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Peterson Inline Ball Valve -06 AN x -06 AN Nose

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Peterson Fluid Systems has produced the best shutoff valve in the racing industry. Produced from aircraft quality aluminum, these valves utilize hardcoated aluminum balls and bodies along with Teflon® seals. Available in several combinations, these valves make fuel and oil shut off easy.

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Sunday Reading # 2

Second reading today at UAF. We have decided to keep it free for all. We want the children to have fun listening to stories being read aloud. After a lot of search, found the right book for it. Sweet and Salty. I found this book left alone at a book donation drive. No one to pick it up? I was there! I sat alone in a corner reading… and soon I got so much attention, because i was almost rolling on the floor laughing. It was hilarious!

This book is written by Sandhya Rao and published by Tulika Books.

The famous storyteller, Gorannagaru, is in the village to recite the Ramayana. Bangaramma forces her husband, Penchilayya, to attend. Tired and sleepy, he goes quite unwillingly – and finds the stories sweet one night, salty another! Bangaramma is intrigued . . . A gentle folktale from Andhra Pradesh about the magic of stories. The illustrations derive from the style of and colours used for making the traditional Kondapalli toys of Andhra Pradesh.

We had a rip roaring time laughing and listening to the trials of Penchalayya of Narasanpeta. Please pick up a copy of this book here.

Sunday Reading # 1 – A Friend for Bolton the Lion

Anu and I were looking forward to read the play – A friend for Bolton the Lion. We began having fun reading the script together. We read it out to some friends, and decided to open out the reading to others as well. Soon heard the thrilling news from the agents of the playwrights Erik Schaffler and Uwe Schade who gave us permission to read plays for children.

The script was really fun and collaborating with Anu was really interesting too. After nearly 20 years, we got back on stage together. It was the first reading for children at our new space – Untitled Space.

My friend Lovise watched as did my father. It was just the best morning… getting back on stage as an actor .. I felt at home… I felt free…

Anu and I realised that this was something we had to do for children. Read stories to them every month. So we have begun our work. We will be reading the next month on 5 March 2017. Get ready!

Acting class: Liam Neeson

In my drama class, I use videos to demonstrate how great actors use principles of acting and it almost turns into a master class. While there are many differences between being on the screen and being live on stage, they are great master classes.

I find Rickey Gervais’s webseries Life’s Too Short – like a mine for these master classes on comedy. My middle school children are trying to work on comedy and improvisation. We are beginners at this, and I find that hte hardest to practice is the first and second rule of Improv

  1. Accepting the gift.
  2. Going with the attitude of Yes And!

Quiet often our own personal remarks short ended and end the scene, or worse – lead no where. Liam Neeson is a great example of this.

This whole sketch is full of pregnant pauses. In comedy, a pregnant pause is a technique of comic timing used to accentuate a comedy element. David Letterman (whom I love) has perfected the act of pregnant pause. In this, Ricky Gervais has used it to show discomfort as a character.

Liam shows how even a good improv actor can be dragged down if the basic ideas of improv are not followed.

In class:

  1. Talk to the students about the two rules of improv theatre
  2. Watch the sketch
  3. Discuss the different elements of comedy and identify them
  4. Ask students to identify what elements of improv are being used in the sketch.
  5. How is Liam resisting improvisation.
  6. Discuss what we do to take the story forward or not.

Have a look.

Upcoming in Pondicherry: Actor’s workshop at AdiShakti

AdiShakti has announced the dates for the latest SOPE – in January 2017
3 – 12 January 2017

– – – HOW TO APPLY – – –

To initiate the process of booking please send us a small CV and acceptance letter by email. For further correspondence please write to the following email address:

Or call:

Apoorva : +919047530689

Nimmy: +919487514962

As seats are limited, send in your forms early. On hearing from us regarding your selection, book your place by sending an advance of the full fee.

Fee will be INR 45,000/- including lesson fee, accommodation on a twin sharing basis, food, laundry, etc.

For wire transfer / bank transfer the details are given below:

Name of Account Holder: Adishakti Laboratory for Theatre Art Research
Account Number: 05640200027975
Account Type: Current Account
Name and Address of Bank: Bank of Baroda, No 58-60 Vellala Street,
Pudhucherry 605001
MICR Code Number: 605012002
payments by demand draft should be payable to ALTAR or Adishakti and posted to:
Adishakti Laboratory for Theatre Art Research, Adwaitam,8 Appavou Nagar, Vazhakulam, Pondicherry 605012,India

We request that foreign nationals contact us at the coordinates below before initiating any payment transaction.

Before making either wire transfer or demand draft payment please intimate us at
the following coordinates:

Email :

Apoorva : +919047530689

How to reach Adishakti
You can reach Adishakti from Chennai (the nearest airport and main train station) by road. It is a three hour journey by bus and a two and a half hour journey by taxi. From Bangalore there are direct buses to Pondicherry which take approximately seven hours.
The Adishakti Campus is 8 kilometers from Pondicherry and is 100meters off the Chennai-Tindivanam-Pondicherry highway/ the Bangalore-Tindivanam- Pondicherry highway.
Should participants need to be picked up from Chennai we could engage taxis which would meet them and bring them directly to Adishakti. A taxi charge for such a pick up is approximately Rs.2700/-,79.790767,18z/data=!4m5!3m4!1s0x3a5366d09c954a8b:0xcdafc887f69c9e7d!8m2!3d11.9872884!4d79.7924137?hl=en

Upcoming in Bangalore: The Royal Hunt of the Sun

Upcoming: Centre for Film and Drama is coming up with a new production – Peter Shaffer’s The Royal Hunt of the Sun – designed and directed by Prakash Belawadi. This show is on in Ranga Shankara between 9 – 11 December 2016

Ashok Mandanna is set to play Pizarro. Wonder who is cast as Atahualpa Inca.

Nataka watch maadi!


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{Regular form/first 3 pics}
" does Zetty sound for you ZETTON?"
~Shocky Naming her new Friend/ZETTON Zetty"
Zetty the ZETTON
Calm, kind, caring
Likes Destroying stuff and destruction
Likes her friends and Shockey
Likes Sleeping
Dislikes being defeated
Dislikes when someone calls her weak
Dislikes her inferiority to Hyper ZETTON
Zetton staff_____ Zetty carries with her that she uses for most of powers and energy manipulation, she also uses this to beat enemies down_
{Rebound Beam}
By catching an incoming beam with her hands and when combing her fists, Zetton can absorb any energy beam based attacks with her hands and convert the energy into her own and reflecting the energy as a stream of missile-strength, purplish energy waves from his hands. These waves are very powerful, able to bring down opponents in a single shot due to its fatigue-inducing powers.This attack is also known as "Zetton Blader". If aimed correctly, this can kill Ultras with a single use if the beam strikes their colour timer.
One Million Degree Fireballs
Zetton can emit and launch a variety of yellow fire balls from her mouth, or the orange-yellow stripe spot on her face/forehead. These fireballs range in power with explosive results, vary from being small and weak, which can be fired in rapid succession, to being bigger and more powerful (about the size of his face), creating entire explosions that are larger than himself and are capable of overwhelming the strongest of foes and energy shields. The attack is also known as "Meteorite Fireballs"
{Zetton Shutter (ゼットンシャッター Zetton Shattā?)}
When attacked, Zetton can create and erect a large, powerful, protective, crystal-like energy force field shield around his entire body that is capable of protecting her from all but the strongest of attacks. Should Zetton close the force field while being attacked, projectiles will be bounced directly back at the source. However, the barrier has an opening at the top, and does not shield him from attacks thrown from above his head. In Ultraman, it is yellow, in Max, it is blue.
In order to confuse opponents, Zetton is capable of instantly teleporting herself short distances.
Super Strength
Zetton has great strength, capable of taking on the combined might and forces of Gomora, Litra, and Eleking at once. This great strength he has also allows her to rival the strength of powerful monsters such as King Joe Black and even the Ultramen.
Red Beam
Zetton can fire red-coloured beam from her head.
Light Balls
Zetton fire light balls from her yellow spot at her face It also can be fire rapidly.
Breaking the habit by linkin park
Along with Shockey, Zetty was a ZETTON captured by Scientist and humanized into a human, for months she tested on and experimented on by scientist. She didn't like Shockey nor did she even like the other Humanized kaijus in the facility but she did agree with them that they want they're freedom back.

After 2 months, when Shockey escaped her cage and freed Zetty, this was her only chance to make them pay after all the pain they caused them and blew them to pieces with with One Million Degrees fire balls. After the dust had Settled and the facility was burned to ash, Shockey had persuaded her to become allies but she couldn't call her ZETTON all the time, So she gave her the name "Zetty" because Shockey fitted how adorable her face was when she looks bored.
On a distant island somewhere Unknown where she lives with Shockey

{Hyper Zetty form/last 3 pics}
Arrogant, calm, determined
Dark Fireballs (暗黒火球 Ankoku Kakyū?)
Hyper Zetton (Imago) can launch extremely powerful fireballs from the yellow orbs on its chest, capable of generating immense explosions on impact. When fired, they can also split up and be shot multi-directional and in rapid succession. These can also be charged for a much more powerful attack.
Hyper Zetton Absorb (ハイパーゼットンアブゾーブ Haipā Zetton Abuzōbu?)
When an opponent fires a beam or some other form of energy attack upon Hyper Zetton, it can extend its arms and absorb beam attacks by generating a portal-like hole vortex in front of himself that will quickly absorb the projectiles. The energy is absorbed when the vortex is collapsed and then fired back at his attacker with his "hands."
Hyper Zetton Teleport (ハイパーゼットンテレポート Haipā Zetton Terepōto?)
In order to disorient opponents and land several blows consecutively, Hyper Zetton (Imago) can and is capable of teleporting short and long distances. It appears as his body taking on a wavy form. While performing this, he can temporarily create a shadow clone of himself to attack his foes.
Hyper Zetton Barrier (ハイパーゼットンバリヤー Haipā Zetton Bariyā?)
Hyper Zetton (Imago) can and is capable of generating and erecting a powerful energy shield around its entire body, capable of protect it from even the most powerful of physical and projectile attacks.
Double Strike: Often used with its teleportation, Hyper Zetton (Imago) can generate a short-lived clone of itself that will strike an opponent on the opposite side before returning to its body.
Collapse Aura (コラプサーオーラ Korapusā Ōra?)
Hyper Zetton (Imago) can surround himself in purple flames born of the evil energy that empowers him. It is stated that this ability can also help Alien Bat create monsters without the use of Sphire.
Hyper Zetton (Imago) can fly through the air with ease both with or without the help of his retractable wings on his back. When the wings are unfolded, Hyper Zetton is capable of flight at Mach 33.

It is stated that if Hyper Zetton's wings are destroyed, he will lose his increased speed, as well as his teleportation and barrier abilities. Even though he has an absorption ability, even a blast so powerful such as the Cosmo Miracle Ray can overpower Him
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"T-this will be fun!"
//Code Name//
Shockey the Eleking
//Real name//
Determine, Stubborn, kind/Caring towards allies, Hungry
Likes destruction
Likes Electricuting things
Likes Food
Dislikes having her tail cut off
Dislikes having her antennas blasted off
Long Electric Whip Tail
Eleking’s tail is very long and flexible that he is capable of extending it long enough to allow it to be used as if a whip for whipping opponents mercilessly or even a tentacle used to constrict his foes, wrapping around and choking opponents. His tail can also deliver paralyzing shocks of electricity.
Lightning Bolt
When needed, Eleking can launch a powerful bolt of lightning spewed from his mouth. This bolt has tremendous firepower, strong enough to be able to completely kill weaker monsters in just one hitting shot.
Electric Burst Wave Disc
Eleking can launch blue or yellow, crescent-shaped, electric disc wave bursts of electric energy fired from his mouth. These waves are very powerful and can create missile-strength blasts, cause moderate sized explosions and large fires, and also surge electricity through an opponent. He can even fire these in such rapid succession they develop a beam-like effect.
Electric Shock
Focusing its power, Eleking can send surges of thousands of volts of immense amounts of electricity through any part of its body, delivering a nasty shock. In addition, by simply grabbing hold of a victim, Eleking can channel and send millions of volts of shocking electricity into an opponent’s body through his touch, shocking anything and anybody that makes contact with him. His shocks are strong enough to kill/destroy monsters, if used long enough.
Adept Swimmer
Eleking is able to survive underwater even without being in tadpole form and can also swim very fast.
Carbon Dioxide
Eleking III can spew pure carbon dioxide from its hands. This can cause both humans and Ultras to suffocate.
Electric Shock Surge
Focusing its power, Eleking can sends surge thousands of volts of electricity through any part of its body, including the end of its tail, delivering1 a nasty shock that can electrocute others.
Electricity Absorbtion
Eleking can and is capable of absorbing electricity from nearly any power source around its body through its touch.
Well, Shockey is humanized Eleking that was created in a lab where at team of scientist were humanizing kaijus for research and Shockey was one of them. Shockey was tested for her abilities to conduct/Absorb and Manipulate Electricity but she didn't like either of the kaijus nor Scientist that tested on her and always try to break free of her cage. Shockey was always put in a cage or cell designed to keep her tamed and left her nothing to do there but sit there until she's tamed which never happens, after a few months Shockey started to grow more hatred for the Doctors than kaijus execpt for that one scientist who took good care of her and fed her while the others only fed her once a month when he's Gone.

Now grown tired of her confinement, she Escaped by freeing A ZETTON from being humanized and let rampaged Through the lab facilities. Now Free, Shockey had nowhere to go but wonder the world learning how to live like this seeming that she is no longer her old self and is now stuck as a human. Atleast she made Squad of kaiju friends with her so she doesn't feel alone
Has none but her allies
4 Photos - View album

I need some warriors.
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My vehicle
The easiest way to buy your tires and wheels online

Goodyear - Eagle F1 Asymmetric 2

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FOR TIRES: Wheels/rims/mags are not included.

Dimensions: 235 / 35 / R 19 / Y
Goodyear - Eagle F1 Asymmetric 2 - 235/35R19 91Y XL

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Goodyear - Eagle F1 Asymmetric 2 - 235/35R19 91Y XL

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SKU GO784334348
Related Products N/A
Manufacturer Goodyear
Model Eagle F1 Asymmetric 2
Weight 24.0000
Aspect Ratio 35
Wheel Diameter 19
Wheel Width 235
Tire Qualities No
Load Index XL
Speed Rating Y = 186mph / 300km/h
Winter designed Tire No
Usage Summer
Studdable Tire No
Comments No
Load Index N/A
Lower Load Index No
Mesuring Rim Width 9.5 on 8.5
Original Equipment No
Overall Diameter 25.5
Rim Width Approved 8.0 - 9.5
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Tread Width 9.5
Sidewall Lettering N/A
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Reinforced Tire Yes
Runflat Tire Technology No
Uniform Tire Quality Grading (UTQG) 240 AA A
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My vehicle
The easiest way to buy your tires and wheels online

Pro Comp - Series 31 - Matte Black

Photos may differ from actual product.

Dimensions: 18x9 / 8x170
Center Bore: 130.1
Pro Comp Series 31 Matte Black wheel (18X9, 8x170, 130.1, 0 offset)
Total :

Installation kit includes nuts/bolts, centering rings & installing key. 95% of the Wheels will need an Installation Kit. The kit will be removed by our expert if you don't need it.

* Required Fields

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Pro Comp Series 31, Matte Black, 18X9

Additional Information

Color Matte Black
SKU 70318970
Model Series 31
Manufacturer Pro Comp
Weight 25.0000
Comments N/A
Wheel Type Styled Wheel (Mag)
Bolt Circle Diameter 170
Bolt Pattern 8x170
Center Bore 130.1
Diameter 18
Number of Nuts/Bolts 8
Offset 0
Width & Diameter 18X9
Width 9
Original Equipment for N/A
Usage 4 seasons winter approved
Deals N/A


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KchmViewer Portable

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KchmViewer is a full-featured CHM (MS HTML help file format) viewer with advanced multilingual support. CHM files are often used as help files for applications and sometimes used for ebooks and instructional manuals.

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Lemon and Oranges Collage PowerPoint Template

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About this template
This clear blue PowerPoint template with collage of pictures of lemon and oranges splashes in transparent glasses on the background will be perfect choice for presentations on pure water, vitamin C in pure mineral water, bottled water, clean water, drinking water manufacturers, health life, etc.
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Samuel May House

Samuel May House History & Information

1035 North Lake Drive
Prestonsburg, KY 41653
Telephone: 606-886-1341

Built in 1817, the Samuel May House was the childhood home of Colonel Jack May, commander of the 5th Kentucky Infantry, C.S.A. and the leading Confederate officer in the Big Sandy Valley. The 5th Kentucky Infantry was organized at the May Farm and the house was used as a Confederate recruiting post during the Civil War period. Tours of the May House can be made by appointment by telephoning 606-432-3528 or 606-886-1341.


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french revolution of 1830-1848

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irvin martinez

on 17 February 2015

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Transcript of french revolution of 1830-1848

french revolution of 1830-1848
cause of
revolution 1830
liberalism and nationalism began to break through conservative domination of Europe
many became frustrated over poor economic conditions and gov. corruption
middle class clamed for the right to vote
louis tried to rule like moderate
dissatisfaction among republicans
congress of vienna
principle of intervention
believed that people should be free
believed in basic rights
religious toleration
didn't believe in democracy
no state should rule another state
believed each nationality should have there own gov.
is the devotion to the interest or culture of a particular nation
they wanted to restore peace and stability in Europe
restore old order
they rearranged territories in Europe
form a new balanced power
wanted to keep any country from dominating Europe
what led to the revolution that swept across Europe in 1848
napoleons defeat
European ruler wanted to return to conservative order and keep a balance power among nations
liberals and nationalist struggled to achieve more liberal gov. in nations
the french revolutions of 1848
most french were angry because they could not vote
people wanted french republic
there was lots of unemployment and expensive food
gov. changed
france became a republic with a constitution
9 million french could now vote
louis napoleon became president of french
congress of Vienna had made Netherlands and belgium one country
belgians were french speaking catholics
the dutch were dutch speaking protestants
belgians riot in the streets
Belgium becomes and independent state
Belgium has a liberal constitution
belgians win
revolution Poland 1830
Poland was divided up between Russia, Austria and Prussia and the congress of Vienna
Poland wanted their own country again
Russian army puts down the rebellion using brutal force
revolution austia 1848
Austria empire included hungarians Czech Slovaks
each of these ethnic groups wanted their own country
hungarians and Czechs lose
revolution italy 1848
italians wanted their own country
Italy looses
revolution Germany
german students and workers wanted reforms and nationl unity
liberals cant agree on what type of gov. Germany should have
conservatives attack them
germans loose
Full transcript


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EFL and Inclusion (long)

Puzzle Pieces

Marcela Núñez

on 9 June 2013

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Transcript of EFL and Inclusion (long)

The EFL principles in the curriculum for addressing diversity in I and II cycles of an elementary public school Cultures gender woldviews socio-economic status learning styles physical capacities abused children children with emotional and behavioral conditions different beliefs abroad ethnic backgrounds gifted children children with special educational needs Diversity How do EFL principles, reflected in the instructional strategies used by teachers, address diversity? I am an EFL teacher. I feel anxious about going to work and put into practice everything I've learned in college. A little over two years ago, I was given the opportunity to teach fourth and sixth levels in an elementary public school. Once there, I was informed by the homeroom teachers that there were several students in those levels with significant accommodations. Like other teachers, I was required to comply with the procedures stated by official policies and regulations about students with special needs. I studied the students' personal files and saw that although these students were in fourth and sixth grades, they followed individual plans with first grade level in English. Later on, I interviewed the students and learned that they barely answered few questions. I wondered why these students hadn't advanced in their programs throughout the years. Looking back in their personal files, they seemed to be stuck in first grade for several years.

I was worried. Unlike their peers, I saw that these students did not benefit from EFL methodology. I tried to do my best, but difficulties arose when developing the individual plans. On the other hand, I felt uncomfortable with these policies. They did not allow me do my job the way it supposed to be. In my opinion, the procedures for addressing significant accommodations contradicted what I learned in college.

I had a big problem...So, I started to research in two directions: my field of specialty and the educative system. The Problem So, I set out my goals Objectives To analyze the EFL instructional strategies used to address diversity in the I and II cycles in consonance with the inclusive curriculum being implemented in the target public school.

Specific Objectives

1.To determine the EFL teacher’s instructional strategies for addressing diversity in the inclusive classroom

2.To examine the attitude of the EFL teachers towards the inclusive curriculum in their classrooms

3.To determine teachers’ awareness of an inclusive curriculum and the way they implement it with their students

4.To examine the learning experience of the students in the context of the inclusive curriculum Communicative Language Teaching CLT Communicative competence Interaction Individual characteristics Multisensory learning mime - listen - see Previous knowledge equity, respect, collaboration, participation, tolerance, friendship, joy, cooperation, self confidence, autonomy, etc. communicative competence functional language for meaningful purposes unrehearsed contexts genuine interaction active participants learner centered Krashen's Affective Filter Hypothesis Krashen's Comprehensible Input Hypotheses Intrinsic and extrinsic motivation

Intrinsic motivation favors long-term retention, self-esteem, and autonomy Vygotsky ZPD: support from teacher and more competent peers Bruner's Scaffolding mediation mechanisms
attend to important details
directs attention to relevant information
helps notice Social experience Pragmatics When
With whom values
motivations How language is used according to the situational context. Group work promotes collaboration
lowers the affective filter
helps ZPD
enhances CC
launches independency Howard Gardner's Multiple Intelligences Theory We are not the same.
Pedagogy that appeals to all intelligences
Pedagogy that addresses the whole person
Language embeded in activities that adress the intelligences Ausubel's meaningful learning
rote learning Subsumption Background experience material enters the brain material interacts with
pre-established entities material becomes
meaningful Culture language and culture
cultural experiences
depart from L1 cultures
build positive attitudes to other's culture
cultural awareness favors positive attitudes toward L2
intercultural communication Values First, let's examine my field of specialty... Now, let's check the context... Which barriers in the system diminish the quality of the education students with barriers to learning and participation receive in the PES classrooms? As it turns out, my problem has its roots in the integrationist approach... because...
Actions still center their attention on individualized efforts to support "students who fail to fit into the available education services (curriculum adaptations, specialized support, etc) rather than modifying those aspects of the educational and learning context that limit participation and learning for all" (Blanco, 2008)

Although integration has broadened the opportunities for students with barriers to learning and participation, it has not influenced the educative system as a whole. On the contrary, still persist "parallel structures and educational approaches for different groups of learners" (Blanco, 2000). Inclusion is a process for addressing and responding to diversity.
aims at increasing the learners participation and reducing exclusion.
covers all children.
places a responsibility upon the educative system to educate all children.
is concerned with the whole person.
Children with and without disabilities learn together in same classrooms.
Children with any kind of impairment receive additional support, but following the regular curriculum, not a different one.
involves changes and modifications in contents, approaches, structure and strategies. Quality education Students reach their fullest cognitive, emotional and creative potential in the process of learning.
Students gain self-esteem The inclusive curriculum is a common framework of activities and objectives that reflects the diversity in all aspects.

impacts contents, teaching and learning methods, assessment, and resources.

stimulates a child friendly environment.

considers that not all students are at some particular point in learning.

is relevant and pertinent. Differentiation Teachers have to develop classroom routines that attend to, rather than ignore learner variance in readiness, interest, and learning profile.
It impacts contents, teaching methods, activities, materials, and assessment.

Readiness: teaching within students' ZPD
Interest: interest based instruction, which is linked to motivation
Learning profile: students' preferred mode of learning (learning style, intelligence, gender, and culture Teachers should find out... what students already know and can do,
what interests them,
what related experiences they have had,
what learning styles work best for them Denial after
1948 Acceptance Understanding 80's
90´s From
1994... knowledge A legal frame began to articulate from international declarations and conventions.
All these documents observed the Universal Declaration of Human Rights (1948)
Integration movement emerged It gathers updated views on special education and a shift towards inclusion from a perspective more likely to charity and benevolence
people with special learning needs filled special education institutions as segregated students
society did not see a real change in education. before
1948 You see, societies worldwide have always changed their approach to educating people with cognitive and physical disadvantages.
UNESCO (2005) identifies four phases or stages of the process. Why did the integration approach failed? So, are we living the inclusive approach right now? Not quite...
you see.. Oh yeah? How is
that possible? Through the inclusive
curriculum! One moment, that sounds complicated... But that's our specialty! EFL TEACHERS Not so fast..!
Remember this piece of the puzzle? children with special educational needs Literature tells that this category of diversity has been subject of unequal learning situations for many years now! (They are in disadvantage) New term: students with barriers to learning and participation ...to direct the attention to removing those aspects of the system that impede these students access to quality education. Barriers to learning and participation These barriers exist because... PES still answers to the integration approach! Law 7600 (1996) Igualdad de Oportunidades para personas con Discapacidad
MEP's Políticas, Normativa y Procedimientos para el Acceso a la Educación de los Estudiantes con Necesidades Especiales (1997)
Addendum to Circular DVM-DR-154-03 29-03-05 "Lineamientos para el Trámite, Aprobación, Aplicación y Seguimiento de las Adecuaciones Curriculares Significativas" unclear view of diversity
unclear view of inclusion
negative attitudes toward inclusion
lack of commitment to inclusive values
bad judgements about students' capacities (self fulfilling prophesy)
fragmented or contradictory policies
unsuitable curriculum The main support for students with barriers to learning and participation comes in the form of curricular accommodations... curricular
accommodations access accommodations Significant accommodations Non-significant accommodations Official policies and regulations behind special accommodations Oh my God!
Someone has to do something! RELAX! WE ALREADY HAVE THE LEGAL FRAME TO SUPPORT INCLUSION! Law 7600 (1996) Igualdad de oportunidades para personas con Discapacidad
Law 8661 (2008) Convención Sobre los Derechos de las Personas con Discapacidad

Additional help from...

CENAREC, created in 2002
Document "Centro Educativo de Calidad como eje de la educación Costarricense" (2008) by Consejo Superior de Educación
MEP's Comisión de Apoyo a la Educación Inclusiva pilot plan "Centros Educativos de Calidad con Orientación Inclusiva" Article 24 States Parties shall ensure an inclusive education
system at all levels and lifelong learning directed to:

(a) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;

(b) The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;

(c) Enabling persons with disabilities to participate effectively in a free society.
(United Nations, 2006. p 16) "We have two approaches going on
at the same time...
Integration and Inclusion" I'm not sure about this. Can you prove what you're saying? Well, let's see what's going on
in the field... Methodology I knew exactly what to do...
I just needed to analyze... I also wanted to be able to... 1. explore and understand a social problem
2. have an active role as a participant How teachers put into practice those EFL principles of inclusion by means of the strategic dynamics they carry out in the classroom in order to address the student’s uniqueness within the all inclusive concept of diversity.
Where? Nuevo Horizonte Elementary School in Heredia.
When? During the second and third trimesters of 2012
With whom? Two groups from I cycle and two groups from II cycle and their English teachers.
Who else? EFL teachers in the province of Heredia, who attended the workshop “Adecuaciones curriculares para docentes de Inglés en Servicio” offered by MEP to elementary and high school teachers between March 14th and April 25th, 2011, under the auspices of CONARE-MEP as part of the Costa Rica Multilingüe effort. Qualitative: “a means for exploring and understanding the meaning individuals or groups ascribe to a social or human problem” (Cresswell, 2009, p. 4). The researcher plays an active role in the investigation, as a participant (Hernández et al, 2006). 3. analyze the work of the EFL teacher in terms of addressing diversity within an integration context, such a public school
4. probe a hypothesis and pinpoint barriers in the system Case study: “investigates a contemporary phenomenon in depth and within its real context, especially when the boundaries between the phenomenon and context are not clearly evident” (Yin, 2009, p. 18). 5. describe what was going on in the classrooms according to the perceptions of the participants, including the researcher herself. Descriptive: it reveals “the nature of certain situations, settings, processes, relationships, systems, or people” (Leedy & Ormrod , 2010, p. 136) and it describes the events according to the participants’ perception (McMillan & Schumacher 2005, p. 402). 6. construct a reality through the constructivist worldview of inclusion, by means of interacting with the participants in the setting in which the problem happened and interpreting the meaning they gave to the problem The worldviews of the participants and the researcher come involved in the construction of a reality, relative to and understood from their own perspectives: “basic set of beliefs that guide the action” (Guba 1990, as cited in Creswell, 2009, p. 5). Constructivist worldview:
First, the interaction processes take place among individuals.
Second, the research itself takes place in the setting of the participants where the researcher can understand the problem better.
Third, the researcher intends to make sense of (or interpret) the meanings others have about the situation (Creswell, 2009, p. 8). Descriptive qualitative research with elements of a case study I sampled the site and population *maximum variation sampling
*intentioned sampling 1. school
2. population
3. services
4. participants I designed the instruments considering key concepts found in the problem and objectives *Observations (I and II cycles groups and their teachers)
*Interviews (for EFL teachers of the school)
*Artifacts (found in and out the context of the lessons observed)
*Questionnaires (for the teachers outside the institution) I put the data collected into preset categories and subcategories
(also mirrored problem and objectives) Categories Sub-categories Teaching in an inclusive classroom
(Teacher's side) Instructional strategies
supportive resources
Teachers´ attitude
Teachers´ awareness Learning experience
(Students' side) Students' interaction
Barriers to learning and participation I knew the information was going to be valid because... *the means for collecting data reflected the aims of the study
*key concepts appeared in the instruments
*stated the purpose of each instrument
*used quotations from specialized sources
*action was in context
*collection and analysis of artifacts Now, let's figure this out! The analysis and interpretation process *I classified the information into themes
(within each subcategory) to simplify and summarize. *I made summaries (tables) in which I triangulated
the information among instruments and compared with theoretical literature *I made connections, found similarities and differences...
*I interpreted information and supported own views with literature *I made graphic representations to help reader visualize interpretations *I described what I was doing.
*I described what I gathered. *I draw conclusions Instructional strategies
(interviews-observations) justified the how teachers reached students diversity
fulfilled the EFL principles of participation, interaction, multisensory learning, multiple intelligences, scaffolding, subsumption, and motivation
teachers exceeded in the classroom what they said in the interviews *I placed the information from each instrument into each subcategory
*I chose representative segments (used exact words) Instructional strategies used to address diversity 13 barriers that obstruct the learning and participation of students with significant accommodations Themes In the classroom they did... Teachers said they... Communicative
competence Encourage participation by... awareness of importance of English
playing games
play and sing
using songs
varied activities
competitions provided multiple opportunities to participate foster interaction dialogues, pair presentations, group work, speeches, giving flashcards and students make dialogue pairs, trios, group work, cooperative learning Differentiation Address the learning channels during presentation by... V: using flashcards, drawings

A: music, songs, telling stories, repetition, dialogues

K: mime addressed all learning channels during presentation Scaffold the contents and tasks by... drawing on the board
peer feedback
using pictures as support
lots of practice
contextualizing pictures and sentences
emphasizing words and sounds
repetition gave short instructions
used questioning
gave pieces of information
guided tasks
provided plenty of examples
emphasized sounds
teacher and peer feedback
modeled the exercises
gave clear instructions
mimed Addressed multiple intelligences by... use of music
group/pair work pair, trios, group work
individual work
use of English, production
TPR, dancing, mime
figuring out quantities before saying number
showing and telling the time
chanting and singing Elicit previous knowledge by... Telling stories students can relate to
questioning the students
using drawings
through pictures and flashcards
bringing familiar objects from home reviewed previous lesson
reminded classroom rules
stated the objective
brainstormed before introducing new topic Motivation talking about the importance of English
using songs
playing games
playing the radio
using the projector to show videos
rewarding free time after a practice
giving positive feedback
congratulating students class atmosphere
warm up activities
telling jokes
engaging activities
pair, group work
videos Supportive resources
(visuals, audio, realia) *academic support and from the optic of inclusion

They enhanced the teaching experience and supported the children’s needs.
All artifacts turned out to be pertinent.
They were accessible in terms of size, clearness, volume, and explicitness.
There was coherence between the views of the participants and the artifacts found in and out context of the lessons. addressing the learning channels
addressing multiple intelligences
eliciting previous knowledge
motivating the students strategies and artifacts
complement each other Teacher's attitude
(interviews-questionnaires) optimistic
cautious Pessimistic attitudes 50% 40% Law is not being implemented

24% System is not ready for inclusion

12% Law is partly implemented

4% Law is implemented wrongly

4% Self confidence

4% Additional work Optimistic attitudes 28% 71% agreement
29% teacher´s role Cautious attitudes 22% 37% Teachers need more training

36% It is a matter of attitude

27% It is a greater responsibility Teachers' awareness
(interviews-questionnaires) The inclusive curriculum is inherent to their job.
They put into practice EFL principles to teach a language. In the process, they differentiate the curriculum, teach culture, reinforce values, promote participation, and research on new ideas to help students.
Their methodology allows the diversification of the teaching methods. By differentiating the curriculum
(18 views) curriculum suited for all students
consider learning styles and multiple intelligences
using variety of techniques
helping students reach their maximum capacities "...classroom routines that attend to, rather than ignore, learner variance in readiness, interest, and learning profile. Such routines maybe referred to as "differentiating curriculum and instruction" (Tomlinson, et al, 2003, p. 121) By promoting culture and values
(6 views) students learn about differences in culture
encourages respect and tolerance
building knowledge, acceptance, and respect toward other cultures MEP's Programa Nacional de Convivencia en Centros Educativos (2011) seeks to "stimulate social relations based on respect, knowledge, acceptance, and enjoyment of diversity, participation, and a sense of belonging" (MEP, 2011, p. 7) By fostering participation
(4 views) Making sure all students get equal opportunities of learning and participation "...Schools should be able to offer opportunities for a range of working methods and individualized learning in order that no pupil is obliged to stand outside the fellowship of and participation in the school" (UNESCO, 2005, p. 16) Through EFL methodology
(4 views) Teachers use their many skills, ability to motivate students and promote collaboration

EFL intend that everybody communicates regardless of individual differences "the curriculum should be flexible enough for embracing the needs of particular students in terms of religious beliefs, linguistic background, ethnic differences, particular impairments, and so forth" (UNESCO, 2001c, p. 95) By recognizing the types of diversity
(3 views) nationalities, ages, learning styles, physical abilities, culture, socio-economic levels, knowledge, multiple intelligences, academic levels, etc. By understanding the concept of inclusion (3 views) all included in the learning process

including all in the normal curriculum "Placing the student at the center does not imply that students need to be taught and will learn subject matter separately. Within the framework of the classroom, individual adaptations can be made" (UNESCO, 2004, p. 17) By researching
(1 view) teachers research on new ideas to enrich the teaching-learning process UNESCO (2004) suggests finding out "what students already know and can do; what they do not know and cannot do; what interests them; what related experiences they have had, and what learning styles work best for them"(p. 20) EFL inclusive curriculum differentiated instruction
values EFL Methodology
participation types of diversity
concept of inclusion
research Is EFL methodology comparable to curricular accommodations? Yes Yes, but cannot be applied in the case of significant accommodations. No Students' interaction
(interviews-observations-questionnaires) CLT : “the role of the students is of active participants in their own learning process. Learner centered, cooperative, collaborative learning is emphasized, but not at the expense of appropriate teacher-centered activity”
(Brown, 2007, p. 46). students Filling out a worksheet (pairs)
greeting, praying (whole group)
playing hot potato (whole group)
TPR (whole group)
playing memory (pairs, trios)
brainstorming (whole group)
playing bingo (small groups)
making illustrations (pairs)
dancing TPR song (whole group)
Q/A task (pairs)
dialogues (pairs
cooperative learning task Student with barriers to learning and participation working alone in a worksheet with different subject
sitting quietly
working alone in a worksheet with different subject
working alone in a worksheet with different subject
playing memory game with peers (by own request)
inferring spontaneously (even though it was not on his PEI)
spending time with teacher, working on own booklet, different subject
working with teacher, different subject
walking around, no participation
working with a tutor on a different subject
worksheet in a different subject
spending time with teacher, by then joining a group (by own request) worked with different syllabus (13X)
sat apart by wall or next to teacher's desk (13X)
did not participate of other activities planned (11X)
did not receive adequate amount of time indiv. attention (10X)
did not interact with peers (10X)
worked alone(9X)
did not share with peers (9X)
were given verbal instructions and then left alone working (6X)
received plenty of personalized instruction from teacher (2X)
refussed to work in his PEI (2X) Barriers to learning and participation
(interviews-observations-questionnaires) 13 barriers: 12 within the system, 1 within the student
PEI with different academic levels main barrier
PEI with different academic levels in turn generates other barriers
Affective factors (negative) behind tags
Students feel unmotivated, undervalued, discriminated, dependent, confused. lack of resources
(5 views) PEI with different academic levels as separate programs
(13 views) Teachers do not have the academic background to support students
(4 views) Evaluation policies (3 views) Negative attitudes toward inclusion
(3 views) Official policies do not agree with inclusion
(2 views) The attitude of parents
(2 views) Teachers are more concerned with the completion of the program
(1 view) inappropriate methods
(1 view) the gap between the English I and II cycles programs
(1 view) teachers do not have enough support from the principal
(1 view) The paperwork for the approval
of accommodations takes too long (1 view) focus on the impairment Barriers generated by the PEI *Affective factors (15 views) *lack of time to provide individual attention (5 views)
*discipline of groups interferes with individual attention (4 views)
*large groups do not allow indiv. attention (4 views)
*interruptions while giving individual attention (2 views)
*the amount of extra work for
*teachers who deal with several accommodations at once (1 view)
*pressure of teachers and support committee who do not allow students to share (1 view) Affective factors that interfere in learning Students are being
33% Students feel
33% Students seem
27% Students become

Students feel
6% Under these conditions, how are students with barriers to learning and participation able to acquire/learn a language? So, if EFL teachers use a variety of strategies and didactic materials to teach a language while addressing diversity, what's their attitude about the inclusive curriculum? Well, if teachers understand the implications of inclusion, are they really aware of the inclusive curriculum? Again, teachers seem aware of the inclusive curriculum. It is consubstantial to the EFL principles.
However, What happens with the students that do not benefit from it? As seen, students with barriers to learning and participation are not getting the right learning experience to learn a language.

What keeps them from learning? Discussion Thanks for your attention.
It is deeply appreciated! participation, interaction, multisensory learning, multiple intelligences, scaffolding, subsumption, and motivation The instructional strategies and the supportive resources EFL teachers used in their classrooms proved to be pertinent to address diversity. Negative attitudes: pointed to the divorce Law 8661-System. The other negative opinions could be seen as merely consequences of the no implementation of the law. Optimistic attitudes: agreement with the law. Proactive views of teachers as promoters of inclusion Empathy towards inclusion substantiated the instructional strategies, since they are inclusive per se. Cautious attitudes: The need of more training to meet the expectations of the law. Inclusion was in the hands of educators, therefore their attitude was determinant. The rest of the opinions placed an emphasis on responsibility. *The inclusive curriculum is inherent to EFL methodology.
*Teachers differentiate instruction, promote culture and values, foster participation, use a special methodology, recognize the types of diversity, understand the concept of inclusion, and research in benefit of the students.
*This awareness perhaps propitiated their pessimistic views about the law not being implemented, partly implemented, and wrongly implemented.
*Teachers practice accommodations when differentiating in their daily practice.
*Their understanding of the principles involved in EFL, which are different from all other subjects of the curriculum, make them believe that the students with significant accommodations are not being considered in the curriculum.
*The requirements of official policies do not allow the implementation of EFL methodology with students that follow a PEI with different levels. EFL methodology fails when participation and interaction, vital ingredients of the Communicative Language Teaching Approach that aims at developing communicative competence, take place in the EFL classrooms. The participation and interaction of the students in the PEI was different to those in the regular curriculum.The students with barriers to learning and participation were in clear disadvantage in terms of learning a language. There are many barriers in the system *The PEI designed with different academic level than the rest is the main barrier.
*lack of resources in school as well as appropriate infrastructure;
*teachers not having the academic background to support these kids;
*evaluation policies that focus on numbers, not process; *negative attitudes about inclusion;
*mismatch among policies and law;
*negative attitude of parents;
*the urgency for accomplishing the program keeps teachers from focusing in the real needs of students;
*inappropriate methods of instruction; and others. *Affective factors was the main barrier.
*Lack of time during the lesson to provide individual attention;
*the discipline of the group while giving individual attention;
*the amount of interruptions while giving individual attention;
*the distractions produced by the dynamics of the class;
*the amount of extra work generated by the curricular accommodations, specially if teachers dealt with several at once; and
*the pressure of teachers and support committee, that in their attempt to comply with the requirements of the policies, did not allow children to share. lack of motivation
being undervalued in their capacities by teachers and classmates
suffering discrimination from teachers and classmates
feeling confused
building dependency with the teacher Affective factors There seems to be a very slim chance for these students to learn English. The existence of methodological frameworks such as the EFL principles are of great advantage for the Costa Rican educative system and society as well, since EFL educators in their daily doing foster inclusive values. *Although well intentioned, the official policies (integration) do not converge with the EFL inclusive curriculum If teachers continue to implement such policies for significant accommodations, they will be damaging the integrity of the students by excluding them from the classroom dynamics. Teachers are required to comply with regulations that dictate against their academic background and their morals. The missing piece of the puzzle! Credits:
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The Weight of Poverty In America

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chelsey hall

on 13 November 2012

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Transcript of The Weight of Poverty In America

Are Americans being Overlooked? The Weight of Poverty In America What Comes to mind...POVERTY??? Breaking Down the Dollars Land of the Free Home of the Broke -Do we think this was an over exaggeration of poverty in America?

-Do we agree with the Governmental definition of what constitutes as poverty in the USA?

-Do you feel as though these Feed The Children Campaigns are a method used to hide what is going on in America with our own issues of poverty by putting the attention else where? What is Poverty in America? The government's definition of poverty is based on total income received

The poverty level for 2012 was set at $23,050 (total yearly income) for a family of four.

Most Americans (58.5%) will spend at least one year below the poverty line at some point between ages 25 and 75.

The rate of the extremely poor—people earning less than half of the official poverty threshold—was constant at 6.6 percent of the population. Know The FACTS! 16,000 Yearly Income
Monthly income: $870
Housing: $459 Studio Apt in Indianapolis
Bills: $275(Food, Transportation,Phone, ect)
$870-$459-$275 = $136

$136 Left after each month

Only $50 short of buying those new Jordans!
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