Ataque imperialista contra Irak essays

Ataque imperialista contra Irak expositions Los ms importantes ataques areos estadounidenses desde la guerra del Golfo, en enero de 1991, golpearon an Irak en enero y junio de 1993 y en septiembre de 1996. Entre tanto, como en febrero de este a de la diplomacia estadounidense risk lo que se presenta a la opinin pã ºblica internacional como continuos desafã ­os de Saddam Hussein. Para esa salida tiene siempre el apoyo incondicional de Gran Bretan en el gobierno. Los tres primeros ataques tras la guerra del Golfo, en enero de 1993, fueron ordenados por el presidente George Bush; ms tarde, ese mismo as comprobado plan del servicio secreto iraquã ­ para matar a Bush, atentado que serã ­a cometido durante una visita a Kuwait. Tres as tarde, a pesar de las crã ­ticas y la oposicin de rusos, rabes y franceses, Clinton castig una invasin de tropas iraquã ­es en la zona de exclusin del norte del paã ­s - supuesta proteccin para los kurdos-con 44 misiles. El apoyo rabe a las fuerzas internacionales que intervinieron en la operacin Tormenta del desierto, en 1991, no fue por cierto circunstancial. Provino bsicamente de las monarquã ­as del golfo Prsico que reaccionaron bet el cambio de fronteras impuesto unilateralmente por Irak - al invadir a Kuwait-y estaba dirigido a protector sus intereses petroleros. Hace siete a fracturar al Islam, unido desde entonces slo para protector la causa palestina. Intentos estadounidenses ms recientes por una solucin exclusivamente militar tuvieron - como a c... <!

The Definition of Education :: Education Educating School Teaching Essays

The Definition of Education Training what's going on here? It is characterized as: 1. The demonstration or procedure of instructing or being taught. 2. The information or expertise got or created by a learning procedure. 3. A program of guidance of a predetermined kind or level. 4. The field of study that is worried about the instructional method of educating and learning, as indicated by the American Heritage word reference. Its historical underpinnings originates from the Latin word educatio which intends to bring up1 But what does that let us know. It says to me that instruction is preparing not learning. Instruction prepares the adolescent into what society considers as a beneficial part. We are not taught to search out what our inclinations are . We are instructed so we can deliver things. The time of workmanship and thinkers is dead due to our time of supposed instruction. We are being shaped into individuals who can not have an independent mind. A case of this would be the mammoth American War Machine. The administration says we need every one of these weapons to ensure America. They don't state who we need assurance from. Truth be told there truly is nobody we should be shielded from. The Soviet Union is no more and the remainder of the world is as of now years behind in innovation. At that point for what reason do we burn through billions of our dollars on weapons. We spend so as to line the pockets of weapon produces. On the off chance that we had an independent perspective, at that point we would understand that the peop[le in power don't pay us enough or that they are doing naughty unlawful exchanges. On the off chance that we thought for ourselves that would cut into their benefit and we as a whole realize that can not occur. The Savings and Loans Scandal is an ideal case of this. Huge business committed an error and afterward as opposed to managing it they pawned there huge misfortunes on the American open. Instruction is a joke, an unfeeling joke that the individuals in power endeavor to stunt us into accepting is the be all and spare all for progress. We are definitely not being taught rather we are being adapted to present with the prize being the pieces off the table of the individuals who have the force. Where does it say instruction is to just learn? It is expressed no place. Instruction ought to be tied in with getting edified to crafted by the world. I am not saying turning into an attorney or a representative isn't right or antagonistic. What I am stating is being a craftsman or rationalist is similarly as beneficial. Truth be told craftsmanship and theory ought to be made standard issue in

The Himalayas Along Chinas Southwestern Frontier With India Are The Wo

The Himalayas along China's southwestern outskirts with India are the world's tallest mountains. China's most prominent waterway, the Yangtze, is the world's fourth longest. The Taklimakan Desert, in western Xinjiang Uygur Autonomous Region, is perhaps the driest spot on Earth. The zone of loessic soil (fine, siltlike soil made by wind activity in dry areas) in Shaanxi and Shanxi territories is most likely more broad than in some other spot. China has an extraordinary abundance of mineral and regular assets. Stores of coal, oil, iron metal, tungsten, tin, bauxite, copper, limestone, and numerous different minerals required in current industry are bottomless. Utilized in household assembling and sent out to acquire cash, these assets give China a strong establishment for quick mechanical development. Like the United States, China is situated in the mid-scopes. On the east and south China faces significant arms of the Pacific Ocean. Thusly, eastern China particularly the southeastern coast is moist and has commonly mellow winters contrasted with the remainder of the nation. High mountains close off the west, be that as it may, and a significant part of the western 66% of the nation is generally dry and segregated. Customarily, China's western areas have been scantily populated, to a great extent by minority people groups, for example, Tibetans, Uygurs, and MongoliansChina has the biggest populace of any nation: 1,133,682,5 01 individuals were included during the statistics taken in 1990. This populace had developed quickly lately, extending by roughly 15 million every year, an expansion equivalent to the complete populace of Australia. With an end goal to diminish the pace of populace development, the Chinese government since 1978 has advanced the one-youngster family among the Han. (Every single wedded couple are asked to have just a single youngster.) Before the Communist Revolution, various strict and philosophical frameworks were polished in China. Customarily Taoism and Confucianism gave moral advisers for the best possible conduct of people and authorities. Both of these frameworks started in China during the purported Golden Age of Chinese idea, a few centuries before the start of the Christian time. Taoism tried to advance the inward tranquility of people and congruity with their environmental factors. Confucianism, in light of the lessons and compositions of the thinker Confucius, is a moral framework that looked to show the correct route for all individuals to act in the public eye. Every relationship spouse wife, guardians kids, ruler-subjects included a lot of commitments which, if maintained, would prompt an equitable and agreeable society. Following his lessons would likewise advance a steady, enduring government (see Confucius). Buddhism, which came to China from India as ahead of schedule as the first century AD, was a progressively traditional religion. Its adherents went to infrequent administrations, rehearsed ceremonies, and upheld a sanctuary all the time. It has been evaluated that in excess of 68 million Chinese despite everything view themselves as Buddhists, however it is impossible that they practice the religion routinely (see Buddhism). Before 1949, rehearses that may best be called society religions were regular all through China. Despite the fact that they consolidated components of Buddhism and, particularly, Taoism, these religions were typically neighborhood, frequently dependent on nearby divine beings, and served the nearby individuals.. By 1945, in any case, it was assessed that lone 20 percent of China's kin could peruse and write.Since the Communists came to control in 1949 proficiency has risen quickly. Today it is evaluated that 76 percent of grown-ups are educated. Instructive strat egy, be that as it may, has shifted impressively. For the most part, an elementary school instruction has been made accessible to nearly everybody, and around 40 percent of youngsters can go to center school. This mirrors a conviction that fundamental information is basic to rustic turn of events and financial advancement. Instruction at the school or college level is hard to acquire, be that as it may. The normal grade school understudy has around one possibility in 145 of selecting a college or school. Increasingly more of China's youngsters are completing secondary school, yet close to 2 to 3 percent of secondary school graduates go on to the following level. Approaches on school confirmation have changed now and again, and the premise of choice isn't in every case clear. China's customary economy depended on provincial exercises and ranch creation. Responsibility for was the fundamental type of riches, and enormous property frequently had a place with truant landowners who lived

Speech, Silences and Bodily Manifestations in Madame de Lafayette’s The Princess de Cleves and Aphra Behn’s Oroonoko - Literature Essay Samples

In her essay, â€Å"Origins of the Novel†, Marthe Robert characterises the novel as knowing â€Å"neither rule nor restraint. Open to every possibility, its boundaries fluctuate in all directions†. Indeed, both Madame de Lafayette’s The Princess de Cleves and Aphra Behn’s Oroonoko are often claimed to be the first novels to engage in the psychological analysis and realist depiction of marginalised groups in society, thereby triumphing over earlier, more prescriptive forms of writing. A crucial way in which these novels dissect human emotions and conduct is through the complex and multilayered forms of communication between characters. While spoken language is often superficial and dictated by social protocol, the various physical manifestations and involuntary bodily â€Å"confessions† described in the novels expose the elaborate ambiguities and passions behind human behaviour. Set in the hierarchical and refined sixteenth-century royal court of Henri II, the characters in The Princess de Cleves engage in polite discourse and customary platitudes, thus exuding a sense of courtly propriety. As such, they often address each other in an elevated and courteous manner: â€Å"I swear to Your Majesty, with all the respect that I owe you, that I have no attachment for any lady of the court† [97]. The princess herself is subject to the codes of courtly discourse, and her manner of speaking is largely characteristic of her reticent temperament. Her effaceable language therefore reflects the importance of outward respectability and the dominance of approved social â€Å"maxims† to which the protagonist is expected to adhere. For example, through the telling of cautionary tales, such as that of the adulterous Mme de Tournon, Madame de Cleves learns that a lady of the court is expected to show resp ect and subservience to her husband. The emphasis placed on sincerity and good manners therefore guarantees that true feelings are frequently hidden. Indeed, it is not until the strikingly unconventional â€Å"confession scene† that the characters’ facade of polite diffidence slips away, with husband and wife finally engaging in a remarkably modern outburst of emotions: â€Å"I adore you, I hate you, I offend you, I beg your forgiveness; I am filled with wonder and admiration for you, and with shame at these feelings† [144] Madame de Cleves herself acknowledges the particularity of her discourse â€Å"a confession to you that no wife has ever made to her husband† thereby accentuating the scene’s atypical nature and reinforcing the reader’s perception of the royal court as an oppressive and stifling environment. Spoken dialogue thus takes a highly ritualised and insincere form, enabling the characters to hide behind a restrictive mask of c ourtly decorum and civility. Due to the contrived and formulaic nature of much spoken language, therefore, words are often twisted and distorted in order to exercise control over others. The manipulative power of the spoken word is demonstrated by the Duc de Nemours’s skilful reassurances following a misunderstanding: â€Å"as it is easy to persuade someone of a truth they want to believe, he convinced her that he had no part in the letter† [105]. The ease with which the Duc alters Madame de Cleve’s perceptions exposes the potential of spoken language to act as a tool of deception. Indeed, the significant amount of whispering and rumour-spreading that occurs in the novel suggests that the face that one presents to the court may be very different to their true character. The danger associated with speech is pertinently articulated by Mme de Chartres, who warns that â€Å"If you judge by appearances in this place you will often be deceived, because what appears t o be the case hardly ever is† [46]. In spite of her mother’s advice, however, Madame de Cleves’s inability to interpret the true intentions behind speech exacerbates her lack of power in a highly ruthless society, a shortcoming which leads to tragic consequences. A similar naivety and guilessness with regard to spoken language can be found in Oroonoko, with the â€Å"Royal Slave† displaying an almost childlike trust in the words of others. The protagonist, â€Å"whose Honour was such as he never had violated a Word in his life himself† [32], places an unquestioning value on the spoken word and is thus continually the victim of deception and misinformation: â€Å"They fed him from Day to Day with Promises, and delay’d him, till the Lord Governor shou’d come; so that he began to suspect them of falsehood† [41]. Furthermore, it could be claimed that his wife is the greater victim of the monopolised nature of spoken language large ly silent throughout the novel, both her gender and her race place her at a social disadvantage. Her status as a â€Å"doubly oppressed† character ensures that Imoinda does not have the privilege of expressing herself through open dialogue. As a result, it is clear that spoken language (or the lack thereof) can be used as a tool of subjugation and dishonesty by those who hold positions of power in society. It is therefore necessary to consider other forms of communication between characters, as true emotions are rarely portrayed through dialogue alone. In the light of this, it can be claimed that silence, rather than the spoken word, offers a more penetrating insight into the human mind. Due to Imoinda’s engagement to the King, the two lovers are initially unable to outwardly express affection for each other and must, therefore, rely on tacit exchanges. Upon their reunion, they communicate simply through the â€Å"Parley of the Eyes†, yet their feelings are m ade clear through the manner in which they silently gaze at one another: â€Å"’twas this powerful Language alone that in an Instant convey’d all the Thoughts of their Souls to each other† [22] By portraying the two central characters’ love in such understated terms, Behn is therefore suggesting that silence can act as a form of language in itself, as mere glances can effectively convey the most intense and powerful of emotions. Similarly, the adulterous courtship depicted in The Princess de Cleves is largely undertaken by the silent act of looking. Indeed, it has been noted that Madame de Cleves and the Duc de Nemours never so much as touch hands throughout the course of the novel, yet their interaction is highly erotically-charged. This quiet passion is most apparent during the Duc’s secret visit to Mme de Cleves’s country house at Coulommiers, an act of â€Å"mutual voyeurism† which sees him furtively observing the princess g azing at his portrait â€Å"with the intensity of meditation that only passionate love can induce† [148]. Although no words are uttered during this scene, the two characters’ mutual longing is made explicit through their private actions. Furthermore, the frequent moments of silence in the novel enable the reader to gain a valuable insight into the thoughts of certain characters, for example through the interior monologue of M. de Cleves: â€Å"For she does indeed love me,† he said†[40]. By gaining access to his innermost thoughts, the reader is privy to something that he would not express in speech, and thus feels a degree of empathy towards his predicament. As Woshinsky highlights, the inhabitants of the court have been conditioned to keep their true feelings to themselves, and â€Å"they do not dare cease, because they have no way of dealing with open feeling†. Tellingly, it is Madame de Cleves’s silence which betrays her adulterous feelin gs towards another man, thus enabling her husband to correctly decipher her behaviour: â€Å"Mme de Cleves said nothing and her silence confirmed what her husband was thinking. â€Å"You do not answer,† he went on. â€Å"And that means that I am correct.†Ã¢â‚¬  [113] The emotional intensity of the discourse in this scene exposes another notable function of silence in the novel. It plays in crucial role in the building of tension and suspense throughout M. de Cleves’s interrogation of his wife, culminating in the desperate, physical act of Mme de Cleves â€Å"throwing herself at his feet†. De Lafayette therefore uses silence as a narrative tool, allowing her to explore the previously neglected theme of fears and desires of women in sixteenth-century France. While it is clear that much spoken language is rife with dishonesty and insincerity, both de Lafayette and Behn suggest that a kind of truth can instead be found on the body. There are several examp les of bodily confessions throughout the two narratives, suggesting that it is possible for the human body itself to be â€Å"read†. For example, Madame de Cleves outwardly reveals the subject of her thoughts through the act of â€Å"fondling† the ribbons bearing the colours she associates with the Duc de Nemours, with its sexual connotations reminding us of the intensity of her desire. In addition, many instances can be found of Mme de Cleves being betrayed by her blushes, a physical reaction that she has no control over â€Å"luckily for her, her face was in shadow† [124]. It is through spontaneous physical responses, therefore, that the body inadvertently confesses the sins of the mind. Likewise, the inhabitants of Surinam in Oroonoko display their feelings of affection through modest glances and blushes (â€Å"A Negro can change Colour; for I have seen ‘em as frequently blush, and look pale, and that as visibly as ever I saw in the most beautiful Whi te†) [19]. As the characters have very little control over their physical expressions, it can thus be said to be the only means through which truth is fully displayed. Consequently, both The Princess de Cleves and Oroonoko relate moral decency to bodily display, presenting the body as a symbol of virtue and discipline. While the inhabitants of the court in The Princess de Cleves achieve this through elaborate dress and lavish jewellery, the bodily display in Oroonoko takes a much less refined form, with Behn placing a particular emphasis on mutilation and maiming. As Robert L. Chibka notes, â€Å"Proof on the body becomes increasingly the only kind that counts†, and the death of Oroonoko’s wife summons a grief that cannot be expressed through mere words. Instead, value is placed on fortitude, and contempt of physical pain is regarded as a test of moral calibre. This endurance is most strikingly presented through the symbolic image of Oroonoko calmly smoking th roughout his dismemberment, thereby proving his heroic status: â€Å"He had learn’d to take Tobaco; and when he was assur’d he should Dye, he desir’d they would give him a Pipe in his Mouth, ready Lighted, which they did; and the Executioner came, and first cut off his Members, and threw them into the Fire; after that, with an ill-favoured Knife, they cut his Ears, and his Nose, and burn’d them; he still Smoak’d on, as if nothing had touch’d him† [64] By resisting the temptation of suicide and choosing a noble death, Oroonoko avoids the degrading label of â€Å"slave†, instead becoming a figure of admiration and respect. Similarly, Madame de Cleves does not act upon her desire for the Duc de Nemours and thus retains her sexual and emotional integrity in order to resist self-definition as an adulteress. As a consequence, both Madame de Cleves and Oroonoko demonstrate a remarkable sense of restraint – albeit in very differ ent ways – thus illustrating how bodily manifestations are often indicative of a person’s inner-self. In conclusion, it is clear that spoken discourse alone does not adequately express the intricate emotions and behaviours involved in human interaction. Rather, Behn and de Lafayette demonstrate how small-scale interactions between individuals, whether through explicit dialogue or subtle physical expressions, can have much wider ramifications. Bodily expressions, such as blushing and lustful glances, convey intensely powerful emotions and thoughts, offering the reader a deeper insight into the psyche of the characters. Therefore, both Oroonoko and The Princess de Cleves are highly innovative novels, with the writers’ synthesis of verbal discourse and bodily manifestations providing the reader with an affecting insight into the complexity of human emotions and behaviours.

Who Was the Inventor of the iPod

On October 23, 2001, Apple Computers publicly introduced its portable music digital player the iPod. Created under project codename Dulcimer, the iPod was announced several months after the release of iTunes, a program that converted audio CDs into compressed digital audio files and allowed users to organize their digital music collection. The iPod turned out to be one of Apples most successful and popular products. More importantly, it helped enable the company to return to dominance in an industry where it had been losing ground to competitors. And while Steve Jobs has largely been credited with the iPod and the companys subsequent turnaround, it was another employee who is considered to be the father of the iPod.   Who Invented the iPod? Tony Fadell was a former employee of General Magic and Phillips who wanted to invent a better MP3 player. After being turned down by RealNetworks and Phillips, Fadell found support for his project with Apple. He was hired by Apple Computers in 2001 as an independent contractor to lead a team of 30 people to develop the new MP3 player. Fadell partnered with a company called PortalPlayer who had been working on their own MP3 player to design the software for the new Apple music player. Within eight months, Tony Fadells team and PortalPlayer completed a prototype iPod. Apple polished the user interface, adding the famous scroll wheel. In a Wired magazine article titled Inside Look at Birth of the iPod, former senior manager  Ben Knauss at PortalPlayer revealed that Fadell was familiar with PortalPlayers reference designs for a couple of MP3 players, including one about the size of a cigarette packet. And though the design was unfinished, several prototypes had been built and Fadell recognized the designs potential. Jonathan Ive, Senior Vice President of Industrial Design at Apple Computers, took over after Fadells team had finished their contract and kept perfecting the iPod itself. iPod Products The success of the iPod led to several new and upgraded versions of the wildly popular portable music player. In 2004, Apple introduced the iPod Mini — a smaller, more portable music player that featured a 138x110 LCD screen and an easy-to-use interface with click wheel to scroll through playlists and options.In 2005, Steve Jobs debuted the smallest iPod model, called the iPod Shuffle. It was the first iPod to  use faster and more durable flash memory to store music files.  The iPod Mini was replaced in late 2005 by the iPod Nano, which also featured flash memory. Later generations offered a color LCD screen.In 2007, Apple released the sixth-generation iPod, called the iPod Classic, which featured a thinner, metallic design, improved battery life, and  up to 36 hours of music playback and six hours of video playback.  In 2007, Apple also released the iPod Touch, the first iPod product with a touch screen interface similar to the iPhone. Besides playing music, users can play videos, snap photos, and play video games. Fun Facts Apparently, Fadell is quite a character. He was once asked where he would be in life if hed grown up before computers were invented. Fadells response was In jail.What was the first song played using iTunes, Apples proprietary software? It was a house-music dance tune called Groovejet (If This Aint Love).The first generation iPods had scroll wheels that physically rotated. Post-2003 iPods (third generation) have touch-sensitive wheels. Fourth generation (2004) iPods have buttons integrated onto the wheel.The iPods wheel technology can measure changes in position greater than 1/1,000th of an inch. Sources Kahney, Leander. Inside Look at Birth of the iPod. Wired, July 21, 2004. McCracken, Harry. Before iPod and Nest: Fast Company’s 1998 Tony Fadell profile. Fast Company, June 4, 2016.

Sexual Abuse Of Female Soldiers Essay - 1283 Words

In May 2013, following the news that thousands of cases of sexual assault had gone unreported in the United States’ military, American businessman and now newly elected American President Donald Trump took to Twitter to voice his thoughts on the matter: â€Å"What did these geniuses expect when they put men women together?† (Trump, 2013). Similarly, in 2015, following similar accusations in Canada, General Tom Lawson, Chief of the Defense Staff, awkwardly stated that rape in the military happens because â€Å"[men are] biologically wired in a certain way and there will be those who believe it is a reasonable thing to press themselves and their desires on others† (Russell, 2015). In both cases, these men hold leadership positions in their respective countries and yet, they visibly appear to hold a number of misconceptions on the subject of sexual abuse in the army. With this is mind, the following essay will attempt to make sense of the reality of sexual abuse of female soldiers by men within the military by drawing (up?) a comparison between the Canadian and the American army. First, this piece will paint a clear picture of the situation and raise awareness on the issue by providing some statistics on the number of rapes which are reported each year in both militaries and on the dismissals that result from them. It will also briefly introduce certain cases that have made the headlines or, on the opposite, have gone silent. Moreover, this research will attempt to elucidate why rapeShow MoreRelatedThe Military Cover Up Essays945 Words   |  4 Pages(The Invisible War),† reports of sexual assaults over all branches of the military have tremendously increase every since women have been allow to take part of the military. According to the Secretary of Defense, over 500,000 male and female soldiers have suffered of sexual abuse from senior peers and commanders. During the past years, many women reported a variety of cases of sexual abuse. Sadly, the victims were only ignored, blamed and punished for the events. Sexual assaults are considered a scandalous Read MoreSpc Tate s A Successful Day Of Hard Work Essay1120 Words   |  5 Pagesaid him and drag him into safety. He picks up the soldier and rushes him back to the MRAP ripping off his vest and cutting off his shirt. SPC Tate freezes in shock†¦HE was a SHE!!! So many thoughts ran through his head. â€Å"How do I care for her†, â€Å"what is she doing here†, â€Å"she doesn’t belong here†, â€Å"this would have never happened if she was a male†. All the training that he received suddenly became a blur. SPC Tate had never witnessed a female soldier on the battlefield. 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A soldier can have any one or all of the following problems; stomach upset, chest pain, breathing difficulties, frequent headaches, blackouts, and nightRead MoreSocial Learning Theory And Cognitive Theories Of Learning1146 Words   |  5 Pagesbelittling of women, and sexual objectification of women, the social exclusion of women, sex discrimination, patriarchy, and violence against women. Sociologist Allan G. Johnson argues that misogyny is an important basis for the oppression of females in male-dominated societies, and can range from jokes, pornography, and sexual violence. A large group of Sociologist agrees that misogyny also exists in and is practiced by women against other women or even themselves. Child abuse violates the trust atRead MoreGay Marriage Is Illegal And Not Be Fully Accepted By Society Essay915 Words   |  4 PagesHomosexuals refers to people whose sexual interest is in the same-sex rather than the opposite-sex. 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It’s a language that only people who have not taken a recollection nor responsibility to the issue at hand. This leads into BWS which is classified as a psychiatric condition named Battered Woman Syndrome. The actual definition of this disease from Wikipedia is â€Å"Battered person syndrome is a physical and psychological condition

Kindergarten Reflection free essay sample

Based on my observations from watching the teachers in the videos combine with teaching kindergarten 7 years ago and being a primary teacher after that, my thoughts on the role of teachers in kindergarten are now somewhat confused. When I was a Kindergarten teacher, we still had themes and critical pathways were just being introduced (although not called as such). In general, our focus as a kindergarten team was mainly literacy based: print-rich classrooms, several opportunities for shared, modeled, guided and independent reading/writing, using non-fiction and fiction stories to teach themes, word wall, etc). The goal as the kindergarten team was to help students become cooperative learners who were able to apply basic math skills (counting, measuring) and basic language skills (simple decoding strategies, sounding out words to make simple sentences, know some simple high-frequency words, retell and predictions) so that they can be ready for the challenges in Grade 1. The program was more controlled and structured, and I always had an agenda for the kids at every centre. We will write a custom essay sample on Kindergarten Reflection or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition to notes from observations, assessment was also conducted must-do jobs. In the video, this teacher (me) acted as a systems manager and moving forward, wasn’t the most constructive way to develop an inquiry-based classroom. I find that with the FDK program, teachers take a facilitating and guiding role. There is no agenda. Teachers observe learning in the context of inquiry where children can question, plan, observe, reflect, discuss and communicate their findings with others. The teacher is intentional with the choice of materials used at the centres and he/she is intentional with how he/she will divide his/her time with students as he/she observes and identifies the learning that the students are engaged in. Observations are used to guide interactions between the teacher and students both verbally and non-verbally. The teacher chooses to intentionally spend time at a centre to observe and identify the learning that is taking place while aiming to extend the child’s thinking by asking the child what they are doing and thinking (i. e. how they are solving the problem). The teacher is responsible for asking intentional questions, self-reflect on the interactions/observations and plan for next steps. I agree with Nick Radia when he says that Key is knowing the curriculum. In other words, the teacher acts as the problem solving facilitator and guide. Both the teacher and student work together to co-create their knowledge throughout the classroom. Uncertainties I have: Re: Memorizing the curriculum-I think it will be extremely beneficial and more effective to have the curriculum to refer to from the tops of our heads, but if are using the curriculum for the first time, how can we take advantage of each moment? What about Long term plans? Is planning based on inquiry units as I have done with other grades?