The Importance Of Being Earnest By The Victorian Era

The Importance of Being Earnest was written in the Victorian Era when many of the â€Å"religious, social, political, and economic structures were experiencing change† (Joshi). Many writers such as Oscar Wilde criticized Victorian morality and snobby social customs in their writing (Peltason). In his play, Wilde uses Algernon Moncrieff, a wealthy and witty gentleman with no morals, to satirize Victorian values and customs. The play opens with Algernon receiving Jack, or John, Worthing, his friend and fellow bachelor who is in love with Algernon’s cousin, Gwendolen Fairfax. Algernon has a philosophy called Bunburyism, which involves â€Å"inventing an invaluable permanent invalid called Bunbury† with â€Å"extraordinary bad health, whom he uses as an excuse to visit the country whenever he likes (1.294). Jack, similarly, invents a younger brother who â€Å"gets into the most dreadful scrapes† as an excuse to come up to town (Wilde 1.294). Under the name of Ernest, Jack wins the love of Gwendolen, who confesses she fell in love with his name and feels destined to â€Å"love some one of the name of Ernest† (1.300). However, he doesn’t win the approval of Lady Bracknell, who objects to his origins of being found â€Å"in a hand-bag †¦ [in] the cloak-room at Victoria Station† and refuses to let her daughter marry him unless he produces â€Å"a parent, of either sex, before the season is quite over† (1.306). When Jack returns to the country home where he lives with his ward Cecily Cardew and her governess MissShow MoreRelated The Importance of Being Earnest Essay1376 Words   |  6 PagesWilde’s The Importance of Being Earnest is a timeless comedy of manners in which two young, light-hearted men, pretend their names are ‘Ernest’ in a bid to impress their love interests, who both believe the name Ernest bestows magical qualities on the possessor. Throughout the play, Wilde uses a mix of social drama, melodrama and farce to appeal to the audience. Through his gentle use of parody Wilde is able to ridicule his contemporaries and attack the values and attitudes of Victorian society, suchRead MoreThe Importance Of Being Earnest By Oscar Wilde1642 Words   |  7 Pagesnda Beckwith AMU/APUS ENGL200 Professor Green 25 Oct 2015 Satire in The Importance of Being Earnest The Importance of Being Earnest by Oscar Wilde can be termed as a complete satirical work because of the path it chooses on harshly, but at the same time humorously criticizing and ridiculing social issues, such as marriage, wealth and death. The author approaches these issues with absurd mockery evidently with the intention of tickling his audience while driving his point home. Regarded as one ofRead MoreThe Importance of Being Earnest Essay1439 Words   |  6 PagesA Trivial Comedy for Serious People Oscar Wilde mocked his audience while he entertained them. 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When reading Oscar Wilde’s â€Å"The Importance of Being Earnest† and associating it to society’s expectations for both genders throughout the Victorian era, people are depicted as being very effected and influenced by the set rules and boundaries.Read MoreThe Effects Of Victorian Society s Unrealistic Expectations Of The Individual887 Words   |  4 PagesThis source is an essay examining how Wilde shows â€Å"the impact of Victorian society’s unrealistic expectations of the individual† in both The Importance of Being Earnest and The Picture of Dorian Gray. In the article, she talks about gender roles and societal expectations along with the ways characters in the play conform to or reject them. Although the essay is written by a stu dent at McKendree University, the writing is not difficult to understand. This essay is well-documented and seems unbiasedRead MoreThe Importance Of Being Earnest By Oscar Wilde773 Words   |  4 PagesOscar Wilde â€Å"The Importance of Being Earnest†, Wilde takes a comedic stance on a melodrama, portraying the duplicity of Victorian traditions and social values as the modernism of the twentieth century begins to emerge. The idea of the play revolves around its title of the characters discovering the importance of being earnest to their individual preferences. The author uses the traditional efforts of finding a marriage partner to illustrate the conflicting pressure of Victorian values and the changingRead MoreThe Importance Of Being Earnest Satire Essay1291 Words   |  6 PagesMaverick Yabut Professor Tina Regan ENGL 200 June 18, 2017 Satire in the Importance of Being Earnest Introduction Throughout Oscar Wilde’s play â€Å"The Importance of Being Earnest†, Oscar Wilde routinely uses satire throughout the story amongst character dialogue and actions to scorn the Victorian society audience. Oscar uses satire to mock love, and the concept of marriage as well as the Victorian-aristocratic class system and society mentality. The play is described as â€Å"A trivial comedy for seriousRead MoreThe Importance of Being Earnest Essay1237 Words   |  5 PagesAThe Importance of Being Earnest a play written by Oscar Wilde is set in England in the late Victorian era. Wilde uses obvious situational and dramatic irony within the play to satirize his time period. According to Roger Sale in Being Ernest the title has a double meaning to it and is certainly another example of satire used by Wilde. With a comedic approach, Wilde ridicules the absurdities of the character’s courtship rituals, their false faces, and their secrets. (Sale, 478) In theRead MoreThe Importance of Being Earnest800 Words   |  4 PagesOscar Wilde, the writer of The Importance of Being Earnest, celebrated the Victorian Era society while criticizing it in his play. Through his play, he utilized the humorous literary techniques of pun, irony, and satire to comment on the impact of Victorian Era society left on the characters themselves. These comedic literary devices also help to show how the members of this society in the Victorian Era live by a set of unspoken rules that determine politeness, as well as proper etiquette to liveRead MoreThe Influence Of Society On Victorian Relationships1411 Words   |  6 PagesInfluence of Society on Victorian Relationships Afraid of rejection in the Victorian Era, men and women sought after relationships that agreed with the expectations set by society. Victorian literature satirized and underscored these expectations and their effects on individuals. During the Victorian Era relationships were not focused on the emotional aspect of marriage but rather growth in reputation and status. The characters in Oscar Wilde’s works, The Importance of Being Earnest and The Picture

The Representation Of Human Population - 1498 Words

Movie directors predicting humanity coming to an end because of population density may not be as preposterous as society thought. Population is defined as the amount of same species sustaining in a certain region, for humans that would be Earth. The graphical representation of human population increase from the beginning of history was a slightly inclined horizontal line, however that all changed after the industrial revolution (more industry, jobs, sustainability, etc.) and from that moment on to present day it has changed into a slightly inclined vertical line. Just taking a glance at population numbers since 1997, where it was approximately 5.9 billion, to 2015 where it is approximately 7.3 billion, means an increase of 1.4 billion, in just eighteen years. At such an exponential increase rate, population density will have a negative impact on Earth. Using technology, it has been determined that Earth has the natural resources to sustain ten billion people before a resource crisis. The population increase only accounts for human population, if other species are accounted for including chickens, cows, pigs, etc. the sustainability number decreases. Furthermore, scientists have determined that if population continues to increase at such an exponential rate, by 2050 the population will have reached approximately 10 billion. The increase in population will effect water, food, and energy supplies. Although, Nobel Peace Prize honoree Norman Borlaug contributed to the grainShow MoreRelatedVoting Is A Staple Of Freedom949 Words   |  4 Pagesall inclusive representation and it seems that another has once again rose for decision. This battle manifests itself as SCOTUS case: Evenwel v. Abbott. The case’s conflict is based in redistricting, and it implores the court to decide whether representation based on voting population or physical population is a more constitutional process. It is in regards to this subject that People’s United beseeches the court to decide on the side of representation based on physical population. It is our beliefRead MoreEssay On The Election823 Words   |  4 Pagesdemocratic nation because it will continue to use proportional representation. Proportional representation is fair to democracy because it allows the people to have the power. Many democratic nations use proportional representation like: Norway, Sweden, Switzerland, and Denmark. The people vote for a representative and whoever gets the highest amount of votes gets the most seats in the Knesset. The good thing about proportional representation is that it doesn’t leave the less popular groups out. That’sRead MoreAnalysis In A Canadian Context Essay779 Words   |  4 PagesAnalysis in a Canadian context In a Canadian context, a representative bureaucracy has been in the making for the last four decades. 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Further, it is revealed that faces evoke great activation in temporal occipital fusiform cortex, consistent with the notion that FFA is face-responsive and face-selective. Additionally, activation in motor cortex was only evoked by images ofRead MoreRorschach Measures Of Cognition And Social Functioning Essay1706 Words   |  7 Pageswith schizophrenia even though they only make up .4% of the population leading to the need for further study of schizophrenia (Moore et al., 2013). Three researchers from Alliant International University and two researchers from University of California San Diego; Moore, Viglione, Rosenfarb, Patterson and Mausbach, decided to look at the relationships between â€Å"thought disorder, psychological complexity, and interpersonal representations with daily and social functioning in people with schizophrenia†

Martin Luther King Jr. And Affirmative Action Essay Example For Students

Martin Luther King Jr. And Affirmative Action Essay Martin Luther King Jr. And Affirmative Action Essay According to the Merriam-Webster New World Dictionary, Affirmative Action is defined as an active effort to improve the employment or educational opportunities of members of minority groups or women. To put that definition in English, it means a program designed to help either minorities or women achieve equal rights, as with the rest of the population. In this case, the minorities are being discussed, or to be less broad, the African Americans. I have a dream today. This is a famous quote by one of histories most famous and influential civil rights activists of all time, Dr. Martin Luther King Jr. Being a civil rights activist, Dr. King wanted nothing more than for his people, the African Americans, to have equality. In the effort to gain equality, there were four steps he took. The first step was the collection of facts. In other words, this meant that they would identify the justices and the injustices. The second step in Dr. Kings plan was negotiation. To make that simpler, negotiation was actually a compromise on the part of the African Americans. The third step in his plan was self-purification. In doing this, the African Americans would get together in prayer and they would sing the psalms. The fourth and final step in Dr. Kings plan was non-violent direct action. Dr. King and his people tried each and every one of these steps, but sadly none of them were successful. Like Hillary Clinton and Howard Stern, in my opinion, Martin Luther King Jr. and Affirmative Action just would not mix. Dr. King wanted to earn civil rights he didnt want them handed to him. Thats why the term is noted as the fight for civil rights. The word earn in this sense is pretty vague. What Dr. King wanted was for his people to earn their rights. He would probably argue that affirmative action was a handout, which isnt what he wanted. Dr. King simply wanted the whites cooperation in the African American achievement of equal rights. No fights or handouts, just cooperation. King understood that racial power subverts moral power and he pushed the principles of fairness and equality, rather than black power because he believed those principles would bring blacks their most complete liberation. Shelby Steele. The opposition might argue that Dr. King wanted so desperately for his people to be free and equal that he would eventually back down and let affirmative action take its course. But that wasnt his style. Dr. King was all about equal rights for all people, peace and freedom. If you can say that allowing an African American to fight for his rights and not standing in his way is considered Affirmative Action, then that is the only kind Dr. King would have supported. Otherwise he would be strictly against it. A definition of reverse is the opposite to a previous or normal condition. If you put that word with racism, you have the product of Affirmative Action. Affirmative Action can easily be pinned as reverse racism. Say you were given two men, the same age, same education, and same qualifications. Qualifications means to fit by skill or training for some purpose. With affirmative Action, the black man would automatically get the job, simply based on his color. That is a problem with affirmative action, it judges a person on what they are, not who they are. This would totally contradict Dr. King. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by their character. Master Harold: Differing Influences On Fugard Essay Dr Martin Luther King Jr. We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed. Dr. Martin Luther King Jr. It is very evident that Dr. King was a fighter. In fact, he fought until the day he died for his people. And all he fought for was the chance for his people to get a cup of coffee at the same lunch counter as a white man. Category: History .

The Relationship Between the Social Work Profession and Indigenous People Essay Example

The Relationship Between the Social Work Profession and Indigenous People Essay The relationship between the social work profession and Indigenous people has been a problematic one. Discuss with reference to Stolen Generations. Social work is a complex and broad field and the relationship between social workers and Indigenous Australians can be equally intricate and difficult to navigate. The theme of this paper will be; ‘understanding the relationship between the social work profession and Indigenous Australians’.A priority will be placed on analysing the historical relationship in reference to social work practice and related Government policy. Firstly, the history of social work and Indigenous policy will be discussed in relation to present work in the welfare sector. Historic Indigenous policy will be used to illustrate the paternal nature in which the Australian Government has related to Indigenous Australians. The experiences of the ‘Stolen Generation’ will then be outlined and the consequences detailed.It will be argued that the process of forcefully removing children from Indigenous families has resulted in distrust towards human service practitioners and institutions. Contemporary approaches to managing Indigenous disadvantage will be examined in reference to the Northern Territory Emergency Response. It will be argued that these latest efforts by the Australian Government continue in the punitive and strong-handed nature of previous strategies. In conclusion a summary of the findings of the paper will be provided.It is important to analyse the philosophical and ideological foundations of the Social Work profession when examining the role social workers have played in the implementation of the Protection Acts, the Stolen Generation, and the Northern Territory Emergency Response. An acknowledgment must be made that the profession originates from a Judeo-Christian and European perspective, and rarely takes into consideration Indigenous customs and traditions (Chenoweth amp; McAuliffe 2008).The history of so cial work is also important because it may identify reoccurring social themes, and provide you with an understanding of how history has shaped contemporary human services (Chenoweth amp; McAuliffe 2008). Chenoweth amp; McAuliffe (2008, p. 27) state that ‘at a fundamental level, many social problems are not new although they have manifested in different forms throughout history’. Ife (2008, pp. 164-166) argues that ‘the study of history is important to social workers’, and outlines four reasons for this importance.Firstly, that a historic perceptive emphasises that things can and do change. The second reason is that ‘the study of history can be seen as the study of the struggle for human rights’ (p. 165). This is important in that without a historical understanding people can lack the commitment to exercise human rights for which previous generations fought, and sometimes died for. The third reason is that a study of history assists in deconstru cting the ‘western enlightenment tradition within which the human rights discourse was framed’ (p. 65), and finally that history extends human rights practice onto issues of intergenerational justice, in that the present generation is responsible for preventing future human rights abuses, and also addressing past abuses. In order to gain an understanding of the relationship between Indigenous Australians and social workers we must examine the forms of contact they have had since 1788. Before the development of the social work profession in the 1920’s Indigenous Australians had already been in contact with European colonisers for over 120 years (Gilbert 2005, Chenoweth amp; McAuliffe 2008).Australia started looking at its social policy around the time of Federation and Indigenous peoples has already suffered constant human rights abuses, had their children removed, been dispossessed of their lands, and moved to missions (Gilbert 2005). The protectionist approach a dopted by the Australian Government in the 19th and early 20th Century resulted in the establishment of missions, reserves and institutions in all states and territories, with the clear purpose of ‘controlling Aboriginal people and their movements’ (Gilbert 2005, p. 64, Commonwealth of Australia 2011).Policy then moved towards more assimilationist strategies in which attempts were made to convert Aboriginal Australians into ‘responsible citizens’ (Gilbert 2005, Haebich 2000). The protectionist and assimilationist policies share the core values that Aboriginal culture is inferior and on its way to an ‘evolutionary end’ (Gilbert 2005, p. 64). The predominately Anglo-Saxon values present in the welfare system have resulted in a lack of understanding of Indigenous disadvantage as well as cultural values and traditions (Chenoweth amp; McAuliffe 2008). Chenoweth and McAuliffe (2008, p. 8) state that Indigenous populations have handed down by word of mouth, rather than writing down, their own ways of addressing these notions of â€Å"helping†, and this has resulted in a lack of understanding or an reluctance by human services organisations to attempt to understand them. The historical relationship between indigenous Australians and social workers has a major effect on social work practice. History has the ability to feed life into contemporary social work through reflection on the past, through knowledge of where the profession came from, and through considering past mistakes (Chenoweth amp; McAuliffe 2008).An example of the importance of studying social work history can be shown through the ‘Forgotten Australians’ and ‘Stolen Generation’. These are survivors of the institutional care system in Australia up to the 1970’s, with many of them being Indigenous Australians. They experienced many forms of abuse such as; separation, abandonment, deception, neglect, sexual assault, brutality and m uch more, along with a lack of post-care support (Harrison 2008, Haebich 2000). The historic abuse of these rights is linked to present issues such as; mental health problems, substance abuse and family violence (Harrison 2008, HREOC 1997).There is also a direct correlation between the removal of Aboriginal children and a loss of connection to Indigenous culture. As Aboriginality has not been positively affirmed many children experienced contempt and denigration for their Aboriginality, and even developed a sense of self-contempt (HREOC 1997). Although many would consider that discriminatory laws are long gone, the act of removing Indigenous children from their family’s remains through the child welfare and juvenile justice system due to entrenched disadvantage (Pugh amp; Cheers 2010).The historic treatment of Indigenous groups was not to pursue values that might lead to self-determination or independence, but to assimilate them into mainstream society (Gross 2003, cited in P ugh amp; Cheers 2010, p. 60). Haebich (2000) states that ‘Aboriginal child removal emerges as constituent with the processes of dispossession, depopulation and destruction of Aboriginal societies and cultures’. The Alliance for Forgotten Australians (Harrison 2008, p. 13) states that ‘involving Forgotten Australians and their families in the design of programs aimed at assisting them will show respect, reassure and not re-victimise them’.It’s important that social workers acknowledge how prior events influence present issues and understand that members of the ‘Stolen Generation’ may be apprehensive about connecting with welfare services (Harrison 2002). There may be fear of being institutionalised once again. Even if a worker/services approach is ‘pleasant or friendly’ the memory of their powerlessness and abuse is likely to provoke resistance and fear (Harrison 2008, p. 14). Social workers must work with them and their fami lies to deal with their fears, remain attentive to their history and needs, and involve them in decision making processes (Harrison 2008).Contemporary policy regarding the management of Indigenous disadvantage exhibits a similar approach in which the Government attempts to control Indigenous Australians lives, and assimilate them into mainstream society. Following the Little Children are Sacred Report to the Northern Territory (NT) Government in 2007, the Australian Government implemented a policy in response to evidence of the abuse and neglect of children in Indigenous communities in the Northern Territory (Northern Territory Gov. 2007, FaHCSIA 2009).This was the Northern Territory Emergency Response (NTER) policy, often referred to as the NT Intervention. To intervene in these issues the Federal Government implemented a range of measures to, ‘protect children and make communities safe’, and ‘create a better future for Aboriginal people in the Northern Territory ’ (FaHCSIA 2009). These measures include but are not limited to changes to law and order such as more Police presence and the ban of alcohol and pornography in designated areas, as well as changes to Indigenous land rights. Increased support for families through additional services and welfare workers.Welfare reform including compulsory income management of half of peoples welfare payments, as well of measures to improve health and enhance education (FaHCSIA 2009). People from many backgrounds, including Indigenous representatives agreed that an emergency response was necessary in the NT (ANTaR 2010), however The NTER has been criticised in two main areas. Firstly, that there was a lack of engagement with Indigenous peoples in the development and implementation of the policy, and secondly that there are distinctly discriminatory aspects to the policy (Anaya 2010, ANTaR 2010).Government action to address the situation in NT communities may certainly be needed, but those critic al of the NTER argue that it was implemented without negotiations with the Aboriginal people it affected, and that the voice of Aboriginal people had not been heard (ANTaR 2010, Mazel 2009). It is argued that to ensure racial equality, the protection of human rights and any possibility of a sustainable community development strategy, the Government must prioritise the inclusion of Indigenous peoples in the development and control of these policy outcomes (ANTaR 2010, Mazel 2009, Phillips, Franklin amp; Viswanathan 2011).ANTaR claim that the NTER ‘has created additional barriers to self-determination for Aboriginal people and organisations’ (ANTaR 2010, p. 6). This separation of Indigenous people from the policy development and implementation processes links with a history of systemic exclusion dating back to the time that ‘white people’ settled in Australia (Anderson amp; Perrin 2006, Attwood 1992). There can be no doubt of the way in which our history has and continues to influence Australians identities of ‘self’ and ‘other’, as well as the relationships between the two (Coates 2004). Mazel (2009, p. ) describes ‘the way in which the dynamic of difference, or the understanding of difference as otherness which lies at the heart of colonialism, continues to prevail in Indigenous affairs and underlies the latest efforts of the Australian government in the Northern Territory’. United Nation reports found that the NTER legislation; ‘limits the capacity of indigenous individuals and communities to control or participate in decisions affecting their own lives, property and cultural development, and it does so in a way that in effect discriminates on the basis of race, thereby raising serious human rights concerns’ (Anaya 2010, p. ). The fact that the Racial Discrimination Act was suspended to allow this legislation to pass shows that discrimination was occurring (Anaya 2010, Phillips, Fra nklin amp; Viswanathan 2011). The Federal Governments own review in 2008 found that ‘experiences of racial discrimination and humiliation’ were common and should be of ‘great concern’ (Australian Government 2008). Whilst analysing the discourse and implementation process surrounding the NTER, it can be seen that the paternal and punitive nature of the policy can be understood as continuing the historically Anglo-Saxon ideals of the Australian system of welfare.It can be argued that forcing these ideals upon indigenous communities will perpetuate the existing relationship of apprehension, doubt and mistrust between Indigenous Australians and Social Workers, as well as Indigenous Communities and the Federal Government (Anaya 2010). Indigenous people have expressed their concern that the heavy-handed Government response in the NT may result in another generation of children being removed from their families and communities (Dodson 2007). Dodson (2007, p. 5) ar gues that these fears of a new ‘stolen generation’ are legitimate ‘especially for those people who live and survive as members of the stolen generation’. This paper has explored the relationship between the social work profession and Indigenous Australians. The philosophical and ideological foundations of the Social Work profession have been examined and it was found that the Judeo-Christian and European perspective of the profession have left little room for Indigenous customs and traditions.It has been argued that reflecting on the historical approaches of welfare services and Government policy increases the likelihood of making informed and ethical choices in a contemporary context. A brief summary of historic Indigenous policy has been used to illustrate the heavy-handed and paternal nature in which the Australian Government relates to Indigenous Australians. The experiences of the ‘Stolen Generation’ have been outlined and the consequences detailed.It was found that the ‘Stolen Generation’ were subject to a range of human rights abuses that have had negative consequences both for the victims, as well as on the relationship between Indigenous Australians, social workers, welfare services, and Government institutions. Due to the experiences of the ‘Stolen Generation’ Aboriginal people are likely to be resistant and fearful towards welfare services and Government institutions.The NTER has been used to demonstrate that contemporary policy shares similar values to historical Indigenous policy. In that, Aboriginal culture is inferior to mainstream society and it is the role of Government to intervene, and control in an attempt to make improvements based upon Government set benchmarks. It has been argued that the Governments approach in the NT perpetuates the distrust between Indigenous people and social work practitioners.In the hope of successful outcomes, and improved relationships social worker s must be considerate of Indigenous peoples’ history and needs, work with them and their families to deal with their fears, and involve them in decision making processes. References Anaya, J 2010, Observations on the Northern Territory Emergency Response in Australia, United Nations, viewed online 4 April 2012, lt;http://www. un. org. au/files/files/United%20Nations%20Special%20Rapporteur%20-%20Feb%202010. pdfgt;| Anderson, K amp; Perrin, C 2006,

Akutagawa essays

Akutagawa essays In all of Akutagawa fs rather dark themed short stories which were assigned, there was clearly a strong emphasis placed on the supernatural. In the conclusion of the first story,  gThe Clown fs Mask h, I got the impression that what initially seemed to be a harmless comic mask could possibly have been haunted and not of this world, and was eerily portrayed as the cause of the main character fs death. In  gThe Immortal h, images of the afterlife found in the Shrine of the Mountain Deity (e.g. the Assistant Prefect, the Little Devil) add to the story fs supernatural theme. However, most of all, the inclusion of the haggard old man who is actually not of this world, and this character fs act of turning the paper into silver and gold coins were rather strong symbols of Akutagawa fs focus on the mystical. In  gRasho Gate h, the man initially respects the corpses found inside the structure and sees the woman as a very evil person for disturbing the dead. It is not until the woman confesses that she must raid the corpses in order to survive that the man decides to rob the woman of her clothes. This greater respect for the dead rather than another human is a rather interesting aspect of the story. Finally, in the story  gWithin a Grove h, it should be mentioned that the account of incident in the grove given by the deceased husband is introduced with the title  gThe tale of the spirit as told through a medium h. As is mentioned in the book fs introduction, Akutagawa fs fascination with the macabre and ghost stories of the Edo Period since his childhood undoubtedly influenced his writing. Other than the assigned readings, the only other work of Akutagawa fs I fve had the chance to read has been  gThe Spider fs Thread h (Kumo no Ito). However, in this story as well, there is substantial emphasis placed on the supernatural. Akutagawa describes the afterlife, and especially hell in rather ghastly detail, even d...

Japanese School System Facts

Japanese School System Facts The Japanese educational system was reformed after World War II. The old 6-5-3-3 system was changed to a 6-3-3-4 system (6 years of elementary school, 3 years of junior high school, 3 years of senior high school and 4 years of University) with reference to the American system. The gimukyoiku ç ¾ ©Ã¥â€¹â„¢Ã¦â€¢â„¢Ã¨â€š ² (compulsory education) time period is 9 years, 6 in shougakkou Ã¥ ° Ã¥ ­ ¦Ã¦   ¡ (elementary school) and 3 in chuugakkou ä ¸ ­Ã¥ ­ ¦Ã¦   ¡ (junior high school). Japan has one of the worlds best-educated populations, with 100% enrollment in compulsory grades and zero illiteracy. While not compulsory, high school (koukou é «ËœÃ¦   ¡) enrollment is over 96% nationwide and nearly 100% in the cities. The high school drop out rate is about 2% and has been increasing. About 46% of all high school graduates go on to university or junior college. The Ministry of Education closely supervises curriculum, textbooks, and classes and maintains a uniform level of education throughout the country. As a result, a high standard of education is possible. Student Life Most schools operate on a three-term system with the new year starting in April. The modern educational system started in 1872 and is modeled after the French school system, which begins in April. The fiscal year in Japan also begins in April and ends in March of the following year, which is more convenient in many aspects. April is the height of spring when cherry blossoms  (the most loved flower of the Japanese!) bloom and the most suitable time for a new start in Japan. This difference in the school-year system causes some inconvenience to students who wish to study abroad in the U.S. A half-year is wasted waiting to get in and often another year is wasted when coming back to the Japanese university system and having to repeat a year. Except for the lower grades of elementary school, the average school day on weekdays is 6 hours, which makes it one of the longest school days in the world. Even after school lets out, the children have drills and other homework to keep them busy. Vacations are 6 weeks in the summer and about 2 weeks each for winter and spring breaks. There is often homework over these vacations.   Every class has its own fixed classroom where its students take all the courses, except for practical training and laboratory work. During elementary education, in most cases, one teacher teaches all the subjects in each class. As a result of the rapid population growth after World War II, the numbers of students in a typical elementary or junior high school class once exceeded 50 students, but now it is kept under 40. At public elementary and junior high school, school lunch (kyuushoku ç µ ¦Ã© £Å¸) is provided on a standardized menu, and it is eaten in the classroom. Nearly all junior high schools require their students to wear a school uniform (seifuku åˆ ¶Ã¦Å" ). A big difference between the Japanese school system and the American School system is that Americans respect individuality while the Japanese control the individual by observing group rules. This helps to explain the Japanese characteristic of group behavior. Translation Exercise Because of the rapid population growth after World War II, the number of students in a typical elementary or junior high school once exceeded 50.  Dainiji sekai taisen no ato no kyuugekina jinkou zouka no tame, tenkeitekina shou-chuu gakkou no seitosu wa katsute go-juu nin o koemashita.ç ¬ ¬Ã¤ ºÅ'æ ¬ ¡Ã¤ ¸â€"ç•Å'Ã¥ ¤ §Ã¦Ë† ¦Ã£  ®Ã£ â€šÃ£  ¨Ã£  ®Ã¦â‚¬ ¥Ã¦ ¿â‚¬Ã£  ªÃ¤ º ºÃ¥  £Ã¥ ¢â€"åŠ  Ã£  ®Ã£ Å¸Ã£â€š Ã£â‚¬ Ã¥â€¦ ¸Ã¥Å¾â€¹Ã§Å¡â€žÃ£  ªÃ¥ ° Ã¤ ¸ ­Ã¥ ­ ¦Ã¦   ¡Ã£  ®Ã§â€Å¸Ã¥ ¾â€™Ã¦â€¢ °Ã£  ¯Ã£ â€¹Ã£  ¤Ã£  ¦Ã¤ º ºÃ£â€šâ€™Ã¨ ¶â€¦Ã£ Ë†Ã£  ¾Ã£ â€"㠁Ÿã€‚ Grammar ~no tame means because of ~. I didnt go to work because of a cold.Kaze no tame, shigoto ni ikimasen deshita.é ¢ ¨Ã©â€š ªÃ£  ®Ã£ Å¸Ã£â€š Ã£â‚¬ Ã¤ »â€¢Ã¤ ºâ€¹Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£  §Ã£ â€"㠁Ÿã€‚ Vocabulary dainiji sekai taisen ç ¬ ¬Ã¤ ºÅ'æ ¬ ¡Ã¤ ¸â€"ç•Å'Ã¥ ¤ §Ã¦Ë† ¦ World War II ato 㠁‚㠁 ¨ after kyuugekina æ€ ¥Ã¦ ¿â‚¬Ã£  ª rapid jinkou zouka ä º ºÃ¥  £Ã¥ ¢â€"åŠ   population growth tenkeitekina å… ¸Ã¥Å¾â€¹Ã§Å¡â€žÃ£  ª typical shou chuu gakkou Ã¥ ° Ã¤ ¸ ­Ã¥ ­ ¦Ã¦   ¡ elementary and junior high schools seitosuu 生å ¾â€™Ã¦â€¢ ° the numbers of students katsute 㠁‹ã  ¤Ã£  ¦ once go-juu ä ºâ€Ã¥   fifty koeru è ¶â€¦Ã£ Ë†Ã£â€šâ€¹ to exceed

Ultimate Nature Food Project Proposal Assignment

Ultimate Nature Food Project Proposal - Assignment Example The company has diversified its services to include stocking and supply of health supplements. The idea behind the formation of the company was initiated by three entrepreneurs who are graduates from different Universities. During its startup, the company had only a handful of workers. The working force has since increased with the gradual growth of the business. The company was co-founded by Thomas Welbeck, Daniel Frasch, and Rebecca Roberts. Mr. Wellbeck is a Harvard graduate, holding a degree in economics. Frasch and Roberts are graduates of Yale University. They both hold master’s degree in management. The three are the directors of the Ultimate Nature Food. The company has added staff members that oversee the managerial operations on behalf of the directors. The members include James Rafaela, Lorna Randon, Collins Dale and Wayne Weldon. The members hold different degrees from different universities in the United Kingdom. The company operates under the guidance of the laws enacted by the UK government to control business activities (Baourakis 125). The business startup capital was raised through individual efforts and grants provided by the Prince’s Trust. Part of the initial capital raised by the founders was used in acquiring a building that housed the first offices of the business. The startup capital has been used in st ocking produce and conducting viable market research. The company was formed following a preliminary investigation that was conducted to determine a business venture that was considered a potential market opportunity in the city of Brixton. Though the business was established when other market players providing the same services as Ultimate Nature Food were in existence, the idea behind the formation of the company was based on the need to provide quality products at a satisfactory price.

Three Types of Major Networks Essay Example | Topics and Well Written Essays - 500 words

Three Types of Major Networks - Essay Example The connectivity is generally made possible using a copper cable or optic fiber cable (OFC). The reach is further extended somewhat when we use the optic fiber. But that results in substantial increase in costs. Therefore in organisations where the purpose of LAN is not commercial and it is merely for information sharing, OFC is not a viable option. LANs are generally used to connect personal computers and sharing resources like printers. Generally LAN can work on speeds ranging from 10 Mbps to 100 Mbps, with modern networks even working at somewhat higher speeds. The interconnections could be in Bus, Ring, Star or Tree topologies. Bus and Ring are the generally used ones’. The arbitration mechanism for resolving disputes is called Ethernet or IEEE 802.3. Metropolitan Area Networks (MAN): Such networks are called "metropolitan networks" because they are usually used for areas like metro-cities. It is a bigger version of LAN and normally uses similar technology. The coverage area of LAN could extend upto 10 kms. An organisation having couple of offices within a city can make use of MAN for interconnecting all such offices. MAN are also compatible with local networks. A Metro area network is also interconnected with one or two cables without any switching elements. Normally, this type of network is made a high speed network using optical fibre cable connections. Couple of LANs can be interconnected with the help of a MAN. The main reason for placing MAN into a separate category is that a standard has been adopted for them. This standard is called Distributed Queue Dual Bus (DQQB). DQQB is made up of two unidirectional buses (cables) to which all the computers are connected (fig 2). This standard is also known as IEEE 802.6. The key fea ture of MAN is that it allows ‘broadcasting’ i.e. one person/ node can messages for all the person/ nodes in the network simultaneously. This is possible because of the design of DQQB. Wide

Influenza Essay Example | Topics and Well Written Essays - 1250 words

Influenza - Essay Example The disease attacks the respiratory system, is spread by inhaling droplets and these droplets are spread when an infected, contagious person sneezes and/or contaminated hands and/or surfaces are touched and then the virus gains entry into the body. The disease has a 1-2 day incubation period and symptoms displayed can include the following: â€Å"†¦ malaise, myalgia †¦ fever lasting a few days and respiratory symptoms of varied intensity† (Kuszewski & Brydak, 2000, 188). Some of the complications that can develop from contracting the disease are myocardial infections or pneumonia (Kuszewski & Brydak, 2000, 189). Individuals with low immune systems, the young and the old, are particularly susceptible to the disease. Epidemiologically, an influenza outbreak occurs when there are higher than normal levels of infected persons, a low rate of mortality and very few complications. In a pandemic situation, the death rate is quite high and there are numerous complications and , sometimes, depending on the severity of the pandemic, there are short and long-term effects on an economy.The Centres for Disease Control define the social determinants of health as â€Å"†¦the circumstances in which people are born, grow up, live, work, and age, as well as the systems put in place to deal with illness†¦Ã¢â‚¬ . The CDC further notes that the above circumstances are strongly influenced by â€Å"†¦economics, social policies, and politics†¦Ã¢â‚¬  (CDC, 2014). In other words, the disease does not occur in isolation but is influenced by the manner in which individuals live.

Inclusion of Special Needs Students

Inclusion of Special Needs Students This chapter focuses on the special educational need, behavioural, emotional and social difficulties (BESD). It explores the in inclusion of children with this special educational need in mainstream schools, as well as the implications for teachers in the classroom. It also highlights the support and strategies that literature details need to be in place in order for these children to learn effectively in the mainstream classroom. In todays modern world, all children no matter their ethnicity, disability or ability matter. They are seen as unique individuals, each with the right to a broad, enjoyable and inclusive education. Every child has the right to be included in classroom learning and given ample opportunities to learn to their potential. In regard to education, Inclusion is about the quality of childrens experiences, how they are helped to learn, achieve and participate fully in the life of the school. There can be some confusion between the words inclusion and integration. They may have similar spellings, but this is where the similarity ends, as there meanings are very different. Inclusion in terms of education, sees children working alongside each other, sharing experiences, with learning personalised where necessary to enable all children to achieve. Integration on the other hand sees all children together in the classroom, learning exactly the same thing. Children with special educational needs (SEN) have not always been given the option of mainstream schooling. In the past, children who are now referred to as having SEN were labelled with more derogatory terms such as handicapped and retarded. In the 1940s children with SEN, including those with physical and mental disabilities were educated away from mainstream schools, being taught instead in hospitals or institutions. During this time the government and educators favoured the word segregation rather than inclusion. This is highlighted in the Education Act 1944 which details, A local education authority shall, in particular, have regard to the need for securing that provision is made for pupils who suffer from any disability of mind or body by providing, either in special schools or otherwise, special educational treatment, that is to say, education by special methods appropriate for persons suffering from that disability. (Chapter 31: 5) Nonetheless the 1970s was the decade for change, and this was set in motion by MP Margaret Thatcher who commissioned a report to review the educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking account of the medical aspects of their needs, together with arrangements to prepare them for entry into employment. (The Warnock Report 1978: 1) The report was published in 1978, namely The Warnock Report, which changed the landscape of inclusive education. The word inclusion exploded into mainstream schools, and children with SEN were given the right to learn alongside other children. Within the report, the aim of inclusion for SEN children in mainstream schools was highlighted along with the need for provisions to be put in place to make it possible. The report stated Full-time education in an ordinary class should be the aim for many children with special educational needs. It should be possible to achieve this aim in the case of the majority of children with mild learning difficulties, many of whom are at present the concern of remedial services, provided that adequate support is available from teachers with additional training or expertise in special education. (The Warnock Report 1978: 102) Thirty years on from the original Warnock report, many were beginning to wonder whether inclusion of children with SEN into mainstream schools had been effective. An OFSTED report on inclusion (2004) seemed to be rather sceptical of its success. It detailed that the inclusion of children with SEN was taking place in mainstream schools, but at the detriment to childrens learning. It also mentioned how the curriculum was not being adapted to meet the provisions of children with SEN and offer them suitable opportunities to improve key skills. (Special Educational Needs and Disability, 2004: 5) It was seen that the Government had gone too far when it came to inclusion, and were including almost all children with SEN into mainstream, closing special schools to save on costs. OFSTED commented how when inspecting schools they had observed work being explained effectively to pupils, but pupils with SEN depended on teaching assistants to break the tasks down further so that they could participate.(2004: 16) This is something that Warnock (2005) cited in a House of Commons Education and Skills Committee report (2006) draws attention to when she notes how children with SEN, are being taught almost entirely by teaching assistants who are not fully qualified teachers, while non-disabled students are taught by the teacher. Parents were questioning more and more, whether their child with SEN was learning to their potential in schools, and asking why their child was not being supported by the teacher as much as the other children in the classroom. Baroness Warnocks change of heart regarding her original vision of inclusion for all children in mainstream schools was made apparent to all when she declared, I think its plain now that the notion of inclusion of all children in the same school isà ¢Ã¢â€š ¬Ã‚ ¦ actually not working in a very large number of cases. (Warnock, 2006) It would appear from this statement that Warnock had conceded that despite the best intentions to include children with SEN into mainstream schools, schools had actually integrated children rather than included them. SEN children were almost been forced into mainstream classrooms, having to cope with the learning that has taken place, rarely having their learning personalised to meet their educational needs. Dimbleby (2006) really encapsulates in a debate on inclusion the issues of including children with SEN in the classroom. He states Children with special needs have always posed a core dilemma. On the one hand, can we afford to include them in mainstream education no matter what the cost or upheaval involved? On the other, can we afford not to include them for fear of condemning millions to a life as second class citizen? From this small introductory speech the issues that educators and governments face are highlighted. The monetary cost, as well as a childs right to be educated with other children no matter what their ability or disability. Within the debate Warnock mentions how her original 1978 report failed to recognise the variety of special educational needs, instead putting them all under one banner and treating all children the same. Warnock also speaks of her realisation that certain children, especially those with behavioural, emotional and social difficulties (BESD) would benefit from special school teaching and learning. She notes that children with BESD could be educationally intelligent, but have certain difficulties preventing them from achieving to their potential. Warnock also admits that these children would be better of out of mainstream schools, and given the specialist teacher support that will help them achieve. Six years on from Warnocks change of heart, there are now many more government reports debating inclusion, and questioning where children with SEN should or could be taught. Parental choice is now taken into account when deciding where children with SEN should be taught, with parent being given the opportunity to state where they would prefer their child to be educated. The vision of many is to allow children with SEN to be taught in a school that is going to meet their individual needs. Gove and Teather (2011: 17) refer to this in the Green paper and propose that they will remove the bias towards inclusion and propose to strengthen parental choice by improving the range and diversity of schools from which parents can choose, making sure they are aware of the options available to them and by changing statutory guidance for local authorities. From just exploring a brief history of inclusion, it is clear that there are many opinions as to whether or not the inclusion of children with BESD into mainstream schools has been successful and effective. BESD is a complex special educational need, far more unpredictable than any other. The challenge for educators in the twenty first century in terms of managing the issue of pupils who exhibit difficulties with social, emotional and behavioural aspects of their lives is the tension between the twin issues of incidence and time to deal with incidence. (McNamara, 2006: 24) This statement portrays the challenges teachers face in the classroom when dealing with BESD. Children with BESD have the capability to be disruptive and dangerous in the classroom, and teachers face the challenge of managing these behaviours, ensuring at the same time every child in the classroom is learning to their potential in a safe environment. There are some who believe that because of these challenges, children with BESD would be better of learning in special schools, giving them access to more specialised teaching and more one to one support. Conversely, there are people who believe that children with BESD should be taught in mainstream, despite the challenges posed to teachers. To able to fully understand what stance to take, it is essential to explore what BESD and its presence in the classrooms of today. Behavioural, Emotional and Social Difficulties (BESD) Behavioural, Emotional and Social Difficulties (BESD) is a special educational need that affects many children in the UK. These children have behavioural problems, as well as emotional needs, and find it difficult to interact in social situations. In short, children with BESD find it hard to access certain areas of the curriculum in order to achieve to their potential. Broadly, it is that behaviour, emotions and social development all influence learning and access to learning. Difficulties with behaviour, emotions and social development can all inhibit learning and access to learning. In the current jargon, they can form barriers to learning.(Farrell 2006:6) Children with BESD do not fall under any one specific stereotype. It does not matter what a childs ability is, they can still have BESD, varying from mild to severe. Those children with mild difficulties may lack social skills and therefore struggle with group interactions, especially in learning situations. East and Evans (2006: 15) detail how At the milder end of the continuum, pupils have problems with social interaction and find it difficult to work with others. Children with severe difficulties may be physically and verbally aggressive, especially towards teachers and peers. They are unable to work in social situations as they have little or no concentration and communication skills. Children with BESD can also find it difficult to cope with changes in routine, which in relation to classroom life, can be a frequent occurrence. Children are usually recognised as having BESD when they portray a range of behaviours which: Is not age appropriate Results in isolation from peers Negatively affects the classroom/learning environment Places unreasonable demands on teaching staff Leads to negative self concept and low self-esteem Restricts learning opportunities Creates dangerous situations. (Evans, 2007: no page) The behaviours identified by Evans encompass the spectrum of behaviours, from mild to severe, that a child with BESD can portray. As already discussed, a child of any ability can have BESD, which is also true for a child of any age. From past school experiences, two children in two separate schools had typical characteristics of children with BESD. One child was in year 6, and the other in year 1, with the later showing all of the above characteristics most of the time. In todays classrooms, there are a rather high number of children that have the special education needs known as BESD. The Green Paper (2010: 20) mentions the number of pupils with behavioural, emotional and social difficulties has increased by 23 per cent between 2005 and 2010 to 158,000 pupils. These figures emphasise that over a five year period, there has been approximately an additional 29,545 children recognised as having BESD. Through looking further into the statistical data available surrounding BESD, there have been an number of interesting findings. From the statistical data, it is clear that there is one gender more common to having BESD. 26,170 (17.2 per cent of) boys with statements had behavioural, emotional and social difficulties, compared to 3,590 (6.2 per cent of) girls. (DfE Special Needs Analysis 2010:12) This data, which focused on children aged 4 18, shows there is a remarkably high difference between the two genders with boys seven times more likely to have BESD. Brown and Schoon (2010: 167-168), mention in their research of the behaviour of children aged 7 that the proportion of boys classified as showing serious behaviour problems was around twice that of girls (10% compared with 5%). Although completely different pieces of research, the overwhelming difference between gender and behaviour is apparent. It is also interesting to note the percentage of children with BESD in primary and secondary school. The DfE Special Needs Analysis (2010: 18) recorded that 12% of statemented children in primary school, and 18% of children in secondary school had BESD and mentioned Behaviour, emotional and social difficulties was the most prevalent type of need for pupils between the ages of 11 and 15 years. It is very interesting to note that the findings from DfE Special Needs Analysis (2010: 6) also highlighted that statemented children with BESD were more likely to be eligible for free school meals. The question asked must be whether environmental factors such as socioeconomic class have an impact on childrens behaviour. Washbrook (2010: 1) refers to the possible connection between social class and childrens behaviour and details that behaviour problems are much more common among disadvantaged children prior to the start of schooling, and these differentials change little between the ages of 3 and 7. Ethnicity was also identified as an additional factor, with the most likely ethnicity of a child with BESD recorded in various research as being Afro-Caribbean. Brown and Schoon (2010: 168) in their extensive research specified how the greatest proportion with particularly high scores was found amongst Black Caribbean children; 13 per cent were classified as having serious behavioural problems. The DfE Special Needs Analysis (2010: 20) also recorded similar findings, mentioning how Black and mixed race pupils at school action plus were most likely to have behavioural, emotional and social difficulties. It is important to note that the data researched was based on children who were on School action plus, an extra support service offered on top of other support from external sources. It does not mean that children on school action plus are the only children that have BESD. There are many other children in mainstream schools who have not been, or are waiting to be statemented who do have BESD, and have not been included in published research statistics. However, exploring the data that have been published, the most common factors of BESD are: Male gender Afro-Caribbean Low Socioeconomic class It is essential to remember that there are other children not statemented and therefore not recorded in some statistical data that may have BESD in schools. It is important to stress the importance of not stereotypically judging a childs special education need. Just because they may not fall in line with the common factors mentioned above, does not mean they do not have BESD, equally a child who meets all these criteria may not have BESD. Disadvantages and Advantages of Mainstream Schooling There seems to be many opinions as to whether or not children with BESD should be taught in mainstream classrooms. Some believe it is beneficial to the child with BESD, others believe it to be disadvantageous for the other children in the classroom, as they will be distracted from learning. Sommefeldt (2006: 96) researched teachers views on inclusion of children with BESD. One such view focused on a negative aspect and detailed inclusion was Detrimental to all both those with needs (lack of specialized / individual help and attention) and those without (left to cope alone with the curriculum because the teachers attention is focused on [special] needs) It is apparent from this statement, that having a child with BESD in the classroom demands much of the teachers time, and their attention will be focused on one specific child a lot of the time. Evans (2007: 56) mentions how there is also a concern about the detrimental effect on the learning of other pupils in the class. With teachers time and attention being focused on a child with BESD, it can be the case that the other children are left to manage on their own, or continue working through the potential distractions, both of which could potentially have damaging effects on their education. East and Evans (2006: 15) speak of how difficult it can be for a teacher to manage both a whole class, and a child with BESD when they note, Children considered to have behavioural, emotional and social difficulties often present a far greater challenge than pupils with other kinds of special needs. This quote reiterates what has been previously mentioned regarding the complexity of BESD, and how it is special educational need that can be very difficult for a teacher to manage, due to the challenge of never knowing how a child is going to act or react in the classroom. Focusing on the impact mainstream education could have on a child with BESD, some believe they would not get the specialist, small group support they need in order to achieve in school. OFSTED (2006: 3) in their key findings cite an important reason for why some pupils with BESD do not achieve in mainstream and detail how pupils in mainstream schools where support from teaching assistants was the main type of provision were less likely to make good academic progress than those who had access to specialist teaching in those schools. It is inevitable that at times during the day, teachers will look to teaching assistants to support certain childrens learning, especially if a child with BESD is in the classroom. However, TAs are not qualified teachers, so some argue they do not offer children with behavioural difficulties enough teaching and learning support in order for them to achieve. The occasional overuse of TAs to support children with BESD is referred to by Blatchford, Russell, Bassett, Brown and Martin (2004: 20) in their research which mentions how There is something paradoxical about the least qualified staff in schools being left to teach the most educationally needy pupils. This may form part of the reason for why some parents opt to send their children to special schools, as they believe their child will receive the best support to help them develop in their thinking. Obviously there are disadvantages of including a child with BESD into mainstream teaching, both for the child and for their peers. However, it cannot be denied that there are similarly many positives that come from including children with BESD in the mainstream classroom. Sommefeldts research (2006: 96) does not only focus on the negatives of mainstream inclusion. Many positives of mainstream education for children with BESD are also expressed. One teacher gave a personal opinion and stated It is my philosophy that all pupils should have an equal opportunity to access the mainstream curriculum. Children with BESD can be taught in special schools, but they also have the right to be taught in mainstream classrooms as well. As already mentioned, there are some that believe these children should be taught in special schools. These children may however be educationally able and therefore thrive from learning with other children that are of a similar ability. Fogell and Long (1997: 85) bring to light a potential negative sending a child with BESD to special school may have as they question the possible impact of placing a child with emotional and behavioural difficulties alongside a number of other children with exactly the same difficulties. This encompasses two advantages of mainstream schools, one from the educational ability aspect, and the other from the social aspect. Within the primary classroom, children with BESD can socialise with peers who do not have special educational needs, and who model various positive behaviours which can be observe on a daily basis by a child with BESD. In special schools, children with BESD usually interact with those with similar difficulties to them, and therefore lack the positive peer behaviour models a mainstream classroom can offer. Another advantage of including children with BESD in mainstream classrooms is allowing normal children the opportunity to interact with and understand those with special educational needs. By teaching children about differences, and giving them the chance to learn with children that have special educational needs, they can develop an understanding, compassion and tolerance for those who they may not necessarily have met outside the classroom environment. Khalsa and Miyake (2005: 8) note the benefit of children forming an understanding of special needs when they state, The inclusive classroom welcomes diversity and the wide range of student needs that accompany students differences. Teachers who help children understand and discuss differences help create an educational environment that supports empathy for all individuals. There are a number of advantages and disadvantages to mainstream inclusion, however if a child with BESD is taught in a mainstream school, then it is essential that the school does everything possible to allow them to flourish in a happy, inclusive environment. A Schools Role Mainstream schools who offer classroom places for children with special needs, including children with BESD, must have an understanding of what inclusion is. This understanding must be shown through the way the school is run. Schools should not look to change the children with special education needs, but instead look to change the school to become inclusive for all. This is referred to by McLeskey and Waldron (2000: 40) when they comment that, One of the most important issues to keep in mind when developing an inclusive school is that these programs should address the need to provide a better education for all students in a school. In order for children with BESD to achieve effectively in mainstream classrooms, schools must bare in mind a number of factors including: Individualised Education Program (IEP) Teacher Support / Training Personalised Learning Every Child Matters (ECM) A child with special educational needs should have an IEP, which will detail what support the child is going to receive for that specific educational year. Schools must put these in place to ensure the parent(s) and teachers know the support that will be offered to the child, whether that be through one to one sessions with special teachers, or personalised support within the classroom. All staff working with a child with special educational needs must be given access to their IEP allowing them to understand the support and strategies in place, so they could in turn offer effective teaching and continuity for the child. Wilmshurst and Brue (2010: 211) detail the importance of an IEP and mention, The IEP spells out the types of services, their frequency and duration, and the setting in which they will be provided, all of which are very important information for the service providers. Schools must therefore appreciate the importance of IEPs and do everything they can to create ones which are personalised for each child with special educational needs which is going to help them achieve to their potential. The creation of IEPs requires a great time commitment, which Twachtman-Cullen and Twachtman-Bassett (2011: 69) mention, Unfortunately, many professionals find data collection, and all that it entails, formidable. After all, in this busy world of ours data collection involves, paper-work, analysis, and interpretation all of which are time consuming. However, if a school wants to include children with SEN into classroom teaching and learning effectively, then this process needs to be undertaken in a slow, concise, professional manner. Schools must ensure that teachers are given support in order for them to effectively include and teach children with BESD in the mainstream classroom. The White Paper (2010: 32) recognised Only around half of teachers believed that there was appropriate support available in their school for teachers struggling to manage pupil behaviour. This, along with other reports, recognise and emphasise the importance of giving teachers extra training to ensure that they understand different behaviours and have the capacity to deal with them in the classroom environment. One form of support offered to teachers could be in the form of training and insets, giving them a greater insight into the strategies that could be initiated in the classroom to deal with children who have BESD. OFSTED (2005: 12) detailed the importance of staff understanding, and how Regular training that links classroom practice to an understanding of how children develop socially and emotionally is central to the effective understanding and management of behaviour. Another form of support schools might offer teachers could be giving them the opportunity to liase with teachers from special schools who have first hand experience of teaching children with BESD. These specialised teachers can offer advice, share strategies, and help ensure that the inclusion of a child with BESD in the classroom is positive and effective for their learning. Senco Penny Rice (2006) visited a special school to observe strategies used to deal with BESD and gain advice from teachers, which she could take back to her school and implement into the relevant classrooms. In her description of the day she highlighted the positives of visiting the special school environment when she stated I found todays experience very useful for my own personal practice, exciting, because I could see childrens behaviour being turned round even just in one day, erm, and I could see childrens confidence being raised, and that is very, very, very, important. Schools should give all staff, especially their SENCOs this opportunity, to improve their understanding of BESD, and keep up to date with current support strategies, because teachers with BESD children in their classroom usually rely on their SENCO for support and advise. There are many strategies that teachers could use to help include children with BESD in classroom learning. One of the most obvious strategies is to make sure that children with BESD have been set work and tasks, which are achievable. This means that they are kept on task rather than losing concentration because they do not understand or are finding something difficult. Another important strategy is positive reinforcement and reward of good behaviour, rather than only sanctioning bad behaviour. The way a child is rewarded will depend on the child and how the child responds to rewards. Howarth and Fisher (2005: 42) point out how rewards can vary and how some will accept individually tailored reward systems while others will respond more positively to class and school based systems. The essential thing to remember is that rewards support and reinforce pupils learning. A strategy which if effectively implemented could be very beneficial is a target behaviour chart. Teachers could set children with BESD targets and if they succeed, they could be given a reward. However, the child would need to be able to achieve these targets otherwise they could become despondent having tried and failed to achieve. The chart would be very visual and would allow the child to see what they had achieved, and have a sense of pride. Another possible strategy to control the behaviour of a child with BESD is time out. This method affords the teacher time to gain control of the situation, gives the child time to reflect on why they behaved in the way they did and what they could do next time to stop it from happening. Rogers (2003: 106) describes how many infant and middle primary teachers have in-class time-out options to give the offending student cool-off time and thinking time. By giving children with behavioural difficulties these opportunities to reflect, it allows the situations to become less heated, and for a new start to take place once they recognise what they did wrong. Any schools main aim should be to help children to develop, learn and achieve. Children with special educational needs including, those with BESD, may need their learning to be personalised so that they can concentrate on areas of the curriculum they struggle with. This will allow them to learn more effectively, rather than being exposed to in learning that they find difficult to access and understand. Cheminais (2007: 71) affirms this when she notes how providing personalised services and tailored education, will ensure that every child and young person, regardless of their background, reaches their optimum potential and experiences improved life chances. It is important for schools to remember, that although some children pose many more challenges then others, every child in their school matters. The government released a document detailing the fact that every child has the right to a safe and effective education.Every Child Matters is about improving the life chances of all young people, from birth to 19, reducing inequalities and helping them to achieve better outcomes. (Cheminais, 2010: 3) If schools keep this in mind, then all children, not only those with special educational needs, will have a well rounded, happy education. There are many challenges that schools face when including children with behavioural, emotional and social difficulties. However, if they stick to their beliefs, implement strategies, support teachers, and work together with outside assistance, the inclusion of these children can be successful. Conclusion It is difficult to conclude on whether children with BESD should be taught in mainstream classrooms, because of the range of views found when researching. There are many who believe children with BESD should be taught in special schools, so that they can achieve educationally with specialised support, and so the other children in the classroom are not disrupted in their learning. They believe the impact of including a child with BESD in the classroom would be too much for a teacher to deal with, and would be damaging for other childrens education. However, there are people who think children with BESD should be taught in mainstream classrooms, and given the opportunity to learn alongside other children who may not have special educational needs. By being included in mainstream learning, they are developing their social skills and getting an equal opportunity to learn to their potential. One thing is for certain; the inclusion of a child with BESD is not a quick and simple task. If sc hools are going to include children with BESD, they must have an understanding of this special education need, and have the correct classroom strategies in place. There ne

The Influenza and Pneumonia Epidemic of 1918-1919 Essay -- American Am

The Influenza and Pneumonia Epidemic of 1918-1919 In the ten months between September 1918 and June 1919, 675,000 Americans died of influenza and pneumonia. When compared to the number of Americans killed in combat in World War I, World War II, Korea, and Vietnam combined- 423,000- it becomes apparent that the influenza epidemic of 1918-1919 was far more deadly than the war which it accompanied. (Crosby, 206-207) The United States and the rest of the world had been exposed to such epidemics in the past, but never at such a severe cost in human life. The influenza epidemic came in two waves. The first wave, in the spring of 1918, took far fewer victims than the second. Americans stricken with the flu that spring wondered at the intensity of its symptoms and its incredible contagion. Doctors noticed that the virus seemed to spread more quickly than it ever had before that year, but did not realize how quickly it would reach epidemic proportion. As summer approached, the disease appeared to have satisfied its appetite for new victims. However, the second, deadlier wave of influenza was just about ready to unleash itself on the world, and it did so quickly. By August 1918, the Surgeon General of the Army reported that the death rate from disease for American soldiers was almost 2/3 lower than the annual rate for civilian males of the same age. At the end of the month, the Spanish influenza virus mutated, and "epidemics of unprecedented virulence" exploded in the same week in three port cities thousands of miles apart: Freetown, Sierra Leone, Brest, Belgium, and Boston, Massachusetts. (Crosby, 37) It is still unknown whether this was the result of three appearances of a single mutation or three different simultaneous mutatio... ...wed that it had learned from its experience in 1918. Flu epidemics in the thirties and the fifties never approached the magnitude of the 1918-1919 disaster. Research across the world eventually isolated and identified the virus which causes influenza and the microorganisms which so often accompany it and cause deadly complications like pneumonia and strep and staph infections. The American public health system is one of, if not the, best in the world today at educating its citizens and preventing the spread of communicable disease. Historians can only speculate about what would have happened if people had applied the knowledge of today to the devastating epidemic of so many years ago. Â   Â   WORKS CITED Crosby, Alfred W., Jr. Epidemic and Peace, 1918. Westport, CT: Greenwood Press, 1976. Hoehling, A.A. The Great Epidemic. Boston: Little, Brown and Company, 1961.

Like Water for Chocolate Essay

Suggests that the soup has made her feel like a baby again given that while she is still in her mom’s belly she cries very hard when onions are chopped and it suggest the impact of food to Tita. After drinking the soup Tita has miraculously recovered from the loss of pigeons which she kept as pet and that triggered her sense of loosing Pedro and R erself to cook she fell in love with it and got a part time job as an assistant to a cooking teacher. Even though she has a lack of precision she was hired because she wasn’t afraid to fail and has a passion to cook unlike the others and getting hired made her feel confident, hence gaining control of life through cooking. The protagonist, Tita in Like Water for Chocolate gains control through cooking as well. Cooking is the only thing Tita love to do because Mama Elena bans her from doing a lot of things; the kitchen is the area where she can retreat from Mama Elena’s demands. When she cooked quail in rose petal sauce she controlled and triggered a lot of people’s emotion. Her sister Gertrudis was the first on affected by the dish, it aroused her sexual desire. She fled naked from her burning shower and when on a horse, galloping away with a soldier. Another incident where she gained control is the Chabela wedding cake she made for her lover Pedro and Rosaura. Even though she couldn’t stop the wedding, she made everyone cry. She made people cry for her tragic experience not only the guests cried, Mama Elena cried as well. She lost control of her life but through cooking she gain control of people’s emotions. In Like Water for Chocolate, food is not just a nutrition it acts as a very important nurturing role. The ox-tail soup Dr. John gave Tita has recalled the best moments of her life and brought back memories of her and Nacha making ox-tail soup together, chopping onions. It suggests that the soup has made her feel like a baby again given that while she is still in her mom’s belly she cries very hard when onions are chopped and it suggest the impact of food to Tita.

Essay Sample on Reconstruction Policy and the South after the Civil War

Essay Sample on Reconstruction Policy and the South after the Civil War After the civil war, the fundamental task of the Central Government was to adopt a proper policy of reconstruction and re-union with a view to strengthening the American Federation. But due to various reasons, the task was a complex one. The sad assassination of President Lincoln made it amply clear that the fanatics were strongly opposed to a progressive policy. He, indeed, had hated slavery and desired its abolition. But he actually fought for Union and not for the emancipation of the slaves as such. His primary purpose was to protect and preserve the unity of the Federation by thwarting the disintegrating attitude of the South. So, after the end of the civil war, the Primary Task of the new President, Andrew Johnson, was to carry out a generous conciliation as advocated by his predecessor. But the victorious North, mindful of its own loss due to the war, was by no means conciliatory in its attitude towards the South. At least initially, the states of the North were in favor of adopting a policy of retaliation (L. Mukherjee). So, bitter quarrels broke out between the President and Congress which was dominated by the Republicans. As a matter of fact, the party-system of America was, during this time, almost localized and the Republican Party had no strong base in the south. This is also a reason for which it did not, initially, take much care for the interests of the South. The Reconstruction Act of 1867-68 provided that the Southern states should be treated as the conquered provinces to be administered by the military Governors and were to be readmitted to the Federation after they ratified the fourteenth amendment of the constitution. As some of the states withheld such ratification, the Congress proceeded to subject the South to Negro-rule under military protection. Naturally, the Negroes took the advantage of this provision and the reign of ‘Black Terror’ came into being. But gradually, a basic change ushered in primarily due to political and constitutional measures. Politically, the Southern states came to realize that the Federation was indestructible and any such attempt to break it would surely end in vain. The Federation was protected and it was taught to all that the units of and nobody, however mighty and powerful, had the right to break it up. The civil war also established the fact that the Center, though dominated by the Northern states, was, for ensuring Federal unity entitled to adopt strict military measures. Such realization slowly infused in the South the idea of national unity and solidarity. Similarly, the Northern states rectified their earlier stand and accepted the Southern states as the integral part of the Federation. In this way the South were brought back into the Union and the rebels were taught to be loyal citizens. Of course, the party-system also helped much in the growth of such unity. Gradually the Republican Party expanded its organizations in the South and the, eventually, it too acted as a unifying force. Constitutionally, too, the process was towards unification. As O.P Goyal observes, â€Å"The 13th (1865), 14th (1868) and 15th (1870) amendments grew out of the civil war† (Goyal). The 13th amendment abolished slavery which so long appeared as a bone of content between the South and the North. The 14th amendment defined citizenship and forbade states to deprive persons of life, liberty and property â€Å"without due process of law†. The abolishment of the institution of slavery has brought about the emancipation of billions of people who had so long forced to remain as the casualties of modern civilization. The Negroes, who had suffered much due to racial hatred, were now placed in power and position. In this way the people of the North and South were brought in a state of equality. The 15th amendment forbade the Governments, both central and provincial, from abridging the right to vote because of race, color, residence or other previous conditions of servitude. Thus th e concept of equality and liberty was upheld through the constitution and, naturally, the vast majority of the Southern people who so long nurtured a grudge against the center, became loyal and submissive. The republic was, however, strengthened by the civil war. America emerged out of it with a new spirit, hope and vigor. It now adopted a bold policy – France was forced to withdraw its army from Mexico and Britain was persuaded to compensate for the American loss in the Alabama issue. This political factor had its influence on the economic side too. The Center, still dominated by the North, showed a practical sense in this matter. The Government adopted a policy which encouraged rapid industrialization and this scheme largely helped the South to proceed towards prosperity. As stated earlier, the slave-dependent society of the South now became much more rational in their approach and concentrated on the system of rational industrialization. Due to the abolition of the slave-system, and the new spirit of industrialization, they broke up the big estates and invested in the industrialization process. Thus an economy of cotton-cultivation gave way to the industrial revolution. They now manufactured their own goods and the spread of railways expanded their markets and also united them with the North. In the place of localism, a new feeling of solidarity and community of interests grew up. In this way the North and the South united together and formed a strong Federation . Rapid industrialization not only improved the living standard of the South, but also ensured a regional balance in the economy. This is a sample History essay written from scratch by one of our academic writers. If you want to order a custom essay, term paper, research paper, thesis/dissertation or other written assignment on any topic contact our company to get professional academic writing help.

How to Grow Black Crystals

How to Grow Black Crystals This crystal growing recipe produces black crystals. You can make them solid black like black diamonds, or translucent black like smoky quartz. Materials Black food coloring is used to make black crystals. While this crystal recipe calls for borax, you could grow black sugar crystals or rock candy, if you prefer. The black pipe-cleaner is not essential, but it provides a good surface for crystal growth and is not visible underneath the dark crystals. BoraxHot waterWide mouth jar or glassBlack pipe-cleanersBlack food coloring Directions Bend the black pipe-cleaner into any shape you like, as long as it will fit inside the glass or jar you are using to grow the crystals. Bend an end of the pipe-cleaner over a pencil or butter knife so that the shape will be hanging inside the jar. Try to keep the pipe-cleaner shape from touching the sides or bottom of the container. Remove the shape and set it aside.Prepare the crystal growing solution. Fill the jar with boiling water. Stir borax into the water a little at a time until it stops dissolving. You will need about 3 tablespoons of borax for each cup of water. It is fine if a small amount of undissolved borax remains on the bottom of the container.Stir in 5 to 10 drops of black food coloring. A smaller number of drops will produce translucent black crystals. If you use a lot of black food coloring, you can get solid black crystals.Place the pipe-cleaner shape in the jar. Allow the crystals to grow several hours or overnight. Try to avoid disturbing the crystals. You wont b e able to see into the jar to see how they are doing. Wait several hours before checking on their progress. When you are satisfied with the crystals, remove them and hang them or set them on a paper towel to dry. The black food coloring can stain your hands, clothing, and furniture.

The Impact of Divorce on Children Research Paper - 2

The Impact of Divorce on Children - Research Paper Example Divorce is one of the events within the family that can affect the development of the children in multitude of ways. The paper is aimed to discuss and to present the impact of divorce on children. To achieve the said objective the background of divorce which includes the date in the past few years will be discussed. Then, the effects of divorce on children specifically the different aspects and facets of development and behavior will be presented. The data were based on gathered empirical studies and reference books related to the topic. Background Information on Divorce For the past decades, recorded data and observations confirmed the detrimental effects of divorce in the life and development of the children. Based on the standard family environment model that focuses on the optimum conditions for the proper development of children, marital conflict and divorce increase the risk of having problems in the behavior of children (Amato and Cheadle, 2008). In the United States, divorce affects approximately 50 percent of the families and one-half to two-thirds of the said percentage remarry. In addition, one in every six adults remarries two or more times which multiply the effects of divorce a few more times. ... Upon the achievement of a particular perspective about divorce, it is important to determine the specific effect of divorce and the aspects that are affected. Different Effects of Divorce on Children In general, children who had experienced divorce can be affected in any or all aspects of their life from the year of the event through adulthood. There are different aspects affected by divorce. The most significant aspect is behavior but aspects such as financial or economic facets of their life can also be affected (Forst and Blomquist, 1991). Behavioral Effects of Divorce Behavioral aspect of the effects of divorce on children is the most significant facet of the issue since it can result not only to short term but also to long term repercussions. Correcting the negative effects on a child to heal himself and lead a normal life can be considered as the main reason for finding solutions and giving attention to the said aspect. Children who had experienced divorce in the family are obs erved to have externalizing problems such as aggression and conduct disorder. Higher levels of antisocial behavior can also be observed in children from a family that encountered divorce as compared to children from an intact family. Internalizing problems such as depression, anxiety, and withdrawal are also included in the probable behavioral issues that can be experienced by children with divorced parents (Forst and Blomquist, 1991, p.61) The first two years of the divorce is considered to be the hardest period for the children due to adjustment issues which are based on the effects of separation to either or both of the parents. The effects of other factors after divorce such as single parenting, visitation, and economic difficulties are also classified

A Christmas Carol by Charles Dikens Essay Example | Topics and Well Written Essays - 500 words

A Christmas Carol by Charles Dikens - Essay Example The Past Ghost talked about Scrooge’s boyhood, love life as well as important events in his life which shaped his current negativist personality. For instance, it was told the Scrooge was lonely in his childhood with a dysfunctional family. He was abandoned to study at a boarding school where he eventually developed his antisocial tendencies. Here, we are given a reason why Scrooge could not offer any empathy because in his early developmental years, he had none. He was left to himself, with no affectionate encounters with his parents or his siblings. We highlight the young Ebenezer’s experiences of past Christmases because, it turned out, most unfortunate events happened during this time explaining for Scrooge almost neurotic hatred for the holiday. The story went to describe how Scrooge became obsessed with work and money that eventually drove Belle, his fiancà ©e to leave him. Apparently, business is the only avenue where Scrooge could excel and, perhaps, in his opinion, be appreciated, that is why he became a workaholic. The visit from the three ghosts has given Scrooge a new perspective. Presently, he was his old self – greedy, selfish, bitter and miserly with a particular disgust against Christmas. The ghosts have also shown how his nephew and his poor family, who merely lives on his pittance, were currently happy despite the fact that there was a lame son. When his future was shown to him along with the suggestion that he is being given an opportunity to change, Scrooge finally came around. There was the realization that upon his death, many people will celebrate due to the consequences of his actions. The past experiences seemed to be the major reason why Scrooge could not find it on his own to see how his character has degenerated almost beyond redemption. One of the distinct characteristics that mark Scrooge is his tendency to stifle his past. There seems to be a lot of pain in it for him, not only in what he

National Organization for Women Essay Example | Topics and Well Written Essays - 1000 words

National Organization for Women - Essay Example The amendment known as Equal Rights Amendment had been introduced by Alice Paul, and it sought to make men and women have equal rights all over the United States, as well as any other place under its jurisdiction (Wood 85). The amendment received opposition, and it is unfortunate that up to this moment, it has not been ratified. Some people believe that collective action problems played a significant role in the Equal Rights Amendment’s ratification failure. This implies that the pro-ERA lobby groups did not co-ordinate their actions well while fighting for the common cause. Women were not united in their struggle for their rights. This was demonstrated by some women leaders such as Phyllis Schlafly, the right-wing leader of Eagle Forum, a lobby group that was created to stop ERA. Women who were in this group argued that ERA was going to deny women the right to obtain support from their husbands, women were going to be sent to battles, women’s privacy rights were going to be reversed, and that homosexual marriages and abortion rights was going to be upheld. Schlafly presented a consistent and coherent message, and this defeated the dispersed efforts from pro-ERA forces (Critchlow 215). The National Organization of Women (NOW) decided not to pursue a centrally managed and hierarchically organized support program for ERA. This is because it was faced with dilemmas regarding the organizational style to use while pushing for the amendment. This dilemma was brought about by the manner in which Schlafly’s opposition was well organized. If NOW had chosen to adhere to its decentralized and participatory style of management to agitate for ratification of ERA against the properly orchestrated campaign, there was no way it was going to be successful. Its only option to counter Schlafly’s campaign was to adopt the same campaign style, and this would mean that it compromises its ideals. Therefore, NOW chose to stick to its accustomed methods, and this led to ERA’s defeat. The ratification process was also made difficult by some external factors. For instance, the Supreme Court’s decision on the abortion case, Roe v. Wade on 22 Jan 1973, as well as the countrywide appreciation for Senator Sam Ervin as the chairman of the Senate Watergate hearings that commenced in May, made it difficult for the proponents of ERA. Social conservatives and fundamentalists were angered by the decriminalization of abortion, and to make it worse, ERA was linked with upholding of the abortion rights (Wood 86). Therefore, they campaigned against ERA as a way of retaliating the Supreme Court’s ruling. On the other hand, Senator Ervin had exemplary performed his duty as the chairman of the Senate Watergate hearings; thus, he was viewed as a savior to the United States Constitution. His portfolio, as the Senate opposing leader to ERA, played a significant role in influencing the southern states to refuse to ratify ERA. It is worth noting that Schlafly also made use of Senator Ervin’s influence to propel her campaigns. She included Senator Ervin’s wife in her campaigns in order to make her campaigns have a national appeal bearing in mind that Senator Ervin was highly regarded (Critchlow 220). NOW and pro-ERA lobby groups had difficulties handling the pressures that was being exerted by the opposition groups. This is attributed to the fact that several opposition groups kept springing, and their number