Monday, October 29, 2012

Steps to Writing a Great Paragraph

This strategy will teach you how to write a paragraph with appropriate details. This template is designed to provide you with sequential steps for creating a perfect paragraph.
A paragraph consists of three parts: topic sentence, supporting sentences, and a concluding sentence. Wow! Did you hear that? Just think about that fact for a minute. We use thousands of words, and if we organize them into three parts, we will have a perfect paragraph.
Topic sentence - A topic sentence tells the reader what to expect in the paragraph that follows. It introduces the main idea. For this reason it is important to practice writing them in order to let your reader know what is coming up. An easy way to write topic sentence is start with a list. Making lists is a great way to generate and organize ideas for your topic sentence. For example:
Come up with five things related to these topics: colors, kinds of weather, insects.
Next, turn your topic into a sentence. For example:
Fruit comes in many different colors.
Once you organized your ideas, you can to begin to write a paragraph. A paragraph is a group of sentences about the same topic. After you have written list, you can turn your ideas into sentences.
Supporting details - Supporting details support your topic by telling more about it. You can begin by taking the list you made above and turning them into sentences. Choose three of your best items for your supporting sentences. Supporting details only has three sentences. For example:
Fruit comes in many different colors.
Supporting details
1. apple
2. banana
3. pear
Make a sentence for each one.
Apple - Apples are red, green and yellow.
Banana - Bananas are yellow.
Pear - Pears are green and brown.
Write supporting details for the topic "colors".
Concluding sentences - Concluding sentences provides one final idea about your topic. It can tell how you feel or what you think about your topic. For example:
Fruit comes in many different colors.
Supporting details
1. Apples are red, green and yellow.
2. Bananas are yellow.
3. Pears are green and brown.
Concluding Sentence
I like to look at different types of fruit.
Write a concluding for the topic "color"
That's how easy it is to write a paragraph. Use the template below to help you write a great paragraph.
The Paragraph
Directions: Think of a topic. Write it on the line provided. List five things that correspond to the title and circle three of your favorite from the list.
1. _______________________

Directions: Turn your topic into a topic sentence.
Directions: Turn your ideas from above into supporting sentences.
1. ____________________________________________________________________________________________________ 
2. ____________________________________________________________________________________________________ 
3. ____________________________________________________________________________________________________ 

Directions: Turn your topic sentence into a concluding sentence.
Directions: Write paragraph

Monday, October 22, 2012

PCV Training for Driving Minibuses

You need PCV training from experienced trainers to become a passenger carrying vehicle (PCV) driver. According to the strict driving regulation of UK and the European Union, obtaining the PCV driver license of a specific category is a prerequisite for driving vehicles of the relevant category.
Categories of PCV driving licence
The PCV driving licence is divided into two categories - D1 and D. People with the D1 licence can drive minibuses with 9 to 16 passenger seats. Larger buses can only be driven by people with category D licence.
In addition to driving minibuses, the category D licence holders are eligible for driving passenger carrying recovery vehicle of weight not more than 10.2 tonnes for transporting disabled or injured passengers. In addition to the category D licence, the driver should hold a public service vehicle operators licence.
However, drivers of certain categories of passenger carrying vehicles can drive minibuses without a D or D1 category licence. People with a full category B or car licence can drive minibuses with 16 seats, provided the driver is at least 21 years of age, drives a vehicle owned by a non-commercial organization for a social purpose and not for hire or reward, and the maximum weight of the minibus including equipments for disabled people is 4.25 tonnes. An elderly driver above 70 years of age who meets the medical standards essential for driving a D1 category vehicle can drive a minibus. Passenger carrying vehicles at least 30 years old with not more than eight seats can be driven by a driver with a full category B licence for purposes other than hire or reward.
Why you need PCV driving training
By enrolling in a reputed PCV training course, you will receive the best quality training from experienced trainers that will help you to pass the PCV driving test. Candidates at least 18 years of age are eligible for obtaining PCV driving licence. However, until the age of 21, you can only drive minibuses that run up to a distance of 50 km.
Only candidates who meet the stringent medical regulations can apply for a provisional driving licence. You will receive the category D1 or D driving licence only after passing both the practical and the theory tests.
The PCV driving training courses are tailored to meet the requirement of individual candidates as assessed by the initial driving aptitude test conducted by the training organization. During the training program, candidates learn the different methods of handling a passenger carrying vehicle in diverse driving conditions.
Looking for HGV training course? Central transport training is widely acknowledged as the leading provider of pcv training. We believe in offering the highest possible levels of service and quality in all areas and are committed to an ongoing process of review and improvement.

Sunday, October 14, 2012

Why You Need HGV Driver Training

Heavy good vehicle (HGV) driver training is a prerequisite for obtaining a HGV driver license. Driving a heavy goods vehicle is not as easy as driving cars or other lightweight vehicles. Specialized driving knowledge is essential for maneuvering the heavy commercial vehicles.
What is a heavy good vehicle?
Good vehicles above 3500 kg are known as heavy good vehicles. These comprise of lorries and trucks used for transporting heavy commercial goods such as heavy equipments, construction material, foods and chemicals.
How to become a HGV driver
Appropriate driving licenses are required to become a HGV driver in the European Union. HGV driving is divided into four categories - C1, C1+E, C and C+E. Although the aspiring HGV drivers take the same driving test regardless of category, the qualifying marks vary from category to category.
Features of HGV driving training course
The HGV driving training course prepares candidates for different HGV driving categories. The course emphasizes on practical driving, training students to handle the vehicle in diverse driving conditions. The trainer always takes into account the initial driving experience or aptitude of the candidate before designing the appropriate course. While the practical driving sessions prepare the candidate for passing the driving test needed for obtaining a provisional vocational license, to be eligible for the driving license of the relevant category, candidates are required to clear the theoretical test. During the practical training, candidates are exposed to different types of roads. They are trained in handling the vehicles in different types of environment. Depending upon the driving skills and learning ability of a candidate, it usually takes 5 to 7 days to complete the practical training.
The theoretical test is divided into two parts. The multiple-choice part tests the overall driving aptitude and knowledge of the candidate. The second part deals with hazard perception. It is a computer-based test. Only candidates who clear both the parts of the theoretical tests receive the HGV driver's certificate. The multiple-choice test varies according to the category of the HGV driver license. Regardless of category, candidates are required to take identical hazard perception test.
To obtain a driving license for the higher driving category, the candidate must be at least 21 years of age. To upgrade your HGV driving license to a higher category, you have to clear the practical test for that category. However, candidates are usually exempted from appearing in the theory test that they have cleared during the earlier driver license test.
Looking for hgv driver training? Central transport training is widely acknowledged as the leading provider of pcv training. We believe in offering the highest possible levels of service and quality in all areas and are committed to an ongoing process of review and improvement.

Sunday, October 7, 2012

If Your School Were a Hospital, Would the Patients Be Dead?

As a teacher who has worked in several special education settings since 2004, two major issues stand out. The most pressing matters I have encountered include contention over the No Child Left Behind Act (NCLB) in regard to how it affects students with disabilities, as well as the cumbersome referral process.
As part of testing required by the No Child Left Behind Act, an anonymous local school district (not mine) mandated a former colleague to administer a modified version of the High School Proficiency Exam (HSPE) to an eighteen-year-old student, "Lucia" with developmental delays. According to my teacher friend, the district required her to rewrite grade-level test and content area questions to assess Lucia. My colleague did not administer the test with glee, as Lucia performs academically on a first/second grade level and has severe speech delays. How is it possible to test a student on twelfth grade level content when she performs academically on a primary grade level? Is that an accurate measure of data?
Instead of spending hours creating the test, assessing Lucia, and conjuring voodoo data, would not time, efforts, and educational dollars be better spent on teaching the student important and meaningful life skills, and assessing her on information that is important and pertinent for Lucia as an individual?
The referral process for students to be evaluated for special education services is daunting to navigate. Parents and guardians have told me horror stories of advocating for their children. They have recounted woeful tales where their efforts were met with hostility and incompetence on the part of the schools. For example, last year I tutored a middle school student with dyslexia in language arts and executive functioning. Previously the girl, "Lulu," had attended a nonpublic school for students with learning disabilities. This was her first year in public school. Lulu's grandmother, a feisty retired attorney, contacted various parties at the school in vain attempts to facilitate special services for Lulu. Finally, she researched special education law, whipped up the requisite written documents, and the school stopped dragging their feet. On one of the documents for the initial child study meeting, the teacher indicated that Lulu's dyslexia was due to vision problems! Earlier this school year, I heard Lulu was skipping class on a regular basis.
I personally witnessed resistance to referring students for evaluation when I taught third grade in California. Teachers were overtly discouraged from initiating referrals of students, and the principal limited us to referring two students per month. In a child study meeting, the principal poo-pooed a student's difficulty with decoding one-syllable words as an "ELL processing issue." If it were an ELL issue, he would have been able to decode just fine in Spanish, his native language. During the meeting, she encouraged several teachers to watch student's behavior and learning and then take action if the children continued to struggle.
Since it is common knowledge that early intervention is vital, then why wait? So many students drop out and languish in our school systems because of this wishy-washy wait-and-see attitude. If the aforementioned public school districts were hospitals, students would be bleeding to death in epidemic numbers. If your school were a hospital, what would it look like? Would the patients be dead?
Nancy Carroll is the #1 Original Teacherpreneur. She is also a wife, mom, writer, and business developer. She lives in Seattle, WA with her family and dog, Smitty. She can be found at [] or urban hiking while learning foreign languages.

Monday, October 1, 2012

Asperger Highs and Lows

Sometimes our Asperger child soars so high and achieves so much it's easy to pretend that Autism doesn't affect him that much any more... we tell ourselves that maybe the worst is over... and we are lulled into a false sense of security. So we pull back support a little, we let nagging fears and worries subside and we coast along feeling content. Then suddenly our AS child's world implodes and the fantasy life we have created for him in our imagination disintegrates in an instant!
Life seems to have a way of tapping us on the shoulder when we become too complacent. I'm guilty of this... again! In all fairness though, I think it's human nature to hope for the best, to think positively and ignore nagging doubts, but I do believe this is what gets me into trouble every time our son crashes and burns. It feels like I'm starting over each time... it shouldn't be this hard - we've been doing this for 21 years - surely we know what to expect?
I can't decide which is the better approach - should we (as parents) be on our guard the entire time with our son and support him with military-like precision, even if he doesn't want it? Or should we relax and stand back and watch him soar when he's achieving, and celebrate his success with him?
I always thought the 'highs' and 'lows' of life with an Asperger child would even out and become more like a series of speed bumps, but I'm beginning to see that we may have to climb mountains and tumble into crevasses instead. I guess I just need to adjust my picture of life with Autism because not only is the view from the top of the mountain glorious, there are many hidden treasures awaiting in the crevasses.
Recently our Asperger child successfully applied for an apartment, in a city far from home. He was emotionally and sensorily exhausted from living out of a suitcase and sleeping on a friends couch - no privacy - no space to call his own. We celebrated his delight at finally being able to afford an apartment on his own - he would never have to struggle with interacting with flat mates who didn't understand him again. He would never again be at their mercy when it comes to renewing a lease... "We have another friend who'd like to share, and we'd rather him". We also know this will contribute to his success - he needs a 'safe space' where he can be himself, recharge, chill out and most importantly, get away from people.
To add to his joy, the next day he was offered some freelance design work! This would really boost his bank account as he was starting out. He was so excited, so happy! Finally, everything seemed to be coming together. His Dad and I were happy too - for the first time in many weeks we could finally exhale! This move interstate was going to work!
Our Asperger child rang early on his first morning of work. Anxiety had kept him awake all night... a panic attack had nearly crippled him at 3am. "I can't do it Mum - it's too much all at once!" So distraught - so disappointed in himself - so scared that this will be the pattern for his future!
As parents we've just learned a valuable lesson. Sometimes the 'pace' of life can cause anxiety. We will have to be vigilant and help him learn to 'put the brakes on' and how to say no, or at least hold off a potential job offer until he can cope.