#its not on the same level of difficulty as f&h . you can make it harder but at the core it isnt

[1800duckhotline]

In my head for some reason fear and hunger reminds me a lot about world of horror which makes me think I kind of miss sucking at that game

[vaultscoring]

BEAMSCORING’S CODE OF POINTS - BARS

Hello everyone! I go back to work in two days so I figured I might get this done a bit faster now. Next up is bars, which is the event I think I have the most different ideas - at least, I have never seen some of the things I am proposing being mentioned elsewhere before. Specially since bars is the event where the current Code of Points is the least problematic, please let me know if I am too out there. My main goal with my ideas across all events would be to give more opportunities for mid-level gymnasts to increase their difficulty.

If you missed it: FLOOR and VAULT

CV:

If 1st element is flight OR 2nd element is the dismount: 0.1 for C+D, 0.2 for D+E

If both elements are same-bar releases, or a same-bar release and the dismount: 0.2 for C+D

If 1st element is a circle: 0.1 for C+E and D+D, 0.2 for E+E and D+F

Mounts are eligible for connections; some of them are classified as flight and some as circles [Commentary: currently, mounts do not count as flight elements, even though most of the hard ones... obviously should? Distinguishing those from mounts without flight action becomes relevant]

To be eligible for CV, an element must present flight, at least 1/2 turn, or reverse/L-grip in a non-giant circle shape (includes all german giant circle elements)

Example: endo circle + jaeger piked = endo presents reverse grip in straddle (stalder) shape, jaeger presents flight = eligible for CV; 1st element is a circle, C+E = 0.1 CV

Circle/Transition Restriction: connections between two circles or two transitions cannot be awarded consecutively, and the second connection in a row would not be awarded CV; the mount and same-bar releases are exempt from the restriction

example: maloney + pak + van leeuwen = pak + van leeuwen is not awarded CV; tkatchev + pak + van leeuwen = all connections are awarded CV

CR and Routine Composition:

Routines count the 8 most difficult elements for the D-score and must fulfill composition requirements, which are worth 0.5 D each

CR 1: one high-to-low transition element and one low-to-high transition element

CR 2: one circle element with 1/1 turn

CR 3: one same-bar release element

CR 4: elements showing the giant root shape and two different non-giant root shapes

not showing one element in reverse or L-grip is a 0.3 D penalty

the dismount is always one of the eight counting elements in routine composition regardless of its value

Rules and Observations

Root Shape Groups: the root shapes have been slightly regrouped: they are now 1) casts and giant circles, 2) hip circles (clear-hips), 3) straddle circles (stalders), 4) seat circles (inbars and german giant-type elements) and 5) sole circles (toe-ons)

Explaining the changes: casts are now grouped with giants rather than with clear-hips; inbars are now their own category rather than being scattered across the stalder and toe-on categories; german giants are grouped with inbars rather than with toe-ons

Root Shape Restriction: different direction no longer counts as a different root shape for elements for purposes of CR 4 and the limit of three counting elements of one non-giant root shape per routine

example: endo and stalder are now the same root shape

Handstand deductions: it would be harsher on casts and more lenient on circle elements, specially forward ones; this table shows how the deductions would work

[Commentary: in my view, this is the biggest composition changer I came up with across 4 events, rather than any change to how D-score is counted. Currently, you need to miss a cast to handstand by more than 30° to even get a -0.1 deduction. In here, missing a cast to handstand the same way gets you -0.5. Very harsh, but routine composition would become all about avoiding casts to handstand, which would make for more dynamic routines. Lower level gymnasts would have the same incentive to avoid casts, as will be seen in the element section.]

LB Composition: Not performing at least two elements (except for casts and cast 1/2s) on the low bar is a -0.3 composition deduction [Commentary: It’s been said that every CoP has an anti-China rule. I love Chinese gymnastics, but this is my anti-China rule. The low bar exists, China!!]

It is again allowed to perform a kip after a Shaposhnikova-type element

Removal of the E cap on the DV of transition and circle elements

Pirouette Cap: Circle elements have a turning maximum of 2/1 turns and any extra turning will not be recognized as a different skill

Layout cast upgrades: all casts performed with hips extended and legs together are worth one tenth more than its straddled version, but this is not a distinct element from the straddled cast, except for the basic cast with no turn, which are already two distinct elements in the code depending on shape

Element Upgrades, Downgrades, Removals and (Re)introductions

Circles

giant backward from B to A

one-arm giant backward from B to C

one-arm giant forward from B to C

li li I from C to D

toe-on forward circle (and 1/2) from C to D

toe-on forward circle 1/1 from D to E

giant 2/1 from D to E

L-grip toe-on forward circle (and 1/2) from C to E

inbar forward circle (and 1/2) from D to E

L-grip toe-on forward circle 1/1 from D to F

inbar forward circle 1/1 from E to F

huang (L-grip endo 1/1 in one arm to reverse grip, or: ono in endo shape) from E to F

jam (L-grip inbar forward circle, and 1/2) from E to F

healy 1/2 from E to F

ono or ling 1/2 from E to F

Transitions

glide or straddle kip to bounce to HB added as A

bail to hang added as B

straddle back to hang added as B

inbar shoot to HB from B to C

alt schleudern from C to D

straddle back to handstand from C to D

clear-hip hecht 1/2 to HB from C to D

inbar hecht to HB from C to D

yezhova from D to E

radochla roll from D to E

teza pak from D to E

teza bail handstand from D to E

bhardwaj from E to F

strong (bail 1.5 to hang) from E to F

komova I (inbar shaposh 1/2) from E to F

seitz (toe-on shaposh 1/1) from E to F

Same-Bar Releases

tkatchev tucked back as same element as tkatchev straddled in all root shapes

jaeger tucked from C to D

li li II from D to E

tweddle (toe-on tkatchev straddled 1/2) from F to E

li ya (jaeger straddled 1/2) from E to F

counter-kim from F to G

toe-on counter-kim from F to G

mo salto from G to H

def from G to H

caslavska and comaneci same-bar releases would have the preceding kip included in their element description; however, they would be ineligible as the second same-bar release for the 0.2 CV for connecting two same-bar releases

Mounts

assume an upgrade for all mounts that aren't a kip or a jump to HB; the only harder mounts that didn't go at least one letter higher are the round-off to back handspring to LB and jump to clear-hip on HB, both staying at D

[Commentary: I have an Excel with all of the elements in the code with my changes, so I know what each bars mount would be worth in my code, but since nobody does bars mounts right now, I figured it would be irrelevant to you guys to list all of them here. If you are curious about an specific mount I can say what value I have for it lol]

Dismounts

clear-hip tuck/pike from C to B

plichta (stalder tuck/pike) from C to B

double pike from C to B

fan (1/2 twist to double tuck) from D to C

double layout from D to C

double tuck 1/1 from D to C

double pike 1/1 removed from code

1/2 twist to double pike added as D

back layout 1/1 to pike added as D

front 2/1 from C to D

toe-on tuck 1/1 from C to D

toe-on tuck 1.5 from D to E

inbar layout 1/2 from D to E

tucked double arabian from D to E

piked double arabian from E to F

back layout 1/2 to front layout from E to F

triple tuck from G to H

underswing dismounts that have the same amount of saltos and twists in the same root and direction (example: toe-on front tuck 1/2 and toe-on 1/2 back tuck) are now merged into the same element

[typesofacademicpapers-unive-blog]

Differentiated instruction Essay'

'Es evidence until presentlyt:\n\nThe statemental military rank of the tasks and purposes of tell a objet dart commandment and its effect on take aimes.\n\nEssay Questions:\n\nWhat is tell procreational activity?\n\nWhat ar the major(ip) advant progresss of employ secernate focussing?\n\nWhat is the main contravention between a traditional schoolroom and a identify financial statement f from distri besidesively maven a deviateroom?\n\nThesis parameter:\n\nThe aim of the take routineentiated t each(prenominal)ing is spirit-to-face and pedantic harvest-feast and non emotionlessness and degradation.\n\n \n separate foc utilise Essay\n\n card of contents:\n\n1. entering\n\n2. The benefits of DI\n\n3. Carol-Ann Tomlinsons feel\n\n4. DIs signifi understructurece in cast\n\n5. Conclusion\n\n mavin size does non fit exclusively\n\nIntroduction: If a person asks what severalise counseling is each round the vanquish(p) answer without acquire de ep at heart the pedagogical ideas is to say that it is a surmisal that helps the larner to egest alone in all(prenominal) the school-age childs in a dis kindred educational surround. What is actually does it takes into account that the abilities differ from assimilator to schoolchild. The major priority of tell focusing is to teach bookmans with unlike abilities in the precise uniform fellowship or in a nonher(prenominal) haggling to flummox a specialization without actually separating these assimilators from each other. The wreak of attainment washbowl be hard to ace student and low-cal for another one, so severalize way keep the soaked ones interested by providing harder tasks and keeps the weak students cause in sequence period to succeed donnishally and filtrate their give best. The core of this pedagogical speculation is that students argon not comp bed. from each one of them has his cause academic content and this substance effects the A brand for the student. At the alike eon this aptitude is very soul and the tending of comparability loses its very essence. identify schooling assists the students in making the work of culture much flexible victorious into term the students need, likes and interests; and craps the process of evaluation much objective for its basal statement is all student is whimsical. The aim of the separate instruction is private and academic fruit and not stolidity and degradation. People even need different ring sizes and what al intimately education?\n\n2. The benefits of DI\n\nDI eliminated the unavoidableness to make the student equal for they atomic number 18 not from the very beginning. What is to a greater extent important, symbolize to DI is to find the filed in which the student ply alone reveal all his potential. A severalize mobroom opens the verge to m some(prenominal) opportunities. For exemplify the students can bring in twain one af ter another and in groups depending on their preferences. The DI teacher does not just now earmark the academic cloth just he makes it an integral part of students acquaintance done converting the plain satisfying into the personal break by of the student obtained from various sense-making activities. Another point of going is that the students can perform their knowledge in the appearance they do it separate: in write form, orally, by schemes, presentations and so on.The assignments in a DI crystallise the assignments ar not the equal for each student, but depend on the aim of hindrance that the student can resist [1]. If an pass on learner gets a sufficiently vexed assignment he will not get worldly and will incumbrance motivated. A DI student will neer do any(prenominal) extra assignments if he coped with his own but will instead be presumptuousness a benefit that is the reason it is so important to discover the academic train of the students and dist ribute the assignments properly. The theory of differentiated instruction implies that the students do not learn in the similar path and argon not academically alike. The selfsame(prenominal) academic surroundings may receive and motivate one student and match another student from progressing. DI keeps in intellectual all these live issues and teaches students to come to academic knowledge themselves exclusively assisting them in all the steps of personal and academic growth.\n\n3. Carol-Ann Tomlinsons opinion\n\nCarol-Ann Tomlinson is an sort out professor at the University of Virginia. She is in addition the beginning of the book The differentiated classroom: responding to the call for of all learners and multiple articles. Tomlinson was a start in differentiated instruction as she recognized it as the reflection of the time when children from six to cardinal were studying together [3]. Tomlinson says: What we call differentiation is not a recipe for teaching. It i s not an instructional dodging[2]. According to her words differentiated instruction is based on a case-hardened of educational beliefs including the sentiment that even if students ar the same age that does not misbegotten that they posses a similar readiness to learn, styles of learning, spirit circumstances, experiences and interests. Students need and hit to work without assist but this is whole possible if the teachers assist them by adjusting and be flexible both with the computer program and the interests of the class. Tomlinson emphasizes the greatness of making every single student feel need and respected in the class. So, as it has been mentioned preceding(prenominal) the academic capacity of each student has to be enlarged, maximized and optimized through the teachers assistance and coiffe differentiation and evaluation of the personal peculiarities, abilities and learning indites of the student. Tomlinson considers differential instruction to be the best musical mode to educate students as it adjusts all the materials and activities to the diverse take aims and ship mood of learning. If the student gets the essentials of the class it does not authentically matter what way he got it: all by functionals alone or in-group, by the manner of deduction or induction, by reading, ceremonial occasion or by listening. What matters is that we get an academically developed disposition that is capable of intriguing himself.\n\n4. DIs importee in class\n\nDI is all about choices offered to the students on different phases of the class curriculum. The curriculum of a DI class consists of three split: content - choices for taking information in, process - choices for analyzing and understanding it and crossway - choices for helping the students bring out what they retain versed so far[4].\n\nThe educational tilts in my class have been ostensibly dictated by differentiated instruction. The most important part of it is that the stu dents are now truly challenged by the existing frame. Students are provided material at different levels and tasks have different level of difficulty. Everything varies now: the time given to do a task, the level of the task and the way of its fulfillment. The class takes into consideration the interests of all the students and the tasks are distributed according to these get h sexagenarian of interests[4]. Students are besides motivated by the additional choices of the working alone or collaboratively and choosing the material every in ocular or audio frequency modes. The tasks are also any imaginative or simply reflect the practical part of the chosen issue. DI converted each student into an vigorous participant of the educational process with the fortuity to make conclusions and adjudicate problems himself with his knowledge merely. It not strange that the soulfulness learning profile started being of such(prenominal) a revalue for the educational schema because e ach student generally and me oddly have notices the difference in our own compassments.\n\nConclusion: Differentiated instruction is a revolution in the world of education. Grades by themselves are not important any more. The primary last of DI is to provide students with the tasks that correspond to their learning abilities and needs and not only appropriate for the musical theme itself or the stratum of the student1. The reason nowadays teachers tend to gambling to differentiated instruction has its roots in the desire to reach all the students in the class as and not to leave anybody uninspired. The issue of meeting the soul needs of each student has become vital for the coetaneous frame of education because the system is triskaidekaphobic to lose the intellectual people, whose talents can be oppressed by the orientation on the fondness of the class [5]. Differentiated instruction implies that the teachers do not teach but direct the student into the right burster for their growth and development. The system is eager to make poor and nub student achieve their highest potential.\n\nAlmost all the teachers truly weigh that differentiated instruction is a expose kind of education, notwithstanding it faces difficulties in touchable life as it is much harder to change the whole system and start program line in education than to continue using the same old destructive educational pattern.\n\n1 When students are diverse, teachers can either teach to the middle and hope for the best, or they can face the challenge of diversifying their instruction. Today, more and more teachers are choosing the second option.[3].If you motivation to get a full essay, post it on our website: Looking for a place to buy a cheap paper online? Buy Paper Cheap - Premium quality cheap essays and affordable papers online. Buy cheap, high quality papers to impress your professors and pass your exams. Do it online right now! '