Knowledge Bases and Knowledge Management slp 5 Essay

Knowledge Bases and Knowledge Management slp 5 - Essay Example When we run the report, the real data is recovered and joined together with the format, and after that rendered on our screen, from where we can send out it, print it, or spare it. In this lesson, we figured out how to make a report server extend in SQL Server Data Devices (SSDT). A report server undertaking is utilized to make reports that run on a report server. SQL Server Reporting Services (SSRS) is a server-based report era programming framework from Microsoft. It is some piece of suite of Microsoft SQL Server services, including SSAS (SQL Server Analysis Services) and SSIS (SQL Server Integration Services). While SSAS empowers clients to develop uncommon databases for quick investigation of a lot of data, keeping in mind SSIS empowers clients to coordinate data from numerous sources outside Microsoft SQL Server databases, SSRS empowers clients to rapidly and effectively produce reports from Microsoft SQL Server databases. The SSRS administration gives an exceptional interface into Microsoft Visual Studio so that engineers and additionally SQL overseers can unite with SQL databases and utilization SSRS instruments to configuration SQL reports in numerous complex ways. SSRS likewise gives a Report Builder instrument for less specialized IT specialists to arrangement SQL reports of lesser intricacy. Managed by means of a web interface, it might be utilized to get ready and convey an assortment of intuitive and printed reports. SSRS rivals Crystal Reports and different business discernment instruments.SQL Server Reporting Services (SSRS) is a server-based report era programming framework from Microsoft. It is some piece of suite of Microsoft SQL Server services, including SSAS (SQL Server Analysis Services) and SSIS (SQL Server Integration Services). While SSAS empowers clients to develop extraordinary databases for quick examination of a lot of data, keeping in mind SSIS empowers clients to incorporate data from numerous sources

Chapter two - Mississippi schools Essay Example for Free

Chapter two Mississippi schools Essay The following literature focuses on how schools in the Mississippi School district and nationwide are implementing school improvement plans and closing the achievement gap. In School Improvement and Closing the Achievement Gap Report 2003-2004 the accountability of Mississippi Schools past and present is discussed (2004) and Craig Jerald, author of Dispelling the Myth discusses how nationwide high poverty, high minority schools have high achieving students (2001). Both reports will be discussed here. The researcher wanted to know how many high-poverty and high minority schools nationwide have high student performance. The study used the Education Trust Database to identify certain criteria. Over 4500 schools were analyzed. Each meeting the criteria set and performing well above the expectation (2001). Both papers discuss the achievement gap, more importantly they reported the areas of greatest improvement. The Achievement Gap Report (2004) focused on the Mississippi school districts. It gave an accountability report on those school districts that have been struggling, as well as providing a strategic outline to close the gap. Specific schools were used as models of for improving test scores. Dispelling the Myth (Jerald, 2001) focused on school districts nation wide. Although no reasons for poor school performance were given, the author did state that none of the schools were magnet schools. This report showed that most schools with high poverty, high minority students live in urban areas (2001). However, the more recently published Achievement Gap Report (2004) reported that some of the poorest schools are in rural areas. Dispelling the Myth (2001) looked at specific criteria for the study, whereas, the Achievement Gap Report (2004) did not. Both studies failed to look at specific schools and detail specific strategies used in improving the achievement gap. The Mississippi Achievement Gap Report (2004) plan made suggestions on how schools can improve, but a greater detail is needed to truly understand what each school did to improve scores. Model schools or a model program can be established based on greater research. Socioeconomic Influence Literature regarding reading programs was of most interest for this study. Several scientific journals addressed factors of low socioeconomic status and under achievement. The achievement gap found amongst low-income students was addressed in Education: The State We’re In (Donahue Griggs, 2003). Substantial information was given on the obstacles facing high-poverty youth today. Reading proficiency among elementary school students of low-income families are at a disadvantage (2003). When studying low-income fourth graders, the author found that in 2003, across the nation, only fifteen percent are proficient in reading. The authors also demonstrated that the majority of low-income students read about three grades behind non-poor students (2003). Proficiency differences among races were briefly discussed; Similar disparities exist between white students and students of color; 39% of white 4th graders can read at the proficient level compared to only 12 % of African-American students and 14% of Latinos. Overall, about three in ten fourth graders can read proficiently, and this in itself is cause for concern. (2003) Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement (Okpala, et al, 2001). Parental involvement is a commonly discussed approach to establishing higher student achievement. A study done in North Carolina was based on three factors; (a) Instructional supplies expenditures will affect academic achievement positively; (b) the SES of students in a given school, measured by the percentage of students that participate in free/reduced-price lunch programs, will affect student achievement negatively; and (c) parental involvement that is measured by parental volunteer hours per 100 students will influence student achievement positively. These factors were beneficial in understanding the SES influence on successful reading programs. These factors and the results of this particular study will be investigated further throughout this study. Implementing Change A very brief but informative piece, Evidence from Project Star About Class Size and Student Achievement (Folgers Breda, 1989) addressed three specific questions to ask oneself when considering changing programs. The three questions were; 1) How effective will the change be? 2) How much will it cost and 3) what are the problems of implementation? (1989) All three of these questions were found to be valuable when assessing existing programs, as well as when considering the necessary factors when looking to improve upon them. The Gallup Poll (1989 Survey) was reported to have an overwhelming approval from parents when asked about reducing class size. The problem with this strategy is that â€Å"reducing class size substantially is very costly† (1989). A widely researched program investigated during this study was the Accelerated Reader Program. One report (Melton, et. al. , 2004) demonstrated the uses and results of the AR program. By definition the Accelerated Readers program is â€Å"†¦a learning information system designed to heighten student interest in literature and to help teacher manage literature-based reading (McKnight, 1992). This study was particularly significant because it was conducted in two Jackson, Mississippi elementary schools. There has been extensive coverage of the AR program. A 2004 study compared the reading achievement growth of fifth graders following a year of participation in the AR program with other fifth graders who did not participate. The results demonstrated that students in the AR program actually scored significantly lower than non-participants. Although many studies show little to no benefits from the AR program, the program has provided a few guidelines; such guidelines include, 1) Engage students in large amount of reading practice with authentic material 2) students should read at their own individual reading level, and 3) student incentives such as ribbons or extra recess improves the odds of a students success. By using computer technology, teachers can use the AR program to assess students reading level and invite and motivate students to read material they find interesting (Vollands, et al. , 1999). Students are given a choice of books suited to their particular reading level. Random multiple choice tests are given to test students’ comprehension of the material. In a National Institute of Child Health and Human Development (Dept. of Education) evaluation, AR programs and other computerized reading programs were reviewed (Chenowith, 2001). The lack of research on evaluated programs ability to produce long-term gains in reading achievement caused the National Institute to determine the AR programs did not meet standards (2001). Common complaints of the AR program include, 1) when the program ended, participating students went back to reading less than before participating 2) the AR program limited the choice of books available to a student because certain books that were not accompanied by an AR test were not valid (Chenowith, 2001) and 3) AR encourages children to read for the wrong reasons, for example to win a prize (Carter, 1996). However, as Chenowith (2001) noted, many parents responded to the latter, that it did not matter why students read, as long as they were in fact reading. Topping and Paul (1999) found that with the proper educator training on the AR program, the odds of successful student achievement with the program will improve. Students already in at risk in reading before the AR program will gain positive results when AR is implemented (Vollands, Topping and Evans, 1999). â€Å"Many elementary schools have adopted programs which encourage authentic reading time and aid in the development of reading skills for life (Melton, et al. , 2004). However, little research has been conducted on individual, less costly programs (2004). When studying the effects of the AR program on African American students and white students in Mississippi, black students scored lower (2004).

Whats Eating Gilbert Grape Film Review Film Studies Essay

Whats Eating Gilbert Grape Film Review Film Studies Essay Societys ideological constructs and attitudes towards minority groups are created and reinforced through media imagery. Although negative associations that maintain inequities with regard to race, gender and homophobia (Conner Bejoian, 2006) have been somewhat relieved, disability is still immersed in harmful connotations that restrict and inhibit the life of people with disabilities in our society. Disability has appeared frequently in recent films (Byrd Elliot, 1988), a reflection of societys interest in the subject. These films often misrepresent disability using stereotypes. These stereotypes reinforce negative and incorrect social perceptions of, and attitudes towards, disabled people (Safran, 2000). By studying these films we can begin to reshape the wrong and negative accepted ideas of disability in society. Film analysis can show students how the medium manipulates images which continue stereotypes and cause stigma (Livingstone, 2004). Film can be used to confront students with their prejudices (Chellew, 2000, p.26), challenging them to accept new ways of thinking realising that disability is a result of the social attitudes and expectations placed on certain people by society (Ellis, 2003; Meekosha, 2003). Whats Eating Gilbert Grape is a film by director Lasse Hallstrà ¶m about a young man looking after his developmentally disabled brother and his dysfunctional family in a small American town. This paper will critically examine this movie using Richard Dyers four senses of representation, as cited in Harnett (2000), as a framework. With a focus on the disabled character Arnie, the analysis will identify and discuss the ways the film reinforces limiting stereotypes about disability. Finally, the implications of the analysis for use in an educational setting to raise awareness of the representations identified will be discussed. Re-presentation, as the first sense of representation, refers to how television or other visual media re-present our society back to us (Dyer cited in Harnett, 2000). Through the use of artistic expression and technical elements neither true reality nor an entirely false account is portrayed. Dyer states that reality is always more extensive and complicated than any system of representation can comprehend (Titchkosky, 2003, p. 134). In societys media, the world is generally simplified or typically presented in a way that is most beneficial for the medium. The presence of disability in a film is often used for storytelling (Raynor and Hayward, 2009). In Whats Eating Gilbert Grape, Arnies disability is constructed as an emphasis of the film. The film relies greatly on the dramatic power of the disability alone (p. 23) to move the narrative forward. The selection and focus of particular aspects of Arnies life and his disability are used to explain his actions and evoke reactions from the audience. For example, when his fear of jumping in the water is overcome, it creates a feel-good factor. Also, the focus on his inability to cope, generates a sense of pity from the audience such as in one particular scene when Gilbert leaves Arnie to get out of the bath by himself, only to discover him still in the bath, cold and shivering, in the morning. Dyers second sense of representation refers to the application of common stereotypes that have been recognised for characters with disabilities in film. These stereotypes create one dimensional characters with limited emotions, where the disability comes first and the person second, justifying differential treatment and segregation (Black, 2004). Some of the negative representations identified by Safran (2000) as stereotypical for disabled characters will now be applied to the character of Arnie. As mentioned above, the portrayal of Arnies character demands a feeling of pity from the audience. This stereotype communicates disability as a problem of social, physical and emotional confinement (Hayes Black, 2003, p.114). In Whats Eating Gilbert Grape, Arnie has no friends and is restricted to the confines of the porch of his family home. Whenever he tries to escape (usually to the water tower), he is ultimately returned back to this position of subordination under the care of others, which is typical of this stereotype (Hayes Black, 2003). A most common stereotype depicted of disabled characters is that of a super-man (Safran, 2000) or supercrip (Harnett, 2000), where a disabled character overcomes massive odds to beat or succeed in defeating their disability to become normal. The character is often seen as a hero to have made such progress. Although Arnie does not reflect a hero status, his character is beating his disability by the very fact that he is still alive. In the opening scenes of the movie, Gilberts narration lets the audience know that doctors said wed be lucky if Arnie lived to be ten, well ten came and went (Matalon, Ohlsson, Teper Hallstrà ¶m, 1993), implying Arnies triumph over tragedy. He defies death that would be otherwise be brought about by his disability. Although not a thematic stereotype reinforced throughout this whole film, it is typical of a disabled character to be represented as a victim or object of violence (Safran, 2000). At the climax of the film, Gilberts overwhelming frustration and anger of his life situation overflows into a violent episode directed at Arnie. On occasions throughout the film, Arnie is portrayed as an innocent a victim or object of violence from his younger sister and, in this rare case mentioned above, from his brother Gilbert. Another stereotype of disability presented, albeit only slightly, however still present, is that of being laughable (Safran, 2000) or the disability creating an atmosphere of curiosity that is aroused by differentness. This stereotype is usually more prevalent in comics, horror movies or science fiction films and related to physical impairments, which often portray disabled characters as freaks and exotic creatures (Smith, 1999). However, in Whats Eating Gilbert Grape, its Arnies unusual actions within the community that attracts attention. When he is perched high up on the water tower ladder, it becomes a fascination to many onlookers, who crowd below the tower to observe the spectacle with curiosity, as Smith (1999) puts it, his abnormal behaviour is exploited as it would a carnival sideshow (p. 42). The most prevalent stereotype of a disabled character represented in Whats Eating Gilbert Grape is the stereotype of a burden. This representation is the major narrative driving force. In the opening scenes, referring to Arnie, Gilbert quotes some days you want him live, some days you dont (Matalon, Ohlsson, Teper Hallstrà ¶m, 1993), reflecting the huge burden that is placed on the Grape family, particularly Gilbert, to care for his disabled brother. The burden of Arnie is also extended to the community, where the local police have to continuously retrieve Arnie from the ladder of the towns water tower. Dyers third sense of representation of refers to the representation of who is speaking for whom (Harnett, 2000). Whats Eating Gilbert Grape is written by an able-bodied writer, directed by an able-bodied director and has a disabled character acted by, Leonardo Di Caprio, an able-bodied actor. On a study into disabled actors, Raynor and Hayward (2007) discuss how disabled actors work is restricted to disabled character roles and suggest their struggle to find work is partly due to able-bodies actors being cast in those roles. Marks (1999) suggests the reason for not employing disabled people is that it is reassuring for the viewer to know that its only pretend' (p. 160). In Whats Eating Gilbert Grape the audience knows Leonardo Di Caprio is not really disabled, he presents as non-threatening and comforting, perhaps allowing the audience to relieve fears or ignore the reality of disability. Dyers fourth sense of representation questions how the represented image is interpreted by the audience (Harnett, 2000). It refers to how the intended meaning by those who produce the film can be lost or skewed when observed from a different point of view. When Peter Hedges, the writer of Whats Eating Gilbert Grape comments on his wishes for the film he states I would hope that people might view their fellow beings with more empathy, more compassion and a desire to understand (Malony, 2002, p.10). Although an encouraging and optimistic aspiration, the perspective of the film from people with disabilities would certainly be different. The discussion above demonstrates that the representations of disability in Whats Eating Gilbert Grape generates themes of incapability and total dependence on others to survive- Arnie cannot live without Gilbert, and Gilbert is stuck caring for Arnie indefinitely. By analysing the representations of disability presented in Whats Eating Gilbert Grape we can clearly see the negative associations put forward. Livingstone (2004) suggests that as educators we can use such inaccuracies and stereotypical images as assets rather than liabilities (p.119). By studying the ways disabilities are represented in films students can develop awareness of specific disability imagery (Safran, 2000, p.46) and learn about what the causes the stigma and lack of inclusion that haunt the disabled community. Safran (2000) insists when using films in education, it must be done with focused, reflective viewing (p.46) which promotes critical engagement, helping students question the cultural ideals created by the prevailing constructions offered in film (Arndt, 2010). An appropriate educational setting for the use of analysing Whats Eating Gilbert Grape would be in high school. Feldman states (cited in Arndt, 2010) that high school students are able to think beyond the concrete, current situation to what might or could be. Specifically, an effective starting point of a critical analysis with students would involve the deconstruction (Safran, 1998) of Arnies character, identifying the stereotypes portrayed and exploring correct representations of developmental disability. The reaction of the community to Arnie and his disability would also be beneficial to examine. Students would explore how the community views Arnie and what attitudes would be more appropriate to promote acceptance and inclusion. Using films to teach are effective because they are a highly motivational (Brown, 2005; Chellew, 2000) due to their entertainment factor. Whats Eating Gilbert Grape is a popular film with popular actors, and would interest high school aged students. Despite its portrayal of recognised negative stereotypes of disability Safran (1998) admits, it can still be useful in the classroom. The acknowledgment of such stereotypes and prejudices against people with disabilities will help students unlearn (Connor Bejoian, 2006, p. 59) the perceptions and attitudes which justify the differential treatment of a minority group. Through looking at our media, particularly film, it is essential for us to reshape pre-existing views (Chellew, 2000, p. 28) by breaking down the robust ideological attitudes of disability that continue to restrict, inhibit and exclude.

Alcoholism and The Human Body Essay -- Addiction to Alcohol

Alcoholism a struggle in life where around the world many people must deal with every day. What is addiction and how does it affect the body? Although defined in many ways, it is believed by some that addiction is a disease of the brain that can cause a dependence upon or a continuing, compelling need to use a habit-forming substance despite harmful consequences and may also be characterized by the increasing need for more of the substance or activity in order to obtain the same effect. Many changes take place within a body that consumes high doses of alcohol which can sometimes have long lasting, permanent, or even detrimental effects. Many research studies on the topic of alcoholism continue to be performed as a means to benefit society as a whole and to give help for those individuals and families who are in desperate need. In order for the proper assistance to be developed for those with a need for treatment there is much that needs to be understood about the disease of alco holism; at its most basic level, the cellular level. This is quite a task to be sure since we are all human beings and with much the same physiology, however, because of the subtle yet various differences in each of our body’s chemistry, as well as our social environments, this can make treatment that one person receives very different from the treatment of another. Therefore, determining the best possible treatments can be a challenge which is where research plays a very important part. The following choices of articles call attention to a few different kinds of detailed research and their discoveries made about alcoholism and its affect on the human body. It is this kind of information which allows physicians to come up with the best possible t... ...96. American Psychological Association, 1089-2680/10/$12.00. doi: 10.1037/a0021526. Kiefer, F., & Mann, K. (2005). New achievements and pharmacotherapeutic approaches in the treatment of alcohol dependence. European Journal of Pharmacology, 526(1-3), 163–171. Schwabe, L., Dickinson, A., & Wolf, O. T. (2011). Stress, habits, and drug addiction: A psychoneuroendocrinological perspective. Experimental and Clinical Psychopharmacology, 19(1), 53–63. American Psychological Association, 1064-1297/11/$12.00. doi: 10.1037/a0022212 . Tomberg, C. (2010). Alcohol pathophysiology: Circuits and molecular mechanisms. Journal of Psychophysiology, 24(4), 215–230. doi: 10.1027/0269-8803/a000035. Tomberg, C. (2010). Categories of alcohol consumers: Definitions and criteria of alcohol addiction. Journal of Psychophysiology, 24(4), 213–214. doi: 10.1027/0269-8803/a000034.

Holfstede’s Cultural Constraints Essay

In his article â€Å"Cultural Constraints in Management Theories,† G. Holfstede (1993) argues his main point that there is really no universal management theory, such that the means to manage organizations greatly vary across countries and cultures. For instance, the concept of management in the United States is different from, say, Asia or Europe, let alone apply to the two latter regions. A specific management concept or practice may be accepted in America but it does not mean that it is also accepted in some other part of the world. Holfstede begins by exploring the origins of the concept of management in cultures in varying times and notes the differences in the management theories. For example, managers are said to be cultural heroes in British and American regions while Germans see the engineer as the one having a heroic role precisely because German presidents and CEOs already have mastered their specialized skills and, hence, does not call for a manager. In Japan, the permanent worker group bears the ‘heroic role’ and that these workers are controlled not by managers but by their group. French people, on the other hand, do not have the notion of managers as Americans know of them. Rather, French workers think of one another as cadres, cadres being a social class obtained by learning at the proper schools and a social class maintained for a lifetime. Another case is that of Holland where the practice of managing people rests on the need for a consensus among all the involved individuals. These practices are established neither by contractual relationship nor by class distinctions but by an open-ended balancing of interests and exchange of views. In essence, Holfstede firmly maintains that the American concept of management theories vary from nation to nation and culture to culture. That being said, no management theory unique to a certain country or culture can perfectly apply to another culture and country precisely because of the variations among these cultures and countries. Reference Holfstede, G. (1993). Cultural Constraints in Management Theories. Academy of Management Executive, 7(1): 81-94.

Equality, Diversity and Inclusion in Work with Children Essay

Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging. Inclusion does not mean that we view each other the same or provide the same work, it is about making sure we are making adaptions to the activity instead of making a child do a completely different activity and make sure we are providing the same opportunities. We need to take on board and accept that the child is different. Medical model of Disability- The medical model is based on that children must adapt to the environment that exists, for example in my school there is down’s syndrome boy he attends all lessons, but he has a support worker who is helping him. We assume that the child will adapt to our atmosphere, this means that the boy will depend more and more of others to help him. Social Model of Disability- The social model is more about the school adapting things to suit the child, so they have more independence. Changing the physical environment, which could be ramps or lower shelves for children with disabilities to reach. Providing information such as symbols or sign language The curriculum can be modified with additional support or adjustments to assessments. Describe the features of an Inclusive Setting We often talk about the atmosphere of a school. This relates to a feeling that everyone in the school matters and all play their own part in school life. When entering my school I felt relaxed and excited about being able to volunteer at this school. The reception area was colourful and full of children’s work. The staff seemed friendly and made me feel welcome in their school. It is a clean, fresh and modern school. An inclusive setting is setting which uses a whole school approach to learning, working within a team. Where any barriers are found, strategies need to be used to remove them. When working with special education needs children it is important to focus on what they are good at rather then what they can’t do. So for example: Two children are sitting in their place in the classroom and they are running behind with copying the work from the board, they are sat in a position where they have their backs to the board. So to overcome this barrier I will ask to move them so they can see the board more clearly and catch up with the work. A school with inclusive practice will have the following features: * Barriers are recognised:  This could be from the parents, assessments, observations or staff noticing * Barriers will be removed or minimised: This can be done by arranging outside agencies to come in to the school and to change the environment for example ramp instead of steps * Pupils will be educated alongside their peers: A child who cannot do the work the class is doing should not be moved to a different room, they need to stay in the classroom and have more access to support or equipment that will help them. * Children are given the chance to use their own voice to air their views and opinions which will be listened to: They should be involved in what they need, asked what barriers to be removed which will help them and asked simple questions about how the activity went and if they enjoyed it. A good way of letting children have a voice is a school council or a radio station. * There will be clear policies and procedures: All policies and procedures will be reviewed regularly and made clear to all staff * Staff will receive regular training relating to inclusion: Staff members would be offered regular training when it comes to inclusion, diversity and equality of opportunities. * The school will work in partnership with stakeholders: These will be parents, staff members or other outside agencies * It will also work in partnership with other services: This will be speech therapist, doctors, health visitors, social services to make sure that children are given professional help. Case Study: Inclusive practice Sean has just qualified as a teaching assistant and has started his new post at a large primary school. It is his first week and so that he gets to know the school, staff and children, he has been asked to work alongside Kira, an experienced teaching assistant who has been at the school for a number of years. Sean joined Kira who was working with a group of 7 year old children making 3D models. Sean noticed one of the children, Jamie, sitting at the side just watching and asked where his model was. Kira’s reply was that because of his disability (cerebral palsy), Jamie had difficulty in using the tools and materials. She said that she asks him to read a book during the art and craft lesson. Suggest how Jamie might feel – Jamie would feel left out, upset and wandering why he is being left out. He might feel embarrassed or that he has done something wrong. Jamie could be bullied about the situation and children might leave him out during playtime etc. Loneliness and isolated could be another feeling he might experience. What message does this give to other children in the group-? Other children might get the impression that he can’t do anything and end up doing everything for him. They might think that he is stupid or start to leave the child out in activities as they have watched staff members doing it. The children might refuse to do the activity as Jamie is seen not doing it and they might start to bully Jamie. Which policies, codes and legislation Sean refer to when challenging the exclusive practice with Kira- Diversity, inclusion, equality, discrimination act but most of all every child matters Sean will support this group in future weeks. How can he ensure that Jamie is included? He could research more about the condition that Jamie has, to be able to have more knowledge and help improve his support towards him. He could help plan the lesson with activities that Jamie could be involved with. Also giving Jamie a voice and asking him what activities he is able to do or how they can change them. Educate the other children about cerebral palsy so they can help Jamie out. Describe how inclusion works in your own sector of the children’s workforce All staff who work with children must all have a common understanding of values and principles of inclusion. The way that these are put into practice will be different with each role within education and care of the children. The Early Years Foundation and National Curriculum give us clear guidance on an inclusive approach to learning and assessment. ‘Providers have a responsibility to promote positive attitudes to diversity and difference, so that every child is included and not disadvantaged’ This is a statement from Early Years foundation Stage about the duty of settings to meet the needs of all children in relation to their learning and development. The National Curriculum Inclusion statement states that schools must apply a whole- school method to both the national and wider curriculum and that school’s must: * Provide a curriculum which ensures active participation and achievement of all pupils * Recognise pupils entitlement to high- quality learning experiences * Meet the needs and interest of all pupils  * Recognise and overcome potential barriers to learning and assessment