The Lost Boys of Sudan free essay sample

The students will watch the Documentary; God Grew Tired of Us, about the lives of the â€Å"Lost Boys of Sudan†. They will take notes on the key points in the Lost Boy’s journey as well as notes on the life lessons we could learn from them as people. Instructions: Your Essay will have 6 paragraphs and will be no longer than 2 pages, single spaced with size 12 font. The essay must include a descriptive title and a picture that is labeled with a caption below. Paragraph # 1: Introductory Paragraph The Walking Journey Out of Sudan (facts) Paragraph # 3: Life in the Kakuma Refugee Camp (facts) Paragraph # 4: Transition to Life in North America (facts) Paragraph # 5: Three – Five Important Life Lesson Learned from the Lost Boys (more of a personal opinion and reflection) Paragraph # 6: Concluding Paragraph Checklist for your Good Copy: Evaluation: Descriptive Title/1 Introductory Paragraph (intro sentence, set up sentences, concluding sentence)/3 The Walking Journey Paragraph (intro sentence, min. We will write a custom essay sample on The Lost Boys of Sudan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Kakuma Life Paragraph (intro sentence, min. 5 content sentences, concluding sentence)/5 Transition to N. A. Paragraph (intro sentence, min. 5 content sentences, concluding sentence)/5 Life Lessons Paragraph (intro sentence, min. 6 content sentences, concluding sentence)/5 Introductory Paragraph (intro sentence, conclusion sentences, concluding sentence)/3 Appropriate Labeled Picture/2 Spelling and Grammar/3 Total/32 Lost Boys of Sudan: From the Movie – God Grew Tired of Us The Facts Concerning Their 20+ Year Journey The 5 Year Journey: (1987 – 1992) to flee to the south. The Kakuma Refugee Camp (1992 – 2002 when filming began) New Life in the USA: (2002 ( ) Life Lessons from the Lost Boys of Sudan 1. It is never too late to learn: 2. There can always be a new beginning in life, never give up: 3. Believe in yourself and your potential: 4. Hard work leads to opportunities: 5. Helping family and friends is important in life: 6. It is important for people to maintain their culture: 7. People in North America need to be more friendly with strangers / new immigrants / with each other: People need to work and add something to their society in order to feel fulfillment: 9. Look out for the less fortunate, think of others, be selfless: 10. Give back to your communities: 11. Take on leadership opportunities whether they be big or small: 12. Don’t take life for granted: 13. Don’t judge a person from their appearance 14. Don’t waste resources 15. Never say never: a bit vague, you can explain it 16. Don’t take your family for granted 17. Maintain hope 18. Have patience 19. Money isn’t everything

Stages of Early Arithmetic Learning Essays - Binary Operations

Stages of Early Arithmetic Learning Essays - Binary Operations StageStage NameDescriptionYour notesExamples 0Emergent CountingCannot count visible items. The child either does not know the number words or cannot coordinate the number words with items.Is unable to coordinate number words with items. 1Perceptual CountingCan count perceived items but not those in screened (that is, concealed) collections. This may involve seeing, hearing, or feeling items.Each number word is accompanied by the production of a perceptual unit item. 2Figurative CountingCan count the items in a screened collection but counting typically includes what adults might regard as redundant activity. For example, when presented with two screened collections, told how many in each collection and asked how many counters in all, the child will count from one instead of counting on.The student can generate their own sensory input to make countable items when counting and is able to use counting in problem oriented contexts where some or all of the items to be counted are hidden. StageStage NameDescriptionYour notesExamples 3Initial Number SequenceChild uses counting-on rather than counting from one, to solve addition missing addend tasks (for example, 6 + = 9). The child may use a count-down-from strategy to solve removed items tasks (for example, 17-3 as 16, 15, 14 the answer is 3).First stage to where the student has awareness of the sequence of numbers in an abstract sense. Severs the dependence of their number concepts on sensory experience that characterizes stage 1 and 2. 4Intermediate Number SequenceThe child counts-down-to solve tasks such as 17-14 = . Reaching the answer of 3 by counting-down-to 14, i.e. 16, 15, 14 the answer is 3 rather than doing the 14 counts-down-from 17, i.e. 16, 15, 14, 13, 12, 11, . . . 5, 4, 3. The child can choose the more efficient of count-down-from and count-down-to strategies.The student has an awareness of the number sequence from one to 14 but this awareness has limitations. 5Facile Number SequenceThe child uses a range of what are referred to as a non-count-by-ones strategies. These strategies involve procedures other than counting-by-ones but may also involve some counting-by-ones. Thus in additive and subtractive situations, the child uses strategies such as compensation using a known result, adding to ten, commutativity, subtraction as the inverse of addition, awareness of the ten in a teen number.Students at stage 5 have an explicit awareness of subtraction as the inverse of addition and typically will use addition to work out subtraction.