Potential Impacts of Terrorists Aattacks Term Paper - 1

Potential Impacts of Terrorists Aattacks - Term Paper Example The researcher states that the terrorist attack on September 11 has caused enormous devastation to the society. Nevertheless, the administration had taken serious actions to avert such terror campaign performances but it did not handle to put off the terrorist assault. The management did not have retort systems to aware people of the assault. This was quite difficult for the society to avert the attack. The attack of September 11 strained the government to build up ways to put off terrorism actions like cultural profiling and enrichment of safety measures. Communities have opted to oppose terrorism initiatives to avoid the coming terrorism attacks. The community counter terrorism proposal focussed in avoiding any terrorist assault in the society. Terrorist proceedings have become very familiar in the public like bombing. Terrorists have regularly bombed many constructions leading to deaths. The counter-terrorism plan will assist to stop the bombing of many buildings in the district. The programme stated the methods to be used to oppose the terrorist harassment. The attacks of terrorism have unfavourable effects on humanity and on the nation itself. Such attacks lead to have psychological, behavioural, and neurobiological shock to the civilization. Moreover, such terrorist attacks root to have cognitive effects on the community. It also influenced elderly and disabled people. Vivid research has been done to establish the shock of terrorism on kids, aged people and other people in the community. Researchers disagreed that terrorism like other tragedies has caused gloominess among the victims and their families. The sufferers suffer out of huge losses as a result it becomes very difficult for them to come out of the loss and pain and to live again a normal healthy livelihood.

To Compare the Financial Aspirations and Dealings of Gutenberg with Essay

To Compare the Financial Aspirations and Dealings of Gutenberg with those of Garamond - Essay Example The new ideas that Fussel (2005) notes were not new ideas at all, but ancient ones – humanism, which was based upon classical ideals. The humanistic ideals, which includes an emphasis upon the individual, were, however, merged with the prevailing doctrine of the church, so that the church morality teachings were infused in the classical ideology, making the ideology more mature. These were not the only ideas which were broadly disseminated – other ideas which focused upon solving societal problems were also widely read in the Europe after the printing press, and, since intellectuals and scholars had access to others’ ideas, debate on these topics was made easier. This, in turn, led to intellectual ideas and debates being widely held throughout Europe (Abel, 2011). That said, according to Norman (2005), these new ideas were threatening to the church, as they often conflicted with the church’s teaching. Therefore, the church instituted greater censorship, wh ile also using the Gutenberg press as a tool to better disseminate its own information to the mass. Another important development was that businesspeople were able to afford manuscripts which helped them run their business. Before the printing press, only the richest could afford manuscripts, as these manuscripts were painstakingly made by religious clerics, therefore the production was very expensive (Abel, 2011). This led to greater economic development, and, as Dittmar (2010) notes, cities flourished because of this greater capacity for economic development. This, in turn, led to greater macroeconomic growth patterns throughout Europe, as businesspeople were better able to expand their business and individuals throughout Europe became better educated and better able to take advantage of economic growth. Therefore, Europe changed dramatically after the printing press was invented. This essay details these socioeconomic and religious changes. Discussion According to Fussel (2005), one of the ways that the Gutenberg printing press changed Europe was that it essentially enabled a merge of the classical tradition of the Greeks and the Romans with the prevailing ethos of society. Before the printing press, there was not a way to spread the message of the classical societies. After the printing press, Latin studies flourished, as did different ideas from what the church had been teaching. These ideas include the belief in the individual, and Fussel (2005) explains that the Gutenberg press allowed Europe to merge the classical ethos with the current ethos of the church. This merging was known, according to Fussel (2005) as â€Å"humanistic theology,† which refers to the merging of the classical tradition with medieval theology. Thus, the Gutenberg press allowed a re-emergence of humanism and intellectualism, yet still recognizing the teachings of the church, which was that man is fundamentally flawed and must seek grace. What essentially occurred, according to Fussel (2005) was that the Europeans took the lessons of the classical societies, the humanistic traditions, and brought it â€Å"closer to God† (Fussel, 2005, p. 73). According to Abel (2011), the merging of the classical and humanist traditions with the church teachings was not the only intellectual revolution which was enabled by the Gutenberg press – Abel (2011) states that intellectuals were able, through the Gutenberg invention, to formulate and disseminate theories which were

Higher education Essay Example for Free

Higher education Essay Discussion of aim of education is a function of the philosophy of education or educational theory. The aim of education in the fullest and deepest sense of the word is in keeping with the nature of the human personality or human nature. Human nature is defined in terms of the cultivation and development of perceptive intelligence based on experience i. e. creative intelligence. Creative intelligence or intuition combines reason of understanding with wisdom of compassion depends on human awakening or enlightenment. aim of education is to cultivate creative intelligence required for adaptation to changes in the social environment i. e. adaptability. Life is very complex and complicated. But an aim in life can make the complex life simple and purposeful. Aims give us direction to work and without aim, destination, or objective life becomes incomplete and haphazard. Individual has different interests, attitudes and needs. Every individual wants to achieve certain goals in life. But a clear-cut aim makes the road of life easy. Educational aims are varied. They have their different role in different fields. Some specific aims are listed below: (i) Knowledge Aim: The aim of education is the acquisition of knowledge, skills and attitudes. It helps to adjust properly in one’s own environment. Knowledge helps the man to overcome the nature and satisfy human wants. It links the teacher and taught with social situation. It helps with certain skills to live in a society as human being and civilized one. Philosophers and educationists of the world believe in knowledge. It is the valuable asset of life, which helps the individual to overcome misery and problems of life. (ii) Vocational Aim: Knowledge aim of education is narrow by nature. The theoretical knowledge will never meet our basic needs of life. We need bread and butter to fill up our belly. We can get it if education is vocationalised. Gandhiji realized it in 1937 when he introduced Basic Education. Vocational aim develops the social efficiency of the individual. It reduces mental tension after completion of education. Those who are lower, intelligence in vocational education or training are a blessing for them. Realizing this aspect. Indian Education Commission (1964-66) introduces work-experience in the curriculum. (iii) Character Building Aim: The Indian concept of education believes in self-realization. Self-realization is possible through moral education. So the individual should cultivate moral virtues or values which constitute character. Swami Vivekananda said, â€Å"We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one’s own feet. † (iv) Complete-Living Aim: The individual has various aspects to be developed. Every aspect of the personality is reflected in various activities to be performed. Education should help the individual to fulfill the various needs and necessities of life like self-preservation, fulfilling necessities of life, rearing and bearing of children, performing civic responsibilities and utilizing his leisure time properly. Firstly, the individual must know the art of self-preservation. Secondly, education should enable to him to earn his living. Thirdly, he should know how to take care of his own children. Lastly, he must have the idea how to utilize the leisure hours properly in a profiting manner. (v) Harmonious: Development of the personality aim- Gandhiji said, â€Å"By education, I mean an all-round drawing out of the best in the child and man-body, mind and spirit. † The meaning itself indicates to develop all-round aspects of individual-physical, intellectual, social and spiritual. All these aspects of the individual should be harmoniously developed. True education is development of 3H’s instead of 3R’s. The development of Head, Heart and hand of an individual makes him happy. (vi) Democratic Aim of Education: One of the important aims and objective of education suggested by Secondary Education Commission (1952-54) is to develop the democratic citizenship. India is a democratic country. Even citizen must have to realize the duties and responsibilities carefully. So the aim of education is to train carefully the future citizens. Training should be provided to develop the following qualities of the individual. (i) Capacity for clear thinking (ii) Receptivity of new idea (iii) Clarity in speech and writing (iv) True patriotism Further the democratic aim of education develop vocational efficiency, personality and leadership quality. Indian Education Commission (1964-66) under the chairmanship of Dr. D. S. Kothari suggested the following as the aims of education in a democratic set-up. (i) Increasing productivity (ii) Developing social and national integrity (iii) Making education modernized and (iv) Cultivating of social, moral and spiritual values. Each individual teacher has an opinion about what the aim of education should be, not only in their own classroom but also in school in general. Many issues occur when differing opinions about the purpose of education collide. It is important to recognize that other people, including many of your coworkers, administrators, and your students parents might have a different point of view concerning what education should be all about. Following is a list of different aims of education that individuals might espouse. 1. Knowledge to Get By. This old school belief holds that school is important in providing students with the knowledge they need to get by in their day-to-day lives. They need to know how to read, write, and do arithmetic. Even though these core topics form the foundation of a students education, most educators today would probably not agree that this should be the extent of a students school career. 2. Knowledge of Subject Matter Being Taught The purpose of education to some teachers is to impart knowledge about the subject matter they are teaching without much thought to other classes. When taken to the extreme, these teachers focus on their own subject matter as being more important than what students are learning in other classes. For example, teachers who are unwilling to compromise their own subject matter for the good of the students can cause problems for the school at large. When the school I taught at tried to implement senior projects, we got push back from a couple of teachers who were not willing to change their lessons to include cross curricular activities. 3. Desire to Create Thoughtful Citizens. This might be considered another old school belief. However, this is held by many individuals, especially within the larger community. Students will some day be a part of a community and need the skills and mores to exist within that society as thoughtful citizens. For example, they will need to be able to vote in presidential elections. 4. To Gain Self Esteem and Confidence While the self esteem movement often gets ridiculed, we do want our students to feel confident about their learning abilities. The problem comes in with inflated self esteem not based on reality. However, this is often cited as an aim of the educational system. 5. To Learn How to Learn Learning how to learn is one of the key elements of education. Schools need to teach students how to find information they will need once they leave school. Therefore, the specific subject matter being taught is not as important for future personal success as is the ability for students to understand how to find answers for any questions and problems that might arise. 6. Lifelong Habits for Work. Many of the lessons that schools teach are necessary for success in their students future lives. As adults, they will need to be able to get to work on time, dress and behave appropriately, and get their work done in a timely manner. These lessons are reinforced on a daily basis in schools around the nation. Some individuals see this as one of the main reasons for sending students to school. 7. To Teach Students How to Live Finally, some individuals look at school in a more holistic manner. They see it as the means towards right living for the rest of their lives. Not only do students learn information in their individual subjects, but they also learn life lessons in and out of class. As previously explained, proper work etiquette is reinforced in the classroom. Further, students have to learn how to deal with others in a cooperative manner. Finally, they learn about how to learn information they might need in the future. In fact, one of the things that many business leaders cite as being necessary for future workers is the ability to work as part of a team and problem solve.

Every child has the right to a mainstream education

Every child has the right to a mainstream education Every child has the right to a mainstream education. This is an entitlement for the parents of special needs children, for them to be able to access this, if they believe it to be the correct decision for their child. Many things need to be considered when doing this such as whether the individual child will be able to cope in this type of school environment and whether their ability will allow them to progress along with their peers. This is something which I believe is not the correct decision for every child as I have witnessed pupils who struggle day in day out with issues such as the playground environment, forging relationships with peers and some who are unable to cope with the unpredictability of what can be the normal school day. Inclusion is important, though it is not necessarily the right choice for every pupil. Inclusion is regarded as successful education of all students (whether with or without disabilities, disadvantages) in the same schools and classrooms, celebrating the resulting diversity, including various abilities and cultures (DFES). The era of mixed ability groupings means teachers need to include every child regardless of need and ability through differentiated work, extra support and with a range of activities to suit all needs. The Governments aim is for every child, whatever their background or their circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Every child matters and they do within the classroom and school environment. (Every Child matters). Education needs to be personalised so every child can learn to the best of their ability and access resources and materials in lessons, and for most cases this happens. There are many occasions in which I have witnessed, however, where special needs pupils fall short of being included all of the time and are given activities which neither stimulate nor challenge them. These are the pupils which perhaps need the most help to progress. They need to be suitably challenged so they may progress in some way, however big or small. Ofsted (2004) suggested that schools should make sure that pupils with SEN in mainstream schools are able to play a full part in school life, and receive a curriculum and teaching relevant to their needs (p.9). Pupils can often get lost in large mixed ability groupings and this is where a child may feel excluded as the teaching is not always relevant to their needs. This paper shall focus upon inclusion and the experiences of pupils on the autistic spectrum in mainstream schools. Significance for my Practice Every school I have been in has at least one child on the autistic spectrum. This is inevitable now in mainstream schools due to inclusion. Each child I have seen has Aspergers syndrome, high functioning autism. These children are clever and generally are placed in good sets. Educationally these pupils can advance and do well. Socially, however, these pupils struggle and they face difficulties on a daily basis. I am involved with some of these pupils at my present school so the significance for my practice will be vast. Understanding the research in this area and carrying out my own research will allow me to draw conclusions which I can then apply in school, to help these pupils and to in turn make other teachers aware, to allow benefit for these pupils across the school as a whole. Historical Background The Education Act (1944) established the grounding that a childs ability should be measured on age, aptitude and what they are capable of. SEN children were categorised by their disabilities. Although the act was groundbreaking for the whole education system, it was the 1970s that the focus of the individuals own need began to be addressed (Parsons, 1999). Research into special educational needs occurred more frequently in the 1970s after the Warnock Report (1978) which found that 20% of children could have SEN but 2% may need support above what mainstream schooling could offer them. Since then a great deal of research and investigation has been done in all areas of special needs. The government has made a number of acts over the years to ensure this happens, the most recent one being the Special Needs and Disabilities Act (2001) which protects students against discrimination. In 2005 however, Baroness Warnock criticised SEN in the UK and has suggested that small specialist provision is needed and that the bullying of SEN children in mainstream schools is inevitable. The claim fails to include that small specialist provision is still available should parents seek this. Specialist provision is now also within some mainstream schools which have specialist units within to cater for more complex needs. Further literature, which is discussed later backs up this claim to some extent. Autistic spectrum disorders (ASD) are a range of related developmental disorders that begin in childhood and persist throughout adult life (NHS, 2010). It causes problems and difficulties with social interaction, impaired language and communication skills and unusual patterns of thought and physical behaviour. There are three main types of ASD; autistic disorder, aspergers syndrome and pervasive developmental disorder. The National Autistic Society (NAS) claim that 1 in 100 pupils have ASD and that all schools should be autism friendly with fully trained teachers. This I believe should be the case but with numerous policies and an extensive range of needs within SEN alone, it is difficult to ensure all teachers are trained in everything. This is perhaps where there should be a number of specialist teachers, rather than have all teachers specialise in everything. This however, suggests that in a typical secondary school there could be more than ten children with this disposition. Aspe rgers (high-functioning autism) is common in most secondary schools and the experiences of some pupils are difficult ones. ASD was first identified by Kanner (1943) as a specific pattern of abnormal behaviour. He identified this as being rare but made no attempt to define the amount of people who may have had this. Though the study is very dated, it is still highly influential today and has been a steeping stone for all future research. It is still also relevant to society today as people show the same symptoms as identified and therefore is still of huge importance. Other studies have shown differing prevalence rates of this, including Lotter (1966) who identified a frequency of 4.5 per 10,000 children with autism in an empirical study that was carried out which was epidemiological in nature. This developed the findings from Kanners research, nevertheless further research by Wing and Gould (1979) identified a rate of 15 per 10,000 of children who had social interaction, communication and imagination difficulties. This was the triad of impairments. Patterns of a repetitive nature were also identified whi ch is common today in most children was ASD. The children in the study were not that of the autism Kanner had described. Wing and Gould identified these being part of a broader spectrum of needs. These needs together were identified in 20 per 10,000 children. The prevalence rate is difficult to trust as many people portray elements of ASD yet are not defined as such. Experience has shown this. With prevalence rates, not all of the population can be tested and therefore the rate should be taken as an estimate. Asperger (1944) focused on a group of children who had similar behaviours to what Kanner (1943) had described as autism, but whom had enhanced abilities.   Asperger presented four case studies of children.   In these children he identified some patterns of behaviour and abilities and consequently named these autistic psychopathy.   These behaviours resulted in a lack of empathy, little ability to form friendships, one-sided conversation, intense absorption in a special interest and clumsy movements.   Asperger went on further to explain how these children displayed a great understanding and depth of knowledge on their favourite subject.   These claims are great and wholly unjustified on merely a study on only four boys.   Further research is hinted at within the text but as the paper only identified four case studies it should be regarded as a small scale study. It is common now also for girls also to be associated with being diagnosed with Asperger syndrome, which is a s ignificant point that Asperger missed. The behaviours identified are some which I have witnessed and which are consistent with my experience. Children with Aspergers syndrome can talk in depth on their favourite topic and can completely change the course of a conversation they are in to talk about this. They can often have one sided conversations on this and are not necessarily talking to anyone in particular on their specialist subject. The limitations of this research lie with the time, these were studies that were done during World War II and therefore behaviour due to trauma from the war could have indeed impended the true behaviour that matched the child.   It could be argued though that there were indeed many other children who presented with these behaviours and abilities, but an in-depth study of just four ensured significant detail and strengths in assessing a range of behaviours over a period of time, which consequently could be later relayed onto other children with a similar disposition.   The considerable delay in the translation of this paper led to Western understanding decades later; his finding are now regarded and accepted worldwide.   Aspergers syndrome is indeed a social construction and the paper should be taken as such but noteworthy research which will be discussed later now backs up the claims made in this paper. What could be regarded as another influential study is done by Wollf (1995). Having studied Asperger syndrome for over 30 years the findings are most definitely worthy to a great degree. The studied children were of average or high ability who were impaired in their social interaction but who do not have the full picture of the triad of impairments. However, these children represent the most subtle and most able end of the autism spectrum; are higher functioning. The majority become independent as adults, many marry and some display exceptional gifts, though retaining the unusual quality of their social interactions. There is great debate on why to even include these children in the autistic spectrum. Wolff suggests that these children often have a difficult time at school and they need acknowledgment, understanding and acceptance from school staff as well as parents. Is this the best option for these children though? To identify them as different and therefore facilitate them to a l ife of indifference as they live with this brand upon them. This makes the research lose some credibility as there should be more justification than they have a difficult time at school. Other children have difficult times at school, for many other reasons. Research Theories and Findings A good proportion of studies have been completed on including pupils in a mainstream school with autistic spectrum disorders. These studies differ in terms of their methodologies and findings. With a huge proportion of pupils in the UK facing difficulties with communication, social interaction and imagination, studies for mainstream schools focus upon high functioning autism in the form of Aspergers syndrome. It is more common to find pupils with Aspergers syndrome in mainstream schools as their intellectual level is greater than those with pure autism. Inclusion and Autism; Pupil Experience Humphrey and Lewis (2008) looked into the views and experiences of a pupil with ASD in a mainstream school. Through a small scale study it found that the inclusion of pupils with Aspergers syndrome in mainstream schools presents challenges and opportunities for the various stakeholders (e.g. teachers, pupils, parents and peers) in this process. The study was purely the views of pupils and their experiences though it is often witnessed by teachers that issues at home equate to problems at school. As a result, it may have been appropriate to include teachers views to ensure the participants were portraying behaviour that was usual. Inclusion is fraught with difficulties, with the whole range of needs that exist in mainstream schools at present. A report shows 1000 examples of inclusion in education from members of NAS, Barnard et al (2000). The findings claim that parents with a child in an autism specific provision were twice more likely to be very satisfied than those who had a child in a mainstream school. It shows that views decline through the later school years, the older the child becomes. The survey was completed by over eight hundred respondents, with half of the children being in a mainstream setting. A majority proportion of these children had statements. Findings are primarily based on opinions of parents but the views could be contested as they do not attend school with their child. The parental opinion on what they think their child should have may exceed the needs that their child actually holds. In a mainstream school I am working in children with ASD are supported in a variety of ways and are making good progress. There are issues that these children struggle with but they are guided through these with help from staff in school and through external agencies support. Humphrey is a leading researcher in the field, with a number of studies looking into the effects of inclusion for pupils. Humphrey (2008) identifies that the number of students with ASD being educated in mainstream schools is growing, though educational experiences of these students are unfounded. Whats more, the article found that pupils with ASD are more than twenty times more likely to be excluded from school than those without special educational needs. This implies that pupils are unable to cope suitably in this setting yet reasons for the exclusions are not explored. The paper identifies strong strategies for behaviour and such, yet without the reasons of why these people are excluded the suggestions on improving behaviour are speculative. Literature also draws upon the debate of whether inclusion in mainstream education is the best route for all special needs children. Wang (2009) identified through a critical analysis that certain difficulties may occur by allowing ASD childr en into mainstream education. It also notes on how inclusion is worth striving for and how disadvantages can be resolved by training educators appropriately. Much research in this area pertains that it is teachers who need to understand more and in turn need to implement different strategies. This shall be discussed further later. Tobias (2009) found that by providing students with a mentor figure and by meeting the needs of the individual rather than applying blanket policies to groups of students with ASD, that these were strategies to support and aid in inclusion which worked well and were consequently perceived as such. This on the other hand, is one isolated example and was a small scale study of just fifteen participants and research in this respect is limited. Most studies seem to take the view that experiences could be improved; bullying was found to be a major issue within literature. Peer Understanding and Bullying A significant number of researchers have identified the need to ensure peer understanding to allow ASD students to be included in the activities associated with school life. Many reports account for many students with ASD being bullied by peers, either because they know they are different and have ASD or because they are seen as different and cannot handle social situations as well as others may. Humphrey and Lewis (2008) identified the fact that much research had suggested these pupils make easy targets for bullies. The symptoms associated with ASD make these pupils stand out from their other peers so this statement could be suggested from observations, the research needs to identify why this is as it found almost all pupils reported being bullied at different levels of severity and frequency. This also seemed to occur regularly. Research on this suggests that it is boys in particular who suffer in school settings. Granzio et al (2006) confirm that the oddness of pupils with Asperge rs syndrome led to verbal abuse and social exclusion on a daily basis from peers. From this it may be reasonable to suggest that social exclusion could lead to other problems in a child such as the child becoming depressed due to social rejection as around one-third of school time is spent outside the classroom (Nelson, 2004). This therefore is an area where more research needs to be done; in particular in that of social integration. Norwich and Kelly (2004) recognise that those with special educational needs are more likely to be bullied than other pupils. When thinking of the difficulties faced by children with ASD; particularly that of social and communication difficulties it is not surprising the rate and frequency that bullying occurs. The World Health Organisation (2007) suggests that social difficulties are exacerbated if dyspraxia or developmental clumsiness is present, which is often the case. Students therefore need to develop an understanding of ASD pupils to allow them to develop some compassion to how they must feel on a day to day basis. Humphrey (2008) established from previous research that students need to understand a little about why students with Asperger syndrome have such quirky behaviours. A little understanding and knowledge can go a long way to show other students how to assist easily, rather than ignore or taunt this student. Most research in this area suggests that more knowledge is nee ded, whether it is for the pupils or school staff. A further study looks into the relationships with peers and the use of the school environment. Wainscoat et al (2008) found through a case control study that Aspergers pupils, in comparison with controls engaged in fewer social interactions, spent breaks and lunch times in adult supervised areas of the school, reported having fewer friends and therefore likely to be the targets of bullying. This once more shows recognition in the fact that experiences of these pupils within mainstream education are not all good. This is one of the few quantitative studies yet provides little understanding into reasons behind the findings compared with the qualitative studies. It provides strong evidence to support these claims through statistics but the structured interview could have included some open questions to allow participants to elaborate. The literature discussed shows pupils are isolated, often bullied and somewhat unhappy. This suggests mainstream education is perhaps not the best place f or all students. There also seems to be a social stigma attached to these pupils as research suggests quirky or odd behaviour. With up to 1 in 270 students at secondary mainstream schools having SEN related to an ASD, Barnard et al (2002) this accounts for a huge proportion of pupils who may be having the same difficulties. This calls out for a greater need for more research in this field to ensure ASD pupils are getting the support they need to deal with these issues and how these issues are dealt with in mainstream schools. Teachers Perceptions Ashburner et al (2010) compare teachers perceptions of students with ASD to their perceptions of typically developing students with regard to their capacity to perform academically and to regulate emotions and behaviour in mainstream classrooms. This was a case control research design and participant bias, in respects to the participating teachers is highly prominent in this research. It was based on teachers ratings from teachers whom already possessed views and opinions on the childrens aptitudes, abilities and more importantly temperament. This, on the other hand, means they had a truer perception of the child that a researcher would not have had and therefore results are plausible. Ashburner et al propose the research findings were concurrent with prior research which suggests that students with ASD exhibit significantly higher levels of behavioural and emotional difficulties at school than their typically developing peers. Jordan (2008) claims that teaching pupils with ASD is hard. It is hard for just the same reason that students with ASD find it difficult to learn in our current school system. Just as these children have no natural intuitive ways to understand their teachers, teachers, in turn, have no natural intuitive ways of understanding students with ASD. Teaching is made more difficult by the fact that no child with ASD is the same and strategies that work on occasions, may not do on every occasion. This is what I have found in my practice. This is where Every Child Matters comes into play and is particularly important, where each child needs support to enjoy and achieve. Jones et al (2007) conducted a review of needs and services for young people with Aspergers syndrome. It identified that within education many children, parents and carers will meet people in their school lives whom have no knowledge of Aspergers syndrome, teachers included. Thirty five children took part in the review and the majority (68%) would have liked their school to be different. Although this is based on ASD children, it goes without saying that most children would like school to be different and therefore more specifics need to be recognised. Within the survey bullying was also identified, yet this was something which school staff failed to mention. Research in regards to teacher understanding comes across not only in research that is based solely on the teacher, but also from research on peers and pupils themselves with ASD. This shows there is a greater need for teachers to be more aware of the whole range of need associated with ASD, not just Aspergers syndrome which is commonly found in mainstream setting. Conclusions from the research The general consensus from the research identified is that inclusion and autism is improving, but improvements still need to be made. There is limited research into social integration of pupils into mainstream schools, which considering the estimated prevalence rate is quite alarming. A significant number of researchers have also identified the need to ensure peer understanding, as well as a greater awareness of ASD for teachers. The majority of the research identified bullying as an experience within school. The percentages of this are soaring and it is something which I believe schools needs to research promptly. Bullying is identified in the research from accounts by the pupils, yet teachers perceptions on this seem somewhat different. Research falls short of statistical evidence and a lot of it is qualitative, but this provides in depth explanations and good quality accounts of experiences within mainstream schools. Part B In analysing the different research studies it seems appropriate to start from near the beginning and look at where new and relevant research stems from. In this respect there will be a focus on Aspergers syndrome (Asperger, 1944). The paper by Asperger (1944) is highly pertinent in understanding a range of autism that may occur in a person. It continues on from the work done by Kanner (1943). A great deal of evidence is collected, including that of family history. The research methods, however, are somewhat lacking. The testing that Asperger conducted on these children often failed in providing any useful analysis and was therefore disregarded. Intelligence tests were conducted where these included construction tests where the child would copy from memory, rhythm imitation, memory for digits (repetition for six digits was expected at the age of ten, one boy who was six thus proved to be above average), memory for sentences (this could not be evaluated) and similarities between different things were tested. Analysis focused on memory for digits, along with observation and parental examples of abilities. The latter is a difficult one to reprehend as parents often believe their child to be above average of other children of a similar age and this for that reason is only their opinion. It is essentially qualitative data in the respect that most of the research is carried out through observations and opinions. The data is essentially more rich with lots of detail and therefore of good quality. The justifications for the intelligence tests were on the basis that the child carrying out these tests were observed and therefore judged on communication and ability. This fundamentally enhances the reliability of the tests as there was a plausible reason behind carrying them out, rather than just purely to measure intelligence. The tests however were adapted to the personality of the child so conclusions from these as a whole need to be somewhat justified more. This was essential in terms of ethical issues to put the child at ease but each of the data sets collected are detached from each other, as each case study had a different method. The research is highly subjective and researcher bias is great due to the nature of the observations. The case studies, however, provide enough detail through comprehensive descriptions to justify the claims made. Overall, this paper has provided a good grounding for all research conducted today in this field and is highly important. The research methods conducted are limited but further research and advancements in technology since 1944 have allowed a greater picture of Aspergers syndrome to be developed over time. In contrast, a recent paper on the views and experiences of Aspergers children in a mainstream school moves away from looking at how these children behave to focusing on how they feel and what their experiences are like. This links to the last paper discussed on what Aspergers is but looks at their perceptions of what Aspergers is, so is not purely from the side of the researcher. Humphrey and Lewis (2010) provide an in-depth analytical paper on how these children cope in school. This is a small scale qualitative study on twenty pupils in North West England. It looks at four mainstream high schools. The research is phenomenological where interpretive phenomenological analysis was used to explore how pupils made sense of their educational experiences. The research was qualitative in its methods; the study incorporated semi-structured interviews and pupil diaries. The diaries were used for a month which made possible vast amounts and quantities of detail from each participant in the st udy. This is difficult to analyse and researcher bias will occur to decide which points are valid and are worth mentioning above others. The diaries were also conceived via different methods; either written, orally or electronically. This could yield different results. The participants had a choice but this may not have necessarily been the correct method to enable them to explain in the greatest amount of detail. All participants did not fill in the diary for a whole month period but a number of participants stopped at differing intervals. This led to varying amounts and different quantities of data sets from each participant. The research should have perhaps been carried out on a smaller time scale to allow for full participation. The diaries, on the other hand do provide good detailed responses as opposed to purely using interviews. For example, a participant proceeded to draw images and diagrams depicting his school life which gave a more rounded picture on his feelings and emot ions. This level of detail allows for greater understanding of their experiences and therefore enables the research to be reliable due to the high quality that it portrays. The semi-structured interviews then back up thoughts and feelings from the participant which also enables prompts from the researcher, to allow greater explanation on why they think or feel this particular way. The paper is high in terms of validity and there is a small chance the participant may be lying as issues were recorded in the diary and discussed further via this route. The study also adds to input from its participants by allowing them to provide commentary on the findings, which were then incorporated into the paper. This ensures the theme on their views is completely adhered to, again adding to the consistency of the methodology. The visual representation of results both allowed for the pupil understanding when they were providing commentary on the paper but it also identifies strong categories and th emes in an area where research is wholly limited. Furthermore, this will provide a strong grounding for further and future research in this particular area. Another study, Wainscot et al (2008), looks at experiences in a mainstream school of participants with Aspergers syndrome, but this focuses more specifically on the relationship with peers and the use of the school environment. Research methods included a case control design where pupils undertook a structured interview on their social interactions that day, at the end of school. This method was justified entirely by suggesting the alternative approach of using a cohort study could result in an unbalanced sample based on the kind of prevalence observed. By justifying the method the paper gains credibility and warrants why the method it chose was to all intents and purposes best for this particular research. Structured interviews provide limited scope for the participant to respond and as a result there was a lack in the depth and quality of answers. For example, a question posed was did you have a good day at school today? This is a yes or no question and reasons behind this answer c ould be vast. A pupil may not have slept well or simply was not in a good mood, but in terms of the research conducted it could be interpreted as the participant not liking school or anything the researcher interprets it as. This is a quantitative study and as such responses were entered into SPSS database and analysed. A snowball sampling strategy was used which was again justified as the characteristics required of participants are rare. The control participants were chosen with dyslexia to further investigate SEN as a risk factor for social isolation. The overall number of dyslexic pupils in the study however, turned out to be just three. The research therefore focused primarily on those with Aspergers syndrome and those without. The case-control dyad matched a whole range of variables; age, gender, academic ability, physical size, lessons attended, socio-economic background and ethnicity. The variables were matched where they could be but not all of the case control dyads were. This implies the amount of variables was perhaps too complex to allow for all true matches. The data was collected at different times, in different years to be specific. This implies a lack of reliability as data was collected over a year apart and therefore the researcher did not allow the research to be consistent; this may well have influenced the second data collection period more notably than the first. The study provides a number of limitations but in essence provides good substantial evidence, with a clear comparison between two groups. The researcher could have had more control over the study as opposed to allowing case-control matches by the schools. Again, as with the previous study discussed a need for more research in this field has been acknowledged and suggestions of peer bullying are further recommended. Barnard et al (2000) carried out a large scale study focusing on examples of inclusion in education from the National Autistic Societys members. Although this is slightly dated, it is one of a few large scale studies on inclusion and autism that has been conduc

The Forgotten Female in the Works of Ernest Hemingway Essay -- Biograp

The Forgotten Female in the Works of Hemingway      Ã‚  Ã‚   Ernest Hemingway has often been accused of misogyny in his treatment of female characters (and, perhaps, in his treatment of women in his own life). "It is not fashionable these days to praise the work of Ernest Hemingway," says Frederick Busch. "His women too often seem to be projections of male needfulness" (1). Many of his stories are seen as prototypical bildungsroman stories--stories, usually, of young men coming of age. There are few, if any, stories in the canon of women coming of age, however, and Hemingway is not the first to suffer the wrath of feminist critics. But is this wrath justified?    In his dissertation, Mark G. Newton reviews some of the critical literature that places Hemingway within the misogynist genre. "Cliches [sic] abound," he says. "Hemingway was in search of his manhood (an ignoble quest?); he hated women; he had a "death wish" and a "thin persona"; he was the archpriest of violence, etc." (6). However, Newton sees women in Hemingway's works as the "positive life-directed force which transports the male Hemingway hero away from a debilitating wound" (2), and he places them into "[t]he roles manifested by Hemingway's women in aiding the hero": "Ideal Women," "Sister Guides," "Icons and Dream Visions," "Wicked Women Who Also Serve," "Feminine Points of View," and "Full Cycle." My problem with Newton's approach to the feminine in Hemingway is that Newton seems to accept that, in presenting women as archetypal Eve's, the woman as "help-meet"-type image, that Hemingway is somehow presenting women favorably.    A somewhat similar view is presented by Jeryl J. Prescott in "Liberty for Just(Us): Gender and Race in ... ... of Melville, Twain, and Hemingway. New York: Peter Lang, 1984. Kennedy, J. Gerald. "Hemingway's Gender Trouble." American Literature 63:2 (1991): 187-207. Miller, Linda Patterson. "Hemingway's Women: A Reassessment." Hemingway in Italy and Other Essays. Ed. Robert W,. Lewis. Praeger, 1990. Newton, Mark G. Beyond the Wound: The Role of Women in Aiding the Hemingway Hero. Dissertation: U of S. Florida, 1985. Penn Warren, Robert. "Ernest Hemingway," Introduction to Modern Standard Authors edition of A Farewell to Arms. New York: Charles Scribner's Sons, 1949. Prescott, Jeryl J. "Liberty for Just(us): Gender and Race in Hemingway's To Have and Have Not." College Language Association Journal 37:2 (1993): 176-88. Willingham, Kathy. "Hemingway's The Garden of Eden: Writing with the Body." The Hemingway Review 12:2 (1993): 46-61.   

Dresden and the Destruction of Vonneguts Dream :: Slaughterhouse-Five Essays

Dresden and the Destruction of Vonnegut's Dream The little dream Vonnegut took with him to war was not founded on the rubble of insanity, absurdity, and irrationality that he experienced in WWII. His dream was founded on order, stability, and justice. It was founded on what Dresden symbolized. And when Dresden evaporated so too did Vonnegut's dream. (Klinkowitz 223) Vonnegut's views on death, war, technology and human nature were all affected by his experience in Dresden and these themes become evident in his novels. The common thread between all of Vonnegut's themes is war.The bombing of Dresden had a profound impact on the life and writing of Kurt Vonnegut. "Rarely has a single incident so dominated the work of a writer" (Goldsmith IX). World War II shaped many of Kurt Vonnegut's philosophies that appear in his novels, especially Slaughterhouse Five. "With Slaughterhouse Five, Vonnegut was able to deal directly with his war time nightmare" (Klinkowitz 225). In Slaughterhouse Five we witness a moment of balance in Vonnegut's life when he finds himself capable of dealing with the intense pain of his Dresden experience and ready to go on with the business of living. "If the war becomes a general metaphor for Vonnegut's vision of human condition, Dresden becomes the symbol, the quintessence" (Reed 186). What made the Dresden bombing even more horrible to Vonnegut was that as a prisoner, he was ironically protected from the bombs and fire. Planes from his country did the bombing, and he was perpetrator, observer and target all at the same time (Goldsmith ix). Kurt Vonnegut, Jr. was born on November 11, 1922 in Indianapolis, Indiana. He later served in the US Army Infantry. He was captured after the Battle of the Bulge and sent to Dresden to work in a factory. After being awarded the Purple Heart in 1967, he received the Guggenheim Fellowship to research Slaughterhouse Five.

Central Secretariat

The Central Secretariat system in India is based on two principles: (1) The task of policy formulation needs to be separated from policy implementation. (2) Maintaining Cadre of Officers operating on the tenure system is a prerequisite to the working of the Secretariat system. The Central Secretariat is a policy making body of the government and is not, to undertake work of execution, unless necessitated by the lack of official agencies to perform certain tasks. The Central Secretariat normally performs the following functions: (1)  Assisting the minister in the discharge of his policy making and parliamentary functions. 2)  Framing legislation, rules and principles of procedure. (3)  Sect oral planning and programme formulation. (4)  (a) Budgeting and control of expenditure in respect of activities of the Ministry/department. (b)  Securing administrative and financial approval to operational programme and their subsequent modifications. (c)  Supervision and control over the execution of policies and programmes by the executive departments or semi-autonomous field agencies. (d)  Imitating steps to develop greater personnel and organizational competence both in the ministry/department and its executive agencies. e)  Assisting in increasing coordination at the Central level. | Structure of Central Secretariat Structure of Central Secretariat is such that the entire system is divided into a number of secretaries, deputy secretaries, joint secretaries and so on. The division of posts is hierarchical in nature. | | | | | | | | The Central Secretariat is a collection of various ministries and departments. But the Cabinet Secretariat, which is in reality a ministry comprising more than one department, is still known as the secretariat. A ministry is the charge allotted to ministers.This may include one or more departments depending upon administrative convenience, each under the charge of a secretary. A department on the other hand is an organizational unit consisting of a secretary to government together with a part of the central secretariat under his administrative control on which the responsibility of performing specific functions has been conferred. Thus technically, a department should be identified with a secretary`s charge and a ministry with a minister`s charge. However, this distinction is not always maintained.Thus, if a ministry has more than one department within itself, it may have more than one secretary in which case there will arise the need for making one secretary superior to other secretaries who will represent the ministry. A ministry is responsible for the formation of the government policy within its sphere of responsibility as well as for the execution of that policy. Thus in terms of internal organisation, a ministry is divided into the following segments within an officer in charge of each of them to expedite matters:Department- Secretary/Additional/Special Secretary Wing- Joint/Additional Secretary. Di vision- Under Secretary. Section- Section Officer The lowest of such units is the section in charge of a Section Officer and consists of a number of assistants, clerks, â€Å"Daftaries,† typists and peons. It deals with the work relating to the subject allotted to it. It is also referred to as the Office. Two sections constitute the branch which is under the charge of an under secretary, also known as the Branch Officer.Two branches ordinarily form a division which is normally headed by a deputy secretary. When the volume of work in a ministry exceeds the manageable charge of a secretary, one or more wings are established with a joint secretary in charge of each wing. At the top of the hierarchy comes the department which is headed by the secretary himself or in some cases by an additional/ special secretary. In some cases, a department may be as autonomous as a ministry and equivalent to it in rank. | | | FUNCTIONS