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Windows Vista/Aero

Windows Aero is Windows Vista’s preferred user interface, designed to be a cleaner, more powerful, more efficient and more aesthetically pleasing user interface than that of prior versions of Windows. It adds transparency, live thumbnails and icons, animations and general “eye candy” to Windows. It replaces the Luna visual theme used as the default in Windows XP. Aero can only be enabled on computers running the Home Premium, Business, Enterprise, or Ultimate editions; Windows Vista Starter and Home Basic users were invited to upgrade.

Aero Glass
Aero Glass makes window frames (title bars and bottom, left, and right borders) appear semitransparent. Some components of Windows Vista, including the file explorer, Internet Explorer, and Windows Media Player expand the glass border further into the window. Aero Glass was removed in Windows 8, although the underlying technology remains the same.

Aero Glass is much more complex than it may appear. A color tint, blurring the screen area behind the window, and fixed images are combined to create the glass effect. However, there is very little visual differentiation between the active (frontmost) window and other windows that may be positioned alongside it, leading to the risk of a user accidentally closing the wrong window. The main indicator of the active window was that its Close button was bright red, while it is the same color as the surrounding area in all other windows.

Aero Glass can be customized via a dedicated screen in Control Panel, under Personalization ➪ Window Color and Appearance. Eight alternative color tints are available, as well as a color mixer. The intensity of the glass effect can also be set here, including disabling transparency completely.

Other components
Aero Peek shows small, live taskbar thumbnails when the mouse hovers over a taskbar item.

Aero Shake, available only in Windows 7, minimizes all other windows when a single window is dragged quickly back and forth across the desktop. Performing the gesture again restores the hidden windows.

Aero Snap, available in Windows 7 and later, automatically resizes a window to make it fill the 50% of the vertical screen real estate when dragged to the side of the monitor. Dragging a window to the top of the screen would maximize it, pulling down a maximized window’s title bar will change it back to a floating window. Aero Snap can also be used to make a window expand to fill the desktop vertically (leaving its width unchanged); such windows could be dragged left and right like tiles, or dragged down to restore their original size.

Flip 3D allowed the user to cycle through all open windows and the desktop using a three-dimensional cyclic mechanism, primarily as a way to demonstrate Windows Vista’s graphical prowess. Flip 3D is invoked by holding Windows+Tab; pressing the Tab key again moves to the next window in the stack. The rightmost, bottommost window on the screen (the one that appears topmost) will be brought to the foreground when the Windows key is released. Flip 3D was removed in Windows 8.

Hardware requirements
Aero Glass requires specific video hardware to work, and the requirements were quite demanding for the 2006 market. DirectX 9.0 and Pixel Shader 2 must be implemented in hardware, and the graphics driver must support the Windows Display Driver Model interface. 256MB of dedicated video RAM was also required, although Windows Aero could operate with less (as low as 64MB) if you used a smaller screen resolution. Very few computers on sale at the time Vista was introduced could support this standard because they were manufactured long before Aero Glass and its requirements were announced. However, by the time Windows Vista SP1 was released, almost all graphics cards available on the market were compatible with Aero Glass.

As a historical note, Aero is the only feature in Windows Vista that has these requirements. All other components are usable on a computer that cannot run Aero. Users who were told that they needed a new graphics card to run Windows Vista were misled. Complicating matters, low-end computers at the time often shipped with Windows Vista Home Basic. These systems do not support Aero because of Microsoft’s limitations (to entice you to pay for a more expensive edition and/or computer), even though the graphics cards in those computers were compatible.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Windows Vista/Aero


text:
Windows Vista/Windows Explorer

Windows Explorer (referred to as Windows File Explorer in Windows 8 and later) is the application used to access the files and folders on your hard drive and removable storage devices.

An Explorer window
Windows Explorer windows have been changed significantly in Windows Vista, as compared to Windows XP. The old menu bar is gone. The toolbar has been completely redesigned, as has the text box that holds the path to the current folder. The Back and Forward buttons are now next to the path bar and a search box has been added.

Explorer windows are also one of the first places that a new user will see the new Aero Glass feature. Explorer windows have no title or title-bar icon, and the glass effect extends down below the title bar to encompass the area around the navigation bar. The Back and Forward buttons are changed to highlight the glass effect. The whole thing is quite attractive.

Navigation
As with prior (and future) versions of Windows Explorer, Back and Forward buttons are provided that work just like the same buttons do in a Web browser. Disabled buttons are clear and transparent; if clicking the button will do something, it turns a bright blue. The small down-pointing arrow next to the Forward button works like a Web browser's History pane; if you click it, you will see a menu appear containing the past locations you’ve opened in this window. This is also one of the first places that a new user will see the new drop-down menu design in Windows Vista (which has also been changed to be more attractive than in Windows XP) — but there is a bug here! Ordinary menu items are not quite as tall as the entries in the list, and the ragged-looking, thin checkmark does not appear anywhere else. Other check boxes are much more sharp and are bigger than this one as well. This bug lasted all the way through the lifetime of Windows 7 and beyond.

The Breadcrumb Bar
This complex widget replaces the text field containing the file path (that old C:\something\something else text that dates back to the DOS days). The rightmost name in the text field is always the name of the folder you’re currently looking at. To the left is the name of the folder containing this folder, and so on all the way up to the top (which is not always the root directory of your hard drive). If you click on any of these folder names, you will travel to that folder. If you click on the small triangle separating two folder names, a pop-up menu will appear containing the names of all the subfolders in the folder to the triangle’s left. (The bold one is the one that you’re currently in, or a parent folder thereof.)

If for some reason you want to see that long DOS path (to paste a new path into it, for example), you can click on the blank space to the right of the current folder’s name and a text box containing the full path will appear.

Navigation Pane
This is the pane to the left of the files themselves. By default, this displays only a small number of “favorite” links. You will find a link to your Documents folder, your Pictures folder, your Music folder, a folder called Recently Changed that is actually a saved search (clicking it will make a list of the most recent documents you saved appear, going back in the order that you saved them, like the Documents submenu of the Windows 98 Start Menu). It also contains a folder called Searches and a link to your computer’s Public folder.

At the bottom of this pane you will find something that says “Folders” with a little up-arrow. This is similar to the Folders pane in Windows XP. If you click it, a hierarchical list of all the folders on your computer will appear, with the Desktop at the top. (If you’re looking for the C: drive, that can be found underneath the Computer entry.) The current folder will always appear highlighted in this list. Enabling this pane enables it for all Explorer windows at the same time.

The toolbar
Unlike the toolbar in the Windows XP version of Windows Explorer, the contents of this toolbar change to reflect the current folder you’re in as well as the file or folder you have selected. You will always find two menus on the left: Organize and Views. The Organize submenu contains a number of commands that apply to Windows Explorer in general, including commands to toggle the display of the various panes. It also contains a command right at the top called New Folder — which is extremely convenient, as under Windows XP, you always needed to use the New submenu, which contains a number of other items, all of which are never really used, and there is always a delay while Windows loads the submenu’s contents. (The New menu is still here, if for some reason you want it; you can find it if you right-click in the pane containing the currently displayed files.)

The Views menu is actually a split button. If you click on the icon or the word Views, the window will circle through the different ways it can display the icons in the current folder. If you click on the down-arrow itself, however, a pop-up menu will appear containing the names of all the views. You will find a slider here, which does not appear anywhere else in Windows Vista. This slider allows you to set an icon view size somewhere between the the presets. You can click the names of the views to the right of the slider to set them directly.

The other commands in the toolbar vary, but there is one item that needs to be pointed out. If you have a file selected, you will probably see a command called Open with a program’s icon next to it. Clicking this button will open the document currently selected in its default application (a Word document into Word, for example). However, if you click the down-arrow to the right of the word Open, a drop-down menu will appear listing all of the other programs on your computer that can also open this file. If you click one of them, the selected file will be opened in that application. Not all applications may support this feature.

Explorer window contents
There are several different ways you can view the contents of a folder; these are called the Explorer views. There are several sizes of icon view: Extra Large, which is 256 by 256 pixels; Large, which is 128 by 128 pixels; Medium, which is 64 by 64 pixels and new in Windows Vista; and Small, which is 16 by 16 pixels and, for some reason, was not present in Windows XP. The List view scrolls to the left and right and contains your files stacked up in columns; the Tiles view displays a 64 by 64 pixel icon, as well as one or two lines of extra information to the right of the icon, below its name. Details view, usually the default, uses a grid where there is one file or folder per row, and the columns are used to display different information about each icon, such as size or last-modified date.

Sorting, filtering, and stacks
In the Details view, the header is used to contain the column names and allow for resizing of the columns. However, in Windows Vista, this header appears in every view. If you click on one of the columns’ names, the icons or list will be sorted according to that attribute, in ascending order (A–Z, smallest first, and so on). If you click the name again, the icons will be sorted according to that attribute in descending order (Z–A, largest first, and so on). A tiny arrow will appear at the top-center of the column that is currently being sorted by.

When you move your mouse over one of these column names, a black arrow will appear to the right of the name. If you click on this, you will open a pop-up containing commands that permit grouping and filtering of the items in this folder according to that attribute. (A Sort button with much larger arrow is also provided here, if you can’t see the usual one.)

title: Windows Vista/Windows Explorer


text:
Windows Vista/Programs

The goal of the Vista Logo Program is to increase the quality of applications across the Windows ecosystem. The requirements in this document outline criteria that help make an application more compatible, reliable, and secure when running on the Windows Vista operating system. Applications that meet all of these requirements can carry the Windows Vista Logo artwork. This artwork is not yet available. The Windows Vista Logo Program is one of certification. Applications must be independently tested by a Microsoft approved testing vendor before they are granted logo certification. As part of this process, a Logo Disclosure Document will be created for each application. That document will be created by the ISV applying for the logo and will be verified by the testing vendor. The document will contain information about the application’s behavior and how the application passed certain requirements. When a Vista Logo Program requirement calls for behavior to be documented, the information must be included in the logo document. Logo documents will be made publicly available for review by customers.

title: Windows Vista/Programs


text:
User talk:213.232.79.149

Welcome to Wikibooks. We invite everyone to contribute constructively to our collection. Take a look at the welcome page if you would like to learn more about contributing. However, unconstructive edits are considered vandalism, and if you continue in this manner you may be blocked from editing without further warning. Please stop, and consider improving rather than damaging the hard work of others. Thanks. -- Herby talk thyme 14:02, 7 June 2007 (UTC)

title: User talk:213.232.79.149


text:
Belarusian/Lesson 4

Vowel Reduction (Akannie)
Vowel reduction is a common phonetic phenomenon that occurs in many languages, not only in Belarussian. What is peculiar to Belarusian is that in this language the reduction of vowels is reflected in writing.

Consider the word tutorial. The letter o is stressed here, and is pronounced as a long o sound. Now, in the word tutor the o letter becomes unstressed, and, as a result of reduction, is pronounced as a neutral ә sound. However, in writing, the letter o is preserved. It would not be so in Belarusian. The o would have become a (tutar). Among Belarusians, this phenomenon is often referred to as аканне akannie (i.e. saying "a").

So, the rule for akannie is as follows.

In Belarusian, the letters о and э are normally stressed. If as a result of word flexion or derivation they become unstressed, they transform into а.

хво́ры "khvory" ill --> хваро́ба "khvaroba" an illness, a disease

го́лас "holas" a voice --> галасо́к "halasok" a voice (diminutive)

рэ́чка "rechka" a (small) river <-- рака́ "raka" a river

The last example shows that the result of word flexion or derivation is not necessarily loosing о or э, but it can be gaining them as well. In the initail word, рака, the first vowel is actually э, not а, but as it is unstressed, it is shaded by а. But in the derivation, the stress is shifted to the first syllable, and the letter э becomes undisguised. So, when you encounter an unstressed letter а, it can be a shaded о, a shaded э, or just а.

Adjectives
In Belarusian, adjectives have several forms depending on number and, in singular, on gender. The typical adjective endings are shown below.

The word стары (старая) can also be used as a noun, meaning an old man (woman) (not a typical case for Belarusian).

Гэ́та стары́. "heta stary" - This is an old man.

Гэ́та стара́я. "heta starаyа" - This is an old woman.

Гэ́та стары́я. "heta staryyа" - These are old (wo)men.

Most adjectives, however, have unstressed endings. In this case, due to akannie, the neuter ending is transformed into ае.

Я хво́ры. "ya khvory" - I am ill.

Ты малада́я. "ty maladaya" - You are young.

Яны стары́я. "yany staryya" - They are old.

Note that моцны is used with inanimate things, e.g. a strong rope, a strong wind, a strong feeling. To say about physical strength, the word дужы should be used.

Ты ду́жы. "ty duzhy" - You are strong.

Мы ду́жыя. "my duzhyya" - We are strong.

1. Adjectives
Practice adjective flexions using them with ён, яно, яна, яны.

Sample: стары: Ён стары. Яно старое. Яна старая. Яны старыя.

(1) хво́ры

(2) но́вы (new)

(3) малады́

(4) прыго́жы (beautiful)

(5) ду́жы

Clue: (1) Ён хворы. Яно хворае. Яна хворая. Яны хворыя. (2) Ён новы. Яно новае. Яна новая. Яны новыя. (3) Ён малады. Яно маладое. Яна маладая. Яны маладыя. (4) Ён прыгожы. Яно прыгожае. Яна прыгожая. Яны прыгожыя. (5) Ён дужы. Яно дужае. Яна дужая. Яны дужыя.

2. Translation
Translate into Belarusian.

(1) I am ill.

(2) He is strong.

(3) They are new.

(4) This is an old man.

(5) Who is this? This is a woman. She is beautiful.

(6) What is this? This is a tree.

(7) The church is there.

Clue:

(1) Я хворы (хворая).

(2) Ён дужы.

(3) Яны новыя.

(4) Гэта стары.

(5) '''Хто гэта? Гэта жанчына. Яна прыгожая'''.

(6) '''Што гэта? Гэта дрэва'''.

(7) Царква там.

title: Belarusian/Lesson 4


text:
User talk:Qirim Muhtar Cumhuriyeti

Hello, welcome to Wikibooks!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Derbeth talk 12:07, 23 May 2007 (UTC)

Page naming
Please read Naming policy. --Derbeth talk 12:07, 23 May 2007 (UTC)

Belarusian
It's great that there is a book on Belarusian in Wiki Books. I've just read the introduction and I have some questions. First, I belive taht naming the situation of Belarus after the Polish-Lithuanian Union, which was freewill agreement between the two states with the term "subjugation" does not correspond to the historical facts. Subjugation is a result of military conquest or other forms of annexation, here we have juest an agreement. You could say something conrtary, as do histrians of the countries one forming the Commonwealth, but it proves, taht there are very different opinions even among scholars. The term "subjugation" allows only one side to tell our story.

The other thing is a notion about Austria, which annexed some parts of what is nowadays Ukraine. Did it have any impact on the Belarusian language?

regards, Kameal (talk) 20:55, 23 November 2008 (UTC)

title: User talk:Qirim Muhtar Cumhuriyeti


text:
User:Ysw1987

Registered on 27th April, 2005.

My User Page on Wikipedia

title: User:Ysw1987


text:
SwisTrack/Components/CalibrationTSAI

Description
Camera calibration using an algorithm proposed by Tsai. We use it to transform the image coordinates in world coordinates. More information about it can be found in his paper : "An Efficient and Accurate Camera Calibration Technique for 3D Machine Vision", Roger Y. Tsai, Proceedings of IEEE Conference on Computer Vision and Pattern Recognition, Miami Beach, FL, 1986, pages 364-374." or on this website. The calibration code come from this website.

For a deformed image, TSAI is better than a purely linear second order calibration method. However, it is slower, and sometimes, when the camera axis is orthogonal the to setup plan, TSAI method can lead to error in computation and tremendous errors, and even crash of the method.

A good presentation of the parameters can be found here.

Input
Particles

Output
Particles

Calib. Points
Path the XML file containing the calibration points. The file must have the following format:

 0.3      0.9       9.8       10.3       34.1       7.9       44.3       25.9

More points can be added in the same way as the two points in this example. A minimum of 5 non-collinear points is needed to compute the calibration.

Ncx
[sel] Number of sensor elements in the camera's x direction.

Nfx
[pix] Number of pixels in the frame grabber's x direction. If the calibration is crashing, put a value 5% smaller than the Ncx.

Ncy
[sel] Number of sensor elements in the camera's y direction.

Nfy
[pix] Number of pixels in the frame grabber's y direction. If the calibration is crashing, put a value 5% smaller than the Ncy.

dx
[mm/sel] X dimension of camera's sensor element (in mm).

dy
[mm/sel] Y dimension of camera's sensor element (in mm).

sx
[] Scale factor to compensate for any error in dpx. Use 1 by default.

title: SwisTrack/Components/CalibrationTSAI


text:
Social and Cultural Foundations of American Education/Philosophy and Ethics/Equality

Americans have been trying to achieve equality in education for years, but, even in today’s society, some students have a greater opportunity than others to achieve academic success. For present and future teachers to understand the value and usage of equality, teachers should understand what equality means to education and why all students do not have the same opportunities.

What Does Equality Mean
To understand equality in education one must first understand the definition of equality. As defined by the Stanford Encyclopedia of Philosophy, the terms "equality,” "equal," and "equally" signify a relationship between a group of different objects, persons, processes or circumstances that have the same qualities in at least one respect, but not all respects. Thus, to say “that all men are created equal” is not to say that they are identical. Equality rather implies similarity but not sameness.

Equal Education Opportunity
Based on the Congressional Declaration of Policy, all children enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex, or national origin. However, this is not the case in today’s American public schools. Factors such as social status, race and disability can determine the quality of education provided to students.

The High Cost of Pre-School
Social class can predetermine a child’s education from pre-school to college. The age at which children attend preschool is a time when their brains are developing at an incredibly rapid pace, laying a foundation of social skills, knowledge and self confidence that paves the way for success in kindergarten and beyond. A long term study completed at the Institution of Education, Birbeck, University of London and the University of Oxford called the Effective Provision of Pre-School Education (EPPE) looked at how pre-school affected three and four year olds. The study named key findings showing how pre-school affected these children. These included:

 * 1) Impact of attending pre-school:
 * 2) *compared to children not attending pre-school, pre-school enhances the overall development of the children attending
 * 3) *starting school at an earlier stage proves to enhance intellectual development
 * 4) *full time attendance to pre-school allowed for greater gains for the children
 * 5) *disadvantage students benefit greatly from having the pre-school experience
 * 6) Effects in quality and specific practices in pre-school
 * 7) *high quality pre-school enhances intellectual and social development
 * 8) *staff with better qualifications have children who perform better
 * 9) Importance of home learning
 * 10) *home learning is the most important factor in a child’s learning and social development, more important than social standing and family income

Children who attend a quality preschool are more likely to become good readers in elementary school, graduate from high school and attend college. These children are less likely to be put in special education classes or be held back a grade. As adults, they are less likely to need public assistance, such as welfare or financial aid and they are less likely to become arrested or incarcerated.

The cost of preschool is steep, ranging from $3,016 to $9,628 a year, depending on the state. This cost now consumes so much of families’ incomes that working parents are basing major decisions about their jobs and families on how much care they can afford. While this expense is hard on low-income earners, who might find all options priced out of reach, middle-class families are suffering as well. One family from Boston compared to the cost of childcare in their city to that of a second mortgage.

The majority of preschool age children already spend some time in child care and preschool settings, but the United States still does not have an established means to ensure the quality of these primarily private programs. As a result, many American children continue to enter school without adequate preparation to succeed in an academic environment. The longer children progress in school without learning basic skills, the wider their achievement gap grows, and the less likely they will be to catch up with their peers.

How America Measures Up
Industrialized countries around the world have embraced universal preschool, which provides free or affordable preschool to anyone interested. The purpose of this is to address poor performance in grade school. While only 57 percent of four-year olds are enrolled in center-based programs in the United States, at least 90 percent of four-year olds are enrolled in preschool programs in France, Italy, Japan, and the United Kingdom. The United States falls short in this comparison, with no national policy on preschool or any efficient means of monitoring and enforcing the quality of programs that are funded by the federal government. Providing universal preschool will help all children reach their full potential, regardless of family income (http://www.tcf.org/publications/education/SOA_preschool.pdf).

Inequalities in Public Schools
Although public schools are free and every child can attend, there are still setbacks for children of a lower social class. According to Sociology: A Down-to-Earth Approach (pgs. 499-500), the future of a child can be determined after only eight days in an elementary classroom. In the “Rist Research,” sociologist Ray Rist observed an African American classroom with an African American teacher and discovered that after only eight days in the classroom, the teacher felt that she knew the children’s abilities well enough to assign them to separate worktables. To Table 1, she assigned those considered to be “fast learners.” They sat at the front of the class, closest to her. The “average” students were placed at Table 2 and the “slow learners” at Table 3 in the back of the classroom.

This seemed strange to Rist so he decided to do some further investigating. He found that social class was the underlying basis for assigning the children to the different tables. Middle class students were placed at Table 1 and children from poorer homes were placed at the other two tables. The teacher paid the most attention to the children closest to her, less to Table 2, and least to Table 3. As the year went on, the children at Table 1 perceived that they were treated better and started seeing themselves as smarter. They became the leaders in class activities and even ridiculed children at the other tables, calling them “dumb.” Eventually, the children at Table 3 stopped participating in classroom activities. By the end of the year, the only children who had completed the lessons prepared for them were the children at Table 1.

The children’s reputations followed them in second grade when another teacher reviewed their scores and also divided her class into three groups, the “Tigers,” “Cardinals,” and “Clowns.” These groups were made up of the exact same students in the same groups from Tables 1, 2, and 3. Rist concluded that each child’s journey through school was determined by the eighth day of kindergarten. The labels given to these children by their kindergarten teacher set them on a course of action that could possibly affect the rest of their lives.

Equality in Special Education
Prior to 1973, students with special needs were not entitled to a fair and equal education. There was a large percentage of disabled students not receiving a quality education. Before federal legislature was enacted, federal statistics showed that, of the more than 8 million children up to age 21 with disabilities, only half of them were receiving an appropriate education. In addition, another 2.5 million were receiving an inappropriate education and 1.75, usually those students with severe disabilities, received no public education (Palmaffy 2). This was unacceptable. Every child should be entitled to a quality education without being discriminated against because of their disability. After the federal government and advocates for special education noticed the discrepancy, there were major changes made. They devised federal mandates such as Section 504 of the Rehabilitation Acts of 1973 and the Individuals with Disabilities Education Act. Those acts were huge stepping stones towards equality for special needs students. Everything is not perfect however. The majority of students with disabilities indicated that they had encountered barriers to their education. These barriers include: a lack of understanding and cooperation from administrators, faculty, staff, and other students; lack of adaptive aids and other resources; and inaccessibility of buildings and grounds (Getzel, Ipsen, Kegel, Martin, Ming, West 15). Luckily for the acts that were put in place, these students can fight for their rights. These acts are explained in further detail. Teachers and administrators should be aware of these acts to ensure equality among the special needs students.

IDEA
IDEA stands for Individuals with Disabilities Education Acts, which was enacted in 1975. IDEA is an educational act that helps provide federal financial assistance to state and local education agencies to guarantee special education and related services to eligible children with disabilities (Henderson). The key word here is "eligible". Not all students with disabilities are covered under IDEA. The IDEA provides assistance to children between the ages of 3-21 who are determined by a multidisciplinary team to be eligible. In order to be eligible, the student must fall within one or more of the 13 categories of disability and who need special education and related services (Henderson). These various categories are spelled out in the legislature. The categories include: autism, deafness, deaf-blindness, hearig impairments, mental retardation, multiple disabilities, orthopedic impairments, other health impairments, serious emotional disturbance, specific learning disabilities, speech or language impairments, traumatic brain injury, and visual impairment. If a child falls under any these specific categories, they are covered under IDEA. There are some students with disabilities who do not meet the criteria for coverage under the IDEA. So what happens to those students? The answer to this question is that most of them are covered under Section 504 of the Rehabilitation Act of 1973.

Section 504
Section 504 broadens the IDEA. All children who fall under the IDEA are covered by Section 504. However, not every child in section 504 falls under IDEA. Sometimes this situation can sound complicated. The reason behind this is that the IDEA is more specific. Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112) prohibits discrimination on the basis of disabling conditions by programs receiving or benefiting from federal financial assistance (Getzel et. al). This basically means that any organization receiving money from the federal government has to treat students with disabilities as an equal. They should be treated as equal as the students without disabilities. It is a civil rights law. As stated before Section 504 has more coverage for people with disabilities. Section 504 covers any person who has a physical or mental impairment that substantially limits one or more major activities, has a record of such an impairment, and is regarded as having such an impairment (Henderson). The major activities that they are referring to include: walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks. Since this law was enacted, a lot of special needs students are receiving the education and related services that they require.

High Tuition Rates
After graduating from public school, many adolescents cannot afford to pursue their education because of high tuition rates. With 90 percent of the fastest-growing jobs requiring post-secondary education or training, a college education is fast becoming a necessity. Yet, as costs skyrocket, it is becoming increasingly difficult for middle and lower-income students to afford college. As they have for the last ten years, college costs are rising faster than inflation, according to the report "Trends in College Pricing,” a non-profit association of 4,500 schools, colleges and universities. “Including room and board, the cost of attending a private college is $29,026 per year on average, and $12,127 at four-year public universities”.

The Issues of Diversity
Aside from social status, another factor determining equality in education is race. Today, schools and colleges can have "race-conscious" and "race-targeted" policies because diversity is important. Colleges strive to accommodate the needs of all ethnicities, but the people of one race may receive different opportunities than those of another race. For example, there are schools that give full financial aid to all minority students, regardless of need. Also, there are many scholarships that only apply to people of a certain race. Public funding should not be given to some and denied to others, simply because of their race.

Conclusion
Equality in education means that every child, teenager, and adult has the equal opportunity to learn. Every child should be entitled to a government funded preschool education, regardless of household income. America needs to take a step forward in ensuring that any social class can start learning as early as possible and be able to continue their education through college. Furthermore, financial aid should not be given to a race just to promote diversity but rather given to those who deserve and truly need financial help. Educators, society, and the government need to equally give their part in ensuring that the future of education is no longer subdivided by social class and race but rather directed to producing the full potential out of each and every student.

Multiple Choice Questions
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Essay Question
Click to reveal sample responses.