Biography Essay Example | Topics and Well Written Essays - 750 words

Biography - Essay Example It was just training and waiting for any war that would erupt. However, I wished there wouldnt be any more wars until I was proven wrong. World War II began, and we were sent to combat. It was scare scary since I have never been in a battlefront. Furthermore, I was in charge of a battalion that was destined to win, so I was subject to minimal mistakes. As a military leader, I had to come up with various strategies for the survival of the whole team. My father, who is your great grandfather, had taught me skills on how to keep strong and never give up since the battalion depended on me for survival. Questions: Which war/wars did you serve in? What was the battles location and what was the battalions mission? Did you in any chance become a war captive? Since you were a leader, were you rewarded for the leadership skills and completion of the mission? Answers: I served in the Second World War as an American soldier. We had to overcome our enemies who at the time were axis powers. We had to support the allies and make sure they won the war. The battle took place in Europe and Asia where most of the enemies were found. However, my team was allocated the European region where we had to support our friendly combatants in the war against the axis powers. During the war, I did not become a captive since I had an extra duty of keeping my battalion safe as a sergeant major. Many soldiers were held captive as a strategy to make us surrender, but I guess I was lucky I did not fall in that category. According to rewards and promotions, I was rewarded after coming back to my home country back in1946. The Sergeant Major of the American army at the time issued me a medal to congratulate my work in the field as both a leader and a fighter. I had completed my mission despite losing 15 army officers in the field. At the time, other agents were al so offered medals and promotions for their continued support and struggle in the field. Questions:

National curriculum frameworks Assignment Example | Topics and Well Written Essays - 1750 words

National curriculum frameworks - Assignment Example The learning objectives of the literacy framework are â€Å"aligned to 12 strands to demonstrate progression in each strand† (p.171). One of the literacy framework learning objectives for pupils to speak and listen for a variety of purposes and in many contexts; and there are four strands under this objective that will demonstrate progression – (1) speaking, (2) listening and responding, (3) group discussion and interaction and (4) drama (p.171). The second learning objective of the primary national framework for literacy is to â€Å"read and write for a range of purposes on paper and on screen† (p. 171). The progression strands related to this objective are as follows: The learning objectives of the literacy framework are â€Å"aligned to 12 strands to demonstrate progression in each strand† (p.171). One of the literacy framework learning objectives for pupils to speak and listen for a variety of purposes and in many contexts; and there are four strands u nder this objective that will demonstrate progression – (1) speaking, (2) listening and responding, (3) group discussion and interaction and (4) drama (p.171). The second learning objective of the primary national framework for literacy is to â€Å"read and write for a range of purposes on paper and on screen† (p. 171). The progression strands related to this objective are as follows:†¢ â€Å"Word recognition: decoding (reading) and encoding (spelling)†Ã¢â‚¬ ¢ â€Å"Word structure and spelling†Ã¢â‚¬ ¢ â€Å"Understanding and interpreting texts†Ã¢â‚¬ ¢ â€Å"Engaging and responding to texts†Ã¢â‚¬ ¢ â€Å"Creating and shaping texts†Ã¢â‚¬ ¢ â€Å"Text structure and organization†Ã¢â‚¬ ¢ â€Å"Sentence structure and punctuation†The literacy framework demonstrates that literacy skills, particularly reading and writing, need to be applied in all subject areas; including numeracy. The Speaking and listening statutory requir ements are also present in the literacy framework.The numeracy framework was renewed as well in 2006 with improvements observable in simplified learning objectives and a broad overview of the primary phase mathematics curriculum. Unlike the literacy framework, the mathematics frameworks contain seven strands that demonstrate progression which is aligned to the learning objectives.  ... One of the literacy framework learning objectives for pupils to speak and listen for a variety of purposes and in many contexts; and there are four strands under this objective that will demonstrate progression – (1) speaking, (2) listening and responding, (3) group discussion and interaction and (4) drama (p.171). The second learning objective of the primary national framework for literacy is to â€Å"read and write for a range of purposes on paper and on screen† (p. 171). The progression strands related to this objective are as follows: â€Å"Word recognition : decoding (reading) and encoding (spelling)† â€Å"Word structure and spelling† â€Å"Understanding and interpreting texts† â€Å"Engaging and responding to texts† â€Å"Creating and shaping texts† â€Å"Text structure and organisation† â€Å"Sentence structure and punctuation† â€Å"Presentation† The literacy framework demonstrates that literacy skills, pa rticularly reading and writing, need to be applied in all subject areas; including numeracy. The Speaking and listening statutory requirements are also present in the literacy framework. The numeracy framework was renewed as well in 2006 with improvements observable in simplified learning objectives and a broad overview of the primary phase mathematics curriculum. Unlike the literacy framework, the mathematics frameworks contains seven strands that demonstrate progression which are aligned to the learning objectives. The seven strands of the mathematics framework is (1) using and applying mathematics, (2) counting and understanding number, (3) knowing and using number facts, (4) calculating, (5) understanding shape, (6) measuring, and (7) handling data (p. 172). Teaching programmes,