Program to Help Learners in School Essay - 2200 Words

How to use Individualized Education Program to Help Learners in School (Term Paper Sample) Content: How to use individualized education program to help learners in school Name InstructorInstitution Date Table of content TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc399156542"
1.0Introduction  PAGEREF _Toc399156542 \h
1 HYPERLINK \l "_Toc399156543"
2.0 Concept of individualized education program  PAGEREF _Toc399156543 \h
2 HYPERLINK \l "_Toc399156544"
3.0 How to use individualized education program to help learners in school  PAGEREF _Toc399156544 \h
4 HYPERLINK \l "_Toc399156545"
4.0 Conclusion  PAGEREF _Toc399156545 \h
8 HYPERLINK \l "_Toc399156546"
References  PAGEREF _Toc399156546 \h
9 1.0IntroductionThe individualized education program purposely deals with building up services and appointment of students with disabilities who require special learning. With regard to this, the responsibilities for individualized education program are generally given to local public school divisions (The Virginia Department of Education Banner , 2012). This group developed a detailed explanation in regards to the need of the student.On the other hand individual education is particularly designed instruction to meet the unique needs of a child who are disabled.However, specially designed instruction means adjusting, the content, methodology, or delivery of instruction to address the unique needs of the student that result from the child's disability; and also to ensure access of the child to the general curriculum, so that the child can meet the educational standards that apply to all children (Cortiella, 2009).In general the individualized education program focuses on: Present level of academic achievement and functional performance measurable annual goals, benchmarks or short-term objectives, special education, related services, supplementary aids and services, participation with children without disabilities, participation in state and division-wide assessments , Progress report schedule duration, frequency, and locatio n of services.It is very significant to not that this concept is being developed by a group of people upon realization that a student reach the requirement to receive related services as well special education. This concept can be termed as a road map which generally predicts where student is going as well where he or she is at that particular time. It is clear that the following stake holders are required to avails themselves in the IEP gatherings: parents Cortiella (2009), students, general education teacher, special education teacher, evaluation personnel, and others with know how of the learner. This paper seeks to investigate how to use individualized education program to help learners in school.2.0 Concept of individualized education programThe term individualized has been defined as the individual needs of each individual child in the individualized education program (Male, 2007). There should be enough resources to meet the needs of this child. This concept originated from t he united state where by the idea requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special learning. Conversely, the Individuals with Disabilities Education Act Amendments of 1997 continues and refines the requirements which were first established in 1975 with the Education for All disabled Children Act, Public Law 94-142.However, Students' written Individualized Education Programs are considered to be the heart of the law and the core entitlement of their free appropriate public education.Further, the IEP is to be designed to provide the child with a Free Appropriate Public Education (FAPE). In addition, the IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program. Conversely, the individual with disability act 2004 demands that an individualized education program to be written according to the nee ds of each student who meets eligibility guidelines under the IDEA and state regulations, and it included: the child's present levels of academic and functional performance Kamens (2004), measurable annual goals, including academic and functional goals, how the child's progress toward meeting the annual goals are to be measured and reported to the parents ,special education services, related services, and supplementary aids to be provided to the child and others.Generally, the result of the IEP development process is an official document that describes the education plan designed to meet the unique needs of one child with had capped (Katsiyannis and Maag, 2001). With that in mind, before an IEP is written for a child with a disability, the school must first determine whether the child qualifies for special education services. Nevertheless, to qualify, the child's disability must have an adverse effect on the child's educational achievement. This shows that a student can be disabled and fails to qualify.Therefore, to verify eligibility of the student, the school has conducted a full evaluation of the child in all areas of suspected disability. Based in part on the results of the evaluation, the school along with the parents meet to review the results and the child's current level of performance and to determine whether special education services are required. With regard to this a child may be disabled and after evaluation fails to meet eligibility (Kamens 2004).After the process of evaluation, if the child is found eligible for services, the school is mandated to form an IEP team and come up with an appropriate educational plan for the student. It should be noted that, the individualized education program should be put into practice immediately as possible once the child is determined worthy. There is no stated specific timeframes for each phase. In regard to this, some states have added specific timelines that schools must follow for IEP development, IEP impl ementation milestones, and the eligibility.In the process of IEP development parents are considered to be full and equal members of the IEP team, along with school personnel reason being that Parents have unique knowledge of their child's strengths and wants. In conclusion, parents have the right to be engaged in meetings that discuss the identification, evaluation, IEP development and educational placement of their children as well as the right to ask questions, dispute points, and request modifications to the plan, as do all IEP team members.After the child is determined to be eligible for special education services, the IEP team is required to develop an individual education plan to be implemented as soon as possible after eligibility is determined. Through the results of the full individual evaluation (FIE), the IEP team works together to identify the child's present level of educational performance, the child's specific academic, and any related or special services that the chi ld needs in order to benefit from their learning (Marilyn, 2010). Conclusively, once the eligibility for special education services of the child is determined, the IEP team is needed to develop an individual education plan to be implemented as soon as possible after eligibility is realized. Through the results of the full individual evaluation (FIE) Marilyn (2010), the IEP team works together to identify the child's present level of educational performance, the child's specific academic, and any related or special services that the child needs in order to benefit from their learning. 3.0 How to use individualized education program to help learners in schoolAccording to Babara Bateman (1997), the lEP process is the centerpiece, the heart and soul, of the Individuals with handicap. With regard to this, education Act (IDEA) it is the procedure for devising the Free Appropriate Public Education to which ever eligible child who has a disability and needs special education is at libe rty.In real sense this process mainly concerns the individually planned and systematically monitored arrangement of teaching procedures accessible settings, adapted equipment and materials (Tejeda-Delgado, 2009). With regard to this, these interventions are designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and their community, than may be available if the student were only given access to typical classroom learning.Conversely, common special needs include learning disabilities, communication disabilities, emotional and behavioral disorders, physical disabilities, and developmental disabilities. However, Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, the use of technology as well as specifically adapted teaching area.Generally in most developed countries, educators modify teaching methods and environments so that the max imum numbers of students are served in general education surroundings. Thus, special education development in these countries is termed as service rather than a place.This program assists of children. Ideally, some children are easily identified as candidates for special needs due to their medical problems. However, they may have been diagnosed with a genetic condition that is associated with intellectual disability, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other impaired ness.Conversely, for students with less obvious disabilities, such as those who have learning difficulties, two primary methods have been used for identifying them: the response to intervention model and the discrepancy model. Correspondingly, the discrepancy model depends on the teacher noticing that the students' achievements are noticeab... Program to Help Learners in School Essay - 2200 Words How to use Individualized Education Program to Help Learners in School (Term Paper Sample) Content: How to use individualized education program to help learners in school Name InstructorInstitution Date Table of content TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc399156542"
1.0Introduction  PAGEREF _Toc399156542 \h
1 HYPERLINK \l "_Toc399156543"
2.0 Concept of individualized education program  PAGEREF _Toc399156543 \h
2 HYPERLINK \l "_Toc399156544"
3.0 How to use individualized education program to help learners in school  PAGEREF _Toc399156544 \h
4 HYPERLINK \l "_Toc399156545"
4.0 Conclusion  PAGEREF _Toc399156545 \h
8 HYPERLINK \l "_Toc399156546"
References  PAGEREF _Toc399156546 \h
9 1.0IntroductionThe individualized education program purposely deals with building up services and appointment of students with disabilities who require special learning. With regard to this, the responsibilities for individualized education program are generally given to local public school divisions (The Virginia Department of Education Banner , 2012). This group developed a detailed explanation in regards to the need of the student.On the other hand individual education is particularly designed instruction to meet the unique needs of a child who are disabled.However, specially designed instruction means adjusting, the content, methodology, or delivery of instruction to address the unique needs of the student that result from the child's disability; and also to ensure access of the child to the general curriculum, so that the child can meet the educational standards that apply to all children (Cortiella, 2009).In general the individualized education program focuses on: Present level of academic achievement and functional performance measurable annual goals, benchmarks or short-term objectives, special education, related services, supplementary aids and services, participation with children without disabilities, participation in state and division-wide assessments , Progress report schedule duration, frequency, and locatio n of services.It is very significant to not that this concept is being developed by a group of people upon realization that a student reach the requirement to receive related services as well special education. This concept can be termed as a road map which generally predicts where student is going as well where he or she is at that particular time. It is clear that the following stake holders are required to avails themselves in the IEP gatherings: parents Cortiella (2009), students, general education teacher, special education teacher, evaluation personnel, and others with know how of the learner. This paper seeks to investigate how to use individualized education program to help learners in school.2.0 Concept of individualized education programThe term individualized has been defined as the individual needs of each individual child in the individualized education program (Male, 2007). There should be enough resources to meet the needs of this child. This concept originated from t he united state where by the idea requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special learning. Conversely, the Individuals with Disabilities Education Act Amendments of 1997 continues and refines the requirements which were first established in 1975 with the Education for All disabled Children Act, Public Law 94-142.However, Students' written Individualized Education Programs are considered to be the heart of the law and the core entitlement of their free appropriate public education.Further, the IEP is to be designed to provide the child with a Free Appropriate Public Education (FAPE). In addition, the IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program. Conversely, the individual with disability act 2004 demands that an individualized education program to be written according to the nee ds of each student who meets eligibility guidelines under the IDEA and state regulations, and it included: the child's present levels of academic and functional performance Kamens (2004), measurable annual goals, including academic and functional goals, how the child's progress toward meeting the annual goals are to be measured and reported to the parents ,special education services, related services, and supplementary aids to be provided to the child and others.Generally, the result of the IEP development process is an official document that describes the education plan designed to meet the unique needs of one child with had capped (Katsiyannis and Maag, 2001). With that in mind, before an IEP is written for a child with a disability, the school must first determine whether the child qualifies for special education services. Nevertheless, to qualify, the child's disability must have an adverse effect on the child's educational achievement. This shows that a student can be disabled and fails to qualify.Therefore, to verify eligibility of the student, the school has conducted a full evaluation of the child in all areas of suspected disability. Based in part on the results of the evaluation, the school along with the parents meet to review the results and the child's current level of performance and to determine whether special education services are required. With regard to this a child may be disabled and after evaluation fails to meet eligibility (Kamens 2004).After the process of evaluation, if the child is found eligible for services, the school is mandated to form an IEP team and come up with an appropriate educational plan for the student. It should be noted that, the individualized education program should be put into practice immediately as possible once the child is determined worthy. There is no stated specific timeframes for each phase. In regard to this, some states have added specific timelines that schools must follow for IEP development, IEP impl ementation milestones, and the eligibility.In the process of IEP development parents are considered to be full and equal members of the IEP team, along with school personnel reason being that Parents have unique knowledge of their child's strengths and wants. In conclusion, parents have the right to be engaged in meetings that discuss the identification, evaluation, IEP development and educational placement of their children as well as the right to ask questions, dispute points, and request modifications to the plan, as do all IEP team members.After the child is determined to be eligible for special education services, the IEP team is required to develop an individual education plan to be implemented as soon as possible after eligibility is determined. Through the results of the full individual evaluation (FIE), the IEP team works together to identify the child's present level of educational performance, the child's specific academic, and any related or special services that the chi ld needs in order to benefit from their learning (Marilyn, 2010). Conclusively, once the eligibility for special education services of the child is determined, the IEP team is needed to develop an individual education plan to be implemented as soon as possible after eligibility is realized. Through the results of the full individual evaluation (FIE) Marilyn (2010), the IEP team works together to identify the child's present level of educational performance, the child's specific academic, and any related or special services that the child needs in order to benefit from their learning. 3.0 How to use individualized education program to help learners in schoolAccording to Babara Bateman (1997), the lEP process is the centerpiece, the heart and soul, of the Individuals with handicap. With regard to this, education Act (IDEA) it is the procedure for devising the Free Appropriate Public Education to which ever eligible child who has a disability and needs special education is at libe rty.In real sense this process mainly concerns the individually planned and systematically monitored arrangement of teaching procedures accessible settings, adapted equipment and materials (Tejeda-Delgado, 2009). With regard to this, these interventions are designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and their community, than may be available if the student were only given access to typical classroom learning.Conversely, common special needs include learning disabilities, communication disabilities, emotional and behavioral disorders, physical disabilities, and developmental disabilities. However, Students with these kinds of special needs are likely to benefit from additional educational services such as different approaches to teaching, the use of technology as well as specifically adapted teaching area.Generally in most developed countries, educators modify teaching methods and environments so that the max imum numbers of students are served in general education surroundings. Thus, special education development in these countries is termed as service rather than a place.This program assists of children. Ideally, some children are easily identified as candidates for special needs due to their medical problems. However, they may have been diagnosed with a genetic condition that is associated with intellectual disability, may have various forms of brain damage, may have a developmental disorder, may have visual or hearing disabilities, or other impaired ness.Conversely, for students with less obvious disabilities, such as those who have learning difficulties, two primary methods have been used for identifying them: the response to intervention model and the discrepancy model. Correspondingly, the discrepancy model depends on the teacher noticing that the students' achievements are noticeab...

Timeline and History of the Right to Die Movement

Textual Analysis Essay Samples

Textual Analysis Essay SamplesTextual analysis essay samples can help students to understand the analysis and writing process. These examples will help students understand the basics of essay writing as well as improve their writing skills. Most students are reluctant to analyze their essays and they lack a good grasp of the different concepts associated with essay analysis. This will help students understand how to take an essay from idea to finished product.The first step is to understand what a simple analysis is. In most cases, students do not understand the main ideas of their essays. This is because they do not understand what they have written and they tend to add so many things to the essay that it is difficult to differentiate the ideas they already have. The second step is to understand that every person has different thoughts and ideas. Students should first think about what they want to say in their essay and then analyze the content to find the main ideas.Students can fi nd these samples online if they know where to look. There are many websites where students can find these sample essays for free. It is important for students to be able to follow the format of these sample essays. These samples will help them understand the structure of a regular essay as well as how to make logical connections between different parts of the essay.Once students understand the process of finding and analyzing sample essays, they will then learn how to summarize their ideas. Analyzing and writing an essay takes more than just breaking down ideas. A student needs to think about the organization of the essay and how to integrate all of the major ideas of the essay. This is the main reason why the samples have been provided.The authors of the sample essays give students detailed instructions on how to summarize the contents of the essay. Students will be able to easily identify the parts of the essay and how to write a general summary. Ifthe material is discussed by its elf, the writers of the essay samples will give detailed instructions on how to organize the parts of the essay and how to summarize the material.Textual analysis is important for every essay. Students must use this process to improve their writing skills. Writing essays involves writing the main ideas, organizing the main ideas and the main points of the essay. Using textual analysis essay samples will help students to make the necessary connections between the different parts of the essay.Textual analysis essay samples will teach students how to separate and organize their thoughts. There are many online sources where students can find essay samples and select the ones that are suitable for their essay topic. Students can also get sample essays from reading academic journals. This is the best way to compare different essays.Some people may say that they know how to analyze an essay but they do not know how to organize their thoughts. This is because most students tend to change th eir minds when they start writing. They can use textual analysis essay samples to avoid this problem. Students will also be able to understand the main idea of their essay better if they analyze the structure of the essay. Students should be very careful while editing their essays and then they can begin writing original essays that are worth reading.

Hitler´s Plan The Final Solution Essay - 588 Words

We learn about the Holocaust to learn what is right and wrong and to remember the people who died. The main reason we learn about the Holocaust is so it does not happen again. Hitler was born in Austria, but was a German soldier. He was thrown in jail by the Nazi government for trying to overthrow it. While he was imprisoned he wrote a book called Mein Kampf, which tranlates to my struggle in English. Soon after he finished the book he was let out of jail early for good behavior. After that he slowly tried to make his way up the government. Hitler became Chancellor of Germany in 1933. Hitler and his right hand man, Himmler, came up with a plan called The Final Solution. The Final Solution was a plan to eliminate all of the Jews in†¦show more content†¦Gypsies from Rome, were also on the Undesirable list. Although they were not specifically mentioned in the Nuremburg Laws, just like jews their civil rights were taken away. They were put into ghettos first, then sent to concentration and extermination camps. In all, hundreds of thousands were killed during the Holocaust. There were other people who died in the Holocaust besides Jews and Gypsies, but they made up most of the people who died. The poles and other Slavs, political dissidents and dissenting Clergy, persons with physical or mental dissabilities, Jehovahs witnesses, homosexuals, and some other victims like German Africans, made up about 4 million of the 11 million in the Holocaust. Most of the people killed in the Holocaust were killed at an extermination camp or at a concentration. An extermination camp like Aushwitz, is a camp where you are going to be killed. A concentration camp like Westbrook, is a work camp where you recycle bullets and some other works. Some people died of exaustion. The other people who did not go to any camps were shot and killed where they lived. World War II started in 1938. We entered the war in 1941 because the Japenese forces attacked our largest naval base, Pearl Harbour in Hawaii, we then attacked Germany on the beaches of Germany. This day is known as D-day. Alot of our men did not even make it on the beach. In !945 Germany surrendered and we won the war. Anne Frank is a young girl who lived throughShow MoreRelatedWhy National Socialist Germany Killed Millions Of Jews1656 Words   |  7 Pages#1 When it comes to interpreting the Final Solution, there are two main schools of thought that provide different explanations for how and why National Socialist Germany killed millions of Jews. The first interpretation is the functionalist view, which explains the Final Solution as something that came about by the chaotic and anarchical nature of the Nazi state. It places much importance on improvisation and radicalization. While acknowledging that Hitler played a key role, this view sees Hitler’sRead MoreHitler s Ideology And The Nazi Bureaucracy1674 Words   |  7 PagesIntentionalists stress the consistency, sequence and persistence of the Nazi s anti-Jewish policies as a clear indication that the genocide we call the Holocaust was a top-down affair implemented in accord with Adolf Hitler s absolute will. Functionalists however argue that the genocide resulted from a number of factors including the compounding failures of the Nazi bureaucracy, these historians de-emphasiz e Hitler s ideology and focus on Nazi bureaucrats motivated by banal careerism. This essayRead MoreThe Effects Of Jews On Jewish Population During The Nazi Regime1119 Words   |  5 Pagesbeing researched, and it concerns the Final Solution of the Nazis concerning the Jews. On January 20th 1942, 15 leading officials of the Nazi state met at a villa in Wannsee, a suburb of Berlin, to discuss the â€Å"Final solution of the Jewish Question† (â€Å"The Final Solution,† 2015). They used the term â€Å"Final Solution† to refer to their plan to annihilate the Jewish people. It is not known when the leaders of Nazi Germany definitively decided to implement their plan to eradicate the Jews† (â€Å"United StatesRead MoreThe Persecution Of The Jewish People1105 Words   |  5 Pagesreason that the persecution of the Jewish people was a progression of radical policy ,of an entire group of people, due to the perceived failings of the Nazis previous racial policies. 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Through Hitlers entire regime , Hitler’s main goal was to persecute the jews. The Jews were severely mistreated by Hitler and his numerous followers. The inflicting of suffering, harassment, isolation, imprisonment, fear, or pain are all factors that established persecution of the Jews. There are various reason why Hitler wantedRead MoreThe Holocaust : The Destruction Of The Jews1717 Words   |  7 Pagesother minorities the Germans deemed inferior (The Holocaust Chronicle Appendices). The Holocaust began with the boycott of Jewish businesses, and ended in camps such as Auschwitz. The destruction of the Jews was made possibly with the rise of Adolf Hitler to power, as he and his fellow Nazi followers attempted to exterminate the Jewish populace of Europe. In the paragraphs to follow I will attempt to explain the reasons, as well as the implications of the Holocaust. Hitler’s determination to return

Cartoon Physics Analysis Essay Example For Students

Cartoon Physics Analysis Essay Poem Analysis Cartoon Physics, Part 1 Nick Flynn centers Cartoon Physics, Part 1 around childhood innocence. He very strongly urges not only parents, but anyone around a young child to not force upon them knowledge they do not need to know. Flynn captures the simple kid mind and harsh reality with tone, imagery, figurative language, and even the form of the overall poem. There is a stark contrast between tones in the passage. In the first few lines the tone is cold; detached. The actual physics of the never-ending universe would overwhelm a child (2). They do not need to know that there are galaxies bigger than ours that are collapsing (5) at the very moment they eat their lunch. Facts of nature are grim and matches the emotion Flynn conveys. Not only is the diction itself create a tone, but the authors punctuation helps determine it. Lines 1-6 contains many commas that prolong the sentence making it seem more urgent. Flynn wants the point to get across that certain details are too grim for young children. In the next section, however, the tone changes when he talks about cartoons and the events they depict. Becomes more hopeful and light. Most kids believe there is a solution to everything; that theres always a hero (15). These two drastic changes represent the differences in a childs mind and imagination versus the reality adults have to face everyday. Imagery within the poem shows the inside of a childs imagination. A little girl is playing with her toy bus in a sandbox. She knows the exact spot it rides, who will swim and who will be pulled under (23). She controls the outcomes where there are no surprises. Her lack of enlightenment from the world protects her, as well s all other children, from tragedies that their simple minds cannot understand. The child is the hero if there is no one else to save the day, but if theyre equipped with the awareness that bad aftermath is possible then their entire outlook will change. It is practically visible: the little girl across a city of sand (21). Her imagination is big and adventurous. Who is to taint that with knowledge? It also says that she will learn a man wont suffer consequences until he realizes that there are consequences (27). A person cannot know theyre wrong if they do not know what wrong even is in the first place. Kids will someday be an adult and have to face adult problems. They will learn that there is good and bad, they will learn not everything is as simple as they used to think. Flynn uses a very unique writing technique known as free verse. There is no rhyme nor patterns within the work. Sentences collide with each other. Seemingly random spacing occurs all over the place. However, certain phrases appear to be placed separately for emphasis. Lines 6 and 7 is transitioning from the indifferent tone to a lighter one. It changes to cartoons which kids are comfortable with, rather than the vast information about the universe. The line Earthbound, tangible, disasters, arenas Has a sort of rhythm (14-16). Here it states that a youth can be a hero and brings the poem back into a hopeful inflection. This is the only part in the entire poem where there is rhythm. It highlights the idea that children can be the heroes. Lastly, line 27 is by itself. Since the phrase man doesnt notice his mistake until it is too late. This is the too-common arrogance an adult is equipped with once they have to acknowledge they were wrong. .udceb9b86734ef3a6353df72d03d09c3d , .udceb9b86734ef3a6353df72d03d09c3d .postImageUrl , .udceb9b86734ef3a6353df72d03d09c3d .centered-text-area { min-height: 80px; position: relative; } .udceb9b86734ef3a6353df72d03d09c3d , .udceb9b86734ef3a6353df72d03d09c3d:hover , .udceb9b86734ef3a6353df72d03d09c3d:visited , .udceb9b86734ef3a6353df72d03d09c3d:active { border:0!important; } .udceb9b86734ef3a6353df72d03d09c3d .clearfix:after { content: ""; display: table; clear: both; } .udceb9b86734ef3a6353df72d03d09c3d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udceb9b86734ef3a6353df72d03d09c3d:active , .udceb9b86734ef3a6353df72d03d09c3d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udceb9b86734ef3a6353df72d03d09c3d .centered-text-area { width: 100%; position: relative ; } .udceb9b86734ef3a6353df72d03d09c3d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udceb9b86734ef3a6353df72d03d09c3d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udceb9b86734ef3a6353df72d03d09c3d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udceb9b86734ef3a6353df72d03d09c3d:hover .ctaButton { background-color: #34495E!important; } .udceb9b86734ef3a6353df72d03d09c3d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udceb9b86734ef3a6353df72d03d09c3d .udceb9b86734ef3a6353df72d03d09c3d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udceb9b86734ef3a6353df72d03d09c3d:after { content: ""; display: block; clear: both; } READ: Alfred Stieglitz EssayThe form of the poem does it make it very different, but also calls attention upon it and the subject. It helps get the point across and emphasize what needs to be stated. Flynn manages to create a strong case as to why children should be protected against certain knowledge. They should not have their bubble popped with the truth that Santa is not real or its impossible to fly. Kids should be able to have their childhood as long as they can and this poem manages to depict that with contrasting tones, metaphorical images, and a free-flow form.