The Business Strategies Of Tesco And Asda Marketing Essay

The exposition â€Å"Laptops in the Classroom? No Problem† by Elena Choy, states that restricting PCs in the study hall in not the appropriate response. I concur with Choy in light of the fact that with workstations in a study hall, understudies can get to the web and this is an incredible apparatus for inquire about and furthermore a methods for correspondence by utilizing devices like talks, messages and gatherings. With the appearance of the web we were gone up against with additional opportunities, difficulties and vulnerabilities during the time spent learning and educating. By what means can understudies and educators adjust to a learning procedure including an innovation that is getting progressively refined, and all the more testing? For me, instructing, in a wide setting, is to choose and arrange data so as to change it into information. PCs can encourage individual and gathering research just as the trading of thoughts between educators, their partners and their understudies. Utilizing workstations to get to the web furnishes understudies with a trade of encounters, questions, materials, individual trades, both of whom are geologically close and far. Workstations can assist instructors with bettering set up their group by growing the approaches to educate, to change the assessment procedure and correspondence with understudies and associates. Choy records numerous elements for prohibiting PCs in the study hall: Let me attempt to give a contemplated explanation of my position, an explanation that will assess the opposite position. Truth be told, I’ll start with what I take to be the contentions for restricting workstations. I accept the central contention are these: (1) the upraised covers of workstations divert the teacher, and they frequently keep the educator from looking at the understudies; (2) PCs occupy different understudies, who can't resist the opportunity to perceive what is on screens †for example computer games; (3) understudies who use PCs to take notes excessively broad notes, so they are doing transcription as opposed to suspecting †rather, one may nearly say, than giving genuine consideration to the noteworthy substance of the course; (4) since they are so bustling taking notes, PCs clients tend not to take an interest in whatever conversation there might be in the course since they are too bustling taking notes (Choy 272). Educators should be set up to utilize PCs and new advancements in the study hall, since this will expand the presentation of understudies and defeat their troubles and the plan to â€Å"Ban workstations primarily comes not from understudies yet from teachers [because] they are upset by the absence of â€Å"eye-contact† (Choy 273). Working with paper and pencil with understudy in the 21st century makes clashes and in certain circumstances can lead the understudy and instructor to think about and question the academic works on, empowering an adjustment in mentality of the educator. For me, I accept that the perfect learning condition is one in which subject and article is in steady change, permitting the development of information on both. As of now there are a few learning conditions that are being created and bolstered this association between the understudies and instructors like, and might be utilized both in study hall circumstances, in order to help all activities taken by educators during the showing procedure, as the record their troubles, questions, conversations, conclusions, permitting them a consistent development and recreation of their activities and the instructing hints to its intercessions. The innovation utilized in school ought to confront genuine issues and challenges of the larger part so as to improve the nature of instruction, connected to the goals and standards of the â€Å"old school† methods of educating. Society is progressively mechanical consistently and it is important to change the school and the instruction so as to taught the understudy to ace the new dialect utilized by the PC just as the requirement for the educator to consummate these new methods. Choy states that there will come a day that may endanger the eventual fate of the connection between the educator and the understudy. I go to a perilous point, I imagine that the central explanation educators propose that PCs be restricted is one that they dread that most understudies who use workstations are not taking notes, however are occupied with exercises disconnected to the course †texting, messaging, shopping, palying poker, etc (Choy 274). Lamentably numerous educators despite everything don't have the foggiest idea how to utilize the workstations; the initial step is to figure out how to do this on the grounds that â€Å"if the teacher is exhausting to the point that that understudies use PCs to shop and to compose letters, well when the PCs are prohibited the understudies will most likely acquire crossword riddles or activities from other courses† (Choy 274) than something isn't right with the instructor. One must recognize what he can do, and afterward how to manage it. This doesn't imply that we have a deep understanding of workstations. First it is important to have certain information with the most much of the time utilized highlights, for example, the content manager, in light of the fact that the rest are learning somewhat consistently. Additionally, figure out how to send and get messages and surf the web to know are requirements for any individual who needs to utilize the PC in the study hall and figure out how to coordinate the PCs as a major aspect of their exercise, along these lines they can connect with the understudies and keep their consideration. We should recollect that the PC in the study hall won't supplant educators; it will just assistance the understudy in a few different ways, changing the study hall into an invigorating and alluring condition for understudies to build up their thinking and inventiveness, accordingly adding to helping them become self-governing students. To utilize the PC in the study hall, the educator must get ready and plan their exercises with the understudies so the consequence of this proposed work is accomplished with this new innovation.

Rates of reaction experiments Essay Example for Free

Paces of response tests Essay I was wanting to watch every response for 10 minutes and had the option to do so on the grounds that the responses began getting delayed sooner or later I had a couple of issues during my trial. The size of the chips was not the very same, each gathering was comprised of chips of around equivalent sizes and this isn't actually exact. In blending the investigation we must be cautious about mixing it uniformly and not irritating the response. The trial could have been improved in different manners. Utilizing dots of limestone can take care of the issue of inconsistent size of particles. Utilizing an attractive stirrer can be utilized tackle the issue of lopsided mixing of reactants. The utilization of a progressively exact scale helps in taking care of the issue of perusing off estimations from the estimating chamber. Drawing the bends of best fit was an exact advance I took. My charts helped in demonstrating my point, A particular pattern is appeared in the diagram as plainly show that little particles respond quicker than huge particles. I was keen on this trial when I initially began. I was keen on observing changes in the reactants toward the finish of the response. I was fulfilled when I discovered that my forecasts were right. The impact of fixation on Rate of Reaction Aim In this investigation my point is to see if pace of response increments when focus in a response is expanded. Word condition Sodium Thiosulphate + Hydrochloric Acid Sodium Chloride + Sulfur Oxide + Water + Sulfur Chemical recipe Na2S203(aq) + 2HCl(aq) 2NaCl(aq) + SO2(g) + H2O(l) + S(s) This response as a rule creates a white encourage, which is the Sulfur and a foul smell, which is the sodium chloride. Two primary elements are required in this response for it to succeed. The main, being that the reactant particles must meet and impact. On the off chance that no crashes occur, at that point the response can't occur. Furthermore the response must have enough vitality to shape an item. The actuation vitality is the most least measure of vitality that is required for an item to be framed. When the arrangement has become absolutely obscure the response is finished. This implies all the reactant has been spent and the response is finished. We can see this if a bit of card with a cross on it is set under the conelike carafe. When the cross is totally darkened from vision, if glancing through the cone shaped carafe to the base, the response has occurred. The time it takes for this to happen is estimated as the pace of response. Motivation behind this test The reason for this investigation is to record to what extent it takes for the cross under the cone shaped flagon to vanish under various focuses. We have picked sodium thiosulphate to use in various fixations from a scope of 10 ml to 40 ml. I accept 4 focuses will be an adequate sum albeit more can be taken to advance the examination Apparatus required for this trial are: Conical Flask stopwatch White tile set apart With X . Compound required for the analysis are: 1) Sodium thiosulphate 2) Water (refined) 3) Hydrochloric Acid Fair test I should maintain in control to get right outcomes and to do this I have to remember a rundown of factors, which are: The temperature of device ought not change Try to control the surface zone of the response Try and judge precisely when the X mark is vanishing Fixed measure of Sodium thiosulphate and water ought to be included Prediction I foresee that when the convergence of the corrosive is raised, the pace of the response will increment. This is on the grounds that, when the centralization of corrosive is higher, progressively corrosive particles are available in a given volume of the arrangement, consequently, increasingly corrosive particles are accessible to crash into HCl particles. This thusly expands the odds of effective impacts (those subsequent in a response) happening. As the crash hypothesis expresses, the more impacts that happen in a timeframe, the quicker the pace of the response. This is on the grounds that the response possibly happens when Hydrochloric corrosive and Sodium thiosulphate particles impact each other Safety. As security is the main need in this trial, numerous wellbeing safeguards were taken to make it as sheltered as possibleâ Goggles were worn to ensure that eyes were protected.â Hair and free gems were tied up.â A safe removed was kept if there should arise an occurrence of any spillages.â Any spillages on garments and skin were flushed altogether right away. Any spillages on work surfaces and on the floor were wiped up with a moist paper towel. As Sulfur Dioxide can give off an impression of being a perilous gas, windows and entryways were opened to keep most extreme ventilation in the room. Strategy 40 ml of Sodium thiosulphate ought to be poured in the flagon Then 10 ml of HCl ought to be filled another cup 10 ml of refined water ought to be poured onto another cup Put a tile containing a X mark under the sodium thiosulphate jar Then blend all these 3 synthetic substances into one, for example, pour the 10 ml of water and 10 ml of HCl onto the jar containing sodium thiosulphate. When the response begins put the stopwatch on After we saw the response between began shaping white encourage which made the X mark look dimmer and dimmer to at last no X mark. When the X mark isn't seeable stop the stopwatch and record the time Everytime we finish a response we needed to utilize another cup Everytime we start another response the centralization of sodium thiosulphate we decline it by 10 ml and increment water by 10 ml During the trials the measure of |Hydrochloric corrosive consistently continues as before at 10 ml The means are the equivalent for each new response on this trial whether if the focus even changes Preliminary work Before leading a genuine trial I will do a Preliminary test to look at whether the test will work. I have utilized a similar technique as appeared above and postulations are the outcomes I acquired Volume of sodium thiosulphate (ml) water (ml) Hydrochloric corrosive (ml) Time it takes for X to disappear 3secs Experiment outline Results The table beneath shows the consequences of my genuine trial. The analysis was accomplished for multiple times to get the normal time taken which can make it considerably increasingly precise Na2S2O3 (Ml) H2O (Ml) Volume of HCl (Ml) Trial 1 Time taken (Seconds) Trial 2 Time taken (Seconds) Trial 3. Time taken (Seconds) Average Time taken (Seconds) 40 ml 10 ml 10 mlâ 000 Conclusion After leading my investigation and keeping in mind that taking a gander at my outcomes I feel that my expectations were genuine on the grounds that I anticipated that when the focus is high the response will be quick contrasted with the response with less fixation and same in my outcome I saw when sodium thiosulphate is 40 ml and water is 10ml the response takes 48. 83 seconds yet when water is at 40 ml and sodium thiosulphate is at 10 ml the response takes 194. 00 seconds Analysis As you can see from the outcomes in the area previously, the charts and chronicles unmistakably show that the fixation affects the pace of the response. As the focus builds, the pace of response accelerates also. The accompanying charts plainly express that where the sodium thiosulphate was generally weaken, and was at the convergence of 10ml, the pace of response took the longest all things considered and in each examination taken. The charts additionally show that the pace of response happened the speediest when the Na2S203 was at its most noteworthy focus. As should be obvious in the diagram, the chart takes a negative connection in structure. The pace of response time begins most elevated on account of the low fixation. As the reactant particles are further separated and there are more onlooker particles present, impeding the response. These particles don't partake in the response yet can back it off as the do go about as a hindrance. This makes it hard fro crashes to happen. This keeps the response from happening rapidly and prevents the item from framing rapidly. As the fixation gradually expands, the quantity of onlooker particles diminishes in a similar given volume, which in the investigation is 10cm3. This makes it more probable and simpler for crashes to really happen. This being for what it's worth, it implies that the response happens faster thus the items are framed speedier also. Despite the fact that the paces of response for the various focuses were all totally different, the cross on the card in the long run vanished in each trial. The cross didn't generally vanish however. This is only an expression utilized. What truly happened was that the strong Sulfur that is framed as an accelerate of the responses, shields our view and it is a hazy substance. The Sulfur is a smooth yellow shading and can be seen when discharging out the substance of the funnel shaped jar. It in some cases can leave a buildup within the cup. The pace of response likewise relies upon how rapidly all the Sulfur is framed as a final result. This can be reliant on the fixation also. In the event that there are more particles in a given volume there will be more molecules that need to cling to make the item. Point My focus on this coursework is see whether pace of a compound response is influenced by the expansion of an impetus in the response How an impetus functions There are numerous manners by which we can accelerate the pace of responses. An impetus can either increment or diminishing the pace of response. A positive impetus brings down enactment vitality. The particles, in this way, need less vitality to respond and the procedure continues all the more rapidly. A negative impetus (an inhibitor) hinders the pace of a compound response by doing the specific inverse. In any case, understand that the impetus itself doesn't occur in the response and it is, in this manner, not spent in the response. The following is a vitality chart demonstrating the nearness of an impetus. The diagram shows the impact of a positive impetus on the actuation vitality. At the point when you utilize an impetus, there is as much impetus toward the finish of the response a

Read Harder A Book By or About Someone That Identifies as Neurodiverse

Read Harder A Book By or About Someone That Identifies as Neurodiverse The 2019 Read Harder Challenge is sponsored by the Read Harder Journal. Created by Book Riot, this smartly designed reading log consists of entry pages to record stats, impressions, and reviews of each book you read. Evenly interspersed among these entry pages are 12 challenges inspired by Book Riot’s annual Read Harder initiative, which began in 2015 to encourage readers to pick up passed-over books, try out new genres, and choose titles from a wider range of voices and perspectives. Indulge your inner book nerd and read a book about books, get a new perspective on current events by reading a book written by an immigrant, find a hidden gem by reading a book published by an independent press, and so much more. Each challenge includes an inspiring quotation, an explanation of why the challenge will prove to be rewarding, and five book recommendations that fulfill the challenge. Neurodiversity is an emerging concept, one which posits neurological differences are the result of normal, natural variation in the human genome. The need for recognizing neurodiversity arises from the often-stigmatized nature of conditions like autism, ADHD, dyslexia, and others. In other words, said differences are simply another piece of what makes humans diverse, interesting creatures. Neurodiverse representation in books is also rising, as authors continue to investigate the lives of characters who identify as such. Excitingly, there is also a great wealth of #ownvoices authors whose work is screaming to be read. What are some of your favorite books featuring or written by neurodiverse individuals? Let us know in the comments! TherE is a Case That I Am by torrin a. Greathouse This slim, punchy volume of poems explores gender identity, existential angst, and every conceivable thing in between. The author, torrin a. greathouse, self-identifies as autistic. Insignificant Events in the Life of a Cactus by Dusti Bowling Aven Green was born without arms, a fact she makes light of by coming up with outrageous backstories for her missing limbs. After moving across the country with her family, Aven befriends a classmate, Connor, with tourette syndrome. As their friendship grows, the pair find comfort in their similarities, even in the face of an unraveling mystery. If I Loved You, I Would Tell You This by Robin Black In this short story collection, the fraught nature of human relationships is laid bare. We meet characters on the verge of great changes: failing marriages; becoming an empty nester; watching someone slowly die. Throughout, the prose is crisp, direct, and breathtaking. In a wonderful essay, Robin Black self-identifies as living with ADHD. Shine Shine Shine by Lydia Netzer Sunny and Maxon are a married couple who have bonded over their eccentricities since childhood. While Maxon is in space on a lunar mission, Sunny is back on Earth to care for their neurodivergent son, as well as take care of her own illness. After a series of accidents leaves Maxon potentially stranded in space, Sunny must contend with the uncertainty of the future, as well as that of the immediate present. Thank You, Mr. Falker by Patricia Polacco This is the illustrated retelling of the authors experience as a child with dyslexia. Other students often teased Patricia Polacco for her struggles with reading, until a teacher recognized there might be something more to the problem than just not trying hard enough. Thank You, Mr. Falker is both a tribute to an extraordinary teacher, as well as a testament to the positive role educators and parents must play in neurodivergent childrens lives. Me, Who Dove into the Heart of the World by Sabina Berman Karen is an autistic, feral child who wanders the beach near the decrepit tuna cannery her family has neglected. When her aunt arrives to take over the facility, she looks after Karen and offers the girl a sense of belonging that she had only previously felt among sea creatures. Karens love of ocean dwellers inspires her to reinvent the family tuna cannerys practices to be more humane, which leads her to unexpected success. The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism by Naoki Higashida Naoki Higashida has autism and communicates via an alphabet grid. In this memoir, he provides insights into the working of his mind: the particular way he lines up his toys; his discomfort making eye contact; why he jumps to collect his feelings. This memoir provides an honest, unfiltered depiction of living with autism, and provides insight into the great mysteries of the human mind. I Tic by Abby Hargrove, Illustrations by Rhema Coleman I Tic is the story of a nine-year-old girl living with tourette syndrome, told in her own words. The young authors charming illustrated tale encourages readers to celebrate their differences. Marcelo in the Real World by Francisco X. Stork Marcelos conditionâ€"described as autism-likeâ€"has never given him any trouble. He attends a special school with other students like him. However, after his father forces Marcelo to take a job working at his law firm, the boy begins to experience the full gamut of human emotions for the first time: anger, desire, tragedy, and hope. All the Weight of Our Dreams: On Living Racialized Autism, Edited by Lydia X.Z. Brown, E. Ashkenazy, Morénike Giwa Onaiwu In this multi-genre, intersectional collection, 61 writers and artists detail their experiences as autistic people of color. Often critical of the systems that fail them, these authors offer insights that are nothing short of revelatory. The Cider House Rules by John Irving Irving is one of the most prolific American novelists of the twentieth century, despite pulling poor grades in English throughout his prep school days. Teachers considered him lazy and stupid for his poor performances. He did not know until adulthood that he was dyslexic. The Cider House Rules finds the writer in top form, telling the coming-of-age of orphan Homer Wells. The Kiss Quotient by Helen Hoang Helen Hoang describes herself as being addicted to romance novels. In adulthood, she was diagnosed with autism spectrum disorder. These two experiences directly inspired her to write The Kiss Quotient, which features a protagonist with Aspergers syndrome diving headfirst into the romantic travails that have eluded her by hiring a male escort to teach her what she has been missing. Subscribe to Events to receive news and announcements about sitewide events, including daylong and weeklong bookish celebrations, as well as announcements of our Best Of and Anticipated  books. Thank you for signing up! Keep an eye on your inbox.

A Rivalry between The National League and the American League Free Essay Example, 2500 words

In addition to helping American League teams on the field, the DH rule also helps them at the box office, as there are more runs, and more specifically more home runs, during American League games, which makes the league more fan-friendly for the casual fan. Fans want to see action and the American League provides this actions. During the 2008 season, only the Chicago Cubs, New York Mets, Los Angeles Dodgers, and Atlanta Braves had payrolls of over $100 million, with the Philadelphia Phillies and the St. Louis Cardinals coming up just short of that number. Likewise, in the American League, the Los Angeles Angels, the Boston Red Sox, the Chicago White Sox, the Detroit Tigers, and the Seattle Mariners all have payrolls over $100 million and the New York Yankees and a payroll of over $200 million. The Toronto Blue Jays also came up just short of the $100 million marks, meaning that the American League had seven teams with these extremely high payrolls. The only reason why these teams a re able to spend so much is that they are popular in their own markets, which happens because they hit a lot of home runs. We will write a custom essay sample on A Rivalry between The National League and the American League or any topic specifically for you Only $17.96 $11.86/page

Discourse Community Free Essays

McCarthy relates the classes Dave attended to a foreign country with a language that had to be learned in order to succeed. Dave struggled in his poetry class because he failed to learn the â€Å"foreign† language of the class. In this academic discourse, Dave had to learn to analyze and write essays that will, make [him] say something quite specific about the meaning of a poem (your thesis) and demonstrate how far [he has] progressed In recognizing and dealing with he devices a poet uses to expresses his Insights† (242). We will write a custom essay sample on Discourse Community or any similar topic only for you Order Now Because this was unlike what he had to do in his Freshmen Composition or Biology class, this approach was foreign to him. He was use to summarizing and proving his textual coherence but now he was more focused on new ways of thinking and writing for that class. HIS grades In the poetry class never Improved. The social aspects as well as his coherence Influenced his writing. Dave had a connection to the writing his both of his other classes but not to poetry. He thought that none of the poetry related except for the salary literary devices. He also felt that he was an outsider on the adolescence while his instructor wasn’t. He would spend hours writing the essay to fulfill the required Manner and Quality just to have his errors pointed out without any explanation as to why they were wrong. Dave felt that, â€Å"In Poetry, more or less each poem is different, o it’s not taught to you. You just have to figure it out from that poem itself and hope Dry. Forsook likes it† (251 This hindered Dive’s chance of succeeding in the class. Because he saw that his writing was failing he could’ve asked to meet with the professor privately to discuss what he was doing wrong. The professor also could’ve had more guideline lectures and helped the students by pointing out some details in the poem that would’ve benefited their writing. How to cite Discourse Community, Papers

The Policy of Imperialism Essay Example

The Policy of Imperialism Essay Imperialism is the policy in which stronger nations extend their economic, political, and military control over weaker territories. It’s important because it helped extend our territories over weaker territories. I think imperialism was a proper and legitimate policy, even though it led to some bad outcomes, there were more good outcomes. The three countries that I chose to write about are Cuba, Philippines, and Panama. In Panama, the Panamanians allowed the United States to rent the land needed to build the Panama Canal. The U. S. wanted to build the Panama Canal because they gained control over Puerto Rico and the Philippines. The canal would allow warships to pass between the Atlantic and Pacific oceans without circling South America, making it easier to defend the United States. So the Panama Canal benefits the U. S. by allowing warships to pass between the two oceans, helping the growing trade of Asia, and making it easier to defend the United States. Many Cubans welcomed the presence of U. S. troops to restore stability, law, and order. After Cuba gained independence, President William McKinley set up a U. S. military government to administer the island. The U. S. was also interested in protecting Cuba’s independence because they wanted to restore order, establishing a provisional government. Imperializing Cuba was a good thing because under the U. S. military governor, programs of public works, education, sanitation, court reform, and self-government were instituted. In 1898, the U. S. wanted to take over the Philippines, a Spanish colony. We will write a custom essay sample on The Policy of Imperialism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Policy of Imperialism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Policy of Imperialism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer U. S. businesses saw the Philippines as a good source for raw materials as well as a key to new markets for imports and exports. The islands were in a good strategic position for access to the markets of China. McKinley concluded that the best choice was for the U. S. was to â€Å"take and educate the Filipinos, uplift, civilize, and Christianize them. † Even though the Philippines revolted against the U. S. rule with a three year battle, imperializing the Philippines was a good thing towards America. The imperializing of many new territories, not only Cuba, Philippines and Panama, but for china, Hawaii, Mexico, Puerto Rico and the Dominican Republic led to many good things for the U. S. and other countries. Take Cuba for an example, the U. S. established a provisional government and many things were instituted. In Panama, the Panama Canal helped defend the U. S. and the growing trade of Asia. The Philippines were a good source for raw materials and the United States saw them as a key for new market imports and exports. Therefore imperialism was a good policy because it led to many good things in America and other nations.

How to Write a Good Attendance Policy

How to Write a Good Attendance Policy Attendance is one of the biggest indicators of school success. Students who attend school regularly are naturally exposed to more than those who are routinely absent. Furthermore, absences can quickly add up. A student who misses an average of twelve days a year from kindergarten through twelfth grade will miss 156 days of school which nearly translate to an entire year.  Schools must do everything within their limited power to compel parents to get their children to school. Adopting and maintaining a strict school attendance policy is a necessity for every school. Sample School Attendance Policy Because we are concerned about your child’s safety and well-being, we ask that you notify the school by phone the morning the student is absent by 10:00 AM. Failure to do this will result in the student receiving an unexcused absence. Types of absences are: Excused: An absence due to illness, doctor’s appointment, or serious illness or death of a family member. Students must go to the teachers and request make-up work immediately upon their return. The number of days absent plus one will be allowed for every consecutive day missed. The first five absences will only require a phone call to be excused. However, any absence after five will require a call and a doctor’s note upon the return of the student to be excused. Explained: An explained absence (not an absence due to illness, doctor’s appointment, serious illness, or death of a family member) is when a parent/guardian takes the student out of school with the principal’s prior knowledge and approval. Students will be required to obtain assignments for classes to be missed and an assignment form completed before leaving the school. The assignments will be due on the day the student returns to school. Failure to follow this policy will result in the absence being recorded as an unexcused absence. Extra-Curricular Activity Absences: Students are allowed 10 activity absences. Activity absence is any absence that is school related or school sponsored. Extra-curricular activities include, but are not limited to, field trips, competitive events, and student activities. Truancy: A student who leaves school without parental consent or is absent from school on a regular basis without school authorization, or has a high rate of absenteeism shall be reported to the County District Attorney. Parents/Guardians are compelled to send their child to school and could incur legal liability for failure to do so. Unexcused: An absence in which the student is out of school that does not qualify as excused or explained. The student will be brought to the office for disciplinary action and will receive no credit (0’s) for all class work missed. When a parent does not call to report an absence by 10:00 AM the morning of absence, the school will attempt to reach the parents at home or work. The principal can determine or change an absence from excused to unexcused, or from unexcused to excused. Excessive Absences: A letter will be sent informing any parent when their child has 5 total absences in a semester. This letter is meant to serve as a warning that attendance may be becoming an issue.A letter will be sent informing any parent when their child has 3 total unexcused absences in a semester. This letter is meant to serve as a warning that attendance is becoming an issue.After 10 total absences in a semester, the student will be required to make up each additional absence through Summer School, or they will not be promoted to the next grade level. For example, 15 total absences in a semester will require 5 days of Summer School to make up those days.After 5 total unexcused absences in a semester, the student will be required to make up each additional absence through Summer School in May, or they will not be promoted to the next grade level. For example, 7 total unexcused absences will require 2 days of Summer School to make up those days.If a student has 10 unexcused absences in a semester, the parents/guardians will be reported to the local district attorney. The student is also subject to automatic grade retention. Attendance letters will be automatically mailed when a student reaches 6 and 10 unexcused absences or 10 and 15 total absences during the school year. This letter is intended to inform the parent/guardian that there is an attendance issue that needs to be corrected along with potential consequences.Any student having more than 12 unexcused absences or 20 total absences for the entirety of the school year will be automatically retained in the current grade level regardless of academic performance.An administrator may make exceptions for extenuating circumstances at their discretion. Extenuating circumstances may include hospitalization, long-term illness, the death of an immediate family member, etc.