Growth Of Asian Economy essays

Growth Of Asian Economy essays World War 2 in the mid-90's drew a hard blow and left a serious and lasting effect to many Asian countries. This however, did not hamper the growth of countries such as China, Japan and Vietnam as their government were taking serious steps to recover economically. Thus, the global market cannot deny a place for these 'Asian Dragons', because these countries are growing at a tremendous pace to the extent of being capable in emerging as global market leaders. China's capitalism and boom was born when their president, Deng Xiaoping permitted the provinces to dismantle their communes and collective farms. This led China to venture into free-market economics, although they were still under the communist political system. When President Deng announced that they needed Western money and expertise, China flung their trade doors wide open and China went on a capitalist drive without ever looking back. By mid 1960's, the Chinese Revolution settled down to the job of ruling China. Its main goal was essentially nationalist: a prosperous modern economy. While there continued to exist substantially economic inequalities, distribution of wealth was probably a bit more equal than in most Western countries. (Moise 171) While there were great variations in income between different villages, and between different jobs in the urban sector, the overall averages showed a clear pattern: the cities were much richer than the countryside. Most capital investm ents were going into urban industries. The urban workers, using considerable amount of heavy machinery, had a much higher average level of productivity compared to the rural workers. The natural consequences were for the city people to arrange themselves an average income level twice as high as that of the people in the countryside. The most obvious way to attack this poverty problem was to increase production, in all sectors of the economy. Though the easiest way to increase production was to in...

3 Modifiers Left Dangling Without a Supporting Subject

3 Modifiers Left Dangling Without a Supporting Subject 3 Modifiers Left Dangling Without a Supporting Subject 3 Modifiers Left Dangling Without a Supporting Subject By Mark Nichol An introductory phrase intended to modify the subject of a sentence is said to be left hanging when the main clause it precedes begins with a reference to a noun that is not the subject of the sentence- hence the label â€Å"dangling modifier.† In each of the sentences below, the subject is faulty; the paragraph following each discusses the problem, and a revision remedies it. 1. By automating the process, the accuracy of the transactional data is easier to verify. This sentence implies that accuracy is automating the process, but the actual actor is hidden by the dangling modifier. In order for that introductory phrase to work, the subject must refer to who or what is doing the automating, and the rest of the sentence must be revised accordingly: â€Å"By automating the process, a company can more easily verify the accuracy of the transactional data.† 2. With an attention span as short as eight seconds and an inclination to multitask between three to five screens, communicating with young employees continues to be a struggle. Here, the act of communicating with young employees has been assigned a short attention span and a propensity for multitasking. The sentence must be revised to clearly indicate that it is the young employees themselves who have those characteristics: â€Å"Communicating with young employees, who have an attention span as short as eight seconds and an inclination to multitask between three to five screens, continues to be a struggle.† 3. Unlike our many advancements you have applauded, we have heard loud and clear that this is a concept our customer base does not want. This statement compares â€Å"we† with the â€Å"we† entity’s many applauded advancements, but the counterpoint of the reference to these advancements must be a mention, if only as a pronoun, of the unfortunate advancement the customer base has not supported: â€Å"Unlike our many advancements you have applauded, this is a concept our customer base has stated loud and clear that it does not want.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:How to Format a US Business LetterFlier vs. Flyer5 Erroneously Constructed â€Å"Not Only . . . But Also† Sentences

Symbolism often compliments the plot and crimes that may occur. By Essay

Symbolism often compliments the plot and crimes that may occur. By analyzing the use of symbolism in Reservoir Dogs ( the screenplay) what do we learn about crime - Essay Example h symbolic meaning which directly catalyzes more significant comprehension of the content and implications of the complete work as a portrayal of humanity and criminality. The use of uniforms, the application and use of color-coded nicknames by core characters, and the tortuous removal of Marvin Nash’s ear are examples of Tarantino’s use of symbolism to enhance the dimensionality of the work as they reveal key insights into the story dynamic. The most immediate introduction of symbolism within â€Å"Reservoir Dogs† occurs in the introductory scene in which the characters are described as wearing black suits as they sit around the cafà © table. Though subtle, this uniformity of dress is a factor which prevails throughout the vast majority of the later screenplay. This neo-noir style attire, which hearkens back to accepted aspects of the classic cinematic criminal archetype, is applied to the core characters and impacts the overall story significantly. The uniform used by these thieves reveals the tentative cohesiveness of the group and draws a distinction between them and the police in subsequent scenes, effectively setting both groups apart from general society, or as Mr. Pink remarks, â€Å"real people† (Tarantino, p.13). However, this is not the only area in which the symbolic value of the criminal uniform impacts the overall screenplay. A lack of uniform description in scenes which introduce and explain the involvement of individual characters signifies their previous separation and tentative civilian status. Additionally, this definitive division between the thieves and the police intensifies the sense of betrayal which arises from the revelation of Mr. Orange/ Freddy Newendyke’s duplicitous role within the group beginning in scene 25 (Tarantino, p.56). Tarantino continues his incorporation of symbolism in the use of color coded nicknames by core characters in the context of the screenplay which succeeds in achieving several key effects on the story and

Discuss the Hong Kyongnae Uprising of 1812. What were the main causes Coursework

Discuss the Hong Kyongnae Uprising of 1812. What were the main causes and how did leaders rally support for their cause - Coursework Example The major causes of this revolt, which rocked PyÃ… ngan, the Northern Province, included regional bigotry and poor harvests (Buswell, 2006). The province of PyÃ… ngan was neglected by the central government, causing a dire regional inequality with other areas. The disgruntlement with socioeconomic inflexibility combined with debauched irregularity and corrupt leadership instigated people to gang up the inept dominion. The provincial tax frauds triggered the Chinju insurrection, which was masterminded by learned individuals who resorted to defend the interest of the public against corrupt officials. The people who supported the rebellion were those who were fed up with the corruption in the government (Fuqua, 2011). They had a common goal of deposing leadership that was an epitome of moral decadence, with public officials engaging in various corrupt deals and committing various atrocities without shame. As such, they managed to sway a large number of people to fight for a common int erest of establishing a responsible government. Following this serious revolt, many people from the countryside flocked Chinju nabbing the armed forces commander and assassinating the

Eleanor Roosevelt Essay Example for Free

Eleanor Roosevelt Essay And strength, courage and confidence she possessed. Forty-six years after Eleanor Roosevelt’s death yet she the former First Lady still remains an influential women in the world. She supported her husband’s political career. In fact, President Franklin Roosevelt often called his wife his â€Å"eyes and ears† (Bradgon, McCutchen, and Ritchie 776). Eleanor Roosevelt played a pivotal role in the Roosevelt administration especially when paralysis hit the president (776). She used this power to advocate for civil rights, especially for the women (Goodwin 1998). The was the first woman to become the voice of the ordinary people, she spoke in national conventions, held press conferences, lectured, and wrote a syndicated column (1998). She fought for the plight of the poor, the women, and the African Americans (777). She was a super woman, so to speak. Her fight for social justice was perhaps what Roosevelt is famed and revered for. She helped laid the cornerstone of the civil rights and women’s movement. It was her greatest achievement, one that the world will forever be grateful for. Eleanor Roosevelt was born October 11, 1884 to Elliott Roosevelt and Anna Hall (Caroli 2008). Although she came from an influential family (her uncle was Theodore Roosevelt), her life story did not start out smoothly (2008). Hers was what people would call a â€Å"dysfunctional family† (Tindall and Shi 1266). Her father was described was an alcoholic who got servant girl pregnant while her mother was said to be a â€Å"cold, self-absorbed socialite† (Tindall and Shi 1266). Despite this, Eleanor loved her parents deeply. However, tragedy struck the family. By age ten, both her parents died and Eleanor, together with her brother, was brought to be raised by relatives (Caroli 2008). Eleanor’s other brother had died a year before (2008). Eleanor was extremely close to her father and his death deeply affected the young girl (2008). The siblings were brought to their grandmother Mary Hall to become their guardian (Black 2008). An introvert, Eleanor was sent to Allenswood, a girls’ boarding school by age 15 (Caroli 2008). Under the wing of Mademoiselle Marie Souvestre, Eleanor’s intellectual curiosity was awakened. Souvestre was a confident woman who was a staunch believer in the liberal causes (Black 2008). In Eleanor’s three years at Allenswood, she forged friendship not just with Souvestre but with young girls her age; she learned language, literature and history; expressed her opinions on political events; and discovered Europe in summers (2008). She was, to say the least, transformed into a â€Å"tall, willowy, outgoing woman† (Tindall and Shi 1266). In 1902, Eleanor went back to New York for her â€Å"coming out† into society (Caroli 2008). Following her family’s tradition, she immersed herself into social responsibilities, enlisting with the National Consumers League and the Junior League for the Promotion of Settlement Movements (Black 2008). She also volunteered to teach at the College Settlement on Rivington Street (2008). Her endeavors soon reached the attention of the New York reform group (2008). One summer, on a train ride to Tivoli, she bumped into her fifth cousin Franklin Delano Roosevelt (Black 2008). A secret courtship began and on November 22, 1903, the two became engaged (2008). The two were different. Eleanor was often described as a serious person, someone of â€Å"high ideals and principles† while Franklin was a confident man, who grew with love and affection from his family (Tindall and Shi 1267). Franklin’s mother, Sara was against the relationship and tried in vain to separate the two. On March 17, 1905, Eleanor and Franklin were married in New York (2008). The wedding, wherein President Theodore Roosevelt gave the bride away, was on the front page of the New York Times (2008). In a span of 10 years, Eleanor gave birth to six children, one of whom died after birth (Caroli 2008). In 1911, Franklin won a seat in the New York senate and the family relocated to Albany (Black 2008). Eleanor looked forward to moving out, especially since in their old home, her mother-in-law was constantly breathing down her neck. She was said to comment that the move ignited her desire to become independent and be an individual (2008). As Franklin started to carve his political career, Eleanor took on the role of a political wife- gracing formal parties and â€Å"making social calls† (2008). When World War I broke in 1917, Eleanor found herself returning to volunteer work. She spent her free time helping the Navy- Marine Corps Relief Society and the Red Cross (Caroli 2008). Her unwavering commitment opened another door in her life- that of being able to be of service to others. For some time, she was in the shadow of her political husband. The War ignited her desire to pursue other plans outside her husband. It helped boost her confidence. Ruby Black, Eleanor’s friend, once commented that the war became her first work â€Å"outside her family† (Black 2008). But this awakening of sorts was dampened when Eleanor found that her husband was involved romantically with another woman, Lucy Mercer. Mercer was Eleanor’s social secretary (Caroli 2008). This caused a dent in the couple’s relationship and Eleanor suggested to have a divorce, which Franklin refused (2008). Franklin ended the relationship with Mercer and tried to patch things with Eleanor. Though they continued on with the marriage, it was said that they remained affectionate but no longer intimate (2008). In 1921, Franklin fell ill with polio and was paralyzed (Tindall and Shi 1267). Despite what had happened in their relationship, Eleanor did not leave her husband. She helped him in his career, attending political gatherings and speaking on his behalf (1267). According to their daughter Anna, polio was instrumental in bringing their parents together (1267). While Eleanor supported her husband, she started to carve her own name. She became active with the Women’s Trade Union League and the Democratic Party of the New York state (Caroli 2008). As Chair of the League of Women Voters Legislative Affairs Committee, Eleanor read the Congressional Record, talked with members of Congress and the State Assembly and presented a report on a monthly basis (Black 2008). She was especially interested in non-legislative issues like primary reform, voter registration and party identification (2008). Eleanor also wrote for the Women’s Democratic News (2008). Three years after, Eleanor was part of a group whose purpose was to inform women on participating in political and social issues. As board member of the bi-partisan Women’s City Club, Eleanor led the City Planning Department, tackling issues such as housing and transportation, child labor, and the distribution of birth control information on married people (Black 2008). She also taught at a school (2008). When Franklin was elected governor, Eleanor divided her time equally, ensuring that she pursued her personal interest and that of being a governor’s wife. When the Governor’s inner circle had disagreements with Eleanor’s League of Women Voters, Eleanor acted as arbitrator (Black 2008). Her political grace, no doubt, was shaping up. Following Franklin’s successful crack at the presidential election, the now First Lady continued with her passion. With her own staff, Eleanor carried on with her causes. She had press conferences with women correspondents, something she was keen on. She also talked to her husband about employing women in his cabinet (Tindall and Shi 1268). In fact, she backed the successful appointment of France Perkins as Secretary of Labor (Caroli 2008). Like the First Lady, Perkins was an advocate of minimum wage and maximum hour laws, child-labor restrictions and other reforms (Bradgon, McCutchen, and Ritchie 776). Eleanor was not afraid to speak her mind, even if it meant carping on her husband’s plan regarding unemployment insurance (Caroli 2008). In 1936, she started her own daily syndicated newspaper column â€Å"My Day† (2008). This was her channel for expressions her opinion publicly. While some greeted her write-up with criticisms, many people admired her for taking interest in their plight. She often tackled child welfare, racial minorities, housing reform and women equality (2008). Following her husband’s death in 1945, President Harry Truman her to the US delegation in the United Nations (UN) (Caroli 2008). She was responsible for the drafting and adoption of the Universal Declaration of Human Rights (UDHR) (2008). The UDHR was approved on Dec. 10, 1948 at a U. N meeting in Paris, for which the former First Lady received a standing ovation from the delegates (Gardner 1988). The UDHR is deemed the touchstone of human rights (1988). It is also used to measure the performance of UN entities and NGOs (1988). Likewise, the UDHR continued to serve as inspiration for other human rights treaties in Europe and Latin American (1988). Based on the American Bill or Rights, the British Magna Carta, and the French Declaration of the Rights of the Man, the UDHD comprises a preamble and 30 articles on basic rights and freedoms (1988). When John F. Kennedy became president, she appointed Eleanor as chair of the Commission on the Status of Women (Caroli 2008). She continued to work and fought for the underprivileged. Even at her age, Eleanor travelled the globe to conduct meetings with world leaders (2008). She also did not stop writing books and articles. In 1962, she contacted a rare form of tuberculosis and succumbed. She was buried at Hyde Park. Works Cited Black, Allida. â€Å"Anna Eleanor Roosevelt. † The Eleanor Roosevelt Papers Project. Jan. 31, 2008. May 7, 2008 http://www. gwu. edu/~erpapers/. Bragdon, Henry, Samuel McCutchen and Donald Ritchie. History of a Free Nation. Ohio: McGraw-Hill, 1996. Caroli, Betty. â€Å"Eleanor Roosevelt. † Britannica. com. 2008. May 7, 2008 http://www. britannica. com. Gardner, Richard. â€Å"Eleanor Roosevelt’s Legacy: Human Rights. † Dec. 10, 1988. May 7, 2008 http://www. nytimes. com. Goodwin, Doris. â€Å"Leaders and Revolutionaries. † TIME. com April 13, 1998. May 7, 2008 http://www. time. com. Lewis, Jone. â€Å"Eleanor Roosevelt Quotes. † Womenhistory. about. com 2008 May 7, 2008 http://www. womenhistory. about. com. Tindall, George and David Shi. America A Narrative History 5th ed. USA:W. W. Norton and Company, 1999.

Vonneguts Cats Cradle Essay -- Allegorical Tales Technology Essays

Vonnegut's Cat's Cradle I believe that Vonnegut uses Cat's Cradle as an allegorical tale about what will happen to the world if we are not careful with technology that has the ability to end life on this planet. He points out one of the qualities of humanity; that people make mistakes, thus poisoning our minds and encouraging a better world. One of the obvious ways that Vonnegut uses this book to "encourage a better world" would be by showing that the end of world may come from an accidental release of technology. At the time when this book was written, nuclear war seemed to be an almost certainty. If we look at the number of bomb shelters being built and drills being conducted in classrooms during the late fifties and early sixties we would see evidence of that would point to the overall feeling in American society that the end was near. The nuclear genie was safely contained by the super powers. But I think that Vonnegut saw that all it would take was one small country; who possessed end of the world technology, to have an accident and it would spell the doom of mankind. Vonnegut writes, when speaking of ice-nine, that "apparently the United States of America and Union of Soviet Socialist Republic had it....understandably surrounded by electrified fences and homicidal German shepards" (Chapt. 110). I believe that he was pointing out that the super powers of the world who have end of the world technology keep it very well guarded against theft or accident. However, ice-nine was also in the possession of Papa. All it takes is one suicidal leader and one accident by the San Lorenzo airforce to release ice-nine into the world, resulting in the end of the planet. Vonnegut seems to be demonstrating that although nuclear weap... ...Cradle and The Damnation of Theron Ware? Question #3: Is there any significance to the names in Cat's Cradle? Answer: The reason that I ask this question is in reference to the Bokononist vocabulary that Vonnegut created. Only a man who could create such words as "Zah-mah-ki-bo" or "sin-wat" is bound to confuse his reader with such simplistic names as "Julian Castle" or "Hazel Crosby." Charles Dickens often would create names of his characters to correlate with their behavior, which made me as a reader take a further look into the names of characters in books that I read. When I read the name of "Jonah," I was prompted to think of the character of the same name in the Bible who got swallowed by a whale in the Old Testament. While the character goes also by the name "John," I couldn't help but wonder if there was some similarity involved in this novel.

Class Room Survey on Mobile Phones Essay

Mobile Mania A Classroom survey on mobile phones Mobile phone is a smart communication media. Every day around the world, billions of people are using a mobile. Whether they are using while driving vehicles, watching television or speaking on the phone, all these are classified under a single sub-heading: Mobile Mania. Millions of people own a mobile phone these days, and mobiles are no more a luxury or a life style product. Mobile phones, which were one of the beautiful possessions of anybody not until a decade ago, have now become a necessity to the common man. Table-1 Brand used Mobile phones are a common form of contacting others who may live on the other side of the world. But gone are the days when people used it only for communication purpose. The roles of mobile phones are varied and a survey conducted among 60 students of JSB helps the researcher to reveal the use of mobile phones apart from basic communication. In this study, the researcher has analyzed the brand preference of mobile phone. The analysis of the data is based on the attitude or opinion, consumer awareness and selection of brand of mobile phones in JSB.

Intrinsic and Extrinsic Barriers to Learning Examples, Definition

Intrinsic and Extrinsic Barriers to Learning Examples – Essay Speech about inclusive Education Good morning principal and fellow colleagues. I have been given the task to talk to you about Inclusive education and the intrinsic and extrinsic barriers to learning and development. What is inclusive education? In line with international trends, South African education is moving away from special education towards a policy of inclusion (i. e. Inclusion of learners with disabilities, impairments and historically disadvantaged in terms of access to curriculum into mainstream schools). International and South African perspectives on inclusion are closely related to wider social concerns about human rights. The new Constitution highlights respect for the rights of all, with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all learners are entitled to appropriate education. It was argued by Engelbrecht et al. (1999: viii) that this is only possible if one education system is liable for educational provision, and not two systems (i. e. mainstream and special education system). However in order for it to be effective, schools, classrooms and teachers need to be prepared to change and supported in doing so. There has never been a formal exclusion in our country. Learners with a wide variety of special education needs were and are to be found in many classrooms. The difference now is that these learners are recognised as having the right to access the curriculum and the right to a curriculum which is appropriate to their learning needs. This has implications for the nature of the school and classroom environments, the nature of the curriculum and roles of teachers, parents and communities in the education of all learners. A commitment to inclusion does not mean that all learners with special education needs will necessarily be in mainstream classrooms. There will always be a few who are better catered for in separate environments. Inclusion and education for all The 1994 report from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), stated and I quote. â€Å"The guiding principle that informs this framework is that schools should accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted learners, street and working learners, learners from remote or nomadic populations, learners from linguistic, ethnic or cultural minorities and learners from other disadvantaged or marginalised area or groups. † In other words, inclusion is not simply about reconstructing provision for learners with disabilities, but is a means of extending educational opportunities to a wide range of marginalised groups who may historically have had a little or no access to schooling. This is of great significance in our country, considering our past (apartheid era). There are many journals and books based on inclusive education, and how to run an inclusive school and classroom, so before going on and on, I will briefly outline occurrences of barriers to learning and development of learners. There are two groups: intrinsic factors – those located within the individual learner themselves. The learners are usually born with specific characteristics such as blindness or a missing appendage. The second barrier is extrinsic factors – those emanating from outside the learner – that is their environment, home, upbringing and teaching (Weeks, 2003: 19). If we look at: 1. Intrinsic barriers. The most prominent intrinsic factors are physical and/ or physiological impairments and personality characteristics which are caused by many factors. If I’m tired of my own voice by now, I don’t want to imagine how you may be feeling, so I will only outline a few general causes (Weeks, 2003:21). 1. 1. Genetic or hereditary factors We inherit out genetic composition in the form of chromosomes and we receive an equal amount from each parent. Just as one inherits certain characteristics of the parents, for example eye and hair colour, so too, can a physical or physiological impairment be inherited. Examples of this are poor eyesight and low levels of intelligence. Sometimes abnormal genes are not inherited, but something goes wrong with the genetic composition during the very early stages of development in the uterus. This is known as â€Å"chromosomal† or â€Å"genetic† deviations. Down’s syndrome and Turner’s syndrome may result and these learners usually have an intellectual impairment ((Weeks, 2003: 22). 1. 2. Before, during and after-birth brain damage A child may suffer brain damage before birth from various factors – radiation, measles or syphilis injections, a defective placenta, an incompatibility of blood groups, etc. During birth they may suffer brain damage if there is a complication at birth and; after birth; brain damage may be caused by accidents, diseases such as meningitis and, polio which may result in permanent muscle paralysis. Here are a few forms of physical impairments that are directly associated to brain damage: Epilepsy, cerebral palsy, learning impairments such as dyslexia or dyscalculia and certain forms of intellectual, hearing and visual impairments. Learners with these impairments require special educational methods and aids and therefore have special educational needs, for example, blind learners require Braille machines. In the past, these learners were taught in special schools but now, the new legislation includes them in the mainstream of education (Weeks, 2003:22). 1. 3. Personality problems Some learners have specific personalities that have a negative impact on their academic achievement and gives rise to barriers to their learning. These traits may be inherited or could be shaped by extrinsic factors (Weeks, 2003:23). Examples:Some learners are extremely shy and cannot assert themselves. They lack confidence to ask questions and query statements.Rebellious learners and attention seekers do not want to respect the authority of teachers. Teachers become aggravated and frustrated with them, thus ignoring and punishing them regularly.This impacts on the learners achievement in a negative way as the learner loses interest and motivation for school work. Learners with a low self-esteem do not have the perseverance to excel. The slightest negative experience is an even greater discouragement on their motivation to do well. Now I will outline the second barrier which is: 2. Extrinsic factors. Extrinsic barriers are not barriers within the learners themselves. They are perfectly normal at birth but circumstances outside or beyond are so inadequate that they adversely affect their development and learning and ultimately cause barriers to their learning. Let’s take a look at the first factor (Weeks, 2003:23). 2. 1. Environmental factors 2. 1. 1 Unfavourable socioeconomic circumstances Learners of lower socioeconomic groups face many barriers to their success in education. Many do well in school despite the difficulties faced in other aspects of their lives. However, they are much more likely than their peers of a higher socioeconomic environment to be behind in their accomplishment and to leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. There are many reasons why learners of lower socioeconomic groups tend to have low achievement. Some face so many difficulties in their lives that schooling may seem to be of low priority to them and to the organizations providing support. Schooling is also often given insufficient priority when making and reviewing care plans. There are additional factors associated with this way of life that are not conducive to achieving good academic results on the part of the learner. The following are examples of rife conditions: Poor medical services, poor lighting, cramped, overcrowded and noisy homes makes studying difficult, limited time for study because learners are often expected to do house chores and work over the week end to supplement the family income, a lack of cognitive stimulation because there is little or no reading material at home, poor language use, a shortage of role models, a general attitude about resignation of life, Irregular and poor school attendance and lastly, a general relaxation of morals (Weeks, 2003:24). These destructive social circumstances usually initiate a chain reaction. There are few schools in these areas and when there is education it is not of a very high standard (it is related that good teachers are usually found in favourable environments). According to Reglin (1992) these learners would perform better at school if their parents and family members got involved with their school academics and social lives, which we as teachers utterly agree. 2. 1. 2. Urban and rural areas In cities, learners often grow up in apartment buildings, usually both parents and the single parent works. There is no parent supervision when learners return home from school and therefore the learner can do as he / she pleases. Young learners are confined to the flat and do not have the opportunity to play outside, whereas the older learners roam freely in malls a on the street. There is very little control over their schooling and homework and this leads to slim stimulation to scholastic achievement. Contrastingly, in rural areas, literacy is much higher than in cities. Parents who themselves are illiterate; do not always see the value of education for their children. They expect them to leave school at an early stage so that they can supplement the family’s income. These learners attend school very irregularly because they have to herd cattle and till fields (Weeks, 2003:25-26). 2. 1. 3. Prosperous areas Environments need not be disadvantaged to have a negative effect on learners’ improvement at school. In prosperous areas there are factors that give rise to barriers to learning in learners. Since these learner’s grow up without hardship, have plenty of money and their need are provided for, these learners get easily bored and seek excitement elsewhere in the form of drug and alcohol abuse. Of necessity, these learners will show deterioration in school achievement. Additionally, pressure is placed on these learner’s to achieve and this causes rebelliousness and depression. The second extrinsic factor is: 2. 2. Upbringing 2. 2. 1. Mistakes in upbringingLearners who are pressurised by parents to achieve, become hostile and negative towards school.Overprotective parents deny their children the freedom to become independent. Their decisions are made for them by their parents; hence they do not take responsibility for their work. Some parents show little interest in the activities of their children and do not encourage them to achieve academically.Poor disciplined homes allow children to do as they please. These learner’s are disorganised and are not disciplined in their studying. Disorganised homes constitute one of the main causes of learning problems in learners. These are just to mention a few mistakes, the next factor in upbringing is:2. 2. 2 Unstable and broken homes. Another factor that plays a role in acting as a barrier is:2. 3. School factors Poor teaching due to the lack of qualifications, lazy and unmotivated teachers, stereotyped teaching methods, teachers are not looked at as role mod els and teachers do not have empathy for learners.Incomplete participation on the part of learners because of domestic vices, scholastic backlogs, emotional problems and peer pressure.Inappropriate study material.Inefficient school organisation.Crowded classrooms and,At-risk schools, where learners and learners are estranged, low standards and poor quality, incomplete studies, disciplinary problems and frequent absenteeism and teachers suffer from â€Å"burnout†.And the last two extrinsic factors to barriers to learning are, a difference in language and culture and limited job prospects. The latter is a well-known fact that because of the poor economic growth in our country, very few job opportunities have been created. This means that many school leavers do not succeed in finding jobs. Consequently they lack the will to achieve. QUESTION 2 2. 1. A Hearing Impairment For a learner with a hearing impairment the following steps will be taken by me (Weeks, 2003:158):Obtain advice from a teacher trained to teach the deaf. If possible the learner should wear a hearing aid.The learner must sit in front of the class.Speak to the learner while facing the learner so that he / she may read my lips (if possible) and pay attention to facial expressions, gestures and body language.Speak clearly, naturally and at a normal pace, unless asked to slow down.If the learner is not facing me, I would gently touch him / her on the shoulder or arm to indicate that I want like to talk to him / her.Explanations will begin with concrete, example working from concrete to abstract. The use of visual aids will be most helpful since vision is the primary means of receiving information to the hard-of-hearing learner.For reinforcement, new vocabulary words would be repeated in different contexts and written in sentences, many words presented look al ike to the lip-reader.All announcements and instructions will be written.An interpreter will be used where needed.Vibrations and excessive noise will be avoided.I will not talk while writing on the chalkboard.When writing materials:Long sentences will be broken up Difficult vocabulary load will be reducedConcept density will also be reducedQuestions asked by other learners will be repeated so that the learner in question knows what I am referring to.Carbonless note taking paper can be used. The volunteer note taker needs to take eligible notes and then give the learner with the hearing impairment a copy.Obtain feedback from the learner at every opportunity as an indicator of the level of understanding.Provide an outline in advance of the lesson or activity to give to the child in advance and also list expectations. Encourage parental involvement, for example, attending speech therapy after school.2. 2. A Visual Impairment Depending on the type of eye condition and the amount of resi dual vision of the learner, assistance would be given (Weeks, 2003:151).A learner with myopia (nearsightedness) or cataracts:The learner must sit in front of the class, near the chalkboard so that he / she may see better.Repeat what is written on the chalkboard to help the learner check his / her own work.A magnifying glass will be kept on my table which may be useful to the learner if the print in textbooks is too small. Also when using duplicated copies, the print would be large, dark and visible.With regard to his / her notebook – instead of using ordinary A-4 books, a blank book could be used by drawing horizontal parallel lines with a black koki – this will be more visible to the learner and it will be easier for the learner to write between the lines.Contrastingly, if the learner suffers from hyperopia (farsightedness):The learner will be placed at the back of the classSince these type of children enjoy outside play more than having an nterest in school work, con crete apparatus would always be kept for their usage.As for a learner suffering from albinism, their eyes are sensitive to light, therefore:The learner would be placed in a darker place in the classroom, away from the windows and glare.If there is no dark side, curtains will be used to regulate the amount of light coming into the classroom.Due to a lack of pigmentation that protects the skin, they are very vulnerable to skin diseases and cancer.Therefore, to avoid sunburn, their school attire should be cotton long sleeve shirts and trousers, and hats with wide brims. Additionally, they should make use of medicinal creams for the skin. Textbooks can be recorded on tape for the learner. Also doors should be kept either opened or closed because open doors can be a potential hazard. The learner could bump into them and get hurt. Passages between desks should be kept clear to prevent the learner from stumbling over stray objects (Weeks, 2003:152). 2. 3. Cerebral palsy For a learner with cerebral palsy I would support the learner by (Weeks, 2003:180):First, viewing the classroom as if I were going to have to navigate it in a wheelchair or walker. Make sure the classroom is set up to provide accessible resources for someone in a wheelchair or with a limited range of movement.See that the learner is comfortable with his / her orthopaedic aids.Take time to introduce and explain these aids to other learner’s.Build the learner’s self-esteem at every possible opportunity.Try to have a way to secure paper or moveable objects to the workspace so they can be utilized without having to be secured by another hand.Look around for areas where the cerebral palsy learner might benefit from additional support, like a handrail or ramp. Understand that the learner might require additional time to reach the classroom or get set up for the class.If the learner has difficulty with handwriting, I would make use of a type writer and tea ch the learner how to use it.Insure that I know what to do if a cerebral palsy learner begins to seizure.Insure the time allocation for taking tests and completing tasks is compatible with the cerebral palsy learner’s abilities or it could be orally.I would allow lessons and discussions to be taped.The learners would also be placed in the front of the class to help with vision or hearing problems. Use of small groups for discussion and work collaboration will encourage active listening and communication skills.Learners in the class would take turns to carry the cerebral palsy learner so that they get used to it, in case of an emergency or a need to improvise.QUESTION 3 Epileptic seizure Ease the learner gently to the floor, clearing the area of hazards and without preventing movements. Then I would place something flat and soft (like a folded jacket or a pillow that will be kept in the class) under the learner’s head. The learner would be turned to one side to keep the air passage clear. I would not try to force his/her mouth open and neither hold the tongue, nor would I put anything in the learner’s mouth. If the learner is known to have epilepsy, I would follow the parent’s instructions (a written and signed copy of instructions). When jerking movements stop, the learner will be allowed to rest. When full consciousness has returned to the learner, he/she would rest under supervision. If a seizure lasts for longer than 10 minutes or if another starts right after the first, I would call for emergency services. The parents of the child will be notified of every seizure the child has during school hours. If the learner has no history of epilepsy, the parents will be notified immediately and have an immediate check-up by a medical doctor (Weeks, 2003: 189-190; Epilepsy, South Africa, Reg. 001-912). Additionally, all learners in the class will be trained to help the epileptic learner during a seizure; however, only two specific learners will be assigned to help each time so that all learners do not leap to the epileptic learner when a seizure occurs. The rest of the class would clear and create space. QUESTION 4 4. 1. ECD Phase At any school one can witness a variety of different behaviours. Behaviour patterns are acceptable if they elicit the approval of adults and peers. However, a class can include learners who:Show aggressive behaviour and react aggressively towards others.Have a display of bullying, threatening, or intimidating behaviour.They physically abuse others.Deliberately destroy other's property.Show little empathy and concern for the feelings, wishes, and well-being of others. Show callous behaviour towards others and lack of feelings of guilt or remorse.They may readily inform on their companions and tend to blame others for their own misdeeds. The above behaviours become apparent and should be taken in a serious light when:They occur to a serious extent and over a period of time.The symptoms appear to worsen.They occur in conjunction with social aggression.They negatively impact the learner’s academic development. Furthermore, behaviour problems are unaccept able when they prevent:Other learners from participating in class activities. The teacher from managing class activities effectively. If I have a learner with the above behaviour in my class the following steps (Essa, 1995:22, cited in Weeks, 2003: 237) will be taken to support and assist the learner:Investigate the causes of the problem behaviour.Problem behaviour can stem from non-variable external factors (Essa, 1995:22, Weeks, 2003: 237) such as chronic illness, food or environmental allergies, or the child’s diet. As a result the child may feel a bit irritated, function on a generally lower level or experience a lower level of tolerance. These problems may not be removed but I as a teacher will treat such a learner with sensitivity, be supportive and try to create an environmentally friendly space for him / her.Positive reinforcement is one of the most important techniques and is used in conjunction with others to change unacceptable behaviour or encourage positive behaviour. I would show the learner approval by either smiling, hugging or saying something positive. This would be repeated regularly to achieve quick and good results.Ignoring the learner proves to be a very effective strategy.   It is very useful when learners try to secure the attention of adults through their irritating or unacceptable behaviour. But when the child acts in a positive manner then I would pay attention and praise the child and reinforce positive behaviour. Also if the child persists with the negative behaviour, all teachers would be asked to ignore him/ her.When aggressive behaviour should be stopped, the learner will be withdrawn from the group and be given a time-out. The child should be warned beforehand only when the third transgression occurs should he / she be removed from the group / class.The child will be taken to an isolated area and explained why he / she has been removed and then be left there without looking or talking again to the child. The rest o0f the class will be told that he / she needed a time-out. Only after a certain amount of time (when I feel it’s time-up) will the child rejoin the class. Positive behaviour reinforcement will begin immediately thereafter.If th e Learner is overwhelmed by the classroom activity and is over sensitive to stimulation will be allowed to move to quiet corner for a while until they feel calmer.The reason for his / her behaviour is external and therefore this strategy will help him / her to calm down.Prevention is an excellent technique, but can only work if I am aware of what leads to the problem behaviour and if I’m a keen observer. This method is effective for younger learners who do not have self-control and who do not yet have the ability to express themselves.Redirection can be used for a two year old by directing the child’s attention away from something and by giving him / her a toy to play with.Two year olds do not possess the social skills of sharing things; therefore the child will gradually learn these skills with my help. If it was an older learner, he / she will be guided to overcome social problems.A child of four or five is often willing to change problem behaviours and feels embarra ssed about an outburst. I would therefore find a quiet, calm place and discuss the situation and work with the child to find a workable solution.If I feel a learner’s problem behaviour is a result of need for attention, I would use the special time strategy.   I will set a special time which I can spend alone time with the child. Probably every alternate day or twice a week. During this time I would do what the child would like to do and fulfil his / her wishes.Another strategy that can be used is a highly visible reinforcement like a star chart.   Successful positive behaviour is reinforced in this manner and it should not be used as an indication of failure. The use of the above techniques depends on the type of problem behaviour and the child. Hyperactivity and Distractibility are manifestations of Attention Deficit Hyperactivity Disorder (ADHD). Hyperactivity is actually a surplus of motor activity where learners are over active, running around, fiddling, touching everything in their path, never quiet, pushing and kicking other children and moving about without any purpose or aim. This can be quite disturbing and irritating for both the other learners and the teacher as well. Distractibility is also known as ‘sensory hyperactivity’, refers to children that are continually moving around, on the go in terms of attention. Most things that they see or hear (sensory stimulus) catches their attention, but they are unable to concentrate on one particular thing for a long time. They are unable to control their attention, because any slight sound or movement distracts them. Due to this, they are unable to complete tasks and move from one unfinished task to another. Hyperactive and distractible learners cannot pay attention to instructions properly, often misunderstanding when spoken to, cannot wait their turn during tasks, act impulsively and therefore come across as undisciplined. These learners also seem to have temper tantrums and rapidly changing moods which makes it difficult to handle them in the classroom. This cam result in the learner having a poor self-concept because they of the many mistakes they make. It is important for teachers and learners to work together to being able to better handle these learners and this can be done by having a better understanding of this particular kind of behaviour. :- Recognising the symptoms and identifying the learners strong and weak points:-Identifying easy and difficult tasks and situationsIdentifying sills necessary for each task and situationInvestigating your own thoughts and feelingsOther people’s reactions Understanding the learner’s world:-Learn to understand the learner’s behaviourKeeping the learner’s level of development in mind Discussing problems with the learnerVerbalising the learner’s unexpressed feelingsCommunicating more than wordsAnticipating problems rather than waiting for themDistinguishing between the learner and the learner’s behaviourProviding Structure such as relationship, task and situation structure is also important as it provides the learners with safer environment where they are able to develop optimally. Therapeutic discipline is also important and is different from punishment because it shapes, corrects and reinforces behaviour. (Weeks, 2003: 239-246) Who is going to be tasked with integrating music & math? Who's going to be responsible, in any school, for joining the arts w/other subjects? IME, most elementary classroom teachers have come through public school systems whose arts have been eviscerated, so those teachers are FAR less likely to be musically literate than they might have been when I was in public school *mumble mumble* years ago. As an elementary general music sub a few years ago, I pretty much had to co-opt teaching limericks in the 4th-grade poetry unit because their classroom teachers didn't really understand, musically, the meter of the poems; even teacher-created limericks left a lot to be desired in terms of the 6/8 meter/rhythm characteristic of limericks. I find it hard to imagine that they'd be the best folks to use rhythmic or metric subdivisions to teach fractions. So will this task fall then to the music teachers? Elementary music teachers in MCPS already have their own music curricula to deliver, even wi thin the â€Å"intrinsic barriers to learning† approach of Curriculum 2.0 – and they see the kids once per week, assuming no field trips/assemblies/standardized testing/snow days/holidays, AND they have to spend time assessing what they're teaching already because â€Å"Data-Driven.† When could they possibly find time to do this in addition to what they're already tasked with doing (which is theoretically to get kids to a basic level of music proficiency in less time per week than classroom teachers have DAILY with kids in reading, so already set up to fail )? Is there going to have to be concentrated staff development to get classroom teachers to a level of musical proficiency that will enable them to add one more thing to their curricula?

Jefferson Principles Essays - Thomas Jefferson, Free Essays

Jefferson Principles Essays - Thomas Jefferson, Free Essays Jefferson Principles ureAlex Marion Mr. Uremovic per 2 10/5/00 Thomas Jefferson is remembered in history not only for the offices he held, but also for his belief in the natural rights of man as expressed in the Declaration of Independence and his faith in the peoples ability to govern themselves. Through his political career, Thomas Jefferson advocated democratic principles and adhered to his liberal ideology. However, as a president he found it difficult to maintain these policies in the noisy arena of politics. Consequently, circumstances forced him to reverse himself in some degree on these concepts. When he was voted into the presidency, Jefferson devoted a major section of his inaugural address to the the essential principles of our government, and consequently those which ought to shape its administration (Cunningham). Here he reiterated his basic political principles and the leading policies that he had professed as a candidate, which he now restated as the guiding pillars of his administration. He began by affirming equal and exact justice to all his men, of whatever state or persuasion, religious or political. Next, Jefferson proclaimed, Peace, commerce, and honest friendship with all nations, entangling alliances with none. He then went on to affirm his commitment to the rights of the states and the preservation of the central government. Continuing to intermingle general principles and specific policies, that new president declared that he favored reliance for defense on a militia rather than an army, a small navy (Cunningham) and prosperity through economy, the payment o f debts, and the encouragement of agriculture and commerce as its handmaid. He also emphasized basic rights such as freedom of speech, freedom of the press, and impartially selected juries. These principles, Jefferson concluded, form the brightest constellation, which has gone before us and guided our steps through an age of revolution and reformation They should be the creed of our political faith, the text of civic instruction, the touchstone by which we try the services of those we trust. Unfortunately for Jefferson, marinating this creed would not be easy during this period of history. Jefferson maintained his governing principles throughout the most part of his presidency. Most of them, however, were forced to be compromised. One of the first examples deals with the excise tax, a policy left by Hamilton. Jefferson strongly disliked this tax because it bred bureaucrats and bore heavily on his farmer following (Bailey, Kennedy, Cohen). By repealing this tax, Jefferson was forced to abandon his belief on paying debts, thus costing the federal government about a million dollars a year in urgently needed revenue. Jefferson also had difficulty improving state rights and taking power from the federal government. As a result of the famous Marbury v. Madison case, Chief Justice John Marshall created the idea of judicial review by ruling that the Judiciary Act of 1789 was unconstitutional. This resulted in the Supreme Court having the final word on the interpretation of the constitution. Jefferson tried allotting this power to the states in his Kentucky Resolutions. Due to Marshalls ruling, Jefferson was unable to follow his principle of state rights and grant these states additional powers. Perhaps more contradictory to Jeffersons principles was the conflict with Tripoli and the Barbary pirates. Jefferson had long supported international pacifism and a small navy and militia. Pirate raids and tributes along the Barbary Coast eventually compelled Jefferson to desert these noninterventionist policies and dispatch a navy. He did so without congressional approval, an act contradictory to his belief of majority will. His expanded navy of small gunboats successfully ended the conflict with a treaty of peace in 1805. The Louisiana Purchase in 1803, moreover, was a more poignant example of Jefferson contradicting his principles. Spain was planning to cede Louisiana back to France, which Jefferson could not allow. With a leader like Napoleon nearby, conflict was inevitable. The result would force America into an alliance with Britain, which strongly violated Jeffersons anti-entanglement policy and would still lead to conflict. Jeffersons only other option was to purchase the Louisiana territory from France, which would greatly expand Americas western frontier. The price, however, was expensive and left a dent in Americas wallet. Jefferson also needed to act unconstitutionally in purchasing the land, which also violated his idea of

Careers in Therapy - Beyond the Clinical Psychology PhD

Careers in Therapy - Beyond the Clinical Psychology PhD Many undergraduate psychology majors at least briefly consider careers as therapists, often citing their desire to work with people and help others. Television and other forms of media most commonly portray clinical psychologists as therapists. Therefore many aspiring therapists wonder whether a doctoral degree in clinical psychology is for them. Perhaps but there are there are several masters degrees that offer the opportunity to work with others and conduct therapy. Here are a few. PhD in Clinical Psychology and Counseling PsychologyThe PhD is the most common doctoral degree among psychologists. The label psychologist is a protected term. A doctoral degree in psychology is required to call oneself a psychologist. Clinical and counseling psychology are the two traditional areas of practice in psychology. Clinical psychology studies pathology and disease whereas counseling psychology emphasize normative processes and aiding in adjustment issues. PhD programs in clinical and counseling psychology fall into two basic training models. The scientist model trains graduates to be research scientists and have careers in academic and research settings. Graduate programs that adopt the scientist practitioner model train students in both science and practice. Students learn how to design and conduct research, but they also learn how to apply research findings and practice as psychologists. Graduates obtain careers in academia and practice, including colleges, hospitals, mental health settings, and private practice. PhD degrees in clinical psychology and counseling psychology require a dissertation in addition to practice hours and an internship. Additional practice hours and licensure is required to practice. Clinical and counseling PhD programs are among the most competitive graduate programs in all fields for both admission and for internship sites. A PhD in clinical or counseling psychology, however, is not the only path to a career as a therapist. If your desire is to practice and have no intention of conducting research, you might consider a PsyD degree instead of a PhD. Alternative: PsyD in Clinical or Counseling PsychologyThe PsyD is a doctoral degree, developed in the early 1970s. As a doctoral degree, the PsyD permits graduates to use the title of psychologist. In contrast to the scientist and scientist practitioner models of PhD programs, the PsyD is a professional doctoral degree that trains students for clinical practice. Students learn how to understand and apply scholarly findings to practice. They are trained to be consumers of research. Graduates work in practice settings in hospitals, mental health facilities, and private practice. Given that PsyD students are not trained to conduct research, their dissertations tend to consist of lengthy literature reviews and to be applied in nature. Usually this requires less time than completing a PhD. PsyD students complete pre and post degree mandatory practice hours and are eligible for licensure. Generally speaking, PsyD degrees are more expensive than PhD degrees. Graduates generally have a significant amount of debt. There are other degree alternatives that permit entry to a career as a therapist that are less time consuming and expensive. Masters Degree in Counseling (MA)A masters degree in a counseling field, such as community counseling or mental health counseling, entails completing both academic and practice requirements. students complete 2 years (on average) of academic coursework including theories of therapy, assessment and diagnosis, and therapeutic techniques. In addition students complete supervised practice hours as part of their degree. After completing their degree they complete several hundred additional hours of supervised therapy in order to be eligible to seek certification to practice therapy independently. Every state has a different set of requirements for practice with regard to supervised hours and whether an exam is required Masters degree holders who are certified to practice may work in traditional therapeutic settings such as hospitals and mental health centers or may practice independently. Masters in Family Therapy (MFT)Similar to the MA in counseling, the masters in family therapy consists of about 2 years of academic coursework and practice. MFT students specialize in marital therapy, child therapy, and strengthening the family. After graduation they seek additional supervised practice hours and licensure as a marriage and family therapist with the ability to practice independently Masters in Social Work (MSW) Like the MA in counseling and the MFT, the master of social work degree is a 2-3 year degree that includes both academic and practice requirements. MSW students are trained in assessment, therapeutic techniques, and assisting families functioning. After completing a specified number of supervised practice graduates can seek certification to practice social work independently. As you can see there are several opportunities for students whoa re interested in careers as therapists. If you are considering such a career, do your homework and learn about each of these degrees to determine what is right for you.

Adoption process Research Paper Example | Topics and Well Written Essays - 1500 words

Adoption process - Research Paper Example The process is grueling and requires the completion of paper works which requires the evaluation of both the child’s and the foster parents background thus determining a common ground between the two parties. Additionally, the agreement requires the permission from the biological parents of the child who in this case must surrender all their parenting responsibilities and rights to the new parents. Adoption is a serious process that requires appropriate consideration of all the possible factors including the effects of the process on the child before inception as the essay below analyzes. The process differs from guardianship in that unlike in guardianship where one assumes the parenting rights and responsibilities for a period; in adoption, the transfer is permanent and irreversible. Guardianship occurs when a relation or a Good Samaritan offers to take care of a child for a specific duration before they either return the child to their biological parents or release them as a dults into the society (Jarratt 211). This is not the case in an adoption process since the transfer is permanent and the adopted children have specific privileges that parents accord their biological children. Such rights and privileges include the right to love, affection and fair treatment from the parents. Additionally, the children share equal inheritance rights from the adopting parents. The government safeguards such rights in the constitution thus giving adopted children an advantage in case of a contravention of any of such rights. Adoption is a contemporary necessity resulting from lifestyle relativities. Parents have varying reasons for adopting children. Among the most common reasons given by adopting parents, include the failure of such couples to have children. Such parents may therefore make the decision to adopt a child from any parent within the society willing to relinquish their biological parental rights. Despite the process being an agreement between the two par ties, the legislations safeguard the agreement by providing details that each party to ascribe to in order to maintain the subsequent conflict of interests that arise because of the complications of the process. In most cases, the government always denies certain parents their parenting rights in cases where the parents portray negligence. The state houses such children in homes and orphanages thus making the available for adoptions. Another fundamental reason that has contributed to the rise of adoption in the contemporary society is same sex marriages (Silverstein and Roszia 41). The rise of gay marriages has contributed to the increase of adoption cases since such parents cannot biologically bear children of their own. In retrospect, adoption is a personal decision that couples make on their own. In certain cases, the adopting parents always have children of their own but for reasons best known to them decide to adopt other children. The law therefore establishes the process and nature of adoption in order to protect the interests of each party involved in the adoption process. The adopted children must for example feel the parental love from their new parents and have their right and privileges protected. N case of a separation of the couples, the law explains whatever happens to the children owing to the fact that they are part of the family. The parents must provide for them despite their separations. There are two main types of adoption applicable in the modern societies. These include domestic and foreign adoptions. Domestic adoption refers to an adoption in which both the adopted child and the adopting paren