Should Technology Replace Educational Tools in School

Should Technology Replace Educational Tools in School? Technology has spread across the world to become a major factor in day to day life. It is used for work, researching, and entertainment. Technology has already started to replace certain educational objects in schools, but its possibilities are still being held back. People worry about the possible consequences of their children being exposed to technology. However, the benefits easily outweigh the consequences when each of them can be resolved. An increase in technology in schools will improve the lives of the students and the choices they make for their future. Technology can have a larger part in schools through computers, phones, projectors, tablets, and even smart boards. There†¦show more content†¦If something is stopping a student from being able to come to school on a certain day such as the weather then the teacher could send the lesson to the students to review until they return to school. This would not only help on keeping absent kids up but it could also allow the teacher to go through the work quicker. Having technology to use instead of books also allows the student to be exposed to a wider range of information that is more up to date. Today’s generations are used to technology and have a tendency to work better when it’s involved. The Empowering Leaners which is AASL’s national guidelines for school libraries stated that technology needs to slowly increase its involvement in education (Norton, 2013, p. 5). Students grow up today learning that they are going to need to know how to use technology for their futures so by doing this schools are expanding their choices. Technology is costly but the money that is spent on books, paper, pencils, folders, markers, etc., the school could be saving money in the long run. It could also help out students who don’t have the money to buy the needed supplies. Another great thing about technology is that it doesn’t only help the students but the teachers and parents also. Having a class full of students can make it hard for the teacher to make sure that each of them is learning the material. Every student has their own way of learning and the te chnology can allow theShow MoreRelatedTechnology And Its Impact On The Classroom1571 Words   |  7 PagesTechnology in the school has become an increasingly challenging and somewhat disruptive aspect in today’s educational system. In order to maintain what is considered the status quo, schools have focused their energy and resources on banning cell phones, wireless Internet and blocking social networking sites like Facebook and Twitter in schools. However, as technology continues to grow in our society outside of the school, many believe that effectively involving these technologies into the classroomRead MoreTechnology Is Becoming Increasingly Used For Student Learning Through Technology Essay1320 Words   |  6 PagesTechnology is becoming increasingly used in K-12 schools every day. In fact, in 2010, the U.S. Department of Education released the National Education Technology Plan to promote student learning through technology. School districts began to spend millions of dollars on newer and more updated devices to provide their students with the newest technology. (Factors, 1). But questions have come up about the affect technology has on the students. Do they truly learn more when using technology in theRead MoreTechnology Has Changed The Way We Learn Essay1559 Words   |  7 PagesTechnology has indeed changed the way we learn. I was observing some kids doing their school work and I noticed that all of them had computers, laptops, tablets, or another kind of technology device with them. It made me think back on my elementary, middle, and high school days. I remember growing up without as much technology available as today, so most of the papers were hand written, I had to spend days at the library looking for the right sources, reading newspaper, magazines and books to findRead MoreTeacher Resistance Can Cause Barriers When Implementing Technology in the Schools1568 Words   |  7 PagesHistory of Resistance Technology is not a modern, 21st century word. Technology has been in our society, and our classrooms for that matter, for quite some time. According to Seattler (1990) integration of televisions into the classroom started in the 1950’s and has evolved to bigger and better things since then. When first introduced, televisions were given put in classrooms with the expectation that when turned on, teaching practices would be transformed and problems in instruction and studentRead MoreUsing Technology in the Classroom1265 Words   |  5 PagesTechnology has developed far quicker in the last fifty years than ever before in the history mankind. It has influenced the way we all live in countless ways including how we learn. In a culture that has become increasingly reliant on technology, it is not shocking that technology has become part of the permanent setting in our schools and classrooms. Technology is changing the landscape of education, modernizing how educators teach, how children learn and how parents contribute in the process. TheRead MoreEssay On No Child Left Behind928 Words   |  4 PagesChild Left Behind The No Child Left Behind Act of 2001 was a US Act of Congress. This law took effect in 2002. This had an impact on US public school classrooms. Through this law there were several effects in the way schools teaching their students. this also affected what tests the students had to take and the teachers training. This also addressed the way schools and their districts were going to spend their monetary funds. The goal of this act was to provide educators assistance in planning and implementingRead MoreIpads in the Primary Classroom831 Words   |  3 Pagesyear old children are considered technologically savvy. Children learn differently with technology. Certain skills such as problem solving, exploratory learning, collaboration, and teamwork skills are enhanced through the use of technology (2013). Shifflet,Toledo, Mattoon found in their research, preschoolers were quite successful with iPads and even at a young age, the use of technology enhances the educational experience. Mattoon discovered four surprises in introducing touch tablets (similar toRead MoreRay Bradburys Fear of Modern Technology Essay example942 Words   |  4 PagesTechnology has become an increasingly advanced as well as an important aspect in modern society. That is why Ray Bradbury, the author of Fahrenheit 451, was right to fear books and other printed sources would be replaced by modern technology. Technology has contributed to the significant loss of time children spend reading. Additionally, eBooks have replaced print books. Moreover, television and radio have replaced newspapers as the dominant source of information. Many people argue thatRead MoreHow Technology Has Changed Teaching And Learning1525 Words   |  7 PagesTechnology has become indispensible from our day-to-day life. Advances in information Technology have revolutionized how people communicate and learn in nearly every aspect of modern life. Efficient access of present technology is possible for a child of 21st century without any guidance.Why don’t we use such technology in Education? Technology in education provides access to various e-learning resources, anytime-anywhere-collaborative learning, multimedia approaches, and online libraries whichRead MoreTeacher s Role Of 21st Century : Personal Debate - Module / Week 51385 Words   |  6 Pagesin the global society. †¢ Enable students to maximize the potential of their formal and informal learning experiences. †¢ Facilitate learning in multiple modalities. †¢ Work as effective members of learning teams. †¢ Use the full range of digital-age tools to improve student engagement and achievement. †¢ Work with their students to co-create new learning opportunities. †¢ Use data to support student learning and program improvements. †¢ Be lifelong learners. †¢ Be global educators. †¢ Work with policy leaders

Sample of Chapter 2 of an Investigatory Project...

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Introduction This chapter indicates the ideas, also the history, relevant to the experiment to provide information and further elaborate different standpoints that were the foundation of the proposed study, also on the background study of the different methods and concepts used by other researchers that applies to the present study. In order to develop new method and procedures, careful review of literature and studies must be done for the development of the study. The main purpose of this chapter is to identify and review theories on steam engine and to identify the deficiencies of those theories. Related Literature In general usage, the term ‘steam’ is the invisible vapor into which†¦show more content†¦A steam engine is a heat engine that performs mechanical work using steam as its working fluid. Steam engines are external combustion engines.[5] where the working fluid is separate from the combustion products. Non-combustion heat sources such as solar power, nuclear power or geothermal energy may be used. Water turns to steam in a boiler and reaches a high pressure. When expanded through pistons or turbines, mechanical work is done. The reduced-pressure steam is then condensed, and it is pumped back into the boiler. The ideal thermodynamic cycle used to analyze this process is called the Rankine cycle. This cycle generates about 90% of all electric power used throughout the world. (see fig. 1)[6] Some practical steam engines discard the low-pressure steam instead of condensing it for reuse. Fig.1 The Rankine cycle There are two fundamental components of a steam plant: the boiler or steam generator, and the motor unit, referred to itself as a steam engine. Stationary steam engines in fixed buildings may have the two parts in separate buildings some distance apart. For portable or mobile use, such as steam locomotives, the two are mounted together. Other components are often present; pumps (such as an injector) to supply water to the boiler during operation, condensers to recirculate the water and recover the latent heat of vaporization, and super heaters to raise the temperature of the steam above its

Life of Martha Graham free essay sample

Life of Martha Graham Martha Graham was born in a town of Pittsburgh, Pennsylvania, on May 11, 1894, one of George and Jane Beers Grahams three daughters. Her father was a doctor who treated people with nervous disorders. When she was ten years old, and after one of her sisters developed asthma, the family moved to California. Graham became interested in studying dance after she saw Ruth St. Denis perform in Los Angeles, California, in 1914. Her parents did not approve of her becoming a dancer, so she enrolled in the Cumnock School, a junior college. Grahams father died in 1914, after which she felt free to pursue her dream. After graduating from Cumnock, she enrolled in the Denishawn Studio, a dancing school operated by Ruth St. Denis and Ted Shawn. Graham had never had a dance lesson up to that point, but the small, quiet, shy, but hardworking girl impressed Shawn and toured with his troupe in a production of Xochitl, based on an Indian legend. In 1923 Graham left this company to do two years of solo dancing for the Greenwich Village Follies. In 1925 Graham became dance instructor at the Eastman School of Music and Theater in Rochester, New York. She began experimenting with current dance forms. I wanted to begin, she said, not with characters or ideas but with movement. She rejected the traditional steps of classical ballet; she wanted the dancing body to be related to natural motion and to the music. She experimented with what the body could do based on its own construction, on the rise what was known as percussive movements. Grahams first dances were performed on a uncovered stage with only costumes and lights. The dancers faces were tight, their hands unbending, and their costumes short. Later she added more surroundings and different costumes for effect. The music was modern and usually composed just for the dance. Isadora Duncan , the first modern dancer, had used music to inspire her works, but Graham used music to make her works more extraordinary. Grahams progression of design usually began with what she called a certain stirring. Inspiration might come from a classical saga, an event in American history, a story from the Bible, historical figures, current social problems, writings, poems, or paintings. She would then develop a dramatic state of affairs or personality to express the feeling or idea. She then found music, or asked for new music from her longtime teammate, Louis Horst, to maintain the motivation while she created movements to express it. The purpose of Grahams dance was to bring about an increased attentiveness of life and a greater perceptive of the nature of man. Dance was to her an inner emotional experience. Graham introduced an amount of other new facial appearance to modern dance. She established the use of moving panorama, used props as symbols, and united speech with dancing. She was also the first to join together her group, using African Americans and Asians in her regular company. She replaced the long-established ballet folk dress with either a straight, dark, long shirt or the common leotard (a tight, one-piece garment worn by dancers). Using the stage, the floor, and the props as part of the dance itself, she created a whole new language of dance. Her first large group piece, Vision of the Apocalypse, was performed in 1929. Her most significant early work was a piece called Heretic. After Grahams presentation as the lead role in composer Igor Stravinskys American premiere of Rite of Spring, Graham toured the United States for four years in the production Electra. During this trip she became engrossed in the American Indians of the Southwest. One of the first products of this awareness was Primitive Mysteries. Her increasing curiosity in the American past was seen in her dance based on the lives of American pioneer women, Frontier, and in her famous Appalachian Spring. In 1932 she became the first dancer to receive a Guggenheim fellowship, and she danced for President Franklin Roosevelt at the White House in 1937. Graham founded the Dance Repertory Theater in New York City in 1930. She also helped establish the Bennington School of Arts at Bennington College in Vermont, where her teaching made Bennington the center of experimental dance in America. With the later organization of the School of Contemporary Martha Graham Dance in New York City, she educated a large number of modern dancers who went on to broaden her ideas and style to the rest of the world. Graham danced her last role in 1969, but she continued to choreograph. In 1976 she received the Presidential Medal of Freedom. A year before her death, in 1990, she choreographed Maple Leaf Rag, a show that featured music by Scott Joplin and costumes by Calvin Klein. Her name is still linked with modern dance in many peoples minds. Graham has choreographed over 180 dance routines. Martha Graham died on April 1, 1991, known as one of the twentieth centurys revolutionary artists. Over all Martha Graham is truly an amazing choreographer and dancer. She worked hard to make herself and her dancing known worldwide. Graham is definitely someone that demonstrates patience and never giving up on your dreams. Graham did everything in her power to achieve her dreams. In the process of achieving that dream, to become a dancer, being a dance choreographer was just a bonus that was added to her life. All her great work will be remembered. Her dancing style may not be one of many that people would like to dance, yet they still love her for what she has done. Martha Graham is a role model for many dancers and choreographer.

SDLC Essay Example

SDLC Essay To solve the operational problems of various organizations, a number of system development life cycle (SDLC) methodologies were created. The SDLC describes the several stages involved in developing information systems, which usually includes software requirements analysis, systems design, systems development, system testing, and release and maintenance. The waterfall methodology was the first SDLC methodology created. It involves a sequence of stages or phases where each phase has to be accomplished first before you proceed to the next. Then, the output of an accomplished stage becomes the input for the next stage (Kay, 2002). A number of problems were encountered in adopting this methodology, one of which is that the system requirements must be specified in advance (Kay, 2002).Hence, many other SDLC methodologies were developed. First, the prototype development SDLC is a cyclic version of the waterfall methodology wherein a prototype is created, tested, and iterated as necessary unt il an acceptable prototype is achieved. The rational unified process (RUP) takes an â€Å"an iterative, requirements-driven, and architecture-centric approach to software development† (Kruchten, 2004 cited in Ambler, 2005). Based on the SDLC spiral method, the RUP’s system development is organized into four phases where each stage consists of executable reiteration.The rapid application development (RAD) emphasizes on developing a high-quality system faster by creating a prototype as early as possible to be tested and refined (Kay, 2002). RAD, however, works best only under certain conditions, such as when the end-user is a small group. Finally, the agile development methodology consists of four phases: iteration 0, development iterations, release, and production. One of its advantages is â€Å"the feedback cycle between the generation of an idea and the realization of that idea† is shortened, thereby minimizing the risk of misunderstanding (Ambler, 2005). Meanw hile, Microsoft solutions framework is a flexible framework designed to provide business-driven solutions considering the following approaches: Project Management, Risk Management, and Readiness Management.

How to Use Transition Words in Academic Writings - Paperell.com

How to Use Transition Words in Academic Writings How to Use Transition Words in Academic Writings What Are Transition Words?Transition words refer to words or phrases that join sentences and paragraphs together smoothly without causing abrupt jumps or breaks between ideas. They are either words or phrases that connect one idea to the other.In the English Language they are vital because they connect ideas, introduce a certain shift, contrast or opposition, emphasis or agreement, purpose, result or conclusion and so on. Interestingly, all transition words and phrases perform different functions.List of Transition Words with ExamplesListed above are few of the transition words to use in an essay or essays. There are numerous transition words and they all could be confusing if not categorized. See below them organized by categories based on purpose: Additive CategoryAdditive category compared to others is the largest of all four categories and subdivided into six groups as explained below:Addition transition words add value to sentences. Examples include indeed, also, in addition, as a matter of fact, alternatively, in fact, and, too, nor, furthermore, moreover, actually, etc.Example: I hate snakes; as a matter of fact, I hate all reptiles.Introduction transition words are transition words to use at the beginning of a paragraph to introduce thoughts perfectly e.g. for instance, particularly, by way of example, including, to illustrate, especially, such as, for example, notably, like, as, in particular,Example: For example, reptiles include snakes, lizards, iguanas, crocodiles, alligators etc.Reference transition words attract the attention of readers to the object of discourse. Examples include speaking about, as for (this), concerning (this), the fact that, etc.Example: The fact that human beings evolve from chimpanzees according to Darwin has been proven wrong.Similarity transition words link two objects with similar characteristics or features. Importantly, they add stylistic perfection to writes include either way, whichever happens, in either case, in any case, all the same, at any rate,etc.Example: In any case, the value of gravity on earth will always be 10 m/s2.Replacement transition words define the connection between objects in a sentence. For effect, you can use them smartly when writing academic articles or papers. Examples of these include (or) at least, instead, (or) rather etc.Example: For lunch, I would have cake or at least doughnuts.Causal CategoryThe causal category addresses causes include for the purpose of, in order that, so that, lest, to the end that, with this in mind, etc.Example: I heard a creepy sound in my basement last night; so, with this in mind, I armed myself with a torchlight and a baseball bat ready for action.Consequence transition words explain results of actions e.g. under those circumstances,then, in that case, if not, otherwise etc.Example: With the sparkplug dead and the radiator out, under those circumstances, it would be a miracle for that car to run.Condition transition words help readers to un derstand the logical flow of academic works or research papers e.g. provided that, in the event that, as/so long as, unless, even if, only if, given that, etc.Example: As long as the President remains in power, protests will continue.Sequential CategoryThe sequential elements illustrate the sequence of events and can divide words thus:Numerical transition words underline the strength of thoughts in sentences (logically. Examples include in the (first, second, etc.) place, initially, first of all, to start with etc.Example: First, I would like you to state your mission here, and second, explain why so early.Continuation transition words draw the continuity between objects, thoughts, actions and so on for logically connection and better understanding. Examples include subsequently, previously, next, before (this), afterwards, then, and so on.Example: Previously, we discussed evolution and now we proceed with its theories.Conclusion transition words are used to derive conclusions. You can use them in articles, research work etc. They add forcefulness to the conclusions. Examples include to conclude (with), finally, at last, lastly, eventually, as a final point etc.Example: To conclude, I would like to draw a connection between apes and humans.Digression transition words change the topic of the sentence or discussion to other essential information. Examplesinclude incidentally, by the way, to change the topic, and so on.Example: To change the topic, let us talk about you for a second.Resumption transition words add stylistic accent to sentences or statements. However, do not overuse them becauseyour writing will be watery. They include to get back to the point, to resume, anyway, anyhow, at any rate, to return to the subject etc fall under this category.Example: Anyway, with that out of the way, let us continue with the discussion. Summation transition words are used to summarize information in a writing. Examples include as we previously stated, so, consequently, in summary, thus, as has been noted, to put it briefly, hence, in conclusion, altogether, therefore and so on.Example: As we previously stated, transition sets puts professional touch in your writing.How to Use Transition WordsTransition words and phrases form imperative parts of articles, papers, presentations etc. They, of course, give logical organization and structure to literary works. Besides the importance of transition sets or phrases, their usage is more important.The wrong usage would render your article useless, hence its importance. All English transition words and phrases are sometimes also called conjunctive adverbs. Since they link two words, phrases or clauses, they have the same function as coordinating conjunctions.To use transition words effectively, you must adhere to the special rules of usage punctuation. Insert a semicolon or full stop after the initial sentence. Then almost always add a comma to separate the transition word from the second sentence.Example 1:Children spent most of their free time playing; however, they are forced to be productive when adults are around.At other times, transition phrases can begin a sentence and, in that case, add a comma (if needed) after it.Example 2:In conclusion, transition words add color and life to essays.Note also that when using a semicolon to connect sentences, ensure that the group of words on either side of the semicolon can stand alone i.e. they must be complete sentences with a subject and a verb.Wrapping upTransition sets enriches writings, therefore select good transition words to use in essays or academic papers. In conclusion, avoid over-use, wrong usage and know when to use transition words.

What Is Pre-AP How Are Pre-AP Classes Different

What Is Pre-AP How Are Pre-AP Classes Different SAT / ACT Prep Online Guides and Tips What is a pre-AP class? Has your school started to offer pre-AP classes or are you wondering if they should? Have you heard about the College Board’s new official pre-AP classes and aren’t sure what they are? This guide is here to answer all your pre-AP questions. We’ll explain what pre-AP is, how official pre-AP classes differ from unofficial pre-AP classes, important changes coming to pre-AP, and what subjects the official pre-AP classes will cover. What Is Pre-AP? What is a pre-AP class? Pre-AP classes are a fairly new term for classes that are meant to prepare high school students for AP classes (college-level classes taken in high school) as well as college classes themselves.Pre-AP classes are typically taken by high school freshman, but some courses are also meant for sophomores. Can any school decide it wants to have pre-AP and just assign the title to some of its classes? Yes, but not for much longer.The College Board has recently announced that it will launch an official pre-AP program in the fall of 2018 (learn more about the official pre-AP classes in the â€Å"What Official Pre-AP Classes Are Available?† section further down).Beginning in the fall of 2022, all classes that are labelled as â€Å"pre-AP† must be submitted to the College Board and have their curriculum approved in order to be called pre-AP. Official pre-AP classes must also be available to all students in a grade, not just honors or advanced students. Currently, however, there are both official and unofficial pre-AP classes, and although both are meant to prepare students for future college classes, the two types are actually quite different from each other. Unofficial Pre-AP Classes Until 2022, any school can give certain classes the â€Å"pre-AP† title without having to follow the curriculum or rules of official pre-AP classes.Unofficial pre-AP classes are usually similar to honors classes. They are more challenging than regular-level classes and will likely have more homework and more rigorous tests to help you prepare for the advanced level of AP classes.You may need to have certain grades or pass a test to be accepted into an unofficial pre-AP class. Official Pre-AP Classes Official pre-AP classes are those that have had their curriculum approved by the College Board. Beginning in 2022, they will be the only pre-AP classes allowed. The College Board created pre-AP classes as a way to introduce all high school students to the skills and resources they'll be using in college classes. Unlike regular AP classes, which are often only for advanced students, official pre-AP classes must be open access, which means students at all learning levels must be able to take them. Pre-AP classes are meant to be the standard curriculum for a course, not an honors or advanced program.If your school has an official pre-AP course, then all students must be enrolled in it. Schools can’t exclude anyone from a pre-AP class based on his or her grades or aptitude for the subject. It's possible for a school to have an honors pre-AP class, but only if they also have a regular-level pre-AP class in the same subject as well.This could mean that, instead of having regular and honors biology, a school would just have pre-AP biology and honors pre-AP biology. When a class is an official pre-AP class, that doesn't necessarily mean it's an advanced class or more difficult than regular classes. Pre-AP just means the class has more of a focuson preparing you for future college classes. You'll still be studying the same major topics in a pre-AP class that you would in a regular class, but the way the lessons are taught and how you are assessed will be slightly different and more similar to a college class. This may mean you'll analyze more texts similar to those studied in college classes, practice critical thinking skills, and learn specific lessons that are part of the pre-AP program. Since these are skills all students should be learning, pre-AP classes aren't meant for just advanced students. How Does Pre-AP Differ From Regular Advanced Placement? Because the names are so similar, it’s easy to confuse pre-AP and regular AP classes. However, they’re quite different from each other, and the three major differences are discussed below. #1:You Can’t Get College Credit for Pre-AP Classes AP classes are taught at the same level as college classes; therefore, passing one means you can pass its college counterpart. This is why many colleges give college credit for passing AP classes. Pre-AP classes are still taught at the high school level, so although they can be more difficult than regular high school classes, you won’t get college credit for them since they aren’t as difficult as regular college classes. #2: There Is No Final AP Exam to Pass in a Pre-AP Class For most students, the most important part of every AP class they take is the final AP class in the spring. These exams, which are scored from 1 to 5, are important for showing colleges how well you understood the material and possibly getting college credit. Pre-AP classes don’t have final AP exams like that. Just like a regular class you’ll probably end the year with a final exam or project, but there’s no official pre-AP exam you need to take or pass. #3:Pre-AP Classes May or May Not Give Your Transcript a Boost Some students and parents get confused as to how important college think pre-AP classes are. Does a pre-AP class look as good as an AP class on your high school transcript? No, since, as mentioned above, AP classes are significantly more difficult than pre-AP classes. Currently, many colleges will view a pre-AP class on a high school transcript the same way they view an honors class. However, once official pre-AP classes become more widespread, colleges will likely stop viewing pre-AP classes as honors or advanced classes since official pre-AP classes are meant to be taught to students of all abilities. An honors pre-AP class will likely be viewed the same as a regular honors class. What Official Pre-AP Classes Are Available? Beginning in fall 2018, five official pre-AP classes will launch in schools. These classes are all official pre-AP classes and will follow curriculum designed by the College Board. The five classes are all meant for 9th graders, but more pre-AP classes, including some for students in other grades, are expecting in coming years. Many of them include more of an emphasis on critical reading and analysis skills than regular classes typically would. Below are the five official pre-AP classes, each with a short description. You can find out more about the pre-AP classes on the College Board’s pre-AP website. Pre-AP Algebra 1: Focuses primarily on linear relationships as well as other building blocks of math. There will be an emphasis on using math skills to solve real-world problems as well as being able to support or refute mathematical arguments. Pre-AP Biology: Gives students a foundation on basic biological concepts, both macro and micro. Students will read higher-level biology texts and learn analytical reading and writing skills useful for upper-level and college science classes. Pre-AP English 1: Teaches students close reading skills, analytical writing, and language skills while reading a variety of complex texts similar to what you'd read in intro-level college English classes. Pre-AP World History and Geography: Focuses on how history and geography are related, the importance of evaluating evidence from historical texts, and how to explain historical relationships. There's an emphasis on identifying and analyzing relationships between historical figures and events, as well as incorporating evidence into written and oral arguments. Pre-AP Visual and Performing Arts: There are four specific courses in this group: pre-AP Dance, pre-AP Music, pre-AP Theater, and pre-AP Visual Arts. Compared to many regular classes, these pre-AP classes focus more on analysis and interpretation of important works, peer-to-peer dialogue, experimentation, and reflective writing to prepare students for college-level classes in these subjects. Conclusion: What Is Pre-AP? Pre-AP classes used to be a title used by schools to designate honors classes or other rigorous classes designed to prepare students for AP classes in future years. Beginning in fall of 2018, the College Board will launch five official pre-AP classes. These classes are open-access, which means students of all abilities must be allowed to take the class. Instead of being honors classes, official pre-AP classes are meant to be the standard class in a school to teach a subject.Unlike regular AP classes, you can’t get college credit for pre-AP classes, and there is no final AP exam to take at the end of the year. What's Next? Want to learn more about Advanced Placement classes?Check out our introductory guide to AP classes and tests to learn everything you need to know! Does your school offer AP and IB? Are you curious about the differences between the two? Take a look at this article to learn whether AP or IB will be a better fit for your needs. If you're taking the SAT or ACT soon, you'll want to be well prepared. Check out our ultimate study guide for the SAT and ultimate study guide for the ACT for everything you need to score high! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Regional human rights instruments Essay Example | Topics and Well Written Essays - 3000 words

Regional human rights instruments - Essay Example They can, however, have an ethical consequence and offer guidance to States about their responsibilities2. In Asia, the association of the 10 states of South-east Asian Nations (ASEAN) has acknowledged a regional human rights system for South-East Asia. In 2007, State leaders signed an ASEAN agreement, come into power in 2008 following endorsement by all 10 member states. The Charter offers ASEAN a bureaucratic basis that ascertains an institutional arrangement and forbids policy of course. In 2009, the ASEAN inter legislative Commission on Human Rights occurred in the 15th ASEAN meeting. The ASEAN Commission in 2010 for the protection and Promotion of the Rights of Women as well as Children (ACWC) was also acknowledged3. In Europe, the local preparations for protecting human rights are extensive. They involve the European Union, the Council of Europe, and the Organization for Cooperation and security in Europe4. All these intergovernmental organizations have their own regional human rights instruments and mechanisms. ... all over the world have built up domestic law and constitutions that mirror elementary human rights values though there is major discrepancy among States in their advances6. The federal government in Peru goes into international treaties devoid of parliamentary consent. While it cannot necessitate the provinces to apply international human rights agreements in region falling in /territorial control, provincial, federal, and territorial governments usually share their human rights schedules and the federal government gets into treaties with provincial approval1. In Peru, a dualist approach is followed. This means that global human rights treaties must be included into local legislation to have impact in domestic courts. In general, global human rights agreements are not included into local legislation, posing a challenge to their implementation within the territories and provinces. Assessing Peru’s conformity with its treaty requirements and associated jurisprudence can be hard as there are two parts to consider: jurisprudence for normal legislation and jurisprudence for the constitution of Peru and the Peru Charter of Rights and basic Freedoms7. In the ordinary legislation, the courts have argued that judges should endeavor to interpret such laws according to relevant international requirements. If the express requirements of a domestic decree are dissimilar to or conflicting with Peru’s international requirements, the former overcomes. The judiciary is therefore not bound to apply the international human rights treaty requirements of Peru, even though they will be a pertinent and important factor in the courts' explanation of the Charter8. There can be vagueness among lawyers and judges about the connection between the international human rights treaties and the