Adaptive Physical Education Program For A Learner With A...

Adaptive physical education is defined as, â€Å"the art and science of developing, implementing, and monitoring a carefully designed physical education instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness† (apens.org). In simpler terms, it is just physical education that is adapted or modified to be appropriate for someone with a disability, while still being appropriate for someone without a disability. Teachers of all levels will run into this at some point in their teaching career no matter what subject they teach. The Individuals with Disabilities†¦show more content†¦All students are entitled to participate in physical education. Adaptive PE allows for students with disabilities to participate in physical activity and get active. Students without disabilities also have the opportunity to benefit from adaptive physical education. In a class where there are students with disabilities, other students have the chance to learn how to help and lead activities. Adaptive PE can give the students a chance to be the teachers. They can be the ones who give the directions or demonstrate a skill. At Farmington High School in Farmington CT, there is a PE class called unified sports. This was a PE class that had students with disabilities in it along with students without disabilities. The students signing up for this class knew that there were going to be students with disabilities mixed into the class. This was an adaptive PE class, but it gave the students a chance to teach and be leaders. The students had to come up with an adaptive lesson plan and teach it to the class. This activity had to be both appropriate and fun for both types of students. There were student of all abilities in this class. They ranged from studen ts in wheelchairs who couldn’t talk or move, to students that were almost functioning perfectly. These

Essay about Analysis of the Biography of Upton Sinclair

Upton Sinclair was born in Baltimore, Maryland on September 20th 1978. Sinclair grew up in a broken household; his father was an alcohol salesman and killed himself drinking. While his mother would not even think about drinking alcohol. So these personalities naturally clashed. So Sinclair found some solace in books, Sinclair was a natural writer and he began publishing at the young age of fifteen years old. Sinclair started off going to school at a small college by the name of New York City College. This was just temporary as Sinclair would need time and money to move higher up to a form of better education. So as a result Sinclair took the initiative and he started writing columns on ethnic jokes and hack fiction for small magazines in†¦show more content†¦Through college and ready to move on with his career as a writer and his life he began moving quickly. In 1900 Sinclair married Miss Meta H. Fuller. Sinclair had a child named David with her. The marriage was extremely t ough though because both had very little money to work with and with the addition of his son it didn’t help the financial situation in the family. The marriage eventually failed though, Sinclair and Miss Meta H. Fuller divorced in 1911 as two very unhappy people. This gave Sinclair inspiration though to write a tale. The tale which was called Springtime and Harvest was a story about a man and woman who had very little. Ironically this was very similar to his marriage with Miss Meta H. Fuller. Sinclair also wrote another tale which was called The Journal of Author Stirling. This was a fictional story about a man who tried succeed as a writer but eventually failed. This story started to gain Sinclair attention as a writer and eventually put his name out there. Then Sinclair came out with a hit, he published The Jungle. Sinclair’s book The Jungle won him an extreme amount of fame and as a result he gained a lot of money too. The book was basically Sinclair giving the pub lic a view of exploitation by factory owners back then. His book was an extreme success. Sinclair also wrote another great book, by the name of Dragons Teeth. This book was to give the public a view of the rise of Nazism and how quickly it was spreading. ThisShow MoreRelated Sinclair Lewis and Babbitt2178 Words   |  9 PagesSinclair Lewis and Babbitt      Ã‚  Ã‚   The book under analysis herein is Sinclair Lewis Babbitt.   The copy I am using in this research is published by Harcourt, Brace World, Inc., New York, 1950.   The original version was published in 1922, but there is no information in this book regarding what printing or edition it may be.   This edition encompasses thirty four chapters which span 401 pages in length as they are printed here.   One interesting note is that the novel is dedicated to Edith WhartonRead MoreCharles Bukowski: Cynical Critic1054 Words   |  5 Pagestargeting women; it would be foolish to blind ones opinion on whether he was anti-American or not, as such generalizations rarely fit an individual perfectly. Why Charles Bukowski criticizes and mocks conformed societies can be uncovered through the analysis of his life. Charles Bukowski (1920-1994) was born in post-World War I Germany, but soon after immigrated to America with his German mother and abusive American father (Frost, 2002). Bukowski was isolated in youth, contracting blood poisoningRead MoreHenry David Thoreau4404 Words   |  18 PagesThoreau, advising the young man and introducing him to a circle of local writers and thinkers, including Ellery Channing, Margaret Fuller, Bronson Alcott, and Nathaniel Hawthorne and his son Julian Hawthorne, who was a boy at the time. The best analysis of Thoreaus character was Emersons funeral elegy for him. Emerson was well aware of Thoreaus devotion to his principles and said that he had a perfect probity. Emerson also realized, perhaps better than anyone else, that Thoreau gave an edgeRead MoreAmerican Revolution and Study Guide Essay example5377 Words   |  22 PagesRed-light district Insubordination The Jungle Labor union Muller v. Oregon Mark Hannah direct primary city manager bureaucracy muckrakers Jacob Riss collective Elkins Act initiative political machine workman’s compensation Upton Sinclair How the Other Half Lives Suffrage Hepburn Act referendum Boss Tweed reclamation Thomas Nast Monopolies trusts William H. Taft 1. Identify causes of the Progressive Movement—show cause and effect (9pts) 2. Describe Theodore Roosevelt’s

Reincarnation Essay Example For Students

Reincarnation Essay ReincarnationSynopsisReincarnation is the embodiment in flesh or human form of the soul of a person now dead. Reincarnation is the belief that the soul survives after death and is reborn in the body of another person of some other living thing. This concept is called Transmigration of the Soul. Different religions from different countries have different beliefs of reincarnation. According to the Law of Karma, after death the soul is capable of passing to another body. The new body in which the soul is said to be reincarnated may be human, animal, plant or inanimate. According to the Hindus a good man may be reborn into a higher caste or perhaps even a god, were a lesser man becomes an insect or a worm. CasesOne of the best documented cases is that of a young Indian girl named Shanti Devi living in Delhi (born 1926) who at the age of three began to recall details of a former life in the town of Mutta eighty miles away. She said she had married a cloth merchant, given birth to a son and died ten years later. Her claims continued and when she was nine years old her family wrote to her claimed husband who visited her home unannounced and was immediately recognized by Shanti Devi. A committee was set up to witness her visit to Mutta and testified the fact that she did recognize other relatives, knew the way to her former house, which she recognized and in fact revealed that money had been hidden in the house. The hiding place was found and her former husband admitted he had removed the money. The Pollock family is another well recognized case is that of the two little girls of the Pollock family who were killed by a run- away car in the town of Hexham in Northumberland. Twin girls born two years later to the same parents claimed dolls of the former children as their own. One said Thats my Mary.' The other girl said, Thats my dolly that we had a long time ago!InvestigationsDr Ian Stevenson of the University of Virginia has spent thirty years investigation of reincarnation. His strongest cases are based on children with pre-natural memories that can be verified often in considerable detail and in circumstances that made it highly unlikely that the children would have searched the information. Other evidence that match marks on previous suspected incarnations particularly where they might relate to the death of the former individual, for example where the reincarnation of a gunshot victim has birthmarks which match the entry holes of the bullets in the victim. QuestionsThese cases raise questions, which may play a part in understanding the mechanisms. In fact no matter how good the evidence it cannot prove reincarnation. Even if we except that a person has memories that at one time belonged to someone now dead we still cant prove how they traveled from one to another?ConclusionWhen all the evidence has been examined, it seems that the ancient and widespread belief in reincarnation offers an explanation, but for many people this explanation is not enough. Some Hindus and Buddhist cultures believe that a single human life-time is only one stage in the development of the soul, which has to return to the earth many times in many different bodies before it can be perfect. By Dana Clark Bibliography1. Wilson, Colin, Evans, Dr Christopher. (1975). THE GREAT BOOK OF THE UNKNOWN. UK Aldus Books. 2. Spencer, John, Spencer, Anne. (1995). THE ENCYCLOPEDIA OF THE WORLDS GREATEST UNSOLVED MYSTERIES. Headline Books. 3. AUSTRALIAN INFOPEDIA 2. (1996). SoftKey Multimedia Inc. FUNK AND WANGLES ENCYCLOPEDIA. .uc8fa01ebf0ebf45dd7ccd9548fd7842c , .uc8fa01ebf0ebf45dd7ccd9548fd7842c .postImageUrl , .uc8fa01ebf0ebf45dd7ccd9548fd7842c .centered-text-area { min-height: 80px; position: relative; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c , .uc8fa01ebf0ebf45dd7ccd9548fd7842c:hover , .uc8fa01ebf0ebf45dd7ccd9548fd7842c:visited , .uc8fa01ebf0ebf45dd7ccd9548fd7842c:active { border:0!important; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c .clearfix:after { content: ""; display: table; clear: both; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c:active , .uc8fa01ebf0ebf45dd7ccd9548fd7842c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c .centered-text-area { width: 100%; position: relative ; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c:hover .ctaButton { background-color: #34495E!important; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c .uc8fa01ebf0ebf45dd7ccd9548fd7842c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc8fa01ebf0ebf45dd7ccd9548fd7842c:after { content: ""; display: block; clear: both; } READ: Aircel Case Study Essay4. 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Twelve Angry Men Suggests That Justice and Truth Are Different free essay sample

As such, Roses jurors learn to reconcile both truth and justice through means of a ‘reasonable doubt’, empowering both the judicial process and unification of moral empathy. Rose initially perceives a societal tension between individual truth and a common call for unity. Society’s expectation, Rose suggests, is to absolve preconceptions in the pursuit for a neutral and modal citizenship. Such concern is established in Rose’s judge’s speech, imploring the jury to ‘separate the facts from the fancy’, and to reach a common cause of a ‘unanimous verdict’. However, standing in the way of this model is an individual perception of truth and order, established by Rose in the domineering presence of certain Jurors. Juror 3 seeks to close the proceedings by isolating the facts of the case, stating â€Å"Let’s slap him down.. save us a lot of time and money. † Furthermore, Juror 7’s self-interest manifests in his declaration â€Å"Let’s vote, who knows, maybe we can all go home. We will write a custom essay sample on Twelve Angry Men Suggests That Justice and Truth Are Different or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † The ability to become an active citizen, therefore, is seen by Rose as vital to a transparent and self-evident judicial system. Juror 8 consolidates this democratic purpose by stating ‘it’s not easy for me to raise my hand without talking about it first’. As such, Rose draws attention to a necessary unification and humility under society’s ideals, fulfilling the individual’s understanding of the judicial system. When manipulated by an agenda for personal truth, justice may be misled, undermining group consensus. In disassociating from the tension of society’s ideals, Rose maintains, the individual’s personal agenda will necessarily shape a course of objectivity, devaluing an empowering process of democracy. Juror 11, as Rose’s voice of judicial integrity, observes that indeed ‘facts may be coloured by the personalities of the people that present them’. It is this method which Juror 3 ultimately pursues to coerce the jury into his unilateral agenda, an inherent ‘monopoly on the truth’. After a secret ballot is conducted, and a previous majority member dissents, Juror 3 interrogates a system that does not suit his values: â€Å"Secrets? There are no secrets in the jury room. †As such, Juror 3’s followers are essentially dehumanised, observed in Rose’s stage direction of Juror 2 and 5 ‘breaking off and looking around nervously’. Conversely, Juror 8, instead of correlating truth and justice through intimidation, builds a foundation of self-affirming truth, a realisation of democracy’s true calling. Rose establishes this model in Juror 8’s decision to sacrifice his agenda to the good of democracy: â€Å"If there are still 11 votes guilty, Ill abstain†, a process of honest leadership. Additionally, Juror 2, oppressed by the bullying tactics of 3, is valued and empowered by Juror 8’s broad minority influence, asking â€Å"What would you say? †. Thus, Rose surmises that an individual agenda will unavoidably colour a judicial foundation, however it is the responsibility of a democracy to accept, and indeed value ‘unpopular opinions’. And such, Rose concludes that while there may be an unresolvable tension between the subjectivity of truth and the inherency of justice, it is the greatness of democracy to affirm and uphold these differences, preserving the valour of a ‘reasonable doubt’. Empowered by the congregation of their moral worth, Rose’s jurors eventually see past the ‘cold hard facts’ to a higher form of empathy. Juror 11 affirms the ideal of holistic perception of the accused, rather than him as an objective figure of the law: â€Å"Many of us are capable of committing murder, but that doesn’t mean we have. ’ This appreciation for human integrity manifests itself in Rose’s final confrontation of the play: The group detaching from their bully leader, and under Rose’s stage direction ‘the others stay silent’. In this way, the jurors ultimately sacrifice their own sense of entitlement to a stronger group cohesion, immortalised in Juror 11’s speech: ‘We have nothing to gain our lose by our verdict. That is one of the reasons we are strong. † Thus, Rose asserts that the affirmation of a ‘reasonable doubt’ provides a duality between a necessary judicial basis and the power of democratic freedom, emphasised by Juror 8: ‘No one will ever know what the truth is-but we have a reasonable doubt, a safeguard of enormous value in our system’. Reginald Rose’s play 12 Angry Men explores the inherent fragility of justice and truth. In affirming the empowering process of democracy, Rose thus defines society’s greatness in sacrificing truth for the unity of judicial integrity, ensuring man’s valour of human empathy.