Development of Children with Mental Retardation

At the on set, the term mental retardation has been viewed by many as a stigmatizing term. Thus, authorities in this field of study from different societies had come up with a less stigmatizing term. The British Commonwealth and the Scientific Study of Intellectual Disabilities referred to it as â€Å"intellectual disability† (Ainsworth, P. & Baker, P. 2004, p. vii), while Stephen R. Schroeder of the University of Kansas and his colleagues favor the term â€Å"learning disability. † Other more specific descriptors include Down syndrome and fragile X syndrome.Mental retardation is a disability in the developmental process that may come out from birth through the age of eighteen (health & disease information) In their book Understanding Mental Retardation, Patricia Ainsworth and Pamela C. Baker (2004), explained that mental retardation is a â€Å"syndrome of delayed or disordered brain development before age 18 years that results in difficulty learning information and sk ills needed to adapt quickly and adequately to environmental changes† (p.3) Its causes according to Ainsworth and Baker includes the genetic factors or the so called heredity factor, environmental factors which is link to an impoverished environment, and prenatal influence which has something to do with nutrition. Physical development of Children with mental retardation In his article in a paper published by the Ohio State University entitled â€Å"Stimulating Physical Development of Mentally Retarded Children† Julian U. Stein noted the importance of an active, vigorous life in the development of sound mind and sound physical body (p. 1).Stein cited Plato’s statement emphasizing that, lack of physical activity destroys the excellent condition of the individual human being, and that orderly work outs and movements preserve that condition (p. 1). Herbert Jennings in 1917 also disclosed that through play the child learns and develops better than through any other ac tivity (p. 1). Stein stressed that children with mental retardation should not spent their days idle, inactive or passive, and merely gaining weight as this will adversely affect their total physical development as the child’s motor development correlates with play activities.Children with mental retardation should not be deprived of the opportunity to play and to engaged in physical exercise because it will not only help them to gain better physical development it will also facilitates better social, and intellectual development depending on the severity of their mental illness. Language Development Children with mental retardation like their normal peers are capable to adapt skills needed for daily communication such as language (Pruthi, G. ).However, Gauri Pruthi cited that although children with mental retardation are capable to adapt a language, infants with mental retardation were behind by about two months compared to their normal peers in their language development. O n the other hand, studies done by Bruner, 1975 and Tomasello 1992 as cited by Pruthi, stated that the early social and communicative accomplishments are seen as essential prerequisite for various aspect of language acquisition. In their book Handbook of Mental Retardation and Development, Jacob Burack and Robert M.Hodapp (1998) emphasized that language acquisition â€Å"is one of our most remarkable achievements† which are normally achieved within the first two to three years from birth (p. 208). Yet for children with mental retardation, Burack and Hodapp pointed out that, at this age â€Å"they may only be beginning to move down this pathway, having learned just a few words to name the important people in their lives and significant objects or some expressions for regulating social interactions† (p.208). However, not all children who are late in beginning to talk have mental retardation problem as some of these children do catch up a little time later. The problem the refore is how to distinguish which normal and which is having mental retardation. Maria R. Brassard and Ann E. Boehm (2007) point out that most children with low cognitive skills â€Å"exhibit disruptions in all areas of language, as well as delays in most areas of development† (p. 337).Thus, in order to assessed children’s wellness, and language comprehension, Brassard and Boehm present a model of communication develop by Abbeduto and Nuccio, which requires assessment in four domains namely; Linguistic ability (mastery of syntax, vocabulary, and phonology), the Cognitive ability (memory); Social skills (perspective taking); and Pragmatic competence (knowledge and skill specific to the process of communicating with others) that would help determine the mental condition of the children for early intervention if they have mental problem.Cognitive development Mental retardation is defined as the â€Å"sub average general intellectual functioning existing concurrently wit h deficits in adaptive behavior, and manifested during the developmental period† (Grossman 1977, as cited by Wachs, T & Sheehan, R. 1998, p. 16). This definition indicates that children with mental retardation have consistent skills and cognitive functioning deficits. Marilyn Jane Field, Alan M. Jette, and Linda G.Martin (2005) pointed out that mental retardation is â€Å"characterized by a delayed progression† and is an ultimate â€Å"failure to achieve the ability to perform formal operations at maturity†¦Ã¢â‚¬  (p. 69). Field, Jette, and Martin stated that the severity of mental retardation â€Å"corresponded to fixation at lower stages of cognitive development† (p. 69). Therefore cognitive development of children with severe mental retardation fixated at a lower stage which impaired not only their intellectual capacity but also their normative behavioral development.The impaired intellectual capacity is clearly seen in the experiment conducted at Kansa s University by John Belmont and Earl Butterfield in the 1970s as cited by Norman Bray, Kevin Reilly, Lisa Huffman, Kathryn Fletcher, and Mark Villa in their article entitled â€Å"Mental Retardation and Cognitive Competencies† in which the participants were asked to remember some items in their order of presentation.In this experiment, it yielded that children with mental retardation had a poor recall and they were found to have deficiencies in various memory task and were particularly found to be deficit in memory-related processes such as in the rapidity of processing and the inhibition of irrelevant information (Bray, N. et,al). Psychological DevelopmentIt is generally held by various professionals in the field that a normal and healthy socio emotional development during the first 3 years of life is necessary for the normal mental health and personality development. Anton Dosen and Kenneth Dy (2001) aptly stated that children with mental health retardation â€Å"follow t he similar sequence and are predisposed to make psychosocial developmental structures as usual children† (p. 418). Mental retardation usually manifest during early childhood often during the first and second year of the child’s life.Dosen and Dy points out, â€Å"but the socio-emotional development of mentally retarded children during the first 3 years may be susceptible to various obstacles—genetic, organic, environmental† (Dosen & Dy, p. 418). Dosen and Dy explained that children with mental retardation are usually delayed in their totality of psychological development because it is generally held that children with mental retardation shows maturational lag in different cortical areas (Dosen and Dy, p.418).Achieving quality life then for children with mental retardation can be ensured through early intervention. An internet article entitled â€Å"Mental Retardation† point out that it is important for parents, pediatricians, and other health care p roviders to be familiar with recognizable signs to be able to make an early intervention which is a crucial component to ensure maximum quality of life for these children (Mental Retardation).However, many researchers believed that children with mental retardation experience regressions under condition of cognitive challenge. Professional and parental interventions As it has been partly said above, early intervention is essential to the effective treatment of children with mental retardation. Linda Seligman and Lourie W. Reichenberg cited that special education, home health care, language simulation and social skills training at an early age â€Å"can have a great impact on treatment outcomes† (p.65).But above all these, some practical family matters such as showing family affection, love, acceptance, and other loving concern should be generously given to these children by their families as they grow up. I Nothing can replace the loving concern of the family for their member to grow normal and healthy. Questions for discussion that parents may have to ask 1. ) Suppose my child is proven to have mental retardation, is there be any clinical treatment available for my child’s condition?2.) If my child is diagnosed to have severe mental retardation, should the child be isolated from his peers to protect him? 3. ) Are there any therapeutic drugs that are available in the market that can help my child to become normal? 4). my child is 6 years old with severe mental retardation, what would be some possible effect if he is put in isolation from other normal kids? 5). Are there any kind foods that are may be detrimental to my child’s condition? 6). could there be a possibility that early intervention can help my child grow normal? References Ainsworth, P. & Baker, C. (2004) Understanding Mental Retardation USA: University of Mississippi. Bray, N. W.; Reilly, K. D.; Huffman, L. F.; Fletcher K. L.; Villa, M.; & Anumolu V. Mental Retardation and Cognitive Competencies. http://www.uab.edu/cogdev/graham4.htm Brassard, M.R. & Boehm, A. (2007) Preschool Assessment USA:   The Guilford Press Burack, J. A. & Hodapp, R. M. (1998) Handbook of Mental Retardation and Development USA: Cambridge University Press Dosen, A. & Dy, K. (2001) Treating Mental Illness and Behavior Disorders in Children and Adults with Mental Retardation USA: American Psychiatric Publishing Field, M. J.; Jette, A.M.; Martin, L. G. (2005) Workshop on Disability in America, a New Look

Dissertation Conclusion Example

How to write a conclusion for dissertationDissertation ConclusionTo write a good conclusion you need to go back to your dissertation title and your Introduction. What you do in this section is to summarize what can now be stated about the title. This should be a brief paragraph, or simply a sentence or two. You have to join the beginning with the conclusion as you do in an essay. You can almost breathe a sigh of relief as the dissertation is nearly finished. However you may need to add a â€Å"Recommendations† section in your conclusion if there isn’t one. If you recall all the other research articles you have read, they usually end in a call for more research. You have to state how your research has filled a gap in the body of research that has come before it and state what unanswered questions there are which arise from your research. These might form the basis for further research on your part in a PhD programme, or they might inspire other post-graduate students to take up where your research has left off. Perhaps your research leads you to ask new questions which deserve to be answered by researchers in the future. You pose those questions here for others to try to answer in their research. Just because your dissertation is at an end does not mean that it has fulfilled its purpose or that there is nothing new to research in the field. Be imaginative as well as objective. What further research could be done in this areaThis is not to cast doubt on your research, but rather to show yourself as an objective expert, who can ask pertinent questions which are still left to be answered in your field. The end may be just the beginning for your career as an academic researcher. You may want to follow up on your research or you may feel proud that you have paved the way for others to follow. Summary Reviewer John – our site Admin Review Date 2017-08-18 Reviewed Item Dissertation Conclusion Example Author Rating 5

G.C.S.E. English Coursework Macbeth Essay

Assignment title: (5) â€Å"Fair is foul and foul is fair†. Show how this image recurs and develops through the play. Throughout the tragedy, the theme entitled â€Å"fair is foul and foul is fair†, is key to the play’s success and dramatisation, as it both recurs and develops as the play continues. The fore mentioned words are used by and against the key characters in the play, as Shakespeare uses his language to portray the theme and characters. The witches are key in performing the appearance versus reality theme. This major theme is first brought on in the first scene of the play, with the spooky, disturbing, oxymoronic verse culminating in â€Å"Hover through the fog and filthy air†, which explains Shakespeare’s intentions for the plot and deeper metaphors and echoes through to act five. The blatant opener is much like the oxymoron of I.3, â€Å"lesser than Macbeth, and greater†, which appears impossible, but sets the later scenes in which Banquo meets his end; because Banquo is lesser when he dies, but will be greater because of his fantastic devotion to good, and he â€Å"shalt get kings†, showing Shakespeare’s desire to impress James I, the possible seed of Banquo, in his theatre. It is clear that, by Hecat’s rhyming speech in III.5, â€Å"strength of their illusion†, that the fiends’ whole purpose and method is to deceive people like the literate Macbeth by situations appearing to mean certain things, but in reality meaning something totally different. This clever characteristic is also displayed by the apparitions: the third real or hallucinative metaphor, â€Å"Be lion-mettled†, tells Macbeth of the seemingly impossible move of â€Å"Birnan Wood the high Dunsinane Hill† that they speak of is the only way i n which to kill Macbeth, and the English pick up the wood as a simple, proverbial but deadly important battle tactic. The genius playwright shows subtly and brilliantly the innocent appearing child holding a tree, giving the rapt main character a clue to the ironic developments. The equivocal meanings along with the ever-present personification, â€Å"Who chaves, who frets†, would excite the audience and provide excellent entertainment. Also in the apparition scene, it seems that the â€Å"masters† are thought by Macbeth to tell him convivial news, but in fact they bring the disagreeable kind after the rhyming first head, â€Å"beware Macduff! Dismiss me, enough.†, has deemed the tragic hero in this typically beautiful narrative, but what Macbeth does not know is that that what the bloody child said about his fate â€Å"none of woman born shall harm Macbeth†, which sends Shakespeare into his ride into the clouds – incorporating the usual elaborate metaphors, â€Å"a bond of fate†, â€Å"sleep in spite of thunder† – when the fantastical plot of Macduff’s Caesarean section sees Macduff as the one with the powers, when he eventually kills the totally believing Macbeth. Shakespeare develops the character of Macbeth as a study of the supernatural when what seems like a worthless guess by three old hags, â€Å"This supernatural soliciting†, turns out, not only to be true, but doubtfully veracious in Macbeth’s mind from the very off, when even he does not know whether it is fair or foul, â€Å"cannot be good, cannot be ill†, in his oxymoronic evaluation of the words of the witches beforehand, creating dramatic Irony. Banquo is the contrast of this with his steadfast righteousness, â€Å"to betray’s in deepest consequence.†, but the evil predictions turn out to be true in Shakespeare’s idealistic plot, (to follow James I’s views in his book, demonology) as the demons drive him to the highs of monarchy and all the way back down again. The soliloquies of Macbeth provide us with excellent insight into this well developed theme. He openly admits he himself is performing his own fair/foul deeds, â€Å"He’s here in double trust†, as what seems to be a feast for Kind Duncan, turns out to be his own murder as Macbeth describes the apocalyptic imagery, â€Å"tears shall drown the wind†, which he sees in the future, after his equivocal change from polysyllabic to monosyllabic words, â€Å"Commends the ingredience†, â€Å"naked new-born babe†, where Shakespeare cannot decide whether to be literally superb or to concentrate on his plot and echoes. This is developed again by the ‘poet’ in the next act when it moves on from the simple, deceiving act of treachery, to disguise of evil, covering up true nature, â€Å"Nature seems dead†, where the malevolence is personified and â€Å"Tarquin’s ravishing strides† bury the seemingly irrepressible mother nature into the ground, as the audience are whiteness to the scene as a dilemma when Macbeth turns into the depraved, perfidious side of him. Macbeth is so rapt at the apparitions scene that he continues to use his poetic licence to great effect as, even when he is shocked, he continues to rearrange the two opposites while using alliteration to its fullest, â€Å"blood-boltered Banquo†. He continues in the exact same state of mind in the following pages, as Shakespeare develops Macbeth as an assertive, yet easily persuaded character, when the minor Lennox receives the same attention as the rest – none – â€Å"The castle of Macduff I will surprise†, as he ponders on how to kill the feared Macduff: Ironic because he holds the opinion that Macduff is foul, although he is fair and he believes the witches speak fairly, but their intentions are very foul. Much like in IV.1, Macbeth performs a soliloquy in his distressed state of mind while Seyton is present, in V.1. The theme is much more developed here where the philosophical Shakespeare tells his now entranced audience that â€Å"Life’s but a walking shadow†, displaying Macbeth’s depression, followed by his metaphorical, negative description, â€Å"Struts and frets†, of a thing that is thought of as virtuous by the majority of people. This comes after the so- called ‘bad news’ of his wife’s death, but he seems to think that a foul thing like that seems quite fair, â€Å"She should have died hereafter†, even though he appears as the other, sympathetic half of himself, â€Å"find her disease†, before again changing disposition, â€Å"Would scour these English hence†, where he self-centred like concentrates on his own, fragile destiny, as Shakespeare plays around and jumbles the character of Macbeth. Lady Macbeth is an excellent example of the fair/foul theme. She is a lady and is thought to be a kind, loving and lady-like, but her dramatic, alliterative entrance in I.5, â€Å"And take my milk for gall, you murdering ministers†, is the real Lady Macbeth, while the play write shows superbly how she is seeming to be fair in front of guests, â€Å"Look to the lady†, but in fact she is the real villain of the play, tormenting the audience and every-one’s innocent ignorance of women. The theme is somewhat reversed towards the end of the script because Shakespeare – with his depraved repetition, â€Å"To bed, to bed, to bed† – has not made Lady Macbeth such an enemy to his enthralled audience, that they can’t really feel sorry a little for her illness, â€Å"This disease is beyond my practice†, as she becomes more fair in the juggled end of the play. The wife of Macbeth also appears un-hurting, senseless and cruel, before we see the start of her more fair side in II.2, â€Å"Had he not resembled†¦ I had done’t†, as the writer teases the audience with his confusing, twisting plot and monosyllabic dialogues. She repeats a more feeble side of herself in a more complex way as the play develops, â€Å"dwell in doubtful joy†, and she becomes a weaker character. Her contributions to the fair foul/foul theme change as she slowly becomes less of a villain, but her grip on her husband gets much weaker, â€Å"Be innocent of the knowledge dearest chuck†, as he becomes more of the evil one, whilst continuing to use oxymoronic personification, â€Å"Light thickens†, because before, he was looking to be just deception intended by the witches, â€Å"In their newest gloss†, where the lady attacks Macbeth’s masculinity, â€Å"then you were a man†, but in the second and third murders, a brave man being brought down by the witches. Lady Macbeth is also a great believer in the theme as a disguise for the couple’s actions, â€Å"Look like the innocent flower, but be the serpent under’t†, as the great, evil mind of the lady, developed very early on in the play, plots to kill the king. She and him both exhibit their earlier intentions after the murder, â€Å"outrun the pauser reason†, and â€Å" What, in our house†, when suitably the predictions by the witches to be literal and an excuse to gain power, but the bad acting would show off Shakespeare’s talent of producing dramatic irony, frustration and repetition to show women as being insignificant, â€Å"O Banquo, Banquo! Our royal master’s murdered†, which he does throughout the play. In the murder of Duncan, Lady Macbeth has an important role, as her argumentative side is apparent. This is so because she is taking the predictions by the witches to be literal and an excuse to gain power, but the well educated Macbeth sees the foul deception by the witches, â€Å"In their newest gloss†, where the lady attacks Macbeth’s masculinity, â€Å"then you were a man†, but in the second and third murders the she has no involvement. He dismisses her with his over stunning oxymoron, â€Å"restless ecstasy†, and alliterative metaphors, â€Å"life’s fitful fever†, so Shakespeare can show off to James I. The hallucinations of particularly Macbeth display the appearance versus reality theme because the objects appear, but are not reality. The dagger, well portrayed by some productions as a shadow, is the first time that Macbeth begins to hallucinate. His rapt, overpowered state of mind is skilfully shown by Shakespeare to provide us with a pocalyptic imagery personified, â€Å"fatal vision†, and the thought that a â€Å"false creation† could turn a seemingly fair fate into such a foul ending. When the blood and gore become a reality, â€Å"the cry of women†, â€Å"Untimely ripped†, and Macbeth meets his sword-shaped death, which he speaks of in that soliloquy, â€Å"moves like a ghost†, as personification and simile spell out the real fate. At the turning point of the play, III.4, it is questionable whether Macbeth is hallucinating or not. This is still a good example of the fair /foul theme because Banquo’s death was supposed to be a good thing for Macbeth, but it turned out to be bad, whether in the mind of Macbeth (maybe through the witches’ speculative powers) or as the genuine ghost that is scripted by Shakespeare, with some in-appropriate, pretty language. The ghost of Banquo represents the change of feelings, of and towards the Macbeth couple, because Macbeth is sent into an even more psychotic, but still repetitive rapture, â€Å"It will have blood, they say; blood will have blood†, while the innocent flower withers and di es and havoc and evil reign in his kingdom, â€Å"turned wild in nature†, but lady Macbeth becomes seriously mentally ill. At the start of act five, it is lady Macbeth’s turn to be hallucinatory. In scene one of that act, she admits she is really the evil one, as she was the one who projected the idea of a wolf in sheep’s clothing, although disguised by Macbeth’s polysyllabic personification, â€Å"Be bright and jovial among your guests tonight†, and she ends up as the wolf. Shakespeare attempts to redeem her and not leave her on such a sour note as Macbeth, but possessive, selfish, un-dignified metaphors, â€Å"Hell is murky†, â€Å"All the perfumes of Arabia†¦Ã¢â‚¬ , only drive the indifferent, spoilt character more into the role as the villain, before Macbeth kills mercilessly. Dramatic Irony shows the theme superbly because the audience can know of the truth while the characters do not. We first see Macbeth as being fouler than we originally thought when he initially makes his metaphorical lies. The now persuaded and focused Macbeth uses Shakespeare’s dramatic irony as the audience are aware of his thoughts as he deceives the righteous Banquo, â€Å"I think not of them†, when he first shows the audience that he is a traitor, while the killed traitor was replaced by him. When the play has turned against Macbeth, so has the dramatic irony. We heard in V.4 that the prophecy of the witches has deceived Macbeth and the Bard so comically yet sincerely with his own metaphors shows Macbeth hearing the news, â€Å"The wood began to move†, where the tragic hero is told of a seemingly fair protection against death, turned foul against him into certain fate. The tone is not such a happy and pleased one in IV.3. We can imagine the audience distraught and upset when the unfortunate Macduff is first lied to by Ross, but then the news breaks. Shakespeare increases the tragedy by Ross’ equivocal words â€Å"They were well at peace† to increase the dramatic irony before he sickens the audience with his blunt upheaval of alliterative comparison, â€Å"your wife and babes savagely slaughtered†, drawing people away from the idea that death is rest, first touched upon by the mercurial Macbeth. The disturbed Shakespeare is very obsessed the death of young characters. The people visiting the play will be very distressed by the playwright’s veracity to beguiled murderers as first a small boy is brutally hacked down by the assassins, â€Å"He has killed me mother†, (and even he can use metaphor, â€Å"shag-haired villain†) followed by a teenager losing his life in vain, â€Å"Thou liest, abhorred tyrant!†, as the bewitched main character goes on his last run. This shows dramatic irony because we already know that â€Å"only one of women born shall harm Macbeth† so Shakespeare shows off his literary skills as the characters in Macbeth show their true states of mind through their language. Virtually the whole play contains the fair/foul theme; from the very first scene, until the moment in which Macbeth dies. As his evil world disintegrates, Malcolm concludes saying that righteousness is returned and the end of Macbeth signals the absence appearance versus reality, â€Å"That fled the snares of watchful tyranny†, and that Scotland will continue under his reign and significantly, James I’s. He believes that Macbeth was not the totally guilty one, â€Å"Of this dead butcher and his fiend-like queen†, but the dead Lady is. Shakespeare must end the play relevant especially to James I, as a happy ending because the king would not like to see his fears the witches win or his possible ancestors lose.

Ice Hockey- The North American vs. The European Style of Play Essay

Ice Hockey- The North American vs. The European Style of Play - Essay Example Ice hockey is generally played indoors on rinks, which are usually 200 feet wide and 85 feet wide in North America while outside the country, the rinks are 200.13 feet long and 98.5 feet wide. These are always surrounded by fences called boards with shatterproof glass affixed on top, in order to ensure that the puck stays within the limits of the rink and does not find its way outside, where it may be harmful for the spectators. However the size of the rink does not depend upon the age of the players (like in junior and adult soccer) or on the skill involved. These rinks are partitioned into two exact halves by a red line, while blue lines are drawn at a distance of 60 feet from each goal and demarcate the end zones. The area that lies in between the blue lines is referred to as the neutral zone. At the very center of the field is a blue spot which signals the spot where the play begins when the game starts for the first time, however at a distance of about 24 feet from the boards th ere are red spots located which signal the spots from which the play re-starts after interruptions (Loftus, 2005). The rink is curved at its outer ends and a another red line appears at the point where they begin to curve and the goal is situated at the middle of this goal line. The goal itself is an iron frame that is 4 feet high and 6 feet wide and has curved bars extending down to the surface of the ice. Stretched across these bars are mesh nets and the goals are held in place by dint of short pegs that are firmly embedded in the ice. In front of the net is the crease which is a painted half circle. Within the limits of this crease, players attacking from the opponent team are not permitted to make contact with the goalie, since this would constitute a foul. In order to reduce the likelihood of injury from collision with the net, the pegs and goal posts separate, and play must be stopped mandatorily whenever a net is

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Qualitative Designs - Research Paper Example As a way of seeking to provide an example of just such a piece, this brief analysis will consider the given article, analyze it for its utilization of quantitative techniques, and seek to detail the type and manner of the content which was portrayed therein. The research question itself clearly has to do with the level of linkages that may be illustrated between the use of antidepression medication and an increased likelihood of suicide; something that has gained widespread media attention in the past several years. With reference to the way that the research itself was actually set up and carried out, the authors of the piece sought to set up a series of test which sought to measure the epidemiological affect that antidepressants had on the patient; up to and including what the researchers deemed as â€Å"suicidabiliy†. Controls and test groups were established, antidepressant medication administered and trials concentric upon interviews and close monitoring in the form of diary and journal approaches to the frames of mind that the patients expressed during the period were employed. In terms of what was hypothesized, the researchers believed that there would be a small, perhaps unrecognizable increase, of suicidal thoughts withi n the adult patients and a larger, but still statistically small increase in suicidal thoughts within the adolescent test subjects. The study ran a series of 26 different trials of no less than 15 individuals participating in each trial. For further purposes of the study, adults were identified as over the age of 18 with children being represented from the age of 9-18. As the researchers expected, the rise in suicidal thoughts and motivations within the patients that fell into the category of â€Å"adult† were no different than that of the control group. In other words, no noticeable rise in suicidal thoughts or intentions was determined from those patients that were over the age of 18 that participated within

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Joyce - Essay Example This darkness that surrounds the photograph brings the mood of gloom. This place lacks any color surrounding it. Not even the buildings have been painted a bright color. It is as if event eh owners of these buildings have no life or fun to look forward to and hence the dark color in their building and surroundings. Anything that is gloomy attracts the mood of sadness and this is what eventually hits an individual after the analysis of the features of the photography. The light at the end of the photograph brings about a little change of mood as the mood changes from that of sadness and desolation to that of hope for the distance future. The mood of hope from the light however seems to be on only a few places, while the rest still maintain the mood described above of gloom and melancholy. Eveline’s tone in the narrative is full of sadness and at times dejection. She is weary of the little town she calls home and of her family as well. Everything in her surrounding brings sadness and pessimism about her life and what it has amounted to. Her childhood home has become empty as the people she knew and grew up with left starting from her mother who passed away and friends who have left for other places. The loneliness is similar to that of the buildings in the photograph which leads to melancholy and gloom. She is bitter with her father for leaving her all alone to support the family which includes her two younger brothers and the father himself (Joyce 514). The desolation that has surrounded her home is the same that surrounds the buildings in the photograph which have no ounce of color to brighten them up and which eventually only adds up to the general tone of sadness. Amidst all this sadness and bitterness, she has a window of hope for her future. She wants to leave and get married in another place. There is hope of starting over and meeting new people which not only brings hope but also happiness.

Social Influences in the Stock Market Essay Example | Topics and Well Written Essays - 750 words

Social Influences in the Stock Market - Essay Example Kenrick and Simpson (1997) maintain that "...in the stock market, people's investment decisions are determined, not by the actual value of a resource but by the perceived value" (p. 36). Once an investor moves from pure economic analysis into the area of perception, social influence becomes a key influence. By using acuity rather than data, the investor draws upon the elements that make up the perception, whether factual or not. Those perceptive elements are usually socially-derived and filtered through the individual's own bias. The investment decision is then no longer about objective fact, it is about the individual's subjective opinion-right or wrong. The prices of securities themselves are often a function of this process. In the stock market, pricing is set by the market's consensus opinion of a company's underlying value. If more people have a good opinion of a stock's worth or potential, they will pay more for it. If the majority, however, have a negative view on a security, that outlook will express itself as a lower price. The obvious social influence here is that many of the people who are setting the price are making decisions based on their unique view of the company, market, or economy. This perception is certainly not always accurate. Shefrin states it like this, "People commit errors in the course of making decisions; and these errors cause the prices of securities to be different from what they would have been in an error-free environment" (2002: p. 6). If the majority of investors in ABC Company are influenced by an erroneous social perception, e.g., the company is not environmentally responsible, they will make the ir investment decisions accordingly and the price of the stock will fall. ABC Company may or may not be an industrial polluter; but if the market perceives that they are, the result is negative. In this case, perception is reality. A dramatic example of this premise is demonstrated by observing the impact of the media on market events. For example, in October 1987, the United State's stock market crashed with a resulting massive loss in equity. In trying to understand the reasons behind the event, economist Robert Shiller sent questionnaires to active traders. What he discovered from the response was that the investors were responding to the news of the crisis, not necessarily the underlying fundamentals of the market itself (Brehm, 2005, n.p.). That day, the price movements in the market were not triggered by any objective economic information; prices were dropping because of mass investor response to the news that prices were dropping. Shiller (2000) articulates this concept very well when he observes that, while the media may represent that they are independent "...observers of market events, they are themselves an integral part of these events. Significant market events...occur only if there is similar thin king among large groups of people, and the news media are essential vehicles for the spread of ideas" (p. 71). Within the context of the modern information age; given the pervasive presence of journalists reporting, pundits opining, and bloggers ranting, it is easy to infer the significant social influence wielded upon the financial markets by the media. Stock

Interpersonal communication about When Harry met Sally movie Essay

Interpersonal communication about When Harry met Sally movie - Essay Example One of the producers and writer, Nora Ephron won an Oscar award. The main characters, Harry and Sally whose real names are Billy Crystal and Meg Ryan were also nominated as the best actor and actress. The film received critical reviews, which were positive (Internet Movie Database, 1990). Some of the most credible critics cited that the film had some of the most entertaining scenes and funny. The theory proposes that relational closeness always progresses from a superficial state to one which is intimate (Kanu, 2008). Harry and Sally’s relationship only grew when they were alone after separating from their lovers. For example, Sally had broken up with her fiancà © Joe and had to disclose it to Harry. In another scene, Harry is seen alone (Reiner, 1989). Similar to what the theory proposes, the closeness between two people develops as a result of self-disclosure. The RDT theory posits that relationships between people always reflect the tensions existing when people are communicating which usually arises from conflicts (Kanu, 2008). In addition, the theory proposes that relationships focus on the opposing behavior of people. In the film, it is clear that Harry and Sally began to regret because of spending a night together. The characters depicted a sense of guilt in different scenes (Reiner, 1989). As proposed by the theory, there are opposing tendencies because a relationship cannot exist without parties sacrificing their self-rule. Harry said he felt it was a mistake. While Sally agreed to Harry’s opinions verbally, her non-verbal tone in one of the scenes indicated she did not feel it was a mistake. The film confirms that the concept of just being friends and not lovers is not true. The theory proposes that when there is an interaction between people, the uncertainty between them reduces (Kanu, 2008). The theory presumes that when the relationship is beginning to grow, there are many doubts. Harry and

Career Development in Nursing Essay Example | Topics and Well Written Essays - 1500 words

Career Development in Nursing - Essay Example Simultaneously, ICN also emphasizes encouraging researches and debates concerning women’s health related issues. ICN strongly believes that these strategies will bring a significant change in the women’s fundamental rights to health by creating awareness. Furthermore, ICN strictly discourages the trafficking and exploitation of women in their workplaces. In its position paper, ICN deciphers its concern about the health hazards witnessed by women populaces. To name a few, HIV syndrome, ill health or lack of nutrition during their pregnancy and inadequate awareness regarding health issues as well as their fundamental rights can be observed as the common challenges in case of women’s health. ICN also significantly focuses on the establishment and on the enforcement of effective legal steps to discourage the violence against women, which has been reported to increase at an alarming rate. ICN also urges governmental bodies and all other concerned parties emphasizing w omen’s health to generate awareness regarding human rights (International Council of Nurses, 2012). Importance of Women’s health Women population constitutes a significant proportion in the global demography. According to the position statement of ICN, it can be observed that the female populaces comprise 60% among every one billion Below Poverty Line (BPL) population in the global economies. Furthermore, it has been observed that every 960 million illiterate adults worldwide include two-third women. Again, every 130 million children who have been recorded to discontinue their education comprise 70% girls. Most of these women and girls are observed to belong from economically backward regions which illustrate a significant reason... This paper approves that the position statement put forward by ICN regarding women’s health in the global arena reveals various difficulties faced by them all around the world. The report depicts that women populaces worldwide, are intensely affected by the ways they are treated and the position that is rendered to them within the society. The report depicts that there are various causing factors which intend to contribute to the women’s health problems in the global society. Some of the major causing factors can be identified as unequal power distribution in the social context on the basis of gender, poverty and limited access to nursing facilities among others. In its position paper, ICN describes its various initiatives in the form of holding international agendas to develop strategies for the betterment of women’s health in the global arena and thereby securing their rights to freedom as well as well-being. This essay makes a conclusion that with reference to the above it can be observed that women, in the current day context, need to witness various challenges and suffer violent treatments from their surroundings which contribute towards deteriorating developments of the overall community. Contextually, there are various factors which tend to contribute to such issues. The most apparent reasons in relation to the declination of women’s health can be identified as poverty and lack of adequate awareness concerning their fundamental rights and health. It is worth mentioning in this regard that assuring women’s health must be considered with due significance as a means to ensure the prosperity of the entire community.

Auditory System Essay Example for Free

Auditory System Essay The world contains all kinds of energy that translates into information about what we see, hear, smell, touch and taste. A sensory system is a part of the nervous system responsible for processing specific sensory information. The components of a sensory system include sensory receptors, neural pathways, and parts of the brain involved in sensory perception. To begin, energy from the environment stimulates the receptor cells in whichever sense organ is being used. If this information were auditory, the ear would convert sound waves in the air into electrical impulses that would further be interpreted by the brain as sound. A sound wave first enters the pinna, the fleshy part of the ear on the outside of the body. It then travels through the external auditory canal where it then meets the eardrum, a thin membrane in the outer ear. The eardrum then vibrates in response to the sound wave. What we hear will depend on the wavelength and frequency of the wave. The eardrum is connected to a group of three small bones call â€Å"the ossicles† in the middle ear. This group includes the malleus, incus and the stapes. These three bones, the smallest in the human body, protect the eardrum from more intense sounds and also deliver the vibrations to the base of the stapes. The stapes then sends the vibrations into the inner ear and interacts with the round window. The round window, a small membrane that allows liquid inside the inner ear to be displaced and receive the vibration. The vibration travels through the spiral structure of the inner ear called the cochlea and ends at the round window. Inside the cochlea there are three canals: the scala vestibuli, the scala media and the scala tympani. The scala vestibule leads up to the apex of the cochlea, the scala tympani leads down to the round window and the scala media sits in between the other two canals. All of these canals are filled with fluid and are separated by two different membranes; Reissner’s membrane and the Basilar membrane. Both of these membranes are flexible and respond to the vibrations traveling through the scala vestibuli. The movements of the membranes then send the vibrations down the scala tympani. A structure called the Organ of Corti, which is situated on the basilar membrane, becomes stimulated as the membrane vibrates and sends nerve impulses to the brain. Within the Organ of Corti are a group of specialized cells called hair cells, which are covered by the tectorial membrane. As the basilar membrane vibrates, the hair cells are bents and push up against the tectorial membrane. This causes the hair cells to fire and send nerve impulses to the auditory cortex on each of the brains hemispheres through the cochlear nerve. How we determine pitch can be explained with two different theories. The Place Theory states that the entire basilar membrane does not vibrate at once so different parts of the basilar membrane respond to different frequencies of sound. Lower frequency sounds vibrate the basilar membrane near the apex of the cochlea while higher frequency sounds produce vibrations closer to the base. The Frequency Theory states that the frequency of firing matches the frequency of the sound wave. Hearing loss can occur for a number of reasons. Damage to the eardrum due to age and prolonged exposure to loud noise may cause the hairs or nerve cells in the cochlea to wear out and become less effective. A buildup of earwax can block the ear canal and prevent of sound waves from entering the eardrum. Otosclerosis, a genetic form of hearing loss in which the stapes is fixed in place so sound cannot enter the inner ear.

Reliability and Validity Essay Example for Free

Reliability and Validity Essay Evaluating human services is a task that can be very complex. People can have different interpretations of the same event. Another concern is that people are not always honest. Therefore, human services will gain from effective, high quality evaluations of data collection methods. This requires that the data collection methods supply accurate and dependable information. This paper will define and describe 2 concepts of measurement known as reliability and validity,-provide examples and supporting facts as to how these concepts apply to data collection in human services, and evaluate the importance of the validity and reliability of data collection methods and instruments. Funding for many non-profit human services organizations are dependent on the precise results of research and statistics gathered through various processes of data collection. Reliability and validity are two criterions that are used to judge the functions of research designs and measurements. These criterions are something that should be looked at before, during, and after research to show the relevance and significance of human services. Using the example of a weight scale is the perfect way to confer the idea of reliability and validity. If an individual of 150lbs. weighs themselves several times and gets several different readings, the scale being used can be considered unreliable. Now if that scale also reads 125 each time, it is rather reliable but invalid. However, the consistent, accurate reading of 150lbs. each time indicates that this scale is not only reliable, but also valid. When thinking about validity, it is important to evaluate if the research is doing what it is supposed to do. According to Rosenthal and Rosnow (2008), â€Å"The measure in question might be a psychological test of some kind, a group of judges who rate things, a functional MRI scanner for monitoring brain activity, or any other instrument or measuring tool†(Chapter 6). Is the data collected dependable? Does the correlation make sense? All of these questions are in reference to the design of the research, and validity is specifically tied to the soundness and force of that design. Conclusion and internal validity refer directly to relationships drawn between correlating factors and the end results. According to Measurement Of Validity Types (2006), â€Å"Conclusion validity is the degree to which conclusions reached about relationships in data are reasonable† (Conclusion Validity). Studies that have shown a link between convicts in the prison system and the lifestyles encountered by children of single parents would be one example of conclusion validity. If the conclusion is valid, a direct link will be made between two correlating factors. Internal validity is specifically concerned with casual relationships while conclusion validity is concerned with relationships in general (Measurement Of Validity Types, 2006). Observing that certain factors may be linked to certain outcomes, and examining all the possible links of an outcome is the main goal of internal validity. Another look at reliability will help in considering the precision of these predictions. Reliability represents the idea of accuracy, dependability, and consistency in research. Can the results be referred to as concrete? Are there any loopholes in the research? Has the research communicated the proper information and does everything correlate? These are questions that would be directed at examining the reliability of research. Test-Retest and Inter-rater reliability are two ways to measure the results of research. When multiple people are given assessments of some kind or are the subjects of some test, then similar people under the same circumstances should lead to scores that are similar or duplicates (Types Of Reliability, 2011). This is the idea of inter-rater reliability. Another mode of reliability is the administration of the same test among different participants and expecting the same or similar results (Types Of Reliability, 2011). This is known as Test-retest reliability. This method of measurement might be used to make determinations about the effectiveness of a school exam or personality test (Types Of Reliability, 2011). Surveys and other methods of research present the appropriate avenues for data collection. Data collection and measurement methods are used in human services to help organizations achieve leadership capacity and to achieve high performance outcomes. Agencies that track the effectiveness of their services through field studies and surveys will have a record of techniques that have worked best to fulfill mission goals. The evidence of such reported facts will come in handy in terms of funding, policy efforts, and keeping professionals educated. From psychological and behavioral aspects, interviews, test groups, and random assignment are just a few ways to collect data in controlled and uncontrolled environments. Human services use these methods to apply theory to real life situations. Human services depends on the effective analysis and measurements of research. Personal interpretations of measurements can be confusing. Therefore, reliability and validity are two ideas that refer to rating the effectiveness of research techniques. This paper has defined and described the two concepts of measurement known as reliability and validity, provided examples and supporting facts as to how these concepts apply to data collection in human services, and has evaluated the importance of the validity and reliability of data collection methods and instruments. Human services agencies rely on research to remain knowledgeable and capable of providing appropriate services to disadvantaged populations.

Caring for People with Intellectual Disabilities

Caring for People with Intellectual Disabilities 2.2 Example of causes of intellectual disability that occur during or immediately following birth and describe 2 main characteristics of the effects. Example 1: Prematurity and low birth weight predict serious problems more often than any other conditions. Difficulties in the birth process such as temporary oxygen deprivation cause intellectual disability. Source: The Arc for people with intellectual and developmental disabilities . (n.d.). Retrieved from www.thearc.org/page.aspx?pid=2453. Main characteristics: The main characteristic of low birth baby is that they may have breathing problems. If the baby is born to soon there is a great chance that the baby’s lungs will be underdeveloped because of that they may have problems in receiving oxygen. The baby may also have trouble in maintaining a normal body temperature and they may become hypothermic( too cold) Example 2: Trauma: It occurs because of serious injury. We can say a serious shock to the body due to violence or accident. Source: AAIDD American Association on Intellectual And Developmental Disabilities. (n.d.). Retrieved from http://aaidd.org/docs/default-source/events/harvey-trauma-8-15.pdf. Main characteristics: They may have difficulties in concentration due to painful memories or thoughts. They may face difficulty in sleep. Because of that they feel tired. 2.3 Give two examples of causes of intellectual disability that occur during childhood years and describe the impact on the day to day support needs of the person. Example 2: Meningitis: meningitis is the inflammation of the meninges, the covering of the brain and spinal cord. It is most of caused by infection but can also be produced by chemical irritation, subarachnoid, cancer and other conditions. Bacterial meningitis may result in brain damage, hearing loss, learning disabilities, behaviour changes, high fever, sensitivity to light and confusion. Source: WORLD HEALTH ORGANIZATION. (n.d.). Retrieved from http://www.who.int/topics/meningitis/en/. Task 3: Describe condition frequently associated with the intellectual disability. Condition 1: Foetal Alcohol Syndrome Cause: Foetal Alcohol Syndrome is growth, physical and mental problems. It mainly affects the baby when a mother consumes alcohol during her pregnancy. Source: WORLD HEALTH ORGANIZATION Bulletin of the World Health Organization. (n.d.). Retrieved from http://www.who.int/bulletin/volumes/89/6/11-020611/en/. Physical support: provide them loving, nurturing and stable home life. However children with foetal alcohol syndrome have harmful relationship, therefore early diagnoses have more positive outcome.it also help the family members to understand the reaction and behaviour of the child. Assist them with daily living activities like showering, toileting, dressing and feeding. Provide them physiotherapy so they can make their muscle strong. Regular medical check-up is also helpful to maintain their health. Social support: As the children with foetal alcohol syndrome are very hyperactive. Behaviour management training is very useful for them. This will help them to learn about manners and how they can release their stress. they may have difficulty to interact with different people so provide them opportunities for friendship. Take them out and involve them into social activities. Cognitive support: Provide them education about good behaviour. Provide them planned and reasonable methods to education.so that they can improve their ability to think more effectively. Provide them educational opportunity like they can join some educational programme where they can learn new skills. Condition 2: Autism Causes: no study has found the exact cause of autism but the researchers has pointed out few possible factors which includes genetic (heredity), metabolic or neurological factors, infections and problems during birth. Source: World Health Organization. (n.d.). Retrieved from http://www.who.int/features/qa/85/en/. Physical support: The person with autism may find difficulties in activities of daily living. They may find difficulties in showering, toileting, dressing, undressing and feeding. We can help them to do their personal care and in feeding. We can provide occupational therapy for them.it will help them to manage their stress and they can feel relax. We can also help them to set their routine. Social support: they may have difficulty to interact with different people so provide them opportunities for friendship. Take them out and involve them in different activities like social club or offer specific advice about interaction. Help them to learn social rules using logic like how they have to talk and behave with others, manners and body language. Cognitive support: we can provide them speech and language therapy it will help them to learn speech and language skills.so that they can speak clearly. Parent and family member can learn how to play and interact with their child in way that permote cognitive skill. We can provide them some mind games like bingo or quiz so that they can use their mind.it will help them to think logically. Condition 3: Prader – Willi Syndrome CAUSE: Prader – Willi Syndrome is caused by a gene missing on part of chromosome 15. Basically, parents release a copy of this chromosome. In most cases patients with prader – willi syndrome have missing the genetic material on part of the father chromosome. Other patients with this problem have two pairs of the mother’s chromosome 15. Source: Main characteristics: Children with Prader- willi syndrome may have poor muscle tone. They may feel floppy or rag dolls when they are held.Elbows and knees loosely extended due to poor muscles tone instead of stable. People with Prader willi syndrome may have different facial feature. They may have almond shaped eyes, a narrowing of the head at the temple and turned down mouth etc. Motor development often delays with this syndrome. They may have delay in sitting up and walking. they also have speech delay problem. Physical support: Children with prader willi syndrome are at higher risk of developing fatness or size due to excessive eating. The proper weight management can be helpful for them to maintain their weight. If they want to eat more and more distract their mind by giving them other activities like music, games. Set an exercise plan so that they can become strong. Social support: we can provide social support to the children/person with prader willi syndrome. We can take them out or take them in interesting places. Where they can engage with other people and can connect with them socially. We have to give them some activities that are not related to food so that they cannot concentrate only on food. Encourage them to join some support clubs. there are many clubs who support to the children with this syndrome. They help them to interact socially with people and help them to manage their diet. Cognitive support: provide them education. They might have speech problem and learning problems. Provide them a speech therapist so that they can learn some speech skills. Educate them about managing their own diet and how they can make a routine about their regular diet.

Ethnic Minority Education in China: Finding a Path between Tradition a

Ethnic Minority Education in China: Finding a Path between Tradition and Development Introduction Educating a nation is no simple task. Even in the United States—which boasts a substantial tradition of public education, political stability, economic prosperity and a strong middle class—issues such gender and racial equality, diversity, and budget reality still cause continuous debate. For a nation like China, the task of educating its people is even more daunting. China has a population of 1.3 billion, an economy that is still developing, and thus even more stringent budget constraints. And although abandoning command economics for the free market in 1977 allowed double-digit economic growth through the 90’s, the now-uneven distribution of wealth (an inevitable result of capitalistic reforms) makes equality of access to education even more pressing of an issue. Not only is it now more difficult to achieve consistency in educational opportunity across the country, but in today’s information-driven economy, the effects of inferior education can also create a vicious cycle of poverty within a particular region. Complicating the issue further is the incredible variance in the styles of living and languages spoken by people in China. Although a common misconception is that China is an ethnically homogeneous country, this could not be further from the truth. Besides the majority Han (defined as the descendents of the Han empire ) there are 55 nationally recognized minority ethnicities who speak an estimated 80 to 100 different languages and follow numerous different religions. Some have become intergrated into the Han population, such the Manchus, who adopted Mandarin and Confucianism when they ruled China in the Qin... ...Girls in Southwest region.† The Christian Science Monitor. 16 Oct. 2001. 1 June 2003 http://www.csmonitor.com/2001/1016/p16s1-lekt.html Lee, MaryJo Benton. Ethnicity, Education and Empowerment: How mnority students in Southwest China construct identities. Burlington: Ashgate Publishing Ltd, 2001. Peopledaily.com. â€Å"Regional Autonomy for Ethnic Minorities.† http://english.peopledaily.com.cn/whitepaper/1(3).html Postiglione, Gerard A., ed. China’s National Minority Education: Culture, Schooling and Development. New York: Falmer Press, 1999. Sautman, Barry. â€Å" Expanding Access to Higher Education for Chna’s National Minorities: Policies of prferential Admission.† (Postiglione, 173-210) Wang, Wen. â€Å"Better Education for Ethnic Minorities.† Beijing Review 2001 No. 30. 29 May 2003 http://www.bjreview.com.cn/2001/200130/NationalIssues-200130(A).htm

Gender Discrimination at Wal-Mart Essay -- case study, gender, manager

Introduction Discrimination continues to run rampant throughout organizations in both the United States and worldwide. The Supreme Court case, Dukes vs. Wal-Mart Stores, Inc., dealt with 1.5 million current and former female Wal-Mart employees that claim that they had been a victim of gender discrimination. The ensuing pages will discuss the specific issues that the plaintiffs encountered, followed by suggestions from a human resource manager’s stand point in rectifying adverse impact within the Wal-Mart organization. Gender Discrimination at Wal-Mart In the case of Dukes vs. Wal-Mart Stores Inc. (Dukes), the court found that there was a lack of significant proof that Wal-Mart had a general policy of discrimination (Schipani, 2013). The plaintiffs needed commonality to establish uniformed disparity within the Wal-Mart organization, and statistical evidence was deemed unworthy of proving this commonality (Schipani, 2013). The numbers were astounding; seventy-two percent of the hourly workforce of Wal-Mart are women, yet only 10% are store managers, and a mere 4% of female Wal-Mart employees are district managers (Bernardin & Russell, 2013). The numbers seem to reflect a painfully obvious presence of discrimination, and with Wal-Mart’s market power within its industry, it can be frightening to evaluate the impact their practices have on the American employment culture. Wal-Mart maintains aggressively, a distinct and consistent corporate culture through out its operations. The issue is that local managers and supervisors are given unguided discretion on the hiring, firing, promoting, and disciplining of employees (Hart, 2006). These individual managers bring with them their own beliefs, biases, stereotypes, and assumpt... ...e Rights & Employment Policy Journal, 10(2), 355-394. Hoobler, J., Wayne, S., & Lemmon, G. (2009). Boss' Perceptions of Family-Work Conflict and Women's Promotability: Glass Ceiling Effects. Academy of Management Journal, 52(5), 939-957. Ngo, H. Y., Foley, S., Wong, A., & Loi, R. (2003). Who Gets More of the Pie? Predictors of Perceived Gender Inequity at Work. Journal of Business Ethics, 45(3), 227-241. Parcheta, N., Kaifi, B., & Khanfar, N. (2013). Gender Inequality in the Workforce: A Human Resource Management Quandary. Journal of Business Studies Quarterly, 4(3), 240-248. Rosen, E. I. (2005). Life Inside America's Largest Dysfunctional Family. New Labor Forum, 14(1), 31-39. Schipani, C. (2013). Class Action Litigation After Dukes: In Search of a Remedy for Gender Discrimination in Employment. University of Michigan Journal of Law Reform, 46(4), 1249-1277.

Henry A. Murray: Personology Essay -- essays research papers fc

Henry A. Murray: Personology   Ã‚  Ã‚  Ã‚  Ã‚  Personology is the science of people. It is used to interpret and organize the lives of humans. The central ideas of the science must be to â€Å"understanding of what we mean by the concept â€Å"person,† and for development of methods of understanding the lives of persons as the â€Å"long unit for psychology†Ã¢â‚¬  (Barresi & Juckes 1988 pg 1). It is important to take accounts when studying personology from first person perspective instead of a third person perspective. Henry A. Murray believed that personality psychology had to deal with the life course of person and came up with the word â€Å"personology† (Barresi & Juckes 1988). He developed the phrase because he felt that personality psychology was an â€Å"unwieldy† phrase. Personology means the study of â€Å"single, complex, lived lives over time, from a variety of different angles† (â€Å"Psychobiography: Personality†). Henry A. Murray was born in New York City in 1893 to a wealthy family with and older sister and younger brother. During his childhood he traveled in Europe, spent summers in Long Island, and attended New England Prep school. Murray went to college at Harvard University. He majored in History but he was a poor student. Although he was a poor student he participated in Athletics which include football, rowing, and boxing. Murray suffered from being cross-eyed and having a stutter so he used sports to compensate for it. Murray attended Columbia College and received M. A. in Biology at the age of 26. In 1919 he was number one in his class. He became a teacher of physiology at Harvard University. He did a 2 year internship at the New York Presbyterian Hospital doing Embriology with chicken eggs. In 1927 at the age of 33 he received his Ph. D in Biochemistry from Cambridge. In 1923 Murray read young and was first introduced to psychology. He was bored with his study of eggs and began to ex plore personality. During that time at Cambridge Murray spent met and spent three weeks with Jung, and was even analyzed by Jung. Murray was impressed by Jung’s intelligence. In 1927 Murray became the Assistant Director of the Harvard Psychological Clinic. During the time of World War II he was involved with the office of strategic services, training and selection, espionage, and the secret service. Murray is best known for what he calls â€Å"personology† and coming up with the... ...ue to make advancements in the field of psychology. Works Cited Barresi, J., & Juckes, J.T.(1988). The Personology and the Narrative Interpretation of Lives. Retrieved April 10, 2005, from http:// www.beyondutopia.net/leadership-lectures/tomkins-2.pdf Henry A. Murray: A Study of Lives (n.d.). Retrieved April 10, 2005, from http://www.psych.westminster.edu/psy311/murray/ppframe.htm Henry A. Murray Research Center of Radcliffe. APS Observer. Retrieved April 9, 2005, from http://www.psychologicalscience.org/observer/0102/db2.html Henry Murray: Personology(n.d.) Retrieved April 9, 2005, from http://www. Uwm.edu/People/hynan/407/407MURRA.html. Geriatrics.2005. Personality and psychopathology in late life:1998. Retrieved April 13, 2005, from Proquest database. Murray Research Center(n.d.) Retrieved April 10, 2005,from http://www.radcliffe.edu/murray_redirect/ Psychoanalytic Inquire.(2005). Autobiographical Reflections on the Intersubjective History of an Intersubjective Perspective in Psychoanalysis:2004. Retrieved April 13, 2005, from Proquest database. Psychobiography: Personology(n.d.). Retrieved April 9, 2005, from http://www.psychobiography.com/personology.html.

Persuasive essay †Love Essay

Love is a beautiful thing. It makes people happy. It can change a person, and show someone things that they never knew about themselves. It lifts one up, knowing there is always someone who will stand by their side through anything. It brings people together, and makes the world a better place. Some people may disagree; they might think love is just a fantasy. Either way, it is a fantasy that everyone deserves to dream of and experience in all its glory, whether straight, lesbian, gay, bisexual, or transgender. However, not all people are so accepting of love when it is not in the form that they are familiar with, or is not demonstrated in ways that they think are proper. This can be easily seen in society’s treatment of non-heterosexuals, especially in the cases of marriage laws, bullying by teens and young adults, and general homophobic attitudes in our culture. It is important that these situations be changed so that each and every person has the same rights and is not hars hly and wrongly judged because of the sex of the person that they love. When thinking of the word â€Å"marriage,† what comes to mind? Is it long white dresses and dapper tuxedos, or a towering cake and beautiful flowers? Do sappy love songs and the first dance come to mind? Some imagine a fairytale come true, with a horse and carriage whisking the happy couple away from the church in which they nervously exchanged vows? No matter what comes to mind, most people can agree that marriage is happy, and wonderful, and beautiful. But for the lesbian, gay, bisexual, and transgender, or LGBT, community across America, marriage is but a distant dream. Same-sex marriages are allowed in very few states and under limited circumstances. Not only is this unconstitutional, because the American constitution gives everyone the same rights despite their sexuality, but it is simply prejudiced. A gay couple that just got married in New York today does not affect the government or society; however some people cannot accept this and feel the need to ban non-heterosexu als from marriage because they feel that it corrupts the institution of marriage. Yes, the legal definition of marriage includes that it is between one man and one woman. This definition is not fair. Marriage should be about powerful love and support, despite the genders of the two recipients. Minnesota republican Wheelock Whitney, who ran for governor and senator in past years, wrote an editorial on his support for gay marriage in the Star Tribune last month. He said: â€Å"Gay men and lesbians are among the most talented people out there. Needless  and hurtful laws [banning same-sex marriage] drive them away. They also drive away innovative people of any sexual orientation who simply want to live in a place that respects and celebrates the diversity of life.† He continued by saying: â€Å"my happiness has never depended on depriving others of their happiness. My marriage has never needed the exclusion of others from marriage. I am not threatened by seeing others find love and celebrate it.† Gays are normal people just like anyone else, who struggle with their identities and live in search of success, love, and happiness. Prejudiced laws banning same-sex marriage needlessly keep these people from natural human desires. No damage is done to society by letti ng same-sex couple marry and lead more content, loving lives. If anything, it makes our country a better, happier place. While adult non-heterosexuals are regularly discriminated against via their denied access from legal marriage, those much younger face constant discrimination and bullying from their peers. More and more so these days stories arise of kids who were bullied for their sexuality and felt no hope that things would get better, so they chose to end their lives. No one deserves to experience that kind of hatred, especially a child. In an article by Make Beats Not Beatdowns, a music-oriented organization dedicated to fighting bullying, it was reported that in the year 2007, almost 9 out of 10 LGBT teens were verbally harassed at school strictly because of their sexual orientation. About 44% of LGBT teens were physically harassed, and 22% were physically assaulted. The worst part is that two-thirds of these kids and teens never reported the incidents (â€Å"Bullying & Homosexuality†). Kids and teens often make fun of gays without even realizing the harsh degree of what they are saying or doing, and they do not understand how badly their words and actions can hurt. This is why almost a quarter of LGBT teens think about or even attempt suicide each year, a percentage four t imes higher than that of heterosexual teens. People should never feel the need to take their lives because other people do not approve of the people they love, but unfortunately, young gays feel this need on a regular basis. Perhaps the reason young people are so inclined to be prejudiced towards gays, bisexuals, and transgendered people is because of the negative ideas that society gives them. For example, it is overwhelmingly common to hear someone refer to something bad or insulting as â€Å"gay.† â€Å"You’re not coming to the party tonight? That’s so gay.† Or â€Å"You’re  in math club? You’re so gay.† Gay should never be used as a synonym for â€Å"bad,† â€Å"stupid,† â€Å"lame,† or â€Å"weird.† People would not call someone â€Å"black† because he or she is not going to a party, so why is it okay to call that person â€Å"gay?† In an article for Evanston Patch, Boston University freshman Eric Linder, who is openly gay, said: à ¢â‚¬Å"I have friends who still use gay slurs and make no effort to stop. I know that they don’t mean anything by it, but it does bother me when people use it† (â€Å"Gay Slurs†). This is such a common form of prejudice that people do not even realize they are doing it, but that does not make it okay. It is hurtful and wrong, and people should be made more aware of how disrespectful it sounds. In addition, some people claim to think non-heterosexuals and heterosexuals are equals, yet they snicker or laugh when they see a non-heterosexual couple holding hands or sharing a kiss. People think it is funny, or even disgusting. It is understandable to find it out of the ordinary, because to some people, it is. But to non-heterosexuals, it is simply a part of their lives, and should not be mocked by others. There was once a time when interracial couples would be laughed at in a similar manner, but society changed over time and interracial couples are no longer looked at in that way. It is obviously time for society to make another adjustment t o encompass non-heterosexuals couples as well. No matter how one looks at it, non-heterosexuals are treated differently than heterosexuals, despite some of society’s efforts to promote gay rights. They do not deserve this unfair treatment that is evident in marriage laws, bullying, and the general attitude of our culture. Fortunately, our culture is changing, slowly but surely, and hopefully one day lesbians, gays, bisexuals, and transgendered people will have the same rights as straight people. Those who oppose gay marriage often play the religious card. Let’s not forget that the bible was once used to enforce segregation, but that isn’t practiced anymore. Jay Michaelson states in his article â€Å"Ten Reason Why Gay Rights Is a Religious Issue† the bible actually enforces equality for the LGBT community. He wrote, â€Å"OPPONENTS OF SAME-SEX MARRIAGE REMIND US THAT IN Genesis, â€Å"it’s Adam and Eve, not Adam and Steve.† But â€Å"Adam and Eve† is the solution to a problem: the existential crisis of aloneness.† He goes on to say that God loves us and doesn’t want to harm ourselves, but the suicide rate among day teens is about six times more of heterosexual teens. People often get asked why a straight person is so  passionate about this topic, and the answer to that question is because everyone should have the same rights. Who a person loves should have nothing to do with how they are treated. If one of the women i n this room fell in love with a girl, would she be supported? Or ostracized? If your brother came out tomorrow, in the years ahead would you support his desire to get married to his boyfriend? Or would you disapprove? The only way for homophobia and the opposition of rights for non-heterosexuals to stop is if you can answer these questions with true compassion, and with the understanding that everyone, no matter their sexuality, deserves to be loved and respected. Works Cited Graham, Jordan. â€Å"Gay Slurs and Heteronormativity at ETHS – Evanston, IL Patch.† Evanston Patch. N.p., 19 Oct. 2011. Web. 03 May 2013. . Make Beats Not Beatdowns. â€Å"Facts & Statistics.† Bully Facts & Statistics. N.p., 2010. Web. 03 May 2013. . Michaelson, Jay. â€Å"Ten Reasons Why Gay Rights Is A Religious Issue.† Tikkun 25.4 (2010): 34-70. Academic Search Premier. Web. 3 May 2013. Whitney, Wheelock. â€Å"Why I Reject the Marriage Amendment.† StarTribune. N.p., 2011. Web. 03 May 2013. .

Operations Management Review Questions

INTRODUCTION TO OPERATIONS MANAGEMENT Spring 2012-ASSIGNMENT # 1 Name 1: ————————————————— ID # ———————————————— Name 2: ————————————————— ID # ———————————————— Question # 1 [15 Marks] Bob Richards, the production manager of Zychol Chemicals, is preparing his quarterly report, which is to include a productivity analysis for his department. One of the inputs is production data prepared by Sharon Walford, his operation analyst. The report, which she gave him this morning, showed the following. |2011 |2012 | |Production (units) |4,5 00 |6,000 | |Raw material used (barrel of petroleum by-products) |700 |900 | |Labor hour |22,000 |28,000 | |Capital cost applied to the department ($) |375,000 |620,000 |Bob new the his labor cost per hour has increased from average of $13 per hour to an average of $14 per hour, primarily due to a move by management to become more competitive with a new company that had just opened a plant in the area. He also knew that his average cost per barrel of raw material had increased from $320 to $360. He was concerned about the accounting procedures that increased his capital cost from $375,000 to $620,000, but earlier discussions with his boss suggested that there was nothing that could be done about the allocation. Bob wondered if his productivity had increased at all.He called Sharon into the office and conveyed the above information to her and asked her to prepare this part of the report. Discussion Question; 1- Prepare the productivity part of the report for Mr Richards. He probably expects some analysis of productivity inputs for all factors, as well as a multifactor analysis for both years with the change in productivity (up or down) and the amount noted. 2- Assume additional information related to the cost of production were available. The cost per unit for 2011 was $120 and for 2012 was $125. Considering the increase in the cost is there a change in multifactor productivity growth? Solution Q1:Question # 2 [15 Marks] Forecasts based on average. Given the following data: (Stevenson page 96) |Period |Number of Complaints | |1 |60 | |2 |65 | |3 |55 | |4 |58 | |5 |64 | Prepare a forecast using each of these approaches: a. The appropriate naive approach. [2 marks] b. A three period moving average. [3 marks] c. A weighted average using weight of 0. (most recent), 0. 3 and 0. 2. [4 marks] d. Exponential smoothing with a smoothing constant of 0. 4. [6 marks] Solution Q2: Question # 3 [15 Marks] Using seasonal relatives, Apple’s Citrus Fruit Farm ships boxed fruit anywhere in Middle East. Using the following information, forecast shipments for the first four months of next year. |Month |Seasonal Relatives |Month |Seasonal Relatives | |January |1. 2 |July |0. 8 | |February |1. 3 |August |0. | |March |1. 3 |September |0. 7 | |April |1. 1 |October |1. 0 | |May |0. 8 |November |1. 1 | |June |0. 7 |December |1. 4 | The monthly equation being used is Yt = 402 + 3t Where t = 0 correspond to January of two years ago Yt = Number of boxes of fruits expected to ship in month t. Solution Q3:Question # 4 [15 Marks] Consider the following two techniques for forecasting F1 and F2. The actual and the two sets of forecast are as follows |Period |Demand |F1 |F2 | |1 |68 |66 |66 | |2 |75 |68 |68 | |3 |70 |72 |70 | |4 |74 |71 |72 | |5 |69 |72 |74 | |6 |72 |70 |76 | |7 |80 |71 |78 | . Calculate the MAD, for each set of forecast. Given your results, which technique appears to be more accurate? Explain b. Calculate the MSE, for each set of forecast. Given you r results, which technique appears to be more accurate? c. Calculate the MAPE, for each set of forecast. Given your results, which technique appears to be more accurate? Solution Q4: Question # 5 [10 Marks] Rick Wing, salesperson for Wave Soldering Systems, Inc. (WSSI), has provided you with a proposal for improving the temperature control on your present machine.The machine uses a hot-air knife to cleanly remove excess solder from printed circuit boards; this is a great concept, but the hot-air temperature control lacks reliability. According to Wing, engineers at WSSI have improved the reliability of the critical temperature controls. The new system still has the four sensitive integrated circuits controlling the temperature, but the new machine has a backup for each. The four integrated circuits have reliabilities of 0. 90, 0. 92, 0. 94, and 0. 96. The four backup circuits all have a reliability of 0. 90. ) What is the reliability of the new temperature controller? b) If you pay a premium, Wing says he can improve all four of the backup units to 0. 93. What is the reliability of this option? Solution Q5: Question # 6 [15 Marks] A weather satellite has an expected life of 16 years from the time it is place into earth’s orbit. Determine its probability of failure after each of the following lengths of service. (Assume Exponential distribution is appropriate. ) [2. 5 marks each a, b, c, and d] a. More than 9 years b. Less than 12 years c. More than 9 years but less than 12 years . At least 21 years Solution Q6: Question # 7 [15 Marks] An office manager has received a report from a consultant that includes a section on equipment replacement. The report indicates the scanners have a service life time that is Normally distributed with a mean of 41 months and standard deviation of 4 months. On the basis of this information, determine the percentage of scanners can be expected to fail in the following time periods. a. Before 38 months of service b. Between 4 0 and 45 months of service c. Within 2 months of the mean life Solution Q7:

National Strategy for Combating Terrorism Essay

In the recent years, global terrorism has come into picture as a serious problem that threatens the world peace. The world community has expressed deep concern over the menace of terrorism in different parts of the world. Terrorism has struck countries like the United States, India and countries in Middle East and other parts of Asia. The terrorist attack on September 11, 2001 forced the United States to take a tough posture on this issue. The George Bush administration formulated a national strategy for combating terrorism, known as the Bush Doctrine. However, the war on Afghanistan and Iraq also revived the debate over the principles of the Just War Doctrine that exists for centuries. These two doctrines are contrasting in nature. A large number of people believe that the Bush Doctrine violates the basic principles of Just War. Just War Doctrine Just War always distinguishes between justifiable and unjustifiable use of force. The main objective of Just War is to restrain the use of arms and use them only when the peace and justice are in danger. A war always causes widespread destruction. It results in the killing of innocent civilians and creates economic and social turbulence. Although the war ends within a few days and or months, the survivors feel the impact for the years to come. People from different sections of the society always questioned the use of violence to preserve peace. Although killing is morally not justified, the inevitable war between states often leads to mass killing. Just War Doctrine aims at the protection of unarmed civilians and the need for necessary measures to minimize deaths. Just War is a theory practiced by the Catholic Church. The Catechism’s teachings on Just War forbid the intentional destruction of human life. It states that all the citizens and governments must work for peace. However, it allows a country to go to war for its self-defense if all peace efforts have failed. Just War theory believes in the principle of legitimate self-defense in the form of war. However, the threat must be real and grave and there should be no alternative to avoid war . It completely denounces initiating armed conflict without any provocation. The main principles of Just War are: ? Before going into war, it is necessary to explore all non-violent options to resolve the conflict. ? A legitimate authority must endorse the use of violent force by using discretionary power. ? A Just War fought against injustice with right intentions, is always justifiable. ? It prohibits States from using unnecessary use of force. Peace is the ultimate goal of a Just War. ? Just War allows use of force only against the armed combatants. It requires all States to take necessary steps to avoid civilian casualties . Just War makes a clear distinction between the use of arms against sovereign nations and the political compulsion of going to war. Nobody can justify the mass killings. However, the circumstances often warrant such an action. A Just War is defensive and cannot be aggressive under any circumstances. The main concern in every war is the loss of lives and property. Civilians always suffer heavily whenever there is a war. Just War Doctrine strongly emphasizes on protecting the lives of innocent civilians. National Strategy for Combating Terrorism (Bush Doctrine) In the wake of the terrorist attack on 9/11, President George Bush led the way to fight against global terrorism. The military doctrine of the United States had been a policy of deterrence for years. George Bush changed it into a policy of striking at the countries that threatens the interests of the United States. Under the Bush Doctrine, the United States adopted the idea of pre-emptive strikes on the suspected countries. The Bush Doctrine is a national strategy for combating terrorism. The new doctrine clearly states that the US would not allow any country to question its military supremacy. It also believes that the US has a bigger role to play in maintaining peace in the world by waging war against the rogue nations and terrorists. It denounced terrorism in strong words and calls for non-compromise on its national interests . The need of a comprehensive strategy to combat terrorism has become necessary keeping the strong capabilities of the terrorists. By using weapons of mass destruction, terrorists sent a clear signal that they could launch attacks on important installations at their will. The Bush Doctrine identified possible threats in three categories. These potential threats are global terrorist organizations, states that harbor such organizations and rogue states. It defined rogue states as states that oppress their own citizens and squander the national properties for the self-interest of the rulers. Countries that disregard international law and threaten their neighbors are also fall in the same category. In this context, the Bush Doctrine termed Iraq, North Korea and Iran as rogue states. However, the focus was on Iraq. The US policy stated in clear terms that it would not wait and watch until the rogue nations acquire or develop the weapons of mass destructions and use them to destroy the humankind . Preemptive strike is not a substitute for the non-military measures such as financial sanctions and diplomatic offensive to isolate a nation that practices dangerous propaganda. It is just an add-on policy to combat the new threat of invisible war launched by the terrorist groups. The main objective of the Bush Doctrine is not to tolerate the ghastly act of terrorism in any form. Conclusion In the past decades, people from some sections of the society developed new ways of terrorizing people to force the government and administration to meet their demands. Suicidal attacks in the United States, India, Israel and Iraq are the examples of the newly developed way of warfare. There is little option left with the states to tackle terrorism. A full-fledged war against terrorism and countries harboring terrorists has become inevitable. In this context, the Bush Doctrine seems to be an effective option. The leaderships in the world always explored ways for dialogue and discussion to tackle such problems. However, from the recent incidents, it has become clear that bringing the terrorists into negotiating table is almost impossible. They hardly showed any willingness to enter into dialogues. Their intransigent attitude forced the governments to take tough decision in curbing terrorism. Many people question the policy of the Bush Doctrine citing the principles of Just War Doctrine. However, in the recent years the world witnessed deadly acts of terrorism that killed thousands of people and caused loss of public and private property. In such a scenario, war against terrorism becomes completely justifiable. The only concern is about the loss of civilian lives. States going to war must address this concern properly and take necessary steps to avoid this. Bibliography Dolan, Chris J. In War We Trust: The Bush Doctrine and the Pursuit of Just War. Burlington, VT: Ashgate, 2005. Elshtain, Jean Bethke. Just War Against Terror: The Burden of American Power in a Violent World. New York: Basic Books, 2003. Daalder, Ivo H. , James M. Lindsey, & James B. Steinberg. The Bush National Security Strategy: An Evaluation. Washington: Brookings Institution, 2002.

Educational stages Essay

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior high school, and two years of Senior high school) to provide sufficient time for tmastery of concepts and skills, develop lifelong learners, and prepare garduaes for the tertiary education, middle-levels skills development, employment, and entreprenuership. The K+12 educational program is perceived by the Aquino administration as the â€Å"long term solution to poverty.† This program aims to give every student a quality education that will make them globally competitive. This will be done by decongesting the curricilum and using quality materials for learning such as textbooks. Aside from this, high quality teacher will be given priority. High standards will also be set in Mathematics, English and Science in all levels. Thus eliminating the perception the highschool education is preparatory for college. ISSUES AND CONCERNS One of the major campaign platform of Pres. Aquino is the K to 12 educational program and it is also one of the most controversial initiatives. On May 15, President Aquino signed into law the program mandating Filipino pupils to attend kindergarten, six years of elementary school education, four years of junior high school and two years of senior high school. The signing officially ended the country’s 10-year basic education cycle, which now exists only in Angola and Djibouti. K to 12 hopes to decongest the curriculum, by spreading lessons over 12 years, instead of cramming them into 10. K to 12 hopes to do away with college remedial classes, by improving the quality of high-school instruction. K to 12 hopes to protect the rights of Filipino children who, at 18, are legally and emotionally still kids, unprepared for work or university.. Some problems that abound with K to 12: Lack of family, school, government resources; the herculean task of implementation; the need to address more urgent concerns such as early and massive dropouts. Many  schools are currently not ready for Grades 11 and 12. Aside from lack of classrooms, their teachers are not trained to handle higher-level subjects, like calculus for students who want to major in the sciences in university. K to 12 would be far more difficult to implement in already overcrowded and poorly equipped public schools, where many teachers are insufficiently trained, classes are often held in multiple shifts and most students struggle to make ends meet. The biggest problem of K to 12 has always been, and will always be, the cost. Even if public education is free, families have to spend for transportation and supplies. An additional two years is a burden for most Filipino families, who want their children to finish school quickly so they can work.

Spillover Benefits Versus the Free-rider Problem Essay

Spillover Benefits Versus the Free-rider Problem - Essay Example The government should make such legislations in order to avoid this problem as these may eventually lead to the destruction of economical infrastructure. Spillover benefits versus the Free Rider problem Societies, people, environments go through many negative & positive situations due to different circumstances that occur. By positive effects it means the benefits & advantages enjoyed by them when come along the way, & by negative effects it means the harmful & dangerous effects which are imposed over them. These positive & negative effects are directly related in some cases, but it may have an indirect effect on other people or surroundings due to someone else. Such external or indirect effects are termed as externalities or spillover effects. Spillover is defined here to mean – â€Å"indirect or unexpected benefits to other users from the up-take of research, including consumer surpluses generated through competition and diffusion of knowledge through development of technic al skills. These benefits can also arise from the creation of new knowledge platforms that substantially modify processes, products or services†. (Spillover benefits from TBGs. ... The chemical that is released from the factory directly affects those people who are not affiliated with the factory. Hence they have to pay a price or cost of being the residents of that area although they have no concern or advantages from the factory. Such effects are termed as negative spillover effects or spillover costs. On the other hand, when someone enjoys particular benefits from such a thing or process through which he/she is not directly related with, it is termed as positive spillover effects or spillover benefits. There can be many examples set in this regard; the trade agreements between any two countries or organizations directly affect the persons who are involved in import-export business, although there has been no force from their side to make such an agreement. Hence they enjoy the benefits by spending nothing from themselves. Other examples may include education, which train youngsters how to be a good & beneficial citizen of the society, hence the more children get educated in these terms, the more society would benefit as the crime rate will reduce and there would be enough peace in the country. Through proper education, more skilled workers will enter into the market which will thus make good quality products & provide better services to their employers. These spillover benefits, when exceed through a certain limits, are also termed as the â€Å"free rider problem†, derived from the concept of someone riding in a public transport without paying its fare. Hence all such people who enjoy the spillover benefits are called free riders. The free rider problem is of great concern all over the world, since there are a huge number of people who consume such resources

Special Education Needs Essay Example | Topics and Well Written Essays - 2500 words

Special Education Needs - Essay Example Special Education Needs (SEN) refers to that extra or different wants of children will have due to the fact that such experience unusual learning difficulties something which lead to such children to experience difficulties not only in learning but also having an equal access to education, training and even work opportunity. Besides, language difficulties such children experience, numerous challenges, difficulties in cognitive process, and behavioural difficulties as well as psychomotor difficulties. The inclusion debate has also been concerned with the continuity dilemma for children with special needs given the fact that most children with special education needs find it hard to fit in the higher education levels as a lot of government help has in the past been given to the primary level (Audit Commission, 1992). This imbalance has created a different kind of treatment for children with special education at primary school level and different treatment when such children graduate into higher levels of education. This has been a challenge and has been fronted as a main argument by the proponents of the inclusion debate who argue that inclusion will put the children with special education need at an advantage in that if they are integrated into mainstream classes, as opposed to specialist schools, they will advance their chances of performing well at higher levels of education (Copeland, 1991). Children with special education needs are more likely to miss opportunities of higher education, as there are no sufficient numbers of higher-level education institutions, which offer specialised education (Brown, 1994). Therefore most children with special education end up getting admission to mainstream universities and colleges where special treatment is not high compared to the primary level of education. There is a need to include or integrate children into mainstream classes early enough so as to prepare such children to fit normally in mainstream colleges and universities. Children who attend specialist schools are more likely to take a long time to fit into the mainstream colleges and universities than children with special education who attended mainstream schools early in life (Allen, 1994). Specialist schools have been negatively viewed as being associated with the disadvantaged, the less fortunate, the mentally ill, the deaf and such negative labelling which can affect the self-esteem of children with special education needs. Therefore specialists' schools meet the immediate needs of the children at primary school level but do not prepare the children for challenges associated with higher levels of education. The other challenge for those children who attend specialist school is that the children may get used to specialised treatment due to the availability of special equipment and specialised staff. This is lacking in most institutions at higher levels of education and such children are more likely to experience problems in future when trying to change and fit into a mainstream class. The debate surrounding special education needs has been surrounded by controversies in agreeing to what constitutes of special needs, what to be included and what not to include. This has led to debate on whether some conditions such as dyslexia were