Equal pay act of 1963 Research Paper Example | Topics and Well Written Essays - 750 words

Equal pay act of 1963 - Research Paper Example The Equal Pay Act of 1963 prohibits â€Å"discrimination on account of sex in the payment of wages by employers engaged in commerce or in the production of goods for commerce†. In other words, the Equal Pay Act of 1963 was designed to prohibit employers from discriminating against employees on account of gender. In many instances, the development and implementation of such Act was an urgent response to the existing labor conditions in America and the growing dissatisfaction of women with their inferior job position. Since the end of the WWII, wage differentials between men and women plagued the development of labor relations in America and called for major improvements. However, the Equal Pay Act of 1963 was not the first attempt to curb wage disparities based on gender in American economy: during the WWII, the equal pay for women policy was declared and several federal governments proposed that legislation be implemented to reduce and, finally, eliminate wage discrimination b ased on gender (Fogel, 1984). Actually, Congress took the difficult decision to pass the Equal Pay Act, fearing that the existing wage discrimination would negatively influence the balance of labor supply and demand and would, simultaneously, burden courts with unnecessary paperwork as they are fighting to prove women’s rights for equal pay (Fogel, 1984). In many instances, the Equal Pay Act of 1963 became the turning point in the development of equal labor opportunities in America. Whether the Equal Pay Act of 1963 has far-reaching implications for HR and produces significant impacts on HR practices is difficult to define. On the one hand, the act sets the stage for developing equal wage opportunities for women and men in similar professions and those, who fulfill similar obligations and tasks. Alternatively, it is clear that the Equal Pay Act of 1963 did not produce the desired effects on the state of labor relations in the U.S.: the change in wage discrimination is meager compared to

Comparing School Lunches and Prison Food Research Paper

Comparing School Lunches and Prison Food - Research Paper Example The provision of free and reduced-cost meals to children has been the main focus for this.The nutrition status of the food provided to the children had not been the main focus until recently when the current first lady, Michelle Obama guided the improvement of the feeding program by improving the nutrition status. Over 90% of school going children in the US, both in public and nonprofit private schools participate in the lunch program. The nutrition offered to the children helps promote their health as well as their intellectual capacity to attend to academic tasks. The focus on improving nutrition at school level came following a realization that schools are unique in shaping behavior. This, therefore, means that they offer the best environment to promote healthy eating behaviors. Whereas the major stakeholders, including the parents, health, and nutrition experts as well as the authorities are optimistic about the program, most children are not. Their main concern among the students is the presumed similarity between the school lunch and the food offered in the federal prisons. The amount of food served in schools and that in prison lunch is almost the same. This is based on the number of calories that each of the servings contains. For the prison food, the average number of calories is 1400 which is less than the normal requirement for the adults. Over 90% of school going children in the US, both in public and nonprofit private schools participate in the lunch program. The nutrition offered to the children helps

Reggio Emilia and Montessor Pedagogy Approaches

Reggio Emilia and Montessor Pedagogy Approaches The purpose of this essay is to critically analyse two curriculum pedagogical approaches. The two approaches that will be discussed in this essay are Reggio Emilia and Montessori. There will be an in-depth analysis of the two philosophies and how they are different or similar to each other. It will also include the differing views on the image of a child, role of the teacher and the inclusion of parents and family. There will also be some discussion on the critics of both approaches and the relevance to Te Whariki. Reggio Emilia (RE) is a small city in the Emilia Romagna region of Northern Italy. After the Second World War the people of RE urgently needed to build their lives, not only materially, but also socially and morally. In this time there was a powerful force behind the development of early childhood services (Thornton and Brunton, 2005). The women wanted to build a preschool to provide a new form of education that the next generation would not tolerate inequality and injustice. There was a strong sense of hope for the future arising from the adversity of the past (Thornton, 2005, p4). The Reggio philosophy was developed and shaped by the social and cultural influences in the area. Loris Malaguzzi was the inspiration behind the educational experience in Reggio Emilia. Maria Montessori was born in the year 1870 in Central Italy. According to Standing (1957, p45) Montessori was a strong minded, vivacious and determined child, displaying the kind of independence so highly valued in Montessori schools to this day. Montessori graduated as a doctor in 1896 and was the first woman in Italy to do so. In her early clinical experience she became a supporter of social reform, mainly as it related to the well being of women and children. She argued that enhancing the quality of the environment in which children lived was a way of eliminating poverty, inequality, illness, and criminality. This argument became the foundations of Montessoris lifes work. In 1907 she opened a school for slum children. The school was called Childrens House. It was an environment in which in children from the slums were advancing rapidly in learning. She than decided to abandoned her medical/academic careers and devoted her life to promoting her educational method (Feez, 2010). Malaguzzi was a social constructivist and was influenced by some of the most renown progressive educators and psychologist such as Piaget, Vygotsky, Bruner, Rousseau, Pestalozzi, Montessori, Dewey (Edwards, 2003). Malaguzzi includes Vygotskys concept of Zone of Proximal as crucial to the foundations of children teacher relationships. There is also a value for the operation of thought and language together in building symbolic representation of thoughts, ideas and feelings (Berk, 2007) Malaguzzi believed that children were social from birth, full of intelligence and active explorers (Gandini, 1997). Montessori was influenced by the work of Rousseau, Pestalozzi, Itard and Seguin. Montessoris interest was more practical than theoretical, but her theoretical view was based on Rousseaus work. Like Rousseau she argues that children think and learn differently then adults. Montessori education gives children freedom to explore the environment through their senses but they are given little external guidance on what to pay attention to and how to think about discoveries (Feez, 2010). To find an approach that provided opportunities for freedom and at the same time helping children adapt to society, Montessori looked at the work of French doctor Itard and Seguin. It was Seguin method which Montessori used successfully to teach deficient children in the 1980s, and when she used the same approach in 1907 to educate street children she was amazed at what unfolded. The RE philosophy was influenced by Malaguzzi. Malaguzzi emphasises that the theory which provides the underpinnings for the Reggio approach requires ongoing communication and dialogue, teachers as co-researchers alongside children, and revisiting ideas, guides and practice. Children are seen as a community of learners. It recognises the importance of ways in which children learn and consider each child as gifted. Children with disabilities have the full participation into the structure and are spoken to as children with special rights (Gandini, 1997). In the Reggio approach there is no predetermined curriculum. Short term and long term projects are developed from childrens interest, first hand experiences and their working theories about the world (Rinaldi, 2006). Children are encouraged to grow in competence to represent and symbolise ideas, feelings through any of the hundred languages. The teacher follows the childs interest and do not provide instructions for reading and writing, however they promote emergent literacy as children manipulate and communicate ideas and feelings. As children progress through the infant-toddler centre, or preschool, they stay with the same teachers. This provides opportunities for a strong relationship between the staff, children and their families to be nurtured over the long period. The RE approach identifies the environment as a third teacher between children, parent and teachers. Malaguzzi describes the physical environment and the availability of resources as the product of complex interactions, many of which can be realised only when the environment is a fully participating element (Thornton, 2005, p43). Teachers in a Reggio centre provide amiable environments which encourages exploration, exchanges, and communication. Montessori believed that her pedagogy was based on logical, scienctific inquiry. According to Montessori, from birth to three is the time of the unconscious absorbent mind whereas age three to six is considered as time for the conscious absorbent mind. In both these times, the child seeks sensory input, regulation for movement, order and freedom to choose and explore deeply with interpretation in a carefully planned environment which encourages the child to choose well. In a Montessori classroom children are in mixed groups spanning from birth to three years and teachers move with the child through the three year cycle (Feez, 2010). The exercises of practical life skills are an important part of the curriculum. It is based on ways people in the culture relate to each other socially, as well as ways in which they complete everyday tasks. Language also relates to the exercises of practical life, as children use it in different ways to interact and communicate with others. In a Montessori view any resource that is unrelated to the educational purpose of material has a potential to distract and confuse the child (Feez, 2010). Children have limited freedom to what they can and can not do in a Montessori classroom, for example to be disruptive, aggressive and disorderly. The Montessori environment is planned ahead of time to ensure that children have as much freedom and independence as possible. The approach emphasises on real things in the environment which requires hands on interactions. A Montessori classroom allows opportunities for meaningful learning in self chosen activities, and purposeful activities which requires concentration (Feez, 2010). The Reggio view of the child is central to its philosophy. The child is referred to as a rich in potential, strong, powerful and competent. At the centre of the pedagogy is the child who is confident in building relationships; who holds his or her own values; who wants to be respected and valued for himself as well as holding a respect for others; who embodies a curiosity and open mindedness to all that is possible (Thornton, 2005). Children are encouraged to develop their own working theories of the world and to explore this in greater depth. Children ideas are respected so that children feel unafraid to make mistakes or reconstructing their ideas. Self confidence and self image is fostered through discussion which promotes creativity. The notion of the hundred languages was Malaguzzis interpretation of recognising the value of all forms of expression and communication in which children interpret the world and represent their ideas and theories. Montessori philosophy view children as intelligent, active, reality based self regulating and self righting. Montessori believed that in order for them to live a quality life, they need to be prepared as competent, responsible and adaptive citizens who are life long learners and problem solvers. Childrens free chosen activity is regarded as work. Through a Montessori lens childrens works is seen as orientation towards future achievements and play that involves purposeful effort and concentration. Montessoris view on punishments and rewards to make children pay attention were regarded as forced and unnatural. She saw it as a form of slavery from which children needed to be released (Feez, 2010). The teachers in both approaches share a common goal in childrearing. They both regard themselves as nurtures, partners and guides to children. They depend on the environment as a pedagogical tool which is carefully prepared and aesthetically pleasing. Partnership with parents is highly valued in both approaches. However their contrasting view on a childs learning has lead them act different roles in a classroom. Reggio teachers are seen a learner, enthusiastically seeking new knowledge alongside children. Children and teachers are seen as co-researches in everyday process rather than a specialised activity. They provide tools, materials, resources and provide help when needed. Each class has two teachers who work collaboratively as a team. The teachers plan in collaboration with the pedagogista and the aterlierista. The pedagogista helps maintain high quality standards whereas the aterlierista promotes expression through different forms of media and symbol systems (Vecchi, 2010). Malaguzzi suggest that once children are helped to perceive themselves as authors and interventions, and to find the pleasure of inquiry, there motivation and interest will expand (Edwards, Gandini, Forman, 1998) In a Montessori classroom teachers are considered as directors which refers to someone who guides and draws others together. The role of the director is to provide a prepared environment and connect children with it. Montessori also emphasised the role of an educator as an observer rather than teacher. The method of observation still remains an important component of Montessori teacher training till this day (Torrence and Chattin-Mc Nicholas, 2009). The aim of the teacher is to help and encourage children to be independent, gain confidence and disciple so that there are minimal reasons for teachers to intervene (Feez, 2010). Teachers give children lessons (also called presentations) to show children how to use materials or how to act in the environment. Children are free to choose activities after they have had a lesson on how to do the activity. They intervene as little as possible to allow children to make good choices. In both approaches parent/families play an important part in their childs learning and development and are seen as partners alongside teachers. They are included in all decisions concerning their child and their input is highly valued. Parents receive extensive description about their children daily life and progress. Portfolios and other forms of children work maybe displayed and sent home as key intervals and transitions (Edwards, 1998). Respecting relationships are considered one of the most essential components of the RE approach. The relationships established between parents, children and teachers are key elements in supports childrens learning and development. Relationships are built on reciprocal, requiring mutual trust and respect. The Reggio term the pedagogy of listening emphasises listening as openness and wiliness to value the point of others. The first preschools were founded by the parents as a symbolic of hope and desire of better futures for their children. Therefore parental participation has always been important part of the Reggio approach. At the time a child enters an infant-toddler centre/preschool, the parents are considered as active participants in the ongoing educational process. The programme is designed to make families feel at home and an important part of the structure. This gives educators the opportunity to get to know families and understand their unique perspective of their own child. The Montessori approach includes parent/families in learning that concerns their child. Strong relationships are established between teachers and parents to follow the childs progress in home and classroom. Regular dialogue and written feedback gives parents information about their childs experiences and learning. Teachers provide suggestion on how parents can continue to use the Montessori approach at home. Parents are welcome to borrow resources and books and have many opportunities to learn about the Montessori philosophy and practice. One criticism to the RE approach is regarding the role of teachers as co-researchers along side children. Malaguzzi called this open review method a circle of idea. The idea that children learn through interactions and exploration of ideas with educators is regarded as thinking critically about difficult questions rather than problem solving. Another criticism is placed on the importance of the environment in the Reggio approach. The environment is referred to as the third teacher. It is argued that if the Reggio focus is on children and interactions and the use of space further encourages and supports this interactions and that the curriculum is adaptable to the changing interest to the child, so too does the design and environment change. Therefore the environment is a ship of motion rather than an unchangeable landmark (Rinaldi, 2006). It is argued that Montessori education does not allow children the opportunity for learning to learn. In a Montessori view a child had learned when they correctly finished the activity. It is an end state reached when the task is mastered. According to Crain (2011) in the real world children need to learn how to learn, to quickly adapt to changing environments and to create new environments. The Montessori approach does not allow for critical thinking or exploration it is rather a method of perfection. Freedom for initiative and creativity is limited. Teachers have firm rules about how tasks are done, and a child finds a way to manipulate the material which they are happy with, the teacher would not consider this satisfactory. The teacher will then encourage the child to keep working on the same activity until is completed the way it should be. This hinders children imagination and creativity (Gardner, 1966). Finally, both approaches make significant links Te Whariki. The principles of Family and Community and Relationships shows relevance to both approaches as parent/family are considered partners in the learning of their children. The strand of well being and belonging is evident in both approaches, as teachers support each individual child learning and development. Well being (Goal 1) supports the Montessori practice of practical skills where the children learn self help and self care skills (Ministry of Education, 1996). The strand of Contribution supports RE practice to explore as groups or individuals. Each child has the opportunity to express their idea. Group projects encourage children to learn with and along side others. The strand of Communication relates more to Reggio Emilia, than it does to Montessori practice. Communication and dialogue is an important tool which teachers use to extend childrens learning. Teachers support and allow children to be creative and expressive. This goal of non verbal and verbal communication shows relevance to the Hundred Languages (Edwards, 1998). The strand of exploration is also more relevant to the Reggio Emilia approach than Montessori, as Montessori is more structured and tasks are demonstrated on how it should be done, therefore it does not really allow for exploration. Exploration is seen a vital concept in the Reggio approach as teacher recognise the important of spontaneous play and allow children to follow their interest in more depth. Teachers become co-researchers with children to develop working theories and make sense of the world (MOE, 1996) In conclusion, RE and Montessori are both child-centred approaches and have many similarities as well as differences. Both approaches were established to turn away from violence/war and to give children the opportunity to realise their full potential as creative, intelligent individuals. In both approaches children are viewed as active partners in their own development and learning. The environment serves as a pedagogical tool for teachers to provide an aesthetically pleasing environment which provides children with freedom and opportunities for exploration. The teacher plays an important part in both approaches; however their contrasting views on the nature of children and their learning lead them to act different roles. A Reggio Teacher regards themselves as co-researchers alongside children, whereas a Montessori teacher sees themselves as a director or observer. In both approaches parents are seen as equal partners in their child learning and development. Overall, the Reggio Emili a approach provides children with opportunities for open ended exploration, whereas the Montessori approach is more structured and aims to provide opportunities for children to chose freely and gain independence.

Characteristics Of Major Agro Ecological Zones Environmental Sciences Essay

Africa is a really big continent with highly broad scope of dirts ( Bationo et al. , 2006 ) . The soils scope from shoal with meager vital capacities to deeply weather-beaten profiles that recycle and back up big biomass. In many parts of Africa, inappropriate land usage, hapless direction and deficiency of inputs have led to dirty eroding, salinization and loss of flora ensuing in a diminution of agricultural productiveness ( Bationo et al. , 2006 ) . In Africa and peculiarly Southern Africa, the most confining factor to agricultural productiveness is soil birthrate ( Ramaru et al. , 2000 ) . Soil birthrate is defined as a status of the dirt that enables it to supply foods in equal sums and in proper balance for the growing of specified workss when other growing factors, such as visible radiation, H2O, temperature, and physical, chemical and biological conditions of dirt, are favourable ( van der Watt and new wave Rooyen, 1995 ) . Large countries of sub-Saharan African ( SSA ) soils, in peculiar, are affected by assorted types of debasement, including birthrate diminution ( FAO, 2001 ) . Soil birthrate diminution is a impairment of chemical, physical and biological dirt belongingss. The chief contributing procedures, besides dirt eroding, are: diminution in organic affair and dirty biological activity ; debasement of dirt construction and loss of other dirt physical qualities ; decrease in handiness of major foods ( N, P, K ) and micro-nutrients ; and increase in toxicity, due to acidification or pollution ( FAO, 2001 ) . Soils in most of SSA have inherently low birthrate and do non have equal alimentary refilling ( FAO, 2001 ) . The SSA has the lowest mineral fertiliser ingestion, about 10 kilogram foods ( N, P2O5, K2O ) /ha per twelvemonth, compared to the universe norm of 90 kilograms, 60 kilogram in the Near East and 130 kg/ha per twelvemonth in Asia ( Stoorvogel and Smaling, 1990 ) . Agricultural growing in sub-Saharan African states somewhat increased over the past three decennaries, although non in line with the high population growing rate ( FAO, 2001 ) . Food production per capita in sub-Saharan Africa ( SSA ) has declined since the 1970s, in contrast with the addition in Asia and South America ( Figure 1.1 ) . Soil productiveness in SSA is besides constrained by fruitlessness ( low rainfall ) and sourness ( FAO, 2001 ) ( Table 1.1 ) . South Africa has to confront high population growing, poorness, accelerated dirt debasement and increasing force per unit area on land ( FAO, 1999b ) ( Table 1.1 ) . Depletion of dirt birthrate, along with the related jobs of weeds, plagues, and diseases, is a major biophysical cause of low per capita nutrient production in Africa. This is the consequence of the dislocation of traditional patterns and the low precedence given by authoritiess to the rural sector ( Sanchez, 1997 ) . The 1996 World Food Summit highlighted sub-Saharan Africa as the staying part in the universe with diminishing nutrient production per capita ( Figure 1.1 ) . The worst degrees of poorness and malnutrition in the universe exist in this part ( Sanchez et al. , 1997 ) . A squad of scientists has identified worsening dirt birthrate as the cardinal agronomic cause for worsening nutrient productiveness in Africa. A â€Å" Soil Fertility Initiative for Africa † has been created by a group of international organisations including the World Bank, Food and Agriculture Organization ( FAO ) , International Center for Research on Agroforestry ( ICRAF ) , International Fertil izer Development Center ( IFDC ) , International Fertilizer Association ( IFA ) , and International Food Policy Research Institute ( IFPRI ) . Table 1.1: Features of major agro-ecological zones in Africa ( FAO, 1986 ) Figure 1.1: Regional tendencies in nutrient production per capita ( FAO, Statistical Analysis Service, 2000 ) As the chief beginning of economic activity in SSA is agricultural production, worsening dirt productiveness means non merely that less nutrient can be grown but besides that production of hard currency harvests for export is endangered ( FAO, 1999a ) . It is hence indispensable that production and dirts be managed in a sustainable manner, so that the present coevals is fed and soil conditions are improved to back up future coevalss. The Republic of South Africa covers an country of 121, 9 million hour angle and has a entire population of about 46,6 million people ( NDA, 2007 ) . Approximately 83 % of agricultural land in South Africa is used for graze, while 17 % is cultivated for hard currency harvests. Forestry comprises less than 2 % of the land and about 12 % is reserved for preservation intents ( NDA, 2007, Land Type Survey Staff, 1972-2002 & A ; Land Type Survey Staff, 1972-2006 ) . Land used for agribusiness comprises 81 % of the state ‘s entire country, while natural countries account for approximately 9 % ( Abstract, 2005 ) . High-voltage cultivable land comprises merely 22 % of the entire cultivable land and merely approximately 13 % of South Africa ‘s surface country can be used for harvest production ( NDA, 2007 ) . Slightly more than 1,3 million hour angle of land is under irrigation. Rainfall is distributed unevenly across the state, with humid, semitropical conditions happening in the E and dry, desert conditions in the West ( NDA, 2007 ) . The most of import factor that limits agricultural production is the non-availability of H2O. About 50 % of South Africa ‘s H2O is used for agricultural intents. Areas of moderate to high cultivable possible occur chiefly in the eastern portion of the state, in Mpumalanga and Gauteng states ( Figure 1.2 ) . Scattered spots besides occur in KwaZulu-Natal, Eastern Cape and Limpopo states. Low to marginal possible countries occur in the eastern half of the state and in parts of the Western Cape. Map in Figure 1 shows big countries in the desiccant parts of South Africa ( e.g. south-western Free State ; western parts of the Eastern Cape and the North West Province ) that are being cultivated, but which are non classified as holding any possible for cultivable agribusiness. Repeated harvest failure and subsequent forsaking of these less than fringy lands can hold of import effects for dirt eroding and land debasement in general ( Hoffman, M.T. & A ; A. Ashwell, 2001 ) . Figure 1.2: The distribution of cultivable possible land in South Africa ( ARC – ISCW, 2002 ) . Soil birthrate challenges coupled with deficits of rainfall could ensue in a compounded job of nutrient deficit and dearth. For dirt birthrate to be sustained, extracted dirt foods must be replenished dirt foods, but in big countries of Africa and other parts of the universe, more dirt foods are extracted than replenished ( Ndala and Mabuza, 2006 ) . There is hence planetary concern of birthrate direction particularly with the recent additions in nutrient monetary values. Soil birthrate and its direction therefore have continued to play an of import function in farm productiveness. Farmers, their advisers, and any agriculturists need to be knowing of the dirt belongingss which have an influence on dirt birthrate, some of which include dirt texture, construction, organic affair, cation exchange capacity, base impregnation, bulk denseness and pH. These belongingss besides have an influence in finding land capableness for agribusiness as they are besides cardinal indexs for dirt quality . Although important advancement has been made in research in developing methodological analysiss and engineerings for battling dirt birthrate depletion, the low acceptance rate is a ground for the big difference between husbandmans ‘ outputs and possible outputs ( Bationo et al. , 2006 ) . This survey therefore aims to find the influence of dirt physico-chemistry and clay fraction mineralogy on the birthrate position of selected potency uncultivated cultivable dirts of University of Limpopo Experimental farm ( Syferkuil ) in Limpopo Province. This will promote enlargement of cultivable agribusiness in the country to better the supports in footings of relieving nutrient insecurity and poorness.PROBLEM STATEMENTWhen measuring land for agricultural capablenesss, properties such as incline, stoniness and thickness of the dirt stratum are taken into consideration. Soil physico-chemical and dirt clay mineralogical belongingss are frequently overlooked. Ekosse et Al. ( 2011 ) showed th at these dirt physico-chemical and clay mineralogical belongingss and their composings play a important function in suitableness of land for cultivable agribusiness. Information on the mineralogy and alimentary position of uncultivated dirts in Limpopo Province is missing, particularly of dirts found in the communal countries where smallholder agribusiness is practiced. Such information is important for any scheme that seeks to increase and better the productiveness of cropped or possible cultivable agricultural land. One of import requirement of nutrient security is entree to land, as more people need to bring forth their nutrient supplies and do a life from the land. Traditional land direction systems are dependent on the handiness of sufficient land to let long fallow periods to keep dirt birthrate. When there is no more entree to new land, the fallow land has to be used and soil birthrate falls. More intensive usage of the land besides implies that it becomes more prone to dirty eroding. To keep and raise its productiveness, new sustainable direction steps have to be introduced. As the chief beginning of economic activity in Limpopo Province besides excavation is the agricultural production, worsening dirt productiveness non merely means less harvests is grown but besides that, production of hard currency harvests and income are endangered. Huge bulk of South Africans, peculiarly Limpopo occupants, purchase their staple nutrient from commercial providers, instead than turning them themselves ( Statistics South Africa, 2009 ) . Rising nutrient monetary values, peculiarly of corn and wheat which are the staple diet of the hapless in South Africa, pose serious jobs for the urban and rural hapless as most are net purchasers instead than agriculturists of their basic nutrient. Recent information from the Food and Agricultural Organisation ( 2009 ) and Heady & A ; Fan ( 2008 ) suggest that nutrient monetary values will increase steadily over the following decennary even if there are some fluctuations and the occasional bead in monetary values ( Evans, 2009 ) . Thi s therefore poses the demand for more enlargement of cultivable land for agribusiness so as to better supports of the hapless families. Population force per unit area and urban enlargement seem to be doing the loss of high possible agricultural lands. Hence nutrient demand is lifting which leads to nutrient insecurity, therefore extension of cultivable agricultural lands would extremely be required. In a recent survey, Van Averbeke and Khosa ( 2007 ) reported that while income is the most of import determiner of family nutrient security in some countries around Limpopo Province, nutrient obtained from assorted types of dry-land agribusiness contributed significantly to household nutrition. They argue that without farming the nutrient security of these families would be reduced, particularly for the ultra-poor. The land is used beyond its capableness, the type of use would non be sustainable and the land debasement would ensue. Equally of import is the fact that if land is used below its true capableness so the full economic potency of the usage of the land would non be realized. Although small production addition has taken topographic point at the Experimental farm ( Syferkuil farm ) , which has been obtained by cultivation of hapless and fringy lands, the productiveness of most bing lands has been ignored. With population go oning to increase in the country and the state as a whole, the demand to take note of the fallow or abundant lands on the farm has become more of import. Bettering dirt birthrate could trip rural and national economic development, achieve long-run nutrient security and better husbandmans ‘ criterions of life, while extenuating environmental and rural migration. Therefore, rectifying land debasement and heightening productiveness through appropriate dirt directio n and preservation can play a major function in accomplishing farm family nutrient security and agricultural development in the country. This research will therefore contribute to the bing database on the physico-chemistry and mineralogy of agricultural dirts of Limpopo Province, peculiarly those at Syferkuil farm. It will besides help husbandmans and persons around the country with information and consciousness on the birthrate position and capableness of the dirts in their community, so they can originate agricultural activities on those lands which are left fallow or abundant.1.3. AIM OF THE STUDYThe purpose of this survey is to find the dirt physico-chemistry, clay mineralogy and birthrate position of selected uncultivated cultivable dirts within the University Of Limpopo Experimental Farm Of Capricorn District in Limpopo Province, with the position of placing extra potency cultivable lands for agribusiness in the part.1.4. Aim OF THE STUDYTo find physico-chemical belongingss of selected uncultivated and cultivated dirts on the farm and their influence on dirt birthrate. To find the clay mineralogical composing of the selected uncultivated and cultivated dirts on the farm and their influence on dirt birthrate. To find the chemical science of the selected uncultivated and cultivated dirts on the farm and their influence on dirt birthrate. To find the birthrate index of the selected uncultivated and cultivated dirts on farm and their influence on dirt birthrate. To bring out and understand the function of dirt physico-chemical and clay mineralogical belongingss act uponing the birthrate of the selected dirts on the farm.RESEARCH QUESTIONSThese inquiries will help in achieving the aims of the survey: What are the physico-chemical belongingss of the selected dirts? What is the clay mineralogical composing of the selected dirts? What is the chemical composing of the selected dirts? What is the birthrate index of the selected dirts? Make the dirt physico-chemical and clay mineralogical belongingss affect the birthrate position of the selected dirts on the farm for sustainable agribusiness?HypothesisThis research will be guided by the undermentioned hypotheses: Most possible uncultivated cultivable lands on the farm could be used to spread out and better agricultural outputs. Soil physico-chemical and clay mineralogical belongingss with their influence on dirt birthrate are cardinal indexs for sustainable agribusiness.1.7. Rationale OF THE STUDYSouth Africa has a broad scope of dirts of different physico-chemical and clay mineralogical composing. Limpopo Province entirely has a diverseness of dirts and climatic conditions allowing a assortment of different signifiers of agribusiness, ( White Paper on Agriculture, 1995 ) . In support of nutrient security and ego saving, it is now strategically of import for any country to hold available information on the comparative suitablenesss of their dirts for agribusiness, so that penchant may be given for the land more suited for agribusiness. In this procedure, it is of import to cognize the comparative quality of the land so that its usage can be regulated in conformity with the suitableness of the peculiar dirts. Local husbandmans have ever relied on the agricultural research end product and extension from Syferkuil experimental farm since their clime, and the dirts they farm on developed from the same parent stuff as the 1s at Syferkuil. The environing farm community and governments of the country, will therefore benefit from this survey by obtaining information on the physico-chemistry and clay mineralogy of their dirts every bit good as the dirts ‘ comparative suitableness for agribusiness. Economically, capableness categorization of the dirts in Mankweng country can help in promoting the governments toward induction of the assorted farming systems on the identified possible cultivable lands. In this manner single dirts could be best utilised for the types of agricultural production for which they are best and most economically suited.1.8. STUDY AREAThe location, topography, clime, flora, dirts, geology and hydrology of the country are briefly described below in the subsequent subdiv isions.1.8.1. Location of the survey countryLimpopo is South Africa ‘s northernmost state, lying within the great curve of the Limpopo River. The state borders the states of Botswana to the West, Zimbabwe to the North and Mozambique and Swaziland to the E as shown in Figure 1.3 ( DBSA, 1998 ) . Limpopo Province is divided into five Municipal territories ( Figure 1.3 ) : Capricorn, Mopani, Sekhukhune, Vhembe and Waterberg, which are further divided into 24 local Municipalities ( Limpopo Province Natural Resource Maps, 2003 ) . The Province occupies a entire surface country of 125A 755 km2, approximately 10.3 % of South Africa ‘s land country ( Limpopo Province Natural Resource Map, 2003 ) .The population is about 5 355A 172 which is 11.3 % of South African population ( Statistics SA, 2003 ) . Syferkuil is the experimental farm of the University of Limpopo ( 23o49 ‘ S ; 29o41 ‘ Tocopherol ) situated in the Mankweng country, in Capricorn territory municipality, South Africa. The farm is 1 650 hour angle in size ( Moshia et al. , 2008 ) . Syferkuil experimental farm, for about 39 old ages now ( Moshia et al. , 2008 ) has served as the chief Centre of University of Limpopo ‘s horticultural, agronomic, and carnal production researches, on which both undergraduate and alumnus pupil researches along with hands-on preparations are conducted. The farm is bordered by five populated rural agriculture communities which are Mamotintane, Ga-Makanye, Ga-Thoka, Solomondale and Mankweng. On this farm, approximately 25 hour angles are presently allocated for rain fed harvests, 80 hour angle for irrigated harvests, and 40 hour angle are used for rotary motion of winter and summer harvests. The 80 hour angle irrigated harvests are served by an machine-controlled additive mo ve irrigation system ( Moshia, 2008 ) . Figure 1.3: Locality Map of the survey country Figure 1.4: A scale aerial exposure map ( scaly 1: 10 000 ) of University of Limpopo ( Syferkuil ) ‘s experimental farm ( Moshia et al. , 2008 )1.8.2. Land-Use of the survey countryLimpopo Province constitute a sum of 12.3 million hectares land, out of which about 9.24 million hour angle. is utilised as farming area ( LDA, 2002 ) . This 9.24 million hectares of farming area about 0.93 million hour angle. of it is utilised as cultivable land, 6.68 million hour angle. as natural graze, 1.7 million hour angle. For nature preservation, 0.1 million hour angle for forestry and for other intents. Seventy six per centum of the cultivable Land is allocated to dry land ( 0.7 million hour angle ) cultivation and merely 0.223 million hour angle for irrigation systems.1.8.3. Geology of the survey countryThe geology of Limpopo is complex and diverse ; it varies from Palaeo-Archaean mafic, ultramafic and felsic extrusives to Mesozoic sedimentary stones and inundation basalts ( RSA Geological Map series, 1984 ) . The stone formations in the State can be considered in four chief divisions based on clip and general homogeneousness viz. : the Archaean, by and large known as the ‘Basal ‘ or ‘Fundamental ‘ Complex ; the Pre-Cambrian, or Algonquian Systems ; the Palaeozoic, pre-Karoo Formations ; the Mesozoic and the Karoo System. The topography of the part varies from comparatively level countries to cragged terrain ( Barker et al. , 2006 ) . Limpopo is rich in minerals with economic value ( White Paper on Agriculture, 1995 ) . Prevailing minerals in the eastern portion of Limpopo include Pt and its group metals, chrome, Cu, phosphate and andalusite. The Western side is characterised by Pt, granite, and coal minerals, while diamonds, coal, magnesite, and hints of granite dominate the Northern portion of the Province. Mineral resources that are presently being mined in the state are Andalusite, Antinomy, calcite, chrome, clay, coal, Cu, diamonds, emeralds, felspar, fluorite, gold, granite, limestone, magnesite, manganese, cosmetic stone-Slate, phosphate, Pt, salt, sand & A ; rock, silicon oxide and Zn ( Dramstad et al. , 1996 ) .1.8.4. Climate of the survey countryLimpopo falls in the summer rainfall part with the western portion of the Province being semi-arid, and the eastern portion mostly sub-tropical, ( Limpopo Province Natural Resource Maps, 2003 ) . The western and far northern parts of the Province experience frequ ent drouths. Winter throughout Limpopo is mild and largely frost-free. The mean one-year temperatures for the southern to cardinal plateau countries of the state is by and large below 20oC ; in the Lowveld and northern parts mean one-year temperatures are above 20oC. The state receives summer rainfall between October and March peaking in January. The average one-year precipitation ranges between 380mm in the North and merely over 700mm in parts of the Waterberg ( Koch, 2005 ) . The clime of the survey site is classified as semi-arid with the one-year precipitation of approximately A ±495 mm per annum. The average one-year temperature of 25A ±1oC ( soap ) and 10A ±1oC ( min ) was common during the old ages of survey. Annually, the farm averages 170 frost-free yearss widening from late October to mid April. Figure 1.5: Monthly norm rainfall as recorded in the Limpopo Province ( LDA, 2002 ) Rainfall informations ( figure 1.5 ) indicating that most rainfall occurs between November and March, runing between 80 millimeters and 130mm. It should, nevertheless, be noted that these figures indicate an mean rainfall and lower rainfall can be expected in most territories.1.8.5. Dirts of the survey countryThere are broad assortments of dirts that occur in the Province, be givening to be sandy in the West, but with more clay content toward the E, ( Limpopo Province Natural Resource Maps, 2003 ) . The dirts are differentiated based on deepness, the nature of diagnostic skylines and parent stuffs, ( FAO, 1999 ) . Those dirts are chiefly developed on basalt, sandstone and biotite gneiss and are by and large of low built-in dirt birthrate ( FAO, 1999 ) . Limpopo Province has diverse dirts, nevertheless, five major dirt associations have been identified, ( FAO, 1999 ) : of which Dystrophic, ruddy and xanthous, good drained clayed dirts are extremely leached, clay-like, acidic dirts found in the high rainfall countries of Drakensberg and Soutpansberg scope. They are bouldery, found on steep inclines and are of low birthrate. As such, they by and large have limited value as cultivable land but are suited for afforestation. Red, yellow and Grey dirts in caternary association are flaxen and loamy dirts in the 300-600 millimeter rainfall belt in the western and northwesterly portion of the Province. They are suited for cultivable agriculture, but by and large occur in the low rainfall countries west and north of Thabazimbi, Vaalwater, Lephalale and Polokwane. Black and ruddy clay dirts have with changing sums of stone and lithosol, found in a narrow strip analogue to the eastern boundary line, the Springbok Flats ( Settlers and Roedtan ) a nd the southwesterly boundary near Dwaalpooort and Derdepoort. Although extremely erodible, they are utilised extensively for dryland harvests such as cotton and winter cereals. Duplex and paraduplex dirts are characterized by surface soil that is distinguishable from sub-soil with respect to texture, construction and consistence. Major happenings are in Sekhukhune, south to southwest of Lephalale in Waterberg territory, between Louis Trichardt and Tshipise, and subdivisions of Vhembe District near the eastern boundary line. They are by and large non utilised as cultivable land due to high erodibility. Poorly developed dirts on stone consist of surface soil overlying stone or weathered stone. They are found to the E of the Drakensberg, including a big subdivision of Mopani District, and E and West of Musina. They tend to be bouldery, with shallow dirts and hence by and large unsuitable for cultivable agriculture. Black and ruddy, fertile clay dirts occur on the Springbok Flats, with ruddy brown sandy loam to the Northern and Western portion of the state, ( FAO, 1999 ) . The mountains have deeper, extremely leached ruddy dirts in wetting agent countries, with more open stone where it is besides dry. Red brown, gravelly dirts, which have a low birthrate, predominate on the Lowveld, the best agricultural dirts being alluvial dirts next to the rivers. The Province has a few high possible countries for dryland harvest production and many chances for extended ranching and irrigated fruit and harvest production, ( Limpopo Province Natural Resource Maps, 2003 ) .1.8.6. Vegetation of the survey countryThe geographical location, rainfall forms and varied physical and climatic conditions have given rise to diverse flora across the state. The flora found in the state have been classified into inland tropical wood ; tropical shrub and Savannah ; pure grassveld ; and false grassveld types ( Development Ban k of South Africa, 1998 ) . The inland tropical woods include the northeasterly mountain sourveld and Lowveld rancid Bushveld types. Tropical shrub and savannah comprise the Lowveld, waterless Lowveld, Springbok flats turf thornveld, other sod thornveld, waterless sweet bushveld, mopani veld, assorted bushveld, lemony assorted bushveld and rancid Bushveld types ( Limpopo Province Natural Resource Maps, 2003 ) . Pure grassveld types include the northeasterly flaxen Highveld types. The false grassveld types include the Polokwane tableland false grassveld.1.8.7. Topography of the survey countryLimpopo Province has diverse topographic characteristics. In the E is the level to gently undulating Lowveld field, at an height of 300 to 600 m, bounded in the West by the Northern Drakensberg escarpment and Soutpansberg, with steep inclines and peaks up to the 2000m ( LDA, 2002 ) . The about degree Springbok flats in the South prevarication at an height of 900 m, while the Waterberg and Blouber g to the North, with rippling to really steep terrain, reach 2 000 m. The North- Western zone is a level to rippling field, which slopes down to the North and West at 800 to 1 000 m.1.8.8. Hydrology/Water Resources of the survey countryThe Department of Water Affairs and Forestry ( DWAF ) classifies South Africa as a water-stressed state, prone to fickle and unpredictable extremes such as inundations and drouths that cut down land to a dry and waterless barren ( Water Research Commission, 2002 ) . Water resources in South Africa are limited doing them critically of import for the sustainable economic and societal development of the state ( Dennis and Nell, 2002 ) . This is one of the grounds why it is of import to protect the scarce H2O resources of the state. Rivers are the chief beginning of H2O for the state. In the Limpopo Province, there are Four Management Areas viz. : Limpopo ; Luvubu & A ; Letaba ; Krokodil Wee & A ; Merico and Olifants ( NDA, 2000 ) . Applied research on irrigation and fertiliser methods are practiced on the research secret plans on the farm. There are two 10-ha secret plans fitted with separate irrigation systems used by research workers and pupils for research on field harvests.1.8.9. Agricultural activities of the survey countryThe agricultural sector in the state is divided into three wide sub-sectors viz. commercial farms, emerging commercial farms and subsistence farms, ( Development Bank of South Africa, 1998 ) . The commercial farms fall in the larger farm size class, emerging commercial farms in the medium size and subsistence farms in the smallest size ( LDA, 2002 ) . The emerging and subsistence farms are jointly called small-scale farms which are largely located in the former fatherlands. The varied climes of Limpopo Province allows it to bring forth a broad assortment of agricultural green goodss runing from tropical fruits such as banana, Mangifera indicas to cereals such as corn, wheat and veggies s uch as tomatoes, onion and murphies ( NDA, 2001 ) . Limpopo Province has big country of land suited for dry-land production ( LDA, 2002 ) . Maize is the staple nutrient of bulk of people in Limpopo Province and is mostly grown by the different classs of husbandmans both for family, industrial and carnal ingestion. On the footing of country and volume of production, it remains the most of import cereal grain produced in the Province despite the dry and drought prone agro-ecology of much of the part ( LDA, 2002 ) . Climatic fluctuation could take to fluctuations in maize outputs. As a basic nutrient in the Province, corn has a big and stable market and is the most of import agricultural merchandise in South Africa ( NDA, 2001 ) .1.9. Summary of chapterThe chapter has clearly provided the background of the survey sketching the general construct of clay mineral and their influence on dirt birthrate for harvest production. It has besides outlined the purposes, aims, research inquiries, job statement, principle and hypothesis of the researc h undertaking. The map of the survey site exemplifying the location of the site in Capricorn territory municipality and the suitableness map of the survey site has been provided. The geology, mineralogy, clime, dirts and agricultural activities of the survey site have besides been outlined. The dirt physico-chemical and clay mineralogical belongingss are reviewed in the subsequent chapter.

At universities and colleges, sports and social activities are just as important as classes and libraries and should receive equal financial support Essay

There has been a long debate about whether sports and social activities are just as important as classes and libraries. Some people claim that classes and libraries are more crucial and deserve more financial support because hiring qualified teaching staff and updating research sources in libraries needs a lot of money. Others hold the opposite opinion. Nevertheless, the purpose of school education is not only providing opportunities to acquire knowledge but also cultivating different kind of skills and interests which may also play an important role in students’ later life. Therefore, personally I support that social activities and sports are as crucial as classes and libraries which should get equal support from school for the following reasons. To begin with, attending the sport and social activities provide students more chances to have a rest after a long time of study which may help them combine exertion and adequate rest. In my school, there are enough sports fields and basketball courts for students taking a lot of exercise such as playing football, basketball, tennis and running. In addition, we also have a large swimming pool which allows students to practice swimming skills and prepare for national swimming competition. After studying for a long period of time in class or in the library, we would also go there to have a rest which may makes us feel relaxed and refreshed. There is no doubt that doing sports could benefit our physical health. What’s more, scientific researches also prove that sports can also enhance the efficiency of our study. One research done by the National Health Institute, says that people who do sports or exercise at least 30 minutes a day tend to work more efficiently and make less mistakes. Moreover, participating sports and social activities can promote the development of different skills, such as communication skills, arrangement skills and the spirit of teamwork. When playing basketball, team members have to work together to fight against the adversaries and they need to share both happiness of victories and sorrows of failure. Or when two members have different opinion, it is necessary for them to discuss and reach to an agreement which may serve the whole team’s purpose best. This is perhaps one of the perfect ways to arouse the awareness of teamwork. Besides, when taking in social activities, it is inevitable that they will meet different kinds of problems which require them to try their best to resolve through efficient communication with others. In this way, they will realize the importance of connecting with others which will bring a lot of benefit when they face the real world. Finally, as our society is in need of all-round development talents, colleges and universities are supposed to cultivate their students who are adaptable to the development of the society. The support of the sports and social activities provides students many opportunities to apply what they have learnt into practice and then have a better command of knowledge. For example, an education major student can make use of the home school visiting activity to observe how the classes are taught and how educational policies are implemented in schools. On this condition, students may develop an all-round way. All in all, it is necessary to pay equal attention to classes and libraries as well as sports and social activities. It is not only beneficial to students’ physical and psychological health but also to their future development as well.

The Great Gatsby By F. Scott Fitzgerald - 1524 Words

Though many generations have defined the American Dream as obtaining economic success and prosperity, for many people, economic security is rather something that corrupts the mind and leads to the degradation of one’s soul. The Great Gatsby, Her Kind, and Friends all depict people of different backgrounds that are deeply affected by the culture of their upbringing. They support the idea that the American Dream is ultimately not about wealth, rather it is about seizing opportunities and the freedom of choice. The Great Gatsby is one that largely deals with the American Dream. In particular, Fitzgerald emphasizes the impracticality of such dreams and their effect on one’s mind, body, and soul. Gatsby’s American Dream is Daisy Buchanan. In†¦show more content†¦Gatsby fails to acquire his goal, yet he represents this definition of the American Dream and the Latin aphorism: Carpe Diem. As a matter of fact, he takes every chance he can get to be with Daisy, to talk to her, to buy her flowers, to take her to the other side of town, and much more. Gatsby solidifies his devotion to Daisy, embodying the â€Å"true† definition of the American Dream. All in all, Fitzgerald indicates that the American Dream is rather something that incalculable and requires self-reflection. The American Dream is built on the basis of growth and the risk-taking to create the life that one desires, not material wealth. Although the protagonist of Her Kind does not possess any form of fina ncial success that Gatsby has, she deviates from the norms, igniting a spark that forces society to reevaluate women’s roles. The varied dimensions of a woman presented in Her Kind, represent the way in which society as a whole has portrayed women. Her Kind examines the different facets of womanhood and Sexton’s own personal experiences and growth as an individual. The speaker overcomes the conventional backgrounds through rebellion, thus validating the attainability of the American Dream and justifies how one small step can lead to a bigger one. The speaker embodies the different variations of womanhood by first stating how, â€Å"[She has] gone out, a possessed witch, / haunting the black air, braver at night; / dreaming evil,

The Process of Diagnoses and Care of Students with Down Syndrome - Free Essay Example

Sample details Pages: 6 Words: 1699 Downloads: 4 Date added: 2019/10/30 Category Medicine Essay Level High school Tags: Down Syndrome Essay Did you like this example? Just as for typical children, children diagnosed with Down Syndrome are shaped and influenced by the people around them who model compassion, patience, and care. One of the main impacts on any childs happiness is their experience with their peers and educators at school. When educators view students with special needs as worthy of the same considerations and modifications as typical students, those students will have an equitable chance to reach their learning goals and build skills that will support their lives after their educational journey. Don’t waste time! Our writers will create an original "The Process of Diagnoses and Care of Students with Down Syndrome" essay for you Create order My aim is to help fellow educators understand the complex life experiences of children with Down Syndrome from the day they are born and as they enter, progress through, and eventually leave the school system. I will begin this paper with an introduction to Down Syndrome diagnoses before providing a typical timeline for children with Down Syndrome before and after they enter the school system. I will also discuss some of the services and programs available to children with Down Syndrome and their families. By conveying the many facets of Down Syndrome, I hope that others will begin to see students with Down Syndrome as unique and varied as their diagnosis. Throughout this paper, I will use the name Student A to refer to a 5th grade student who has Down Syndrome. I have known Student A since they were in 1st grade and have observed them in many capacities including at school, participating in extracurricular activities, and at home with their family. Being a part of Student As life as they have developed through elementary school has given me the opportunity to empathize with the journey students and parents may experience in public school special education programs. In 1866, Dr. John Langdon Down described the key attributes of the duplication of chromosome 21 during cell development known at the time as Trisomy 21. Today, we describe this is process and the proceeding diagnoses as Down Syndrome (National Down Syndrome Society, 2018). The complex nature of Down Syndrome leaves many expecting parents anxious. Down Syndrome can be detected as early as an expecting mothers 12 week doctor visit. The markers that reflect a diagnoses are found in the hormone levels of the mother and the measurements of the fetus (Down syndrome, 2018). The mothers age may also play a role in the possibility of Down Syndrome diagnoses. Geriatric pregnancy, or pregnancy over the age of 35, run higher risks of Down Syndrome diagnoses. However, 80% of all people with Down Syndrome were born to parents under the age of 35 (Tullos Barta Salinas, 2010). These calculations are not a diagnosis; rather, they produce the odds in which a child could be born with Down Syndrome (Na tional Down Syndrome Society, 2018). In Student As case, their mother had odds of 1/50 based on her age, which was 37. After fetal measurements were taken, the odds went up to 1/17 (Anonymous, personal communication, December 2, 2018). Due to the demand of accurate screening, Down Syndrome research has been heavily funded in the last 25 years. One way a fetus can be diagnosed before birth is through a procedure called an Amniocentesis. Amniotic fluid is extracted through a needle that has been inserted into the mothers uterus. This sample is then used to analyze the chromosomes of the fetus. Doctors usually perform this test in the second trimester, after 15 weeks of pregnancy (Down syndrome, 2018). If a fetus odds are high, most medical professionals encourage parents to proceed with an Amniocentesis. Some expecting parents, like Student As, choose to opt out of screening (Anonymous, personal communication, December 2, 2018). Ultimately, the cause of Down Syndrome is unknown and the diagnosis is seen throughout diverse populations. Down Syndrome does not discriminate between gender, nationality, or socioeconomic status (Tullos Barta Salinas, 2010). Physically, people with Down Syndrome are smaller in stature as well as smaller facial features, almond shaped eyes some level learning disability, but not all features are the same. There is an endless variety of outcomes for a person with Down Syndrome. The medical description of Down Syndrome is bleek at best, stating that children with Down Syndrome can experience a vast array of complications including dementia, speech and hearing impairments, delayed motor functions and heart problems (Down syndrome, 2018). The degree to which each child experiences these symptoms varies. Just as Down Syndrome symptoms vary from person to person, the experiences of a student with Down Syndrome entering the public school system differ widely. While there is a typical timeline of evaluative procedures for children with Down Syndrome before and after they enter the school system, which I discuss below, each childs experience is highly varied and depends on the child as well as their family and school district support systems (Bird, Alton, Mackinnon, 2000) . Since children are diagnosed at birth, they will have consistently been assessed throughout their young lives by medical professionals. Entering school begins a process of developing skills based on the students abilities and getting them to a place where they will be successful in life after school. Individualized Education Plan (IEP) goals focus on developing real world skills, including communication development, social skills such as performing tasks independently, and cognitive skills such as knowledge recognition. The process of entering the public school system is very different for children who are born with a known disability verses students who educators come to find may have a learning disability once they enter school. Children who are born with a known disability like Down Syndrome generally receive state-funded services and support immediately at birth. During early intervention, which is considered birth to three years of age, teams of specialists do a full evaluation that observes the developmental milestones of the child. Milestone markers are then evaluated by a physical therapist, occupational therapist, and speech therapist. Student As mother remembers an occupational therapist coming to their home when Student A was three months old (Anonymous, personal communication, December 2, 2018). If a child is meeting their developmental milestones, and there is no other evidence of skill deficit, they would no longer qualify for state services (T, Wolf, personal communication, December 8 , 2018). When a child reaches school age, or three to five, they begin receiving services from their county educational service district. At the age of three, Student A began to attend pre-school at a local elementary school two days a week (Anonymous, personal communication, December 2, 2018). Also at this time, the county educational service district set up students and their families with an Individual Family Service Plan (IFSP), which is similar to an IEP, but are intended for the whole family (T, Wolf, personal communication, December 8, 2018). As a child with Down Syndrome enters kindergarten, they bring with them an IEP that was developed from their IFSP and pre-school experience. Once they enter elementary school, considerably less emphasis is placed on family support and the students support system shifts toward the school. The students IEP is then monitored consistently and adjusted yearly by school support teams, which can include the students general education teacher, special education teacher, speech pathologist, occupational therapist, and/or physical therapist. The eligibility for services is evaluated every three years by the school psychologist until the student completes their senior year of high school (T, Wolf, personal communication, December 8, 2018). For up to three years post high school, some adults may continue to qualify for services from the county educational service district for continued support in developing life skills (Anonymous, personal communication, December 2, 2018) . In addition to support from educational service districts, many families look outside of the school environment for community support. There are often organizations that provide opportunities for children with Down Syndrome, similar to those of typical students, such as summer camps and sports teams. In addition to providing these opportunities, support groups for parents can play a significant role in the development of the child by providing children and parents with access to knowledge and other resources. Student As mother, for example, contacted Down Syndrome Network Oregon and her experience with them has been extremely positive. She has been connected with recreational opportunities for Student A, and expanded her familys support system far beyond what she thought was imaginable through connecting with other families in the organization (Anonymous, personal communication, December 2, 2018). While this timeline and the organizations and support systems for children with Down Sy ndrome and their families are somewhat consistent, the experiences of students still varies widely based on their range of abilities, interactions with educators, and learning goals. When educators set educational goals for typical children they are taught to look at each child as a unique and independent person separate from their other students. Students with Down Syndrome are worthy of same considerations as their peer counterparts. These students educational journey may look different but the goal is the same, preparing them for successful life beyond school. References: Bird, G., Alton, S., Mackinnon, C. (2000). Accessing the curriculum: Strategies for differentiation for pupils with Down syndrome. Southsea: Down Syndrome Educational Trust. This book offered strategies for supporting students with Down Syndrome in the classroom. The book also gave insight on the process of creating a welcoming environment and inclusion processes. Family Journey in Education [Personal interview]. (2018, December 2). Interview with Student As mother who wishes to remain anonymous. She gave invaluable information about her and her childs experience living with Down Syndrome. Down syndrome. (2018, March 08). Retrieved from https://www.mayoclinic.org/diseases-conditions/down-syndrome/symptoms-causes/syc-20 355977 The Mayo Clinic offered much insight on the diagnosis of Down Syndrome.The webiste clarified the procedures available for expecting mothers to screen for Down Syndrome. Tullos Barta, L., Salinas, Y. (2010). Supporting the Student with Down Syndrome in Your Classroom[Pamphlet]. Down Syndrome Association of West Michigan. This pamphlet gave information about the process of children with Down Syndrome entering the public school system as well as facts and history. What is Down Syndrome? | National Down Syndrome Society. (n.d.). Retrieved from https://www.ndss.org/about-down-syndrome/down-syndrome/ This citation clarified the causes of Down Syndrome. It also addressed the history and clarified in detail the chromosomal process that occurs when a child has Down Syndrome. Wolf, T. (2018, December 8). Process of Developing an Individualized Education Plan [E-mail interview]. Tandy Wolfe has a Masters in Special Education and is the Learning Specialist at Cedaroak Park Primary School in West Linn, Oregon.