This is the Human rights. I wrote about article 24:Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay. I thought that Child slavery connects to this because children would work without pay, and they do not even get the proper vacation they get.

Scratch Scratch Scratch. What I learned more about programming and putting sounds onto scratch. Also I learned that you have to work well with others to do this project. The collaboration part of the project was interesting because we had to agree with people that were 1,000 miles which was really hard. Then at the end of project where we had finish the project by self because the group had finished ict there class. Ict was fun this because we got to work with scratch one more time.

Finally we finished the scratch game. It was a simple jumping game that our character jumps to move on to the next level. The hardest part of making this game was to set the character to jump; we used lots of new tools in scratch during this process, like gravity and switching costumes. However, the easiet part was to design each stage in different levels. Before this assignment, I didn’t know there was a gravity tool to make the character to actually have gravity. Also, you will also notice that when the character touches the sparks the stage is started over again. Next time, I want to make this game more harder with much more levels and use more new tools in scratch.

Doing this Scratch project with the students in Michigan was great. Well I think that this Scratch game was a success in the making. Making a shooting game opposed some problems to the what should our script orders should be. In the end we did solve it.

Through this I have learned a lot about making the scripts on Scratch do different functions to the sprites. Also, ways change the scripts so that everything will  seem like it is one. Firstly, a problem that I learned from is when our bullet was not hiding after it has shot a zombie, so the bullet would just go through to the end of the screen. It looked funny, but it just wasn’t right. After asking help from Mr. Bertoia, he told us to broadcast something when it both of them have contact. It worked, after reorganizing some of the scripts so that the broadcast would happen right away. Also, another problem was our bullet was not shooting from the barrel. Here we also asked helped from Mr. Bertoia because we thought, “Wow this is so hard.” After him telling us that there were shortcuts to it we managed to fix it. The solution was that the function of shooting the bullet when pressing space bar, before it shoots out, it should go to the position of the shooting sprite so that it shoots from there. I mean it would look silly if we never had fixed that because the bullet would just shoot from some random position on the screen.

This is the script for the Human Right Project and my topic was right to education. I found the problems of right to education in many different countries and found solutions for it. This is the audio file of my presentation which will be soon made as a video.

Human Right – Right to Education

This podcast is about Human Rights project. The human right I choose was article 26. This article states that every body has a right to have education. I learned that all over the world there are problems with the education and that we need to do something about our education systems.

[audio:http://blog.ssis.edu.vn/carliei/files/2010/05/Final-Product.mp3|titles=Final Product]

This is the script for the Human Right Project and my topic was right to education. I found the problems of right to education in many different countries and found solutions for it. I will soon post the broadcast for this script and make video with it.

RSS Feed Eun Song

Human Rights Project

Persuasive Project

Present the problem and solutions.

Introduction  Write this before your plan the rest of your outline to establish a thesis.

Hook: “To be able to be caught up into the world of thought, that is educated.” – Edith Hamilton

1. Problem - In the countries of poverty, students are limited  to education by wealth, disabled, and age.

2. Who is affected – The student’s parents, schools, households, and country’s literacy rate are affected by the problems of poverty.

3. Solution – There need to be more support from the Government or other countries and organizations should help the country who cannot support because of poverty.

Thesis Statement: There are a lot of children who are limited to education by wealth, disable, and age; the normal students, their parents, disabled, and literacy rate are affected by this problem and government should support the education system or other countries and organizations should help the countries in poverty.

Body One (What is the problem?) Everyone should have a right to education

Topic sentence: Students are limited to education by the wealth, disabled, and age.

Supporting details

• education helps us to make important decisions that would change our future. Education helps our lives to be more successful and to have more chances
• all children need equal access to education to increase knowledge and skills
• “Education is a powerful tool by which economically and socially marginalized adults and children can lift themselves out of poverty and participate fully as citizens” (UNESCO)
• FIRST the disabled are not having good enough educations (Khaizan)
  • most of the school admit that they are not following the instructions from Education Department (Robert)
  • “schools claim ignorance of the law, that they can’t find poor and disabled students have to be educated separately even if admitted and so on” (Merinews)
• SECONDLY Age limit is not following the Human Right; right to education
  • The consultation on Human Development in India is limiting the compulsory education of six to 14. But it became problem because more than 50 percent of the five years old kids attended to school(Deepu)
  • In India, there are opinions that starting education in six is late for the early care. Other opinions are “The Education department has unfortunately washed its hands of early childhood care. They think it should be done by another department” (Deepu)
• THIRDLY Free education does not provide qualified education in Africa(Allafrica) – reality
  • In Ireland, even though the Government afford the free compulsory primary education, child’s quality of education is depended on financial ability of parents to support the school system (MVinod)
  • Government did not properly supported the education system like a private institutions (Deepu)
  • In Zambia,  there are “poor or lack of education is one of the principal causes of poverty and lack of development” (The Post)
  • standards of education in Zambia are not only not rising, but are actually falling (The Post)

Concluding sentence: Children have right to attend to school or excess education.

Body two (Who is affected?)

Topic sentence: The students, their parents, schools, country’s literacy rate and many households are affected by the problems of right to education.

Supporting details

• disabled child’s parents who cannot send their child to proper education in countries in poverty (Khaizan)
• households who have to earn moeny for their child’s education cost since the tuition is too expensive
  • since the quality of children’s education is depended on family’s ability to pay the school fee (MVinod)
• schools who is claiming ignorance and not following the instructions from the Education Department will be affected (Robert)
• the literacy rate of the countries in problem with poverty and education
  • Yamen (50.2%) Zambia(80.6%) Uganda (66.8%) India (61%) (CIA)
• many organization is raising lots of money and support facilities to the children in poverty (Saba)

Concluding sentence: Children in poverty or disables are affected by not receiving the privilege for education.

Body three (Solutions)

Topic sentence: The basic solutions for problems in right to education is support from the Government or help from other countries or organizations.

Supporting details

• People
  • adding extra supports and resources to encourage students to study (Saba)
  • “If there is good ideas to make the good educational environment is accepted and apply to the society, students in India will be studying in better environment” (Deepu)
  • teachers must adopt innovative teaching skills and able to increase student’s interest in learning (Deepu)
  • “people shouldn’t forget that a school is part of the larger society and therefore what happens in the society is reflected in the school” (Postzambia)
• Government, Organizations, and Schools
  • the private schools have to follow the instruction and support the poor students(Neetu)
  • supports from many institutions for students to have enough fee to come to school (Aaron)
  • the Government have to provide more facilities, amenities, and services (Khaizan)
  • need proper facilities to disabled people (Khaizan)
  • more supports needed from organizations or groups to the schools (Saba)
• The United Nations and UNESCO
  • they “lay down international legal obligations” for the right to education (UNESCO)
  • The schools and countries have to follow these laws
  • The instruments from UN and UNESCO will provide people a good quality of education without discrimination or exclusion (UNESCO)
  • The Member States and the international community will follow these instrument (UNESCO)

Concluding sentence: Countries in poverty desperately need more facilities, materials, and teachers for education.

1. There are many students who can not learn because they do not have money to pay or disabled having problems with lacking facilities in school.

2. The students, parents, schools, and many education related constitutions are affect by the problems of right to education.

3. The basic solutions for problems in right to education is support from the Government or help from other countries or institutions.

Concluding sentence: People are limited to education by wealth, disable, and age and normal students, disabled, and teachers are affected and government should support the education system or other countries and organizations should help the country that can not support because of poverty.

Sources

Aaron Jeske. Uwmpost. © 2010 The UWM Post. Powered by Wordpress. March 1, 2010. March 1, 2010

Allafrica. allAfrica.com. January 30, 2010. February 20, 2010.

English.Vovnews. ePi Technologies. January 31, 2010. January 18, 2010.

Deepu Sbastian Edmond. Indianexpress. © 2010 The Indian Express Limited. All rights reserved. February 7, 2010. February 9, 2010.

Khaizan Sharizad. Thestar. Copyright © 1995-2010 Star Publications (M) Bhd (Co No 10894-D). March 4, 2010. March 4, 2010

Jerry White. Globalresearch. © Copyright 2005-2009 GlobalResearch.ca. Polygraphx Multimedia © Copyright 2005-2009. March 4, 2010. March 4, 2010

Neetu Banga. Merinews. Merinews tm. March 1, 2010. March 1, 2010

Robert J. birgeneau. Dailycal. Copyright © 2009 The Daily Californian. All rights reserved. March 2, 2010. March 2, 2010

Sean Flynn Education Editor. Irishtimes. January 30, 2010. © 2010 irishtimes.com. February 20, 2010.

The Post. PostZambia. ©1991 – 2010 Post Newspapers Ltd.  Moneynet Enterprises Ltd. March 11, 2010. March 11, 2010

UNESCO. http://www.unesco.org/en/right-to-education/

Vinod Raina. Morungexpress. The Morning Express. March 2, 2010. March 2, 2010

[audio:http://blog.ssis.edu.vn/karlt/files/2010/05/Karl-tarrobal-2.mp3|titles=Karl tarrobal 2]

http://womenofcaliber.files.wordpress.com/2009/07/human-rights-every-human-has-rights.jpg

This is a script for the Human rights video. The script i have here is about Child Slavery. It talks about the problem, where it is, in what forms is it happening in. Also, I talk about how it is affecting child slavery will affect the world.

[audio:http://blog.ssis.edu.vn/jenfengc/files/2010/05/Human-Rights-Recordings.mp3|titles=Human Rights Recordings]

This is the audio recording of the script we wrote in our social studies class. The main topic was Human Rights, and I chose the right to medical care Article 25. My focus is on the topic of HIV/AIDS, and about how is affected, what is the problem, and what are some solution that are identified.

In this section of my algebra class I learned about radical expressions
we learned how to:
- simplify an equation – for example – √32/(√8)=√4=2 – And it works for subtraction, addition squaring and so on.
- All variables represent nonnegative numbers. – example – √72=√(36*2)=6√2
and the same for division.
- numbers that can be square rooted goes on the outside of the square root and numbers that can’t be square rooted goes under the square root like – √36x⁴y⁵= 6x²y²√y
- And lastly we can use this radical expression to solve words problems. like working out an area of a shape which has sides that has a length of a radical number.

I have choose to post this because IT’S the easiest thing I’ve learnt this year! And I actually remember and learn a lot from it.