Taoism View of Knowledge Case Study Example | Topics and Well Written Essays - 2000 words

Taoism View of Knowledge - Case Study Example Socrates’ profession of his ignorance is widely known because he does not proclaim that he knows nothing. He asserts that he knows nothing valuable. If one understands the nature of human virtues, he will know how to conduct his life. He also comes up with a principle called the priority of definition. One cannot specify what something is unless he provides its definition. Since we have all lived with knowledge buried in us, we only need to reactivate it to bring it to the surface. Knowledge involves the ability to elucidate why things are the way they are. In a nutshell, knowledge is the understanding of the subject matter rather than a guess or an opinion of what something entails. Thus, learning is a recollection (Buffy 39-51). Taoism is one of the major religio-philosophical traditions that have shaped Chinese life for a long time. It is characterized by a positive and active attitude towards the theories on the nature of reality. Taoism incorporates the ideas and attitudes of Lao-Tzu (Tao Te Ching) and his later commentators Chuang-Tzu and Lieh –Tzu who influenced the worship of Tao. On constructs of knowledge and language, Taoists holds the view that all human beings are fundamentally one. Differences only arise when people lose sight of the whole and see their ways as worthy. He compares those people with a frog at the base of the well who values the brightness he sees from the sky.   All that is good and evil, true or false are relative notions; an argument means that one is failing to see (Hans 21). The Taoists view of the ideal relates to being innocent of knowledge and devoid of desire. However, the basics of food and clothing are exceptional in the free of desire. Other desires above these basics need to be overcome. Desiring food is acceptable but the desire for delicacies is what is discouraged. Knowledge of what is desirable brings excitement and satisfaction. Knowledge is unavoidable, hence, we need to use it to reduce rather than increase desire. Unfortunately, we use knowledge to increase desire because what we do not know cannot hurt us.

The gendering of people and nations Essay Example | Topics and Well Written Essays - 1500 words

The gendering of people and nations - Essay Example The policies of Woodrow Wilson were centered around the promotion of progressive American ideals and reforms. Liberalism was the belief in basic human rights such as the right to freedom of religion and free speech. The United States also promoted the system of democracy to ensure that vestiges of colonial rule were eliminated, in favor of political institutions that promoted active participation by the people in the formation and functioning of Governments. The development of the Truman doctrine and the Marshall Plan, as well as American leadership in the development of the United Nations and NATO are all means by which America has sought to enhance the levels of support it receives from other international countries for its democratic principles. During the first world war, President Woodrow Wilson opposed the German submarine warfare against commerce as a â€Å"war against all nations† and clearly articulated the objectives that must be sought to be attained – â€Å"our motive will not be revenge or the victorious assertion of the physical might of the nation, but only the vindication of right, of human right, of which we are only a single champion†¦Ã¢â‚¬ 1 This clearly sets out the direction in which American foreign policy was to be headed; it was to focus upon the propagation of basic human rights across the world, since America was the sole champion of such rights and the progressive reforms taking place in the country were also to be echoed in foreign relations. When the preservation of such principles have entailed the United States entering into war, it has been adequate as a propellant, for instance during the first world war, when the motive behind entering the war was to resist German imperial ism and to make the war a safer place for democracy to thrive. One example of implementation of American values and principles on civil rights may be noted in the representation of women in the new international organizations

The Donation of Constantine Essay Example for Free

The Donation of Constantine Essay The Donation of Constantine has been considered a forgery, especially since 1440 A. D. by Lorenzo Valla in his Declamatio: â€Å"So all these are yours, supreme pontiff? And it is your purpose to recover them all? To despoil all kings and princes of the West of their cities or compel them to pay you a yearly tribute, is that your plan? † (Valla, 27) â€Å"The Donation† is a very controversial document that became an instrument used by the Papacy to ‘officially justify’ its political power and control. This fraudulent document has been thought to have been written 5 centuries later, between 750 and 800 A. D. The basis of the document itself was the transfer of power from Constantine to Pope Sylvester when Constantine converted to Christianity by baptism in 324 A. D. : â€Å"So the pontiffs, who are the representatives of that same chief of the apostles, should obtain from us and our empire the power of a supremacy greater than the earthly clemency of our imperial serenity is seen to have had conceded to it, (†¦)And we ordain and decree that he shall have the supremacy as well over the four chief seats Antioch, Alexandria, Constantinople and Jerusalem, as also over all the churches of God in the -whole world. And he who for the time being shall be pontiff of that holy Roman church shall be more exalted than, and chief over, all the priests of the whole world† (Donatio Constantini) The reality, however, was that Constantine had been baptized later in 337 A. D. , by the Bishop of Rome. The donation in question consisted in surrendering the imperial insignia, the Lateran Palace, and the Roman and Italian territories. Besides, Rome was the capital of the great Roman Empire and the seat of the Apostles. So, the idea was that these Bishops of Rome, the representatives of Christ, should inherit Rome and its seat. In the beginning, the Bishop of Rome at the time of Constantine was not a very powerful public figure. Nevertheless, he benefited from his closeness with Constantine who had been in Rome to quietly and gradually assert authority as the head of the Emperor’s religion. (Williams, 522) The rise of the predominance of the Bishops of Rome ‘owning Rome and Christianity’ was subsequently supported by different rulers like Theodosius the Great who instituted a law that stated that any nation seeking the protection of the Pope in Rome would have to become a Christian nation. (Williams, 523) Unfortunately, numerous upheavals in power in the territories surrounding Rome became evident when pagan nations moved into Britain; Arian Kings moved into the remaining West while the Lombards established their domination next door to Rome. They were not the only threat to the authority of the Pope of Rome. At the same time, the emperor of Constantinople had been an enemy of the Pope; the emperor had even tried to assassinate him. (Williams, 524) The only way for the Pope (Stephen II or III) to secure his power was to enlist the help of a powerful ruler with whom he could forge an alliance. This ruler was the Frankish king Pepin III, nicknamed â€Å"Le Bref,† French for â€Å"the Short. † Pepin the Short became an ally against the Lombards who were dangerously threatening to take over all the Italian territory. In order to get the help from the Frankish king, Stephen traveled through the Alps all the way to Gaul where he anointed Pepin as well as his two sons Carloman and Charlemagne. Subsequently, Pepin and his two sons battled the Lombards, beat them, and took over their territory, formerly a Byzantine territory. In order to fulfill their alliance, Pepin gave this territory to Stephen in the Donation of Pepin, freeing Rome from Byzantine control. This conferred authority over these territories was the beginning of the papal states, dramatically increasing the political influence and religious power of the papacy. The papal power was confirmed and supported by Charlemagne. In 799, Pope Leo III had been mistreated by the Romans and sequestered. Charlemagne came to his aid and Leo crowned him emperor on December 25, 800 A. D. Charlemagne became the renewer of the Western Roman Empire and kept up his father’s relations with the Pope while becoming his protector. Charlemagne was a ruler always at war for most of his reign and conquered many lands like Saxonia, forcing the pagan population to embrace Roman Catholicism. (Ganhof, 220) (Becher, 19-81) Conclusion The ascension of Charlemagne to the throne originated from his father’s alliance with the papacy. Around 750 A. D. , the Donation of Constantine falsely validated the Pope’s authority on Rome and the Italian territory. This authority was confirmed and supported by Charlemagne whose loyalty to the Pope earned him the imperial seat of the Western Roman Empire. He was crowned in 800 A. D. by Pope Leo III. Works Cited Valla L. Discourse on the Forgery of the Alleged Donation of Constantine. Trans. by Christopher B. Coleman. Scanned Proofread by Jonathan Perry. New Haven: Yale University Press 1922. Hanover Historical Texts Project. 2001. Donatio Constantini. 750-800AD. The Medieval Sourcebook. The Fordham University of Medieval Studies. July 22, 2006: December 3, 2006. Williams SH. The Historian’s History of the World: A Comprehensive Narrative of the Rise and Development of the Roman Empire. History Association Publication, 1904. Ganshof, F. L. The Carolingians and the Frankish Monarchy: Studies in Carolingian History, trans. Janet Sondheimer, Ithaca, N. Y. : Cornell University Press, 1971. Becher, M. Charlemagne, trans. David S. Bachrach, New Haven: Yale University Press, 2003.

Evaluate Inclusive Practices for Children with Special Needs

Evaluate Inclusive Practices for Children with Special Needs According to Ainscow et al. (1999:1) the Green Paper Excellence for All Children and the follow-up document Meeting Special Educational Needs: A Programme of Action place inclusion at the centre of policy and practice and politicians now emphasise their commitment to social justice and inclusion rather than competition. This new mood has facilitated an increased demand for mainstream schools to include children who would have in the past been sent to special schools (Thomas et al. 1998:1). There are a number of strategies that schools and parents can adopt to enable all children to be accommodated in an inclusive setting and make learning a more enjoyable experience. Inclusive practices adopted in mainstream settings focusing on secondary schools, will be critically evaluated in the following paragraphs using specific case studies to inform the analysis. Obstacles which hinder effective practice and policy will also be examined. History of Inclusion According to Walker (2009:3), during the 1980s and 90s, new special schools were given much investment to meet the needs of those with learning difficulties and physical disabilities. The justification for this approach was that mainstream schools could not provide these children with additional support needed. However, there has been a clear shift in thinking since the beginning of the 21st century with many secondary schools closing or merging with mainstream schools. Champions of this development have asserted that the social element of education is critical to all children and that childrens learning requirements are best met in an inclusive setting. Consequently, mainstream schools have developed a number of strategies to help cope with the requirements of children with special educational needs and they have to demonstrate that they are addressing the educational needs of all their pupils. Additionally, since September 2008, all schools have added a Special Educational Needs Coordinator (SENCO) to their Senior Leadership Team (SLT). Defining Inclusive Education According to Stubbs (1998:1) inclusive education is a strategy contributing towards the ultimate goal of promoting an inclusive society, one which enables allà ¢Ã¢â€š ¬Ã‚ ¦to participate in and contribute to that society. Difference is respected and valuedà ¢Ã¢â€š ¬Ã‚ ¦ Thus, inclusive education is child-centred, acknowledging that children are individuals with different learning requirements. As well as improving schools, inclusive education increases awareness of human rights and reduces discrimination. According to the Centre for Studies on Inclusive Education (CSIE, 1996, cited in Thomas et al. 1998:15) an inclusive school is community based; is not exclusive or rejecting; is barrier-free; is accessible to all members both educationally in terms of curricular and physically in relation to buildings; and promotes collaboration between other schools and all those involved in the childs welfare (Thomas et al. 1998:16). Ainscow (2005:15) asserts that inclusion is characterised by four key elements. The first one defines inclusion as a process. In other words, inclusion is an endless search to find better ways of responding to diversity. Here, differences are viewed as a stimulus for cultivating learning for children. Secondly, inclusion focuses on identifying and removing barriers. This involves collating and analysing information from a range of sources so as to plan for improvements in policy and practice. Thirdly, inclusion is concerned with the participation, presence and achievement of all students. Children must frequently and punctually attend school, their views must be listened to and acted upon and they must be provided with the tools for achievement in learning across the curriculum. Finally, inclusion focuses on those groups of children who may be a risk of exclusion, marginalisation or underachievement. This involves careful monitoring of those statistically most at risk and a commitmen t to ensuring their presence, participation and achievement in mainstream schools. However, Ainscow (2005:14) asserts that there is still confusion about what inclusion actually means which is rooted in central government policy statements. The term social inclusion has been associated primarily with improving attendance and reducing exclusions. The concept of inclusive education on the other hand, has appeared in most national guidance in connection with the rights of individual children identified as having special educational needs to be educated in mainstream schools. More recently, Ofsted has introduced the term educational inclusion, noting that effective schools are inclusive schools. The minor differences between these ideals, contributes to a lack of common understanding amongst stakeholders and leads to subsequent difficulties in implementing educational reform (Fullan, 1991, cited in Ainscow, 2005:14). Defining Special Educational Needs According to DirectGov (2010:1) the term special educational needs refers to children who have learning difficulties or disabilities that make it more difficult for them to learn than most children of the same age. According to Frederickson and Cline (2002:35) a child has a learning difficulty if they have a far greater difficulty in learning than most pupils of a similar age and have a disability which hinders them from being able to make use of school facilities of the kind provided to pupils in schools in the local authority area. According to Topping and Maloney (2005:3) the old system of categorisation of children located the problem within the child, conceiving it is as a deficit in the individual, and applying a medical tool as if learning difficulties were some kind of disease with labels such as educationally subnormal being applied. However, from 1980 onwards political pressure from disability groups had begun to change societal values and pathological models were replaced by social and educational models of disability, which acknowledged that educational difficulties are dependent upon the educational context in which the child is situated, and the of quality teaching they receive. However, although inclusive discourse encompasses ideas that appear to be contrary to the medicalisation of special educational needs, evidence reveals that this is not a message that has been delivered effectively to pupils leading to the discriminatory treatment of children who are not obviously different from so-called normal children. According to Abberley (1987, cited in Florian et al. 2006:38) the medical model sees difference in relation to disease and endeavours to quantify individual impairments in terms of implications for standard treatments. Oliver (1990, cited in Florian, 2006:39) argues that educational assessments have historically identified the particular dysfunctional characteristics of a child in order to prescribe treatment. Inclusion on the other hand, views children with special educational needs as valued members of society who are totally normal people who just happen to have these extra differences. All schools in the UK have a register of pupils with special educational needs which holds details of pupils learning needs and includes information regarding any emotional and behavioural difficulties they are experiencing. This information goes towards the development of an individual education plan (IEP), which outlines learning targets for staff to include in their teaching (Visser, 2000:8). The biggest increase of special educational needs in mainstream school has been for children presenting learning difficulties. However, teachers express most concern about pupils with emotional and behaviour difficulties perhaps because they are viewed as most likely to damage the education of their classmates as well as being most stressful for the teacher. It is also evident that some children who are perceived to have special needs in one classroom are not necessarily seen as having special needs in another. Moreover, teachers tend to perceive learning difficulties more readily in children of South Asian origin (Topping and Maloney, 2005:6). Inclusive Practice in Secondary Schools So far, this paper has outlined the historical development of inclusion and provided a definition of inclusive practices and special educational needs. The following paragraphs will illustrate how inclusive practices can be used effectively in mainstream secondary education, using specific case studies as examples. According to Ainscow et al. (1999:2), as a result of half-day conferences with key stakeholders including parents and pupils, it was concluded that there are a six inter-connecting themes which are critical to the development of more inclusive practices within LEAs, which include policy development; funding strategies; processes and structures; the management of change; external influences and partnerships. There was general support for the view that an LEAs policy for inclusive practice should contain a review of future basic principles; capable of being applied to other policy areas; clear, despite differences of opinion between stakeholders; and supported by central government. Funding was perceived to be a significant factor in creating more inclusive arrangements. Across the LEAs, there was great disparity of funding between the most and least needy schools which influenced the extent to which each school was able to meet the needs of their pupils without external support. Hence, it was felt that LEA funding policies would facilitate progress towards inclusive practice and contribute towards more coherent funding strategies (Ainscow et al. 1999:2). In relation to processes and structures, it was felt that existing arrangements could inhibit inclusive practice and so there was an identified need to set up various interim arrangements to help move things forward. For example, some LEAs viewed the work of classroom assistants as integral to inclusive practice. Others felt that this arrangement led to further segregation within mainstream schools. Some LEAs had set-up training for classroom assistants and for teachers on working with another adult in the classroom (Ainscow et al. 1999:2). The conference revealed a strong feeling that management processes should be reviewed. It was identified that there are frequently dilemmas arising in decision-making amongst officers, advisers, educational psychologists and parents because they all have their own interpretations of what inclusive policies mean. This requires closer scrutiny so that there can be closer agreement between all those involved in the childs welfare (Ainscow et al. 1999:3). There was considerable focus on the importance of partnership working with particular reference to the role that LEA support services can play in cultivating effective partnerships with parents. It was considered crucial for there to be good communication between teachers and parents in order to iron out differences and misunderstandings. This view is supported by Beveridge (2005:95) who adds that in order for reciprocal support to occur, communication must be underpinned by mutual trust and respect if it is to be regarded as a genuine partnership. Appleton and Minchoms (1995, cited in Beveridge, 2005:95) empowerment model, focuses specifically on promoting parental control and highlights the need for professionals to tailor their involvement in ways that are responsive to the needs of individual parents and families. At a classroom level, there are a set of conditions which form the foundation of inclusive education for pupils with learning difficulties. Such conditions include: an opportunity for pupils to participate in the decision-making process; a positive attitude about the learning abilities of all pupils; teacher knowledge about learning difficulties; skilful application of specific instructional techniques; and parent and teacher support (Tilstone et al. 2003:22). However, Tilstone et al. (2003:22) assert that a positive attitude alone is not sufficient to achieve inclusive education. If a teacher is unskilled, regardless of how open-minded they are, they will fail to provide adequate education for pupils with special educational needs if they are unsupported. Similarly, skill in the various teaching methods needs to be supplemented with knowledge of pupils learning difficulties and the belief that such pupils can learn. Ainscow (1999:4) has observed that teachers who appear to be effective do pay attention to certain important aspects of classroom life. They recognise that the initial stages of any lesson are crucial to help pupils to understand the meaning of what is about to occur and they help children to recall previous experiences to which new learning can be related. They also acknowledge that the two most important resources are themselves and the children. Thus, pupils are frequently encouraged to think aloud, either with the class as a whole or as a result of the teachers questioning. However, in order for teaching methods to be truly effective much of it needs to be directed at the whole class. According to Ainscow (1999:5) individualized responses, based on systematic programmes of intervention, are now a thing of the past and the planning frame now needs to be directed at the whole class. When integration efforts rely on importing practices from special education they are likely to lead to new forms of segregation within mainstream settings (Fulcher, 1989, cited in Ainscow, 1999:5). English schools have experienced a significant increase in largely untrained classroom assistants who work with vulnerable children and their individualized programmes in mainstream education. When such support is withdrawn teachers feel they can no longer cope (Ainscow, 1999:5). Another important aspect of inclusive education is to ensure that all pupils have access to the National Curriculum. According to Rose (2003:28) the introduction of entitlement of all pupils to a curriculum which is broad and balanced has enabled a widespread recognition that all pupils have a right to receive a curriculum which contains some common elements. Pressure to apply the national curriculum has meant that a number of schools have addressed the ten subjects in such a way that the importance of the extra curricular elements has been diminished. Therefore, establishing a balance so that those with special educational needs can benefit, may demand that greater emphasis is placed on subjects that lie outside the core curriculum (Rose, 2003:32). In the Dearing Review of the National Curriculum in 1994, Richard Byers wrote pupils personal and social development: the cross curricular skills, themes and dimensions; methodological and practice-related notions like group work and prob lem solving must continue to be seen as of prime importance (Byers, 1994, cited in Rose, 2003:32). Improved formative assessments, according to Black and Williams (2001:3) are another way of ensuring a more inclusive environment for children with special educational needs. Many studies show that improved formative assessment helps low attainers more than the rest, and so reduces the spread of attainment whilst also raising it overall. One investigative study devoted to students with learning difficulties revealed that frequent assessment feedback helps both groups enhance their learning (Fuchs et al. 1997, cited in Black and Wiliams 2001:3). So far, this assignment has focused on the ways in which mainstream schools can successfully implement inclusive education. The following paragraphs provide some examples of the way in which inclusive practice has been introduced in mainstream secondary schools. Elias et al. (2002:1) conducted an in-depth case study of an effective inclusive school in the south west of England. The findings revealed a number of positive results. Respondents expressed positive attitudes towards inclusion to the extent that the general school ethos could be viewed as inclusive. To illustrate: students with special educational needs were not excluded from any activity in their class, there was very little withdrawal from lessons with most support provided in-class, all pupils participated in the mainstream life of the school, and there was a heavy focus on terminology and language with curriculum and learning support being replaced by SEN. Additionally, parents were exceptionally pleased with the communication they received from the teachers and the students with SEN who had been integrated benefitted academically. It was not clear whether they benefitted so much socially although this might have been because they had to take a bus and had less opportunity to b uild friendship out of school hours. School participants were pleased with the way that the physical environment was restructured and professionals felt personal satisfaction in implementing inclusive practice. However they did feel that the policy should be LEA-wide rather than restricted to a few schools. As the deputy head commented because we have a very good reputation for including students with additional needs, we have got the label that the school is good for SEN, and that is not the label that we want because we are losing the brightest of the students locally. Another example of a successful inclusive school is Hillbank, a state Secondary High school that serves a poor area in the North of England.  Ã‚   Reportedly, an estimated quarter of the local population draw some form of welfare assistance there (Ainscow and Kaplan, 2005:1). Ainscow and Kaplan (2005:1) collaborated with a group of sixteen year old students to record their views of the school in the hope that it would bring them deeper insights into what happed in the school.   Generally speaking, the students made a number of positive comments about the school and its inclusive practices, and this was supported by the impressions given by staff who also confirmed that the school had a good reputation in the local community and achieved good grades (Ainscow and Kaplan, 2005:1).   However, they did indicate that there were a number of aspects that made the school a less welcoming place. The students argued that the best and worst students were exempt from certain rules, leaving those in the middle, sometimes feeling unfairly penalized (Ainscow and Kaplan, 2005:1). Students also felt it was difficult to outlive a poor reputation in the school, even when pupils changed their behaviour and improved their academic performance. One student exhibited frustration at feeling that the teachers sometimes picked on the pupils and asserted that if you had a bad reputation one year, the teachers would still hold a grudge against you and make you feel that it was impossible to do anything right the following year (Ainscow and Kaplan, 2005). The above case studies are an illustration of the way that some schools have managed to implement inclusive practices effectively. However, the last case study especially, shows the importance of gaining the perspective of students in examining inclusive schools if one is to go beyond literal interpretations of inclusion. It also has the added benefit of allowing the students to feel that their voice is important (Ainscow and Kaplan, 2005:1). As Ainscow and Kaplan (2005) assert, inquiry based approaches can be a powerful way of stimulating the development of inclusive practices and evidence provided by students can be a powerful lever for change although this does depend on forms of leadership which encourage a willingness to address the challenges that emerge as a result of listening to the voices of young people. Obstacles An analysis of the previous paragraphs shows that there are clearly a number of practices and policies that can be introduced for a school to become sufficiently inclusive. However, there are a number of challenges that schools can face in order to fulfil the criteria needed to become an inclusive school. According to Evans and Lunt (2002) the conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. Elias et al. (2002:1) assert that the introduction of performance tables and the pressure to raise standards means that pupils with special educational needs may not be welcome in schools. The authors therefore debate whether education can be separated from the social, cultural and political context in which the school is embedded. Another issue is associated with a lack of resources within schools. Teachers often cite a lack of resources as a barrier to mainstreaming pupils with special needs. Sufficient and appropriate expert practitioner time, appropriate physical space, and the required learning and teaching materials have also been perceived to be lacking in a number of mainstream schools (Topping and Maloney, 2005:11). There is a plethora of research evidence which points to the fact that everyday practice of assessment in classrooms is beset with short-comings. Although teachers have a conscientious approach to marking they frequently fail to provide guidance on how work can be improved. Instead, marking often appears to reinforce underachievement by being too generous or unfocused and inadequate information of the pupil received by the teacher is insufficiently used to inform subsequent work (Black and Wiliams, 2001:3). There are intrinsic dangers associated with using specialist support in inclusive schools and this is evident through Depeller et al. (2005:117) analysis of Australian secondary schools where inclusive education provision relies heavily on specialist support from outside the classroom. Students with special educational needs are taught within the mainstream classroom and additional specialist services such as counselling, special education teaching and psychological assessment are required to support their placement. This type of support usually relies upon a diagnostic- prescriptive viewpoint whereby the specialist plays a central role in shaping practices. This approach can serve to marginalize pupils even further. Thus, the authors suggest that a prospective alternative may be to shift the focus from the students who are different, to the community of learners in the school. This approach uses collaborative practices to support inclusive ideals and grounds improvement efforts in c hanges in teachers knowledge as well as the cultural and organisational conditions of the school. It is important that teachers be aware of the dangers of pathologising educational difficulties as inherent within students, even when those same difficulties are employed effectively to interrogate some aspects of school practice (Ainscow, 2005:13). This is not only relevant to students with disabilities but also of those whose socioeconomic status, language, race, and gender renders them problematic to particular teachers in some schools. In view of this insight, it is necessary to develop the capacity of those within schools so as to challenge deeply ingrained deficit views of difference, which define certain types of students as lacking something (Trent et al. 1998, cited in Ainscow, 2005:13). As Ainscow (2005:14) asserts, even the most advanced teaching methods are likely to prove ineffective in the hands of those who subscribe to a belief system that views some pupils, at best, as disadvantaged and need of fixing, or worse, as deficient, hence, beyond fixing. An analysis of individual types of special educational needs reveals an understanding of how a commitment to inclusive practice can present challenges in mainstream settings. According to Wender (2000:10/11) ADHD is characterised by a range of learning disorders, shortness of attention span and hyperactivity. However, there are a number of external influences that could impact on a normal childs emotional status and behaviour which may result in them displaying behaviours with ADHD. According to the journalist Garner (2008:1) an independent Royal Commission is being called by teachers to examine why a number of children in Britain seem to be so unhappy. One theory proffers that family breakdown and social dysfunction are detrimental to the educational attainment of children and the performance of schools and colleges. Moreover, more and more pupils are resorting to suicide because of academic, social and peer pressure and the Governments obsession with standards, performance targets and testing. The implications of this finding are that if teachers are to be truly inclusive of children with special educational needs they need to try and gain a full understanding of where these needs originate from and not just assume that because children convey a certain set of systems, that it has a specific medicalized cause as the wrong diagnosis can inevitably lead to the wrong treatment and misguided teaching practice. Conclusion In conclusion, a critical evaluation of inclusive practice for children with special educational needs in secondary mainstream schools has revealed that there are a number of strategies that can be employed both at a policy level, and in classroom teaching practice that can contribute towards effective inclusive schooling. These include improved funding mechanisms and management processes; better communication and partnership working with parents and children; a positive attitude and appropriate skills held by teachers; full involvement in curriculum subjects; and improved formal assessments. An analysis of some case studies within secondary schools has also revealed the importance of taking seriously childrens viewpoints in order to inform future inclusive practice. However, there are a number of obstacles that schools face in implementing inclusive practice. The conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. There are also complaints from teachers about the lack of resources available and everyday practice of assessment in classrooms is beset with shortcomings. In addition, there is a danger of placing too much emphasis on outside specialist support which could marginalize pupils even more. Nevertheless, the case studies of inclusive practices in secondary mainstream schools do clearly show that inclusive school development is a social process and clarify the importance of engaging with different views on schools practices and policies. Thus, if educational commentators continue to collect these different forms of evidence, this may enable them to analyse barriers to learning and participation and make thoroughly informed recommendations for future inclusive practice.

Understanding Alcohol :: Drugs and Alcohol, Addiction, Intoxication

Alcohol is not only the reason why prohibition took place in the 1920s, but it is also the reason why many persons wake up not remembering their previous night’s endeavors. It has always been evident that alcohol has an effect on brain function, which in-turn impairs the behavior of a person. Alcohol can be separated into two separate groups: what is expected to happen, and what actually happens. Alcohol is expected to play social lubricant and aphrodisiac. When it comes to being social alcohol does seem to have a loosening effect on people, however, it is almost the opposite sexually. Alcohol actually acts as more of a suppressant when sex is brought into the picture. It has only be known to be a sort of aphrodisiac because that is the way it is perceived and that is the way in which people choose to perceive it. Given the choice between two women, one holding an alcoholic drink and the other not, a man will more often pick the women with the alcoholic drink due to the fact t hat alcohol is a precursor to the possibility of having intercourse. Introduction Alcohol can be traced back to ancient times when Egyptians used beer and wine for ritual and celebratory purposes (Hanson 1995). Osiris, the god of wine, was praised throughout the entire land of Egypt. The Egyptians believed that this important god also invented beer, a beverage that was considered a necessity of life and was brewed in the home. Both beer and wine were created for and sacrificed to the gods. Fast-forward 12,000 years and the variety of alcohol has become so numerous, people no longer need a reason to drink. However, most of the population is unaware of the chemical reaction that is occurring within their body every time they take a sip. It has always been evident that alcohol has an effect on brain function, which in-turn impairs the behavior of a person. Not only has alcohol been linked to multiple physical issues but also mental and emotional. When alcohol is consumed it can create acetaldehyde in the brain to allow a chemical reaction to take place with other ele ments already in the brain waiting to be activated. When acetaldehyde reacts with chemicals such as dopamine, serotonin, and norepinephrine then there is a strong chance that psychoactive alkaloids such as salsolinol will be produced (Sullivan et. al 2010). Acetaldehyde is present everywhere in the atmosphere and may be produced in the body due to the breakdown of ethanol.

The Politics of Representation: Social Work Lessons From the Advocacy

The Politics of Representation: Social Work Lessons From the Advocacy Planning Movement In urban planning's new political awareness, representation became a social responsibility issue. This new understanding of politics and social responsibility in urban planning may have brought boundary interaction between planners and other professions, such as social work†¦ Introduction In his 1995 article, Andrew Abbott explores his evolving conception of the social work profession. As we approach the new millennium, Abbott's conception becomes strikingly relevant. In brief review, Abbott's first notion posits that social work is a profession of interstitiality. In this context, social workers translate and mediate between collogues in highly technical professions and their own social work clients. Abbott refers to this relationship as a "social work of boundaries" (Abbott, 1995). As the boundaries between other professions change, the social work interstitiality changes as well - coined by Abbott "the boundaries of social work." Abbott writes; "the function of social work, like those of other professions, emerged from a continuous conflict and change" (Abbott, 1995, p. 552). As examples, Abbott related aspects of conflicts in which social work gained or lost "sub-fields" to neighboring professions. Abbott's third conception admits that both of his previous notions fail to address the origin of the modern social work profession. In his subsequent exploration of social work origins, Abbott suggests that other professions solidified before social work did, creating the boundaries from which social work emerged (Abbott, 1995). Abbott's three conceptions share the theme that social work does not stand alone as a professi... ...e and the Urban Crisis. New York: Pantheon Books. Piven, F. F. & Cloward, R. A. (1971). Regulating the Poor: Functions of Public Welfare. New York: Pantheon Books. Piven, F. F., Cloward, R. A. (1988). Why Americans Don't Vote. New York: Pantheon Books. Planners Network. (1999). What is planners network? Planners Network Online. http://www.plannersnetwork.org/. Planning 58 (3). (March 1992). APA News, 36-38. Reiner, J. S., Reimer, E., & Reiner, T. A. (1963). Client analysis and the planning of public programs. Journal of the American Institute of Planning 29 (4), 270-282. Wachs, M., ed. (1985). Ethics in Planning. New Brunswick, NJ: Center for Urban Policy. Webber, M. M. (1973). Comprehensive planning and social responsibility: Toward an AIP consensus on the profession's roles and purposes. Journal of the American Institute of Planning, 232-241.

Obeying a Lawful Order

Army value â€Å"DUTY† In this essay you will learn about one of the most important Army value â€Å"Duty†. In this essay i will be talking about a few diffrent topics that correnspond with the Army value â€Å"Duty†. In this essy you read 3 diffrent stories about how soldiers did there duty and then i will give you 3 stories on how not doing your duty as soldier affects the team. You will also read about leadership duty and how it can either help the lower enlisted or break the lower enlisted. So be prepeared to get some knowledge dropped on and also to learn how you as a leader should think about how it affects joe. Story 1: this story is about a young soldier who was some what squared away. He has been in the army for almost 2 years. During this time in the army he has been smoked, negitived couseled, and even a article 15. So this soldier has been slammed but he didnt get discouraged he kept his head up rolled with the punches and realized he dont have to stay in the army. So where does this story fit in? I know you are asking yourself this question as you read this essay well im about to explian it to you. Okay now back to the story, the soldier was three months away from his ets date and he was happy, excited, shit he even stop showing up for pt, and he had some celebration marry Jane. So this soldier was content on getting out because he felt that the army was not him and it was best to part there ways. So he's a week out and september 11 happens so he runs to the rention officer and reinlist because he knows that it was war time and it wasnt about just hime and his feeling about the army. His counrty was attacked and he took and oath to protect it so he put his personal feeling aside yeah he could have easly hit the yellow brick road, and chucked up the duces as he skipped his happy ass down the road. But he did beleave strongly about the army values and he had to preform his duty as soldier and an american. So this story 1 hold all questions comments and concerns untill i finish. Story 2: This story is about a medal of honor winner. The winner iof this award was in special forces his son is a good friend of sargent o'b. This guy was bad ass he was awared 8 purple hearts two bronze stars with valor and the two bronze stars was orginally metal of honor nominations but was down graded because the mission they accured on was top secert and couldnt be exposed. So the day he recieved his metal of honor he was on a mission and they were pinned down and he recieved the message over the radio that he one the medal of honor some say who ever gave him that message should be shot because he was in a damn fire fight butafter recieving the message he was wounded and that is how he recieved his 8th purple heart. The story of how he recieved his perstigeous award goes like this. Col howard johnson was on a mission his whole team was wounded or dead he was also wounded by a grenade which blew his intestants out he packed his intestants back in his stomach and was holding it in with his left hand, as he was doing this he started to carry out his wounded battle buddies so they can get medivaced he got all of them to the LZ before the birds got there help load them and was the last damn soldier to get on the bird now that takes major guts and all the army values and more. Story 3: â€Å"This story about a soldier who was not honorably discharged from the army. with a little bit of research shows that he was a failure who could not hack the military even in a real echelon slot, and he was booted from the Army for smoking pot after unsuccessfully attempting to get an early discharge. So he didn’t honorably do his duty and earn our respect like his unwashed peers would claim. And his Other Than Honorable Discharge is probably why he’s claiming to be homeless (while jetting to Washington DC from his home in Alaska) instead of using the GI benefits that every honorably discharged vet is entitled to and finding a job or going to school. This soldier is now homeless and is seeking help. â€Å"-(resource new paper article) I know personally that we make mistakes. Even though we make mistakes that does not give society the right to peg us as useless, dirtbags, and all other word they use for so called bad soldiers. t takes alot of guts to join the army durning the time of war and sometimes you make mistakes no matter how big the mistake is we are still human and we make human errors. I belieave in god and i know for a fact that we are not perfect and god forgives us for not being perfect. So take a second and think before you label a soldier a dirtbag and try to help that soldier get over the fence, we are all brothers in arms and we have to take care o f each other. Story 4: This is a story about a soldier who did not for fill his duty in the Army.