADHD There are three main types of ADHD:

the mostly hyperactive/impulsive type
the mostly inattentive type - sometimes referred to attention deficit disorder (ADD)
the combined type (these make up the majority of ADHD cases)

Symptoms of ADHD

Symptoms depend on what type of ADHD your child has. Behaviour problems are usually first noticed in toddlers. They are present in more than one setting. For example, if symptoms were present at home, there would also need to be problems in school and/or in social situations for a diagnosis of ADHD to be made. You may notice that your child is constantly restless, irritable and emotionally immature. Aggressiveness and poor discipline are common. Your child may show no sense of danger, for example, climbing fearlessly and ignoring repeated warnings. Sometimes children with ADHD are also clumsy. Starting school usually highlights the problem or makes it worse. Learning is often slowed down by the lack of attention and concentration, and boys who are hyperactive and aggressive tend to become unpopular with other children. ADD, however, can often go unnoticed because the child is dreamy and inattentive, but not disruptive. ADHD can affect social skill development, and problems with language and speech development are also common. As your child grows older, he or she may engage in antisocial behaviour and be unaware of the consequences. But ADHD is not related to intelligence - children of all levels of ability can be affected.

Causes

The exact cause of ADHD isn't known, but there are likely to be a number of factors involved. Research suggests that people with ADHD may have differences in the parts of the brain which deal with controlling impulses and focusing attention. There is a strong genetic element; many children with ADHD have another family member with the same problem. In addition, children are more likely to have ADHD if they were born prematurely, or if their mother smoked or misused alcohol or drugs when pregnant. These factors can interact with other mental problems such as an anxiety disorder and a stressful family environment. This can make the behavioural and emotional symptoms of ADHD worse.

Diagnosis

It is quite normal for children, especially under fives, to be inattentive and restless. A diagnosis of ADHD needs to be made by a trained professional. If you are concerned about your child, visit your GP. If ADHD is suspected, the doctor will refer your child to a child psychiatrist (doctor specialising in children's mental health) or paediatrician (doctor that specialises in children's illnesses) with expertise in this area. There are no specific tests for ADHD. The specialist will usually make the diagnosis on the basis of observing the child and reports of the child's behaviour. Parents or carers and teachers may be asked to fill in a questionnaire about the child's behaviour.

Treatment

A combination of approaches are often used to treat ADHD.

Managing behaviour at home
You can help your child by providing a structured environment with clear rules of acceptable behaviour. The specialist seeing your child can help you learn how to manage his or her behaviour.

School
Make sure that your child's teacher knows about the condition. A structured and orderly classroom without too many distractions is helpful. Often, small-group or individual teaching helps. An educational psychologist can help to check on your child's progress. Special help should focus on particular problem areas, such as difficulties with reading, spelling, maths and organisation. Speech therapy, physical education therapy and counselling may also be available for your child at school.

Medicines
Medication can be prescribed as part of a treatment programme for children with ADHD. A specialist in ADHD, such as a child psychiatrist, will first prescribe these.

Stimulant medication (also known as psychostimulants) is approved for children over the age of six, and can offer short-term improvements in behaviour after each dose. Children become less hyperactive and aggressive, so they can relate better to parents and teachers. This gives a short period for parents and health professionals to help the child learn to manage their own behaviour. The first type of stimulant that a doctor is likely to prescribe is methylphenidate (eg Ritalin). This can reduce hyperactivity and impulsiveness and increase the attention span, helping children to concentrate at school. Other stimulant medications such as dexamphetamine may be recommended for children who do not improve with methylphenidate. Atomoxetine is a non-stimulant that is sometimes prescribed for children who do not improve with stimulant medication. Like all drugs, these medicines can sometimes have side-effects, including insomnia, headaches and irritability.

Managing behaviour at home
You can help your child by providing a structured environment with clear rules of acceptable behaviour. The specialist seeing your child can help you learn how to manage his or her behaviour.

Therapy
Psychological and behavioural therapy can also help children with ADHD, and it is used in combination with drugs. The therapy is designed to help your child learn to cope with the condition and reduce impulsive behaviour. Some therapy can be offered to your child or your whole family. Talk to your GP or child's psychiatrist about what is best for you and your child. Diet The role of diet in ADHD is controversial. Many people believe that some types of food additives, such as artificial colourings or refined sugars, can make their child's behaviour worse. In fact, there is little evidence to support this. If you do decide to make any changes to your child's diet, you should speak to a paediatric dietician first, because permanently eliminating certain foods may be harmful. Some experts think that certain vitamin, mineral, or omega-3 fatty supplements can help to treat ADHD. Again, the evidence is not conclusive, but the safety of high doses of supplements is unproven so care must be taken. Nevertheless, eating a varied and balanced diet, including oily fish (eg mackerel, herring, trout), which is high in omega-3 fatty acids, certainly helps to promote healthy development in children.

Coping with ADHD

It can be difficult caring for a child with ADHD and the effects on family life can be dramatic. National support groups are available for the families of children with ADHD, and your GP may be able to put you in touch with a local support group. Through one of these, you can meet other families in the same situation and get support and advice on behaviour management for your child. (See Further information.)

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Expository text - Comparison/contrast (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 23:41:25 CDT

Comparison of the German and the Scottish

During our excursion to Scotland some people had the possibility to visit a real Scottish school, to see real Scottish teachers and pupils and of course learn something about the Scottish school system.
In the following text there is some information Mr Nolan, the Principle Teacher of St Columba´s High School, gave us when he was showing us around the campus:

What both systems have in common:
As in Germany most of the Scottish schools are fully integrated in the state and teachers are paid by it. Nearly 90% of them are free.In addition, Mr Nolan told us, many of Scotland`s schools are Catholic and work in a partnership with the church. The schools promote respect for people of all backgrounds, cultures, religious and ethnic origins, which means that non-Catholic pupils as well are integrated into the system.

What are the main differences?
a) When are children put to school?
b) Secondary school in Scotland and in Germany
c) School uniform
d) Learning foreign languages
e) Personal Comment and Special Thanks

a) Children in Scotland enter primary school at the age of 5 and leave at 11. They attend 7 classes and sometimes are given the chance to either learn German or French in addition to their basic subjects. In Germany children start their school career at the age of 6 by entering the Grundschule. During classes 1 and 2 they are taught by only one teacher, their form teacher. When advancing to classes 3 and 4 they have some subject teachers for several subjects. After 4 years pupils leave the Grundschule at the age of 10.

In both systems teaching methods are playful and build a basis for continuing education, social behaviour and thinking for themselves.

b) Up to the 60s schools in Scotland were tridivided as in Germany. Now there is a full comprehensive system. Thus every child is given the same chance in educational development. In Germany`s tridivided secondary school system pupils attend either the Hauptschule, Realschule or Gymnasium according to recommendations from their former schools. In contrast the Scottish system offers so-called Standard Grade courses which have been developed for pupils of all levels of ability. Each pupil will work at a level appropriate to his / her personal ability. Work is undertaken at one of three levels: Foundation, General and Credit.

In the Scottish system pupils enter secondary school at the age of 12. The school day starts at 9 am and ends at 4 pm. Students meet for registration with their form teacher during the first 15 minutes of each school day. Each period lasts 50 minutes whereas in Germany it takes only 45 minutes. German students enter secondary school at the age of 10. Their school day starts at 8 am and usually ends at 1 pm, in higher classes at 3 pm. In both countries students are taught almost the same subjects.

At higher levels both systems offer a greater degree of specialisation and and fewer courses are taken. Students are asked to choose subjects which fit in with their career aspirations, their individual abilities and their personal interests.

After 11 years of school Scottish students can now decide to leave school with the General Certificate of Standard Education (GCSE) and begin an apprenticeship. This is comparable to the German “Mittlere Reife“ where students leave school after 10 years of education.

Those who want to get an admission to university take their General Certification of Advanced Education (GCE A-Level) which takes two more years.

The so-called “Advanced Highers“ take 5 examinations at the end of their school time and in 3 of them they can take their A-levels which give them the possibility to enter university. Different from Germany A-levels allow only a subject-related access to university. In Germany this last period of school education is called “Oberstufe“. Students take their “Abitur“ after 13 years of education in 2 or 3 so-called “Leistungskursen“ depending on the Bundesland. Leistungskurse will be chosen according to personal interest and ability. The Abitur qualifies students to go to university.

c) In Scotland all pupils dress appropriately for school by wearing school dress which is shirt or blouse and school tie, a “respectable“ pair of trousers or skirt and a school sweatshirt or cardigan. This aims to set and maintain high standards of tidiness and behaviour.

When pupils are similarly dressed differences in family circumstances pass unnoticed. It creates a community and reduces competition. It also promotes self-respect and reflects a business-like approach to school.

d) In Scotland French is the foreign language number one, German-by choice- only the second. When attending primary school pupils sometimes are taught either French or German. When they come to secondary school they again have to choose between these 2 languages. About 50% of the students take German as their 2nd foreign language because it has a “great reputation“, Mr Nolan-a German teacher- said.

He feels sorry that in the future German will only be taught after the first 4 years of high school so that students no longer have the choice but have to begin with French. Only those taking their GCE A-levels will have the possibility to learn German.

According to Mr Nolan a far more crucial problem is that students in general refuse to learn a foreign language as they know English is a world language.

Motivation is low as books and materials are not interesting enough for the students to read on their own.

f) First of all I want to thank Mr Nolan for answering all of our questions, showing us around the campus and spending so much time in explaining the Scottish school system to us. And I also want to thank the students who were so kind to give us an impression about what it means to them to learn German.

What I also wanted to say is that the visit to St Columbia`s High School was very interesting for me. I learned more than I had expected... and to be honest...I really appreciate the Scottish school system as it seems to me much better structurised and reasoned than the German. Students learn to take their education seriously as their attention seems to be drawn much earlier to professional life than in Germany.

Nevertheless, both systems have their advantages and disadvantages.

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Expository text - Definition/description (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 23:38:48 CDT

Columbia Encyclopedia school

term commonly referring to institutions of pre-college formal education. It also properly includes colleges, universities, and many types of special training establishments (see adult education; colleges and universities; community college; vocational education).

Public Schools I

In the United States, the standard school system developed from an uncoordinated conglomeration of dame schools, reading and writing schools, private academies, Latin grammar schools, and colleges into a well-organized system in which a child may progress from kindergarten to college in a continuous and efficient free public system. By 1890 there had evolved the now common twelve-grade system whereby the child enters kindergarten at the age of five, goes to grammar or elementary school for grades one through eight, high or secondary school for grades nine through twelve, and then enters college. Compulsory attendance at school has been legislated in all states, although standards of age and length of the school year vary considerably.

To meet the psychological and social stresses of early adolescence, the junior high school was introduced (1890–1920) in many systems for grades seven through nine. This organization, sometimes called the six-three-three plan, was designed to ease the transition period by having the junior high school introduce its students to many aspects of the high school, such as student government and separate classes for different subjects. Critics of the junior high school, however, contended that it merely copied the program of the high school, which they believed to be inappropriate for the age group that attends the junior high. In response, many districts have established intermediate, or middle, schools, usually encompassing grades five through eight.

To provide opportunity for advanced training beyond high school without a full college course, the junior or community college, which generally includes the first two years of college, has gained wide popularity. Not only does it prepare students for technical careers, it allows states and municipalities to fulfill their commitment to open enrollment, whereby any high-school graduate may enter a specified institution of higher education. More recently, a few high schools have combined a community college curriculum with the last two years of high school. Such a program is designed to encourage bright or disadvantaged students to remain in high school by enabling them to earn an associate degree in conjunction with a high school diploma.

Although in the United States schools are primarily the responsibility of state and local authorities, the federal government has passed a number of measures intended to assist schools and their students. The National Defense Education Act (1958) and the Higher Education Act (1965) were designed to provide financial assistance to college and university students. The Elementary and Secondary Education Act (1965, amended 1966, 1967) was the first national general-aid education program in the United States. It provided funds for school
library and textbook services, the education of poor and handicapped children, and educational innovations and construction by local school districts.

Public school services have been extended, in some communities, into the sponsorship of community centers, adult education, summer schools, and recreation programs. In addition, with the increase in the number of households where both parents work and in the number of single-parent households, programs such as Head Start have been established to care for preschool children. Special programs have been established for the deaf, the blind, and the mentally and physically handicapped and in some instances for the gifted. In large cities special high schools are sometimes set up to serve special student needs; e.g., there may be separate schools for artistic, industrial, scientific, and classical subjects. In the latter part of the 20th cent. public schools, particularly in economically depressed urban areas, suffered from economic cutbacks, an increase in student crime, and an inability to find qualified administrators and teachers. Efforts to revitalize public school systems have included such varied approaches as decentralized community control in large urban areas, privatization of public school administration, school vouchers, and charter schools.

Parochial Schools and the English System.

The free public school system is paralleled in many areas by private and parochial schools. Preparatory schools are private schools operated primarily to prepare students for college. They correspond to English public schools, which are in fact private, endowed institutions. The English system, which is roughly organized according to a six-six model, has been used as the basis for many school systems in developing countries. These educational systems usually provide primary education for children up to ages 11 or 12 and a secondary program for students up to age 18.

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Argumentative Text (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 22:52:30 CDT

Schools of thought in Probability Theory

Category: goodmath > statistics

Posted on: April 7, 2008 11:09 AM, by Mark C. Chu-Carroll

To understand a lot of statistical ideas, you need to know about probability. The two fields are inextricably entwined: sampled statistics works because of probabilistic properties of populations.

I approach writing about probability with no small amount of trepidation.

For some reason that I've never quite understood, discussions of probability theory bring out an intensity of emotion that is more extreme than anything else I've seen in mathematics. It's an almost religious topic, like programming languages in CS. This post is intended really as a flame attractor: that is, I'd request that if you want to argue about Bayesian probability versus frequentist probability, please do it here, and don't clutter up every comment thread that discusses probability!

There are two main schools of thought in probability: frequentism and Bayesianism, and the Bayesians have an intense contempt for the frequentists. As I said, I really don't get it: the intensity seems to be mostly one way - I can't count the number of times that I've read Bayesian screeds about the intense stupidity of frequentists, but not the other direction. And while I sit out the dispute - I'm undecided; sometimes I lean frequentist, and sometimes I lean Bayesian - every time I write about probability, I get emails and comments from tons of Bayesians tearing me to ribbons for not being sufficiently Bayesian.

It's hard to even define probability without getting into trouble, because the two schools of thought end up defining it quite differently.

The frequentist approach to probability basically defines probability in terms of experiment. If you repeated an experiment an infinite number of times, and you'd find that out of every 1,000 trials, a given outcome occured 350 times, then a frequentist would say that the probability of that outcome was 35%. Based on that, a frequentist says that for a given event, there is a true probability associated with it: the probability that you'd get from repeated trials. The frequentist approach is thus based on studying the "real" probability of things - trying to determine how close a given measurement from a set of experiments is to the real probability. So a frequentist would define probability as the mathematics of predicting the actual likelihood of certain events occuring based on observed patterns.

The bayesian approach is based on incomplete knowledge. It says that you only associate a probability with an event because there is uncertainty about it - because you don't know all the facts. In reality, a given event either will happen (probability=100%) or it won't happen (probability=0%). Anything else is an approximation based on your incomplete knowledge. The Bayesian approach is therefore based on the idea of refining predictions in the face of new knowledge. A Bayesian would define probability as a mathematical system of measuring the completeness of knowledge used to make predictions. So to a Bayesian, strictly speaking, it's incorrect to say "I predict that there's a 30% chance of P", but rather "Based on the current state of my knowledge, I am 30% certain that P will occur."

Like I said, I tend to sit in the middle. On the one hand, I think that the Bayesian approach makes some things clearer. For example, a lot of people frequently misunderstand how to apply statistics: they'll take a study showing that, say, 10 out of 100 smokers will develop cancer, and assume that it means that for a specific smoker, there's a 10% chance that they'll develop cancer. That's not true. The study showing that 10 out of 100 people who smoke will develop cancer can be taken as a good starting point for making a prediction - but a Bayesian will be very clear on the fact that it's incomplete knowledge, and that it therefore isn't very meaningful unless you can add more information to increase the certainty.

On the other hand, Bayesian reasoning is often used by cranks. A Bayesian argues that you can do a probabilistic analysis of almost anything, by lining up the set of factors that influence it, and combining your knowledge of those factors in the correct way. That's been used incredibly frequently by cranks for arguing for the existence of God, for the "fact" that aliens have visited the earth, for the "fact" that artists have been planting secret messages in paintings, for the "fact" that there are magic codes embedded in various holy texts, etc. I've dealt with these sorts of arguments numerous times on this blog; the link above is a typical example.

Frequentism doesn't fall victim to that problem; a frequentist only believes probabilities make sense in the setting of a repeatable experiment. You can't properly formulate something like a probabilistic proof of God under the frequentist approach, because the existence of a creator of the universe isn't a problem amenable to repeated experimental trials. But frequentism suffers from the idea that there is an absolute probability for things - which is often ridiculous.

I'd argue that they're both right, and both wrong, each in their own settings. There are definitely settings in which the idea of a fixed probability based on a model of repeatable, controlled experiment is, quite simply, silly. And there are settings in which the idea of a probability only measuring a state of knowledge is equally silly

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Exhortative Text (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 22:42:59 CDT

Have you always dreamed of a gourmet kitchen with eye catching granite countertops? Do you picture yourself walking barefoot on your bedroom's deep, plush carpeting? You'll have the opportunity to personalize your newly purchased home to reflect your preferences and your lifestyle!
Our professional design consultants are trained to help you choose the ideal materials and interior finishes that complement your style. From contemporary to traditional, your consultant will guide you step-by-step through the selection process. What's more, we have thousands of finish samples at your fingertips so that you can see and touch your way to the

perfect home. You'll choose from an array of finishes in multiple styles and colors which may include:

Flooring options such as hardwood, tile, carpeting or vinyl.
Countertop selections from ceramic tile to laminate or natural stone.
Kitchen cabinetry in a wide array of designs, finishes and materials including oak and maple.
Bathroom design details from chrome or brass fixtures, to tile or stone vanities.

During your appointment, you'll make selections from a wide range of interior finish materials, as well as receive pricing and warranty information on each option you choose.

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Dialogal Text (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 22:39:40 CDT

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Instructional, Procedural or Regulative Text (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 22:31:58 CDT

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Descriptive Text (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 22:28:45 CDT

Chicago Attractions

Whether it’s about places of historical significance or entertainment for your entire family, Chicago has it all! Take a quick tour through some of the major Chicago attractions that are complete crowd pullers till date. This is one place where the fun would never seem to end! Chicago with its magnificent attractions has drawn people from all over to get a glimpse of this magnificent place. With a large number of tourist attractions, Chicago seems to be the perfect destination for those who are on the lookout for some fun. Be it shopping or witnessing the beautiful architecture of many monuments that dot most of its areas, Chicago attractions continue to woo people in every possible way. If you are on the lookout for some fun and frolic in this beautiful place, then take a look at some popular Chicago destinations, which are definitely a must for all visitors who flock to this place.

Popular Chicago Attractions:

Buckingham Fountain:
This place can be called as one of Chicago’s most famous landmarks. The highlight of this place is the large water display. The jet of water, which looks multicolored due to the light, is sprayed to a height of 150 feet in air. The Buckingham fountain was opened in the month of May
1927.

The Chicago History Museum:
This museum is also recommended as a must-see for newcomers to Chicago. The Chicago History Museum was also known as the Chicago Historical Society formerly. This museum sported a new look after renovations that ended in September 2006. Today, it proves to be a great educational platform with special areas for kids and display areas that depict the historical aspects connected with Chicago.

Lincoln Park Zoo:
Popular attractions in Chicago would be incomplete without the mention of Lincoln Park, which is also the oldest zoological garden, which was established in 1868. With over 3 million visitors every year, this place proves to be a popular destination because it combines entertainment in an educational way. The animals, the boat rides, the splendid architecture that reflects the historic past and the fun train ride sure makes this a complete hangout for people that belong to all age groups.

Shedd Aquarium:
The Shedd aquarium is also one of the popular attractions of Chicago. This place has some of the most beautiful scenes of underwater life. The Caribbean Reef is one of the major crowd pullers of the Shedd aquarium. This has a wide collection of sharks, eels, stingrays and turtles. The huge display of marine life is what makes this the most sought after Chicago attractions today.

Millennium Park:
The Millennium Park is considered to be the most important landmark of Chicago. This park is an ideal place for families and has a rich mixture of art and culture. The beautiful architecture and the sprawling landscapes have brought awards to this very popular s
ite. Concerts for the musically inclined, theatre, fountains with gargoyle figures, beautiful species of flowers in the garden are just a few things that you would find out here.

Magnificent Mile:
This remains to be one of the most popular attractions of Chicago because of the wide variety of exclusive boutiques, museums, restaurants that serve the most delectable items and the classy ritzy hotels that are seen out here. Definitely, this place should rank high on the list of all shopaholics due to the wide number of boutiques that line the sidewalks. The name Magnificent Mile was trademarked in the year 2001. Amongst the high rise buildings one may see out here, you can even see one of the oldest building which is called the Old Water Tower; that is seen along the Magnificent Mile and stands out due to its castle like architecture.

Chicago River:
After mass clean up and successful engineering feats, the Chicago River can also be included as one of the major Chicago attractions. At one point, the Chicago River was proving to be dangerous for people due to the contaminated water and was also named as the Stinking River. Today, this place itself has great cruises and boat tours that can take you around the picturesque locales.

Sears Tower:
This mighty Chicago attraction stands around 110 stories in height. The Sears Tower has an observatory that offers a resplendent view of Chicago. The Skydeck area offers not only the views but also the finest in historic exhibits and displays that teach kids about Chicago sports.

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Narrative Text (Team 7)

evelyn.izquierdo — Wed, 09 Jul 2008 22:17:20 CDT

Johnny Depp Biography (1963-)

Actor, director, musician. Born John Christopher Depp II in Owensboro, Kentucky, on June 9, 1963. Raised in Florida, Depp dropped out of school at age 17 in hopes of becoming a rock musician.

He fronted a series of garage bands, including The Kids, which was once opened for Iggy Pop. Depp got into acting after a visit to LA with his former wife, who introduced him to actor Nicolas Cage. He made his film debut in 1984's A Nightmare on Elm Street. In 1987, he leapt into stardom when he replaced Jeff Yagher in the role of undercover cop Tommy Hanson in the popular Canadian-filmed TV series 21 Jump Street. In 1990, after numerous roles in teen films, Depp received an opportunity to exhibit his exhausting versatility in the title role of Tim Burton's fantasy Edward Scissorhands.

Following the film's success, Depp carved a niche for himself as a serious, somewhat dark, idiosyncratic performer, consistently selecting roles that surprise critics and audiences alike.

He continued to gain critical acclaim and increasing popularity for his work, most notably in 1993's Benny & Joon and in the title role of What's Eating Gilbert Grape in 1993, which cast him as a young man dissatisfied with the confines of his small-town life. In 1994, he re-teamed with Burton in the lead role of Ed Wood. In 1997, he played the undercover FBI agent in Mike Newell's Donnie Brasco. After a starring turn as Hunter S. Thompson's alter ego in Terry Gilliam's adaptation of Fear and Loathing in Las Vegas in 1998, Depp tried his hand at sci-fi horror with The Astronaut's Wife in 1999. The same year, he teamed up with Burton once again on Sleepy Hollow, starring as a prim, driven Ichabod Crane.

He appeared the following year in the small but popular romantic drama Chocolat, followed by a big-budget role as real-life cocaine kingpin George Jung in Blow in 2001. He starred in the terror drama From Hell in 2001 and Robert Rodriguez's Once Upon a Time in Mexico in 2002.

In 2004, the actor earned an Academy Award nomination for his starring role in the family adventure Pirates of the Caribbean. At the end of that year, he turned in a critically acclaimed performance in Finding Neverland, in which he starred as Peter Pan creator J.M. Barrie. In 2006, he returned as Captain Jack Sparrow for the sequel Pirates of the Caribbean: Dead Man's Chest, which broke a box office record in reaching the highest weekend tally ever.

The third installment fared well too. Pirates of the Caribbean: At World's End (2007) was released on Memorial Day weekend, bringing in $138.8 million. Saying goodbye to Captain Jack, Depp took on one of theater's most notorious characters in Sweeney Todd: The Demon Barber of Fleet Street that same year. Directed by Tim Burton and co-starring Helena Bonham Carter, the dark and gory musical tells the tale of a barber kills some of his customers who then turned into pies made by his downstairs neighbor. Depp netted a Golden Globe Award for his work on the film. Off-screen, Depp has gained notoriety for his romantic involvements with several female celebrities, including broken engagements to Jennifer Gray, Winona Ryder and Kate Moss. He was married to Lori Anderson from 1983-1985. Depp has fathered two children with French singer/actress Vanessa Paradis; Lily-Rose Melody born in 1999 and Jack born in 2002.

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Expository Text - Problem/Solution (Team Nº 6)

evelyn.izquierdo — Wed, 09 Jul 2008 22:16:33 CDT

Navigating Mathematics

By Ken Royal April 2007

Problem: In 2004, at-risk students at Lake Highlands Junior High School (LHJH) in the Richardson Independent School District (RISD), Texas, were falling behind mathematically, with none passing the Texas Assessment of Knowledge and Skills (TAKS). Performance by seventh- and eighth-graders on the TAKS needed improvement. Additionally, a large district teacher turnover had increased the number of new teachers who lacked math-teaching experience.

Solution: In August 2005, a new math intervention was piloted at Lake Highlands Junior High for 125 students who had failing math scores on the 2005 TAKS. Of the eight teachers in the pilot program, four had an average of three years' experience, and four were new teachers who had taken an alternate teaching certification route. Texas Instruments provided the technology, including the TI-Navigator Classroom Learning System and the TI-73 Explorer graphing calculators, training instructors and a program manager to oversee the project. LHJH instituted common weekly planning periods for teachers and IT staff and set assessment benchmarks.

Two very important needs were suggested, and both played a crucial role in the intervention process. Students were asked what they wanted out of a math class, and they said more time. Teachers were asked what they needed to be successful, and their answer was more math training. Based on those suggestions-plus district needs and data-LHJH and Texas Instruments developed key points to positively impact math performance. They doubled instruction time from 50 to 100 minutes on a daily basis, integrated Texas Instrument's technology, used common aligned assessment, accelerated the curriculum, and set high student expectations.

Math Class Teachers learned how to integrate the TI-Navigator system's real-time feedback into their teaching and to instantly assess student understanding. Because they could quickly see whether students understood a concept, they knew when they could move forward, or if additional teaching was needed. Participation increased, which led to in-depth student explanations, where students planned how to solve problems. "I've actually seen the achievement gap closing," says Kristen San Juan, the Texas Instrument's math block program specialist, "and this has taught me that every student is capable of learning."

Benchmarks Based on initial benchmarks, the mid-year review showed LHJH students were enjoying math more than in previous years and that students were more motivated. Over 30 percent of the students who participated in the intervention passed the 2006 TAKS after failing the previous year.

At the end of 2006, LHJH increased its district rankings from seventh to second for seventh-graders and from seventh to fifth for eighth-graders. According to RISD Deputy Superintendent Patti Keiker, Texas Instruments and RISD have teamed up and implemented a successful math program. The pilot program's success has expanded this year to include a more heterogeneous, mixed-ability group of over 700 students and more than 20 teachers at five other district junior high schools. RISD has purchased over $60,000 worth of technology for the implementation, and Texas Instruments will continue to deliver professional development. RISD is hoping that the project will continue to show positive results, allowing the district to complete its plan to include all eight junior high schools in the district. Ken Royal is associate editor.

http://www.districtadministration.com/viewarticle.aspx?articleid=1132

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