Contextual Anaylysis Are Critique Paper on Stairway at Auvers Essay

Contextual Anaylysis Are Critique Paper on Stairway at Auvers - Essay Example The thick application of paint, the swirling brushstrokes, and the brilliant color in Gogh’s painting provides a landscape that everything seem to move. In the painting, the brushstrokes sweep from the side of the stairway at the center towards all the margins of the canvas. The woman in the painting sways back and forward like curvy path walking down. The stairway seems to be gliding down the hill. His picture of the street occupied with bright blues, greens yellows of the early spring. The texture of brushstrokes makes a person desire to touch the picture (Cahan, 2003). The comprehensive symmetry, recurrent arabesques, the wavy pairings, and the ribbon patterning are among the popular decorative taste of 1890s. The painting has a tilted quality as it amount a dilute tone of green, yellow, and blue, together with white color. A scene of the many encounters and convergence focused upon the central part on the foot of the steps. Having no real dominant, the general effect of the painting is governed by the hectic movement of the unsteady diagonal lines imposed upon the objects of the unlike characters. Repetition of the restless theme is very much impulsive, though, contains many interesting variations. Therefore, the painting soon loses the aspect of ornament and ends up becoming a work of concentrated seeing and an intense passion (In Shindler & Contemporary Art Museum St. Louis, 2014). Discovering the contrasting straight lines in the building, the famous red roofs and the stabilizing verticals and horizontals provides the visionary quality of the artistic work. The numerous touches like yellow hats golden doorways and dark windows show the deliberate opposition to prevailing instability in the city. In between the steps and the house, the long coiling triangular shape is significant. It reminds of the cypress and roads in the previous work of ecstatic (In Shindler & Contemporary Art Museum St. Louis, 2014). Vincent Van

Mystery Story Essay Example | Topics and Well Written Essays - 2000 words

Mystery Story - Essay Example "Hello". "No. I tried to call him all afternoon, but he didn't answer the phone and didn't return my calls." Carol's mind began to race. Something was wrong and the misdeeds started this afternoon with Jim's absence. It wasn't like him to not call back or get in touch. "What time was he murdered Where How" There were a million questions racing through Carol's mind. "He was shot in his office within the past hour. We've got a suspect in custody. We'd like you to come down to the station and talk to us." Keller's tone was far too matter of fact. There was a murder that was being treated as a trespassing. "Well send a car for you. Your husband is at the city morgue. We need you to help us with the investigation". The words seemed to flow so easily from the officer's lips, but stuck inside and fouled Carol's ears. Mr. Keller's office was a dimly lit hole in a drive by mini-mall. Carol noticed the barren space and lack of any usual business activity. The desks lacked all the usual accouterments that make an office run such as paper, pens, and staplers. There was only a small laptop computer that sat folded and dusty from lack of use. There was no copier and no printer in sight. "We are not sure. It seems your husband was working late when this suspect entered the office. It was probably an attempted robbery, but he set off an alarm when he entered. The metro police were only a block away and caught him exiting the building." Keller looked at Carol and asked with an air of awkwardness, "Did your husband have any enemies Any reason someone would want to kill him Did you know anything about his business dealings" "Why no," Carol stammered. "You said it was a robbery. I don't know any other reason someone would want him dead. He ran a real estate business, and he took care of all that. I didn't know any of his clients or investors." "Well," Keller continued, "There didn't seem to be anything taken. Your husband still had over $200 on him and a wallet full of credit cards. Doesn't seem like a

Big Time Toy Maker Essay Example for Free

Big Time Toy Maker Essay Chou and BTT had a contract at the point they agreed to all the terms. By including the obligations of the parties and the terms of the agreement, the manager showed objective intent. A written contract was not necessary since this was a contract primarily dealing with services to distribute the game, not a production contract or a sales contract. Had it involved a goods contract to buy or sell, which under the Statutes of Frauds would not be a contract until all the terms were laid out in writing; that occurred when the manager from BTT emailed the terms which would have included his electronic signature and thus would have sealed the contract between the two. Also, if the contract is under common law, then the mailbox rule would say it went into effect when it was sent, not received. What facts may weigh in favor of or against Chou in terms of the parties’ objective intent? There are a few facts that weigh in favor of Chou. First, three days prior to the end of the 90 day exclusive negotiation rights agreement, they reached an oral agreement and then shortly thereafter, a business email from a BTT management representative was sent to Chou with the specifics of the agreement. The email stated â€Å"that all of the terms had been agreed upon. † BTT also subsequently requested Chou to send them a draft distribution contract spelling out the specifics of the agreement that the email from the BBT manager sent to Chou. Finally, distribution of Strat would have exceeded the 500. 00 limit (Amended UCC  § 2-201(1)) of the Statute of Frauds. The fact that may weigh against Chou is that the contract never had an actual signature on it. Does the fact that the parties were communicating by e-mail have any impact on your analysis in questions 1 and 2? Yes, communication via email in today’s business world is considered a normal mode of business communication. The UETA, the Uniform Electronic Transaction Act states that electronic correspondence is a valid form of communications while conducting business, and that electronic signatures and documentation satisfy the need for written records or signatures. When the terms and specifics of the agreement were laid out via email and both parties agreed upon the agreement through email, it then became a written agreement, and therefore enforceable. What role does the statute of frauds play in this contract? None, since it is a services contract for distribution rights. The Statute of Frauds only comes into play if it is a goods contract. If it is deemed by the court to be a goods contract then the written requirement, the all terms included requirement and the signed by the sender all have been met by the email with its electronic signature of the manager representing BTT. Could BTT avoid this contract under the doctrine of mistake? Explain. Would either party have any other defense that would allow the contract to be avoided? No, since a mistake is required to involve a â€Å"basic† assumption involving the terms on which the contract was made. BTT would not try to argue that they were mistaken on the price, time frame and obligations of both parties since their manager had sent an email stating that both parties where in agreement in all those areas. Generally, in the absence of disagreement on one or several of the essential terms, the courts will not allow a unilateral Mistake to be considered and expects mutual mistake. Chou might try to avoid the contract if he had a better offer he could just let the matter be dropped since BTT wanted out of the contract Assuming, arguendo, that this e-mail does constitute an agreement, what consideration supports this agreement? Chou would benefit by having his product distributed for sale throughout the network of retail and wholesale outlets that BTT as a board game company had at their disposal. BTT would benefit by charging their cut for distributing the game to these outlets. At the end of the scenario, BTT states that it is not interested in distributing Chou’s new strategy game, Strat. Assuming BTT and Chou have a contract, and BTT has breached the contract by not distributing the game, discuss what remedies might or might not apply. Compensatory damages – Chou could recover actual out of pocket which may include the original $25,000 due to BBT not acting in good faith but would also include loss of estimated potential profits. b. Specific Performance – Since this is a services contract the court may order BTT because of their total breach to fulfill their obligation to distribute the game OR substitute performance under the doctrine of accord and satisfaction where they might agree to product the game instead of distribute it OR they could agree to a discharge through novation where BTT finds an acceptable 3rd party who agrees to distribute the game. . Delegation – BTT could substitute another company to distribute the game but as delegator BTT would still be liable if their delegate failed to perform. d. Injunctive Relief – The court could issue and injunction forbidding BTT from distributing a similar game, producing a similar game or financially benefiting from a similar game to pr otect Chou from suffering due to their intimate knowledge and trade secrets relating to the disclosures during initial negotiations.

Should All Children be Included in Mainstream Schools?

Should All Children be Included in Mainstream Schools? The following paper shall discuss the educational provisions available for students with profound and complex needs. Such individuals have severe cognitive and neurological dysfunctions, which at times are also accompanied by sensory impairments. Their intellectual level cannot be thoroughly assessed. They form a vulnerable group of persons who are in need of constant assistance, even to perform the most basic needs of feeding and personal hygiene (Arthur-Kelly et. al., 2008). So what should be taught to the members of this group? Is it meaningful to follow the national curriculum? Or should it be modified? What teaching approaches should be used in order to maximise their learning and awareness? Can these approaches be used in ordinary classes? And if so, will it impact negatively on the other non-disabled students? Should they be included in mainstream schools? These are some of the pungent and yet delicate arguments which shall be tackled in the following paragraphs. Section A A1. What is Inclusive Education? Article 26, of the Universal Declaration of Human Rights, states that education is a fundamental right of every human being (United Nations, 1948). The right to education is embraced by all since it opens the gates for employment opportunities; enhances the quality of life; gives empowerment to the individual; and promotes equity in society (Peters, 2007). All children should have access to an appropriate education that affords them the opportunity to achieve their personal potential (DfES 2001b:2) Inclusive education refers to the education of special education needs (SEN) students together with their non-disabled peers in mainstream education schools. It values the right of all students to receive quality education with equal opportunities; whereby they can participate in meaningful learning and hence develop their full potential (Peters, 2007:99). Such schools shift their focus from the concept of disability and work to remove barriers of participation for all students (Barton Armstrong, 2001 as cited in Ypinazar Pagliano, 2004). The goal of inclusion is not to erase differences, but to enable all students to belong within an educational community that validates and values their individuality (Stainback et. al., 1994) A primary document which, identified that the way forward to reach education for all is through inclusive education, was the Salamanca Statement in 1994. It declares that every child is diverse in his or her abilities and is therefore unique. It goes on to say that primarily: Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning .. Those with special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable of meeting these needs (UNESCO, 1994, para 2 pp: viii) The philosophy of the Salamanca Statement is underpinned by the social model of disability; whereby learning difficulties are not considered as the problem to educational exclusion, but rather that the general education system needs to be responsive to the needs of all students (Peters, 2007). A2. Historical Overview in the UK Gone are the days when children with physical and intellectual impairment were labelled as being ineducable, idiots, or defective; and hence segregated away into asylums for imbeciles (Pickles, 2004). The situation started to take a better turn with the 1944 Education Act. It stated that disabled children had the right to receive an education tailored according to their needs, however, this had to be done in special settings; segregated away from their families and the rest of the community (Pickles, 2004). The Warnock Report in 1978 coined the term special education needs (SEN); a term which included all those children who had some type of intellectual and/or physical disabilities. The report was a key point in the history of inclusive education. The 1981 Education Act followed it. Both reports introduced a multi-disciplinary approach; whereby representatives from the Education, Health and Social Services sectors, teamed up in order to draw an accurate profile of the child, such that whenever possible the child was included in mainstream classes. The Act also empowered the parents or guardians in deciding on the type of education provision for their children. This legislation brought about a change in the composition of special schools. More children with mild to moderate needs started to attend mainstream schools, leaving their peers with profound and complex needs segregated in special schools (Pickles, 2004). Another two reports followed in 1992, in order to review the objectives of the 1981 Education Act. However, the Green paper, Excellence for All Children (DfEE, 1997) and subsequently the White Paper Program for Action (DfEE, 1998) were decisive, for these brought about the movement of the majority of SEN students into mainstream schools. The papers also addressed the financial resources of schools; and hence saw to the improved standards in all schools. A3. Inclusive Education at the turn of the 21st century The Special Educational Needs and Disability Act in 2001, together with The Special Educational Needs Code of Practice (DfES, 2001) were introduced, and emphasised the importance that local education authorities (LEAs) should conform to the parents choice of schooling provision, except when the school: . is unsuitable to the childs age, ability, aptitude or special educational needs, or the placement would be incompatible with the efficient education of the other children with whom the child would be educated, or with the efficient use of resources (DfES, 2001:107) The SEN Code of practice coined the idea of Special Educational Needs Co-ordinators (SENCO), in order to work closely with teachers and parents to the best possible educational outcome for the SEN student and drawing up and Individual Educational Plan (IEP). Removing Barriers to Achievements (DfES, 2004) followed, strengthening inclusive approaches in schools and promoting early intervention programmes. It states that: All teachers should expect to teach children with SEN and all schools should play their part in educating children from their local community, whatever their background or ability (DfES, 2004:5) The policy promotes further use of assessment tools; where at the age of five the child is assessed in order to move on to formal schooling. The assessment is based on the Early Learning Goals. However these 13 goals are not classified enough to include the progress made by those children with profound and complex needs, who may also have additional sensory impairment. Therefore its inclusive nature is very much contested (University of Manchester, 20009). In 2006, the Report of the Teaching and Learning in 2020 Review Group stressed the importance of personalised learning as the way forward. Personalised learning means: Taking a more structured and responsive approach to each childs learning, so that all pupils are able to progress, achieve and participate. (DfES, 2006:41) This approach is important for the progress of all student; especially those with SEN and in particular those with profound and complex needs. Section BB1. Special and Mainstream Schools Should they join forces? The perceived divergence between special and mainstream schools should be reduced such that inclusion becomes a shared concept, and eventually the policies practiced in ordinary schools are adapted as to provide for the collective interests and educational needs of all students (Zelaieta in Armstrong Moore, 2004:33). At the turn of the century, the government has assigned a new role for special schools; whereby these have to be: outward looking centres of excellence working with their mainstream partners and other special schools to support the development of inclusion. (DfES, 2001:23) Mittler (2000, as cited in Rose Howley, 2007) believes that the role of special schools in providing educational services for those students with profound and complex needs has been and still is, of extreme importance. Yet, today, it is widely accepted that pupils are referred to special schools only when mainstream schooling does not cater for their educational needs. Improved cooperation between mainstream schools and special schools, has led to partnerships being established in order to help the transition of students from special schools to ordinary schools (Rose Coles, 2002 as cited in Rose Howley, 2007). Such collaboration is to the advantage of those teachers in mainstream schools who are willing to learn from the expertise of those who work with students with special educational needs (McLeod, 2001 as cited in Rose Howley, 2007). As they work closely together there will be more sharing of ideas and resources, ultimately to the benefit of all the students. The DfES Report of the Special Schools Working Group states that: Special schools have a vast wealth of knowledge, skills and experience which, if harnessed, unlocked and effectively utilised by mainstream schools, can help ensure that inclusion is a success. (DfES 2003b: 6 as cited in Cheminais, 2003:4) As Cheminais puts it, one size will never fit all (2003:5). She believes that as long as there is diversity of needs, special schools cannot be all closed down. She looks at inclusion from a realistic point of view; one which backs the notion that a small minority of students, usually those with severe and complex disabilities, will always necessitate special educational provisions in particular settings. B2. To be included, or not to be? Advocates of inclusion affirm that: the special education system is a key element in the creation and perpetuation of the social oppression of disabled people (Barnes, Mercer Shakespeare 1999:104) Butterfield and Arthur (1995, as cited in Arthur-Kelly et. al., 2008) stressed the importance that students with profound and complex needs should experience meaningful communication experiences both from their peers and teachers. Such communicative interactions could only be achieved in inclusive settings, whereby non-disabled peers could connect with them. An inclusive classroom could set the grounds for meaningful communication, and it is the best social forum for experiences such as turn-taking, requesting and greeting (Arthur-Kelly et. al., 2008:163). In fact, in his study, Foreman et. al., (2004, as cited in Arthur-Kelly et. al., 2008) concluded that inclusive settings further increase peer interaction and engagements for students with PCLD when compared to those students attending special schools. Moreover, Ypinazar and Pagliano (2004) retain that the segregation of SEN students in special schools accentuates their disability identity and hence the stigma of labelling. However, Knight (1999) argues that stigmatisation will not vanish just by placing a student with PCLD in a regular classroom. Peers need to be taught how to accept their difference and move beyond. Inclusion is far more than just about the location of a childs school placement (DfES, 2004 as cited in Runswick-Cole, 2008:174) MacKay (2002, as cited in Armstrong and Moore, 2004) believes that there might be cases where inclusion is not always appropriate; especially in the case of those students with severe and complex learning difficulties. When the mainstream school does not meet the needs of the SEN pupil, it would be highly irresponsible to allow the child attend such a school; such a situation leads to the build up of pressure both on the pupil and teachers alike. John MacBeath, a Professor at the University of Cambridge, recently declared that mainstream classes can be a form of abuse (BBC News, 2006). He affirms that: Physically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs. (BBC News, 2006) And in fact Peters (2007) argues that inclusion is more than just the physical presence; it means flexible curriculum for some students; teachers who are willing and prepared to welcome an array of abilities; and a welcoming school community. In 2002, Hanafin and her colleagues concluded that mainstream education does not fulfil the concept of inclusion. They feel that mainstream education is set up on a flawed notion of intelligence and is crippling the learning process of many students (Hanafin, Shevlin Flynn, 2002:410). Giving that the national curriculum is primarily based on linguistic and mathematical skills, those students who are not as proficient in these areas are going to find extremely difficult to cope. Whereas, if the formal curriculum had to give further importance to other subjects which do not require such skills, such as art, music and drama; then all learners would benefit. Moreover, learning and assessment depend on the ability to read and write; those students with severe disabilities, whose abilities are undeveloped if not completely absent, are at a disadvantage. As Camiletti (1996) puts it, SEN students constantly have to rely for learning on their weakest resources (as cited in Hanafin et. al., 2 002:417). Young people with severe/profound intellectual disabilities are often excluded from meaningful participation in mainstream education. As a result they rarely have an opportunity to interact with their non-disabled peers. and remain an isolated and marginalised group. (Shevlin OMoore, 2000, as cited in Gibson et. al., 2005:23) Norwich goes on to say that this issue of student placement and location of provisions is a huge dilemma, especially in the case of students with profound and complex disabilities. If these children are educated in mainstream schools it is very likely that they will not have access to appropriate resources and facilities; if on the other hand they receive their education at special schools it is likely that they will not have meaningful interactions and thus feel excluded by their peers (Norwich 2007a as cited in Norwich 2008). From his study (2007), Norwich concludes that inclusion can have its negative aspects as well. The study revealed that sometimes severely disabled students are made to feel unwelcome as their peers do not accept them as their friends, with the result that they feel excluded in their own class. Moreover their learning process can also be compromised by lack of teacher training and appropriate resources, as well as poor attitudes from the teachers side. B3. Has inclusion gone too far? The extent to which inclusion can be implemented still remains debatable. Baroness Warnock (2005) criticised the government for putting children with special educational needs in one scale. There isnt a single group of children with SEN; every child is an individual with his or her unique learning difficulty, and it is wrong to categorise children with SEN and those without. The term SEN covers a broad spectrum of learning difficulties and needs, which need to be addressed on an individual basis when planning the Individual Educational Programme. The needs of a child with cerebral palsy who is wheelchair bound differ widely from those of a child with Aspergers syndrome. Mercer (1997, as cited in Knight, 1999) argues that students with profound and complex disabilities may not benefit from inclusive classrooms, since their need of highly specialised services, such as physiotherapy or speech therapy will not be catered for in regular classes. The lack of such provisions will negatively affect the learning potential of these students. In fact there are situations where inclusion has a counter effect; that of exclusion, since the needs of the child are not being met while in the regular classroom (Knight, 1999). These views are also reflected by some teachers, who when interviewed said: I dont think it [inclusion] is realistic because a mainstream school doesnt have facilities to meet their needs and the variety of different things they need like physio, speech and medical needs (Simmons Bayliss, 2007:22) Baroness Warnock, who coined the idea of inclusive education more than three decades ago, has now criticised the extent to which inclusion policy has been carried. In her report Special Educational Needs: a new look, she criticises the fact that special schools are closing down with the result that students have no choice but to attend a mainstream schools, which fails to meet their needs. She goes on to say that special schools should still play an important and ongoing role in the lives of those students who need special provisions (House of Commons Education and Skills Committee, 2005/6). Baroness Warnock adds that the concept of inclusion has gone too far. She rejects the idea that for effective inclusion all students need to be under the same roof at all times. She believes that students with special educational needs should be included in the common educational enterprise of learning, wherever they learn best (Warnock, 2005 as cited in Norwich 2008:137). This idea is further reinforced by the Centre for the Study of Inclusive Education (CSIE) who accepts the notion that SEN students can spend part of their time outside the regular classroom, as long as it is for a limited period of time and the student is engaged in meaningful learning sessions. Time spent out of the ordinary classroom for appropriate individual or group work on a part time basis is not segregation . provided it is time limited for a specified purpose. (Thomas Vaughn, 2004:137 as cited in Norwich 2008:137) Moreover, despite the increasing numbers of SEN students attending mainstream schools and actually doing good progress; in 2004, the Office for Standard in Education (OFSTED) reported that schools in England and Wales still lack the required preparation, skills and resources in order to cater effectively for the needs of SEN students (Rix et.al., 2009). In fact statistics show that while in 1974, 1.3 per cent of the school population attended special schools; in 2004 there was just a slight change in the amount, with 1.1 per cent of the school population still attending special schools (DfES 2006 as cited in Runswick-Cole, 2008). This hints that maybe mainstream schools still leave much to be desired! B3. Teacher training The issue of lack of teacher training has been addressed by several scholars. According to Forlin (2001, as cited in Florian, 2008) it is one of the principal barriers to inclusion. Cook and Schirmer tried to identify what is special about special education (2003 as cited in Florian, 2008:204). In their study they explained that the same teaching methods used with SEN students are as effective when used with students who have no learning difficulties. Hence, Lewis and Norwich (2005 as cited in Florian, 2008) proposed the idea that teaching approaches should be designed in a ladder-like spectrum from high to low levels, so as to reach all, from the most gifted to the least; rather than designed according to one particular type of learning disability. Moreover, Florian is confident that most of the teachers, irrespective whether they teach in mainstream or special schools, have enough knowledge and skills to teach all children; all they need to do is to have the courage to put their expertise into practice (Florian, 2008). Florian (2008) looked in depth at the role of teachers as an influential factor in the success of inclusion. Teachers have to be aware that not all students are the same, and therefore it is in their responsibility to ensure that every student is participating in classroom activities. It is very worrying that OFSTED Reports in 2004 showed that teachers are still reluctant to perform the necessary adaptations to the national curriculum to include all learners (as cited in Runswick-Cole, 2008). School observations in mainstream classes conducted by Simmons and Bayliss (2007) confirmed that various teachers struggled to meet the needs of those children with profound and complex disabilities. One teacher clearly stated that: if staff want to learn more, then its up to them personally to join a course off their own back though we dont have time to do that at the moment (Simmons Bayliss, 2007:21) In my opinion it all burns down to attitude; teachers need to focus on the potential of children with PMLD rather than on their impairment (Peters, 2007). A study conducted by Higgins and colleagues (2009) showed how one primary school principal felt about her school: there is a family type environment here. weve got the buddy system up and running. I do something on values at assembly each week. the big children also learn [to be inclusive] from the school staff. thats how we are here (Higgins et. al., 2009:482) This proves that if the teachers attitudes are positive then inclusion is possible. As Hart et. al., (2004) put it: things can change, and change for the better on the basis of what teachers do in the present (Hart et. al., 2004 as cited in Florian, 2008:203) B4. The Role of Parents Parents usually have the arduous task of having to choose the type of educational provision for their child. Those parents who value socialisation tend to choose mainstream schooling (Duhaney Salend 2000, as cited in Flewitt Nindt, 2007); while those who prioritise on academic performance tend to opt for a continuum of services (Palmer et. al., 1998 as cited in Flewitt Nindt, 2007). However, a recent study by Flewitt and Nindt (2007) showed that nowadays the prevalence of parents opting to combine both inclusive and special education is increasing steadily. It seems that in the majority of the cases this combination worked very well for the children; and the parents were happy that their child is enjoying healthy peer interaction in the inclusive classroom while at the same time benefit from adequate resources at the special school. One parent said we had no hesitation about combined placement it just evolved (Flewitt Nind, 2007:434). Yet, some of the parents in the study were concerned about the possibility that this combination would ultimately cause confusion since the child would be attending two different settings. The choice of combining two educational provisions clearly shows that parents are looking for an ideal situation, and this ideal cannot be found in either one of the provisions alone. In their study Flewitt and Nind (2007) found that a common reasoning expressed by parents was: The child would get the best of both worlds. Copying healthy children and mixing with them socially, but also getting pyhsio, and physical support and exercise they needed to improve (Flewitt Nind, 2007:436) This point is further examined by Zelaieta, where she points out that since ordinary schools are not yet equipped to provide for the needs of all students; some SEN students have to attend two different schools, unlike the rest of the population. She proposes that special schools should change their approach, and instead of operating as individual bodies, start working towards an inclusive policy; since, she believes, ultimately these will fade out and mainstream schools [shall] transform themselves into communities for all learners (Zelaieta in Armstrong Moore, 2004:41). Richard a father to a severely disabled child relates his story: At this stage, we were frightfully keen, realising he was different and so, still trying to include him in the local community but he was being sort of parked in a corridor and he was actually being quite literally excluded because he was at the [local] primary school. So we started looking at special. (As cited in Runswick-Cole, 2008:178) It is a pity that the reason that drives parents to opt for special schools is one of a sense of exclusion and uncertainty from regular schools. In his study, Runswick-Cole (2008) observed that some parents had to abandon their original premise of sending their children in mainstream schools, due to attitudinal barriers present in the regular educational settings. Parents looked for a welcoming environment where their children could feel fully included, and for some special schools provided such safe and friendly environment. Conclusion Setting up educational provisions capable of supporting all learners, including those with disabilities is not an easy task. Educators are expected to respond to student diversity, through a range of educational approaches. New teaching approaches, such as the use of Augmentative and Alternative Communication devices, enabled the effective participation and learning of those students who previously were unable to access the curriculum (Rose Howley, 2007). By right every child should have access to mainstream schooling. Choosing whether the child shall attend mainstream or special schools depends on the parents preferences and the childs needs. Students with mild and moderate learning disabilities are increasingly being educated in mainstream schools. Special schools with their supported environment are most often seen as the best option for those with profound and complex needs. There are parents who choose to combine both provisions in order to find the ideal educational setting for their child. James, a boy with cerebral palsy attends a combined setting. He says: If I was born 20 years ago I might not have had the opportunity to go to a mainstream school. I wouldnt have had the friends Ive got now, so things have got a lot better, but we have got a long way to go. (House of Commons Education and Skills Committee, 2006:37) Inclusion develops a greater sense of diversity, and helps society in general to learn that despite such differences all individuals have equal rights (Millar Morton, 2007). . regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities , building an inclusive society and achieving education for all. (UNESCO, 1994, para 2 pp: ix) ReferencesArmstrong F., Moore M., (2004) Action Research for Inclusive Education: changing places, changing practice, changing minds. RoutledgeFalmer, London Arthur-Kelly M, Foreman P., Bennett D., Pascoe S., (2008) Interaction, Inclusion and students with profound and multiple disabilities: towards an agenda for research and practice. Journal of Research in Special Educational Needs. Vol. 8 issue 3:161-166 Barnes C., Mercer G., Shakespeare T., (1999) Exploring Disability: a sociological introduction. Polity Press, Cambridge Department for Education and Employment (DfEE) (1997) Excellence for All Children: meeting special educational needs. DfEE Publications Department for Education and Employment (DfEE) (1998) Meeting Special Educational Needs: A Programme for Action. DfEE Publications Department for Education and Skills (DfES). (2001). Special Educational needs and Disability Act 2001. DfES Publications Department for Education and Skills (DfES). (2001b) Special Educational Needs Code of Practice. DfES Publications Department for Education and Skills (DfES). (2004b) Removing Barriers to Achievement The Governments Strategy for Special Educational Needs. DfES Publications. Department for Education and Skills (DfES). (2006)Teaching and Learning in 2020 Review. DfES Publications Flewitt R., Nind M., (2007) Parents choosing to combine special and inclusive early years settings: the best of both worlds? European Journal of Special Needs Education, Vol. 22, Issue 4:425-441 Florian L., (2008) Special and inclusive education: future trends. British Journal of Special Education Needs, Vol. 35, Issue 4:202-208 Gibson S., Blandford S., (2005) Managing Special Educational Needs: a practical guide for primary and secondary schools. Sage Publications, London Hanafin J., Shevlin M., Flynn M., (2002) Responding to student diversity: lessons from the margin. Pedagogy, Culture and Society, Vol. 10, Issue 3:409-423 Higgins N., MacArthur J., Kelly B., (2009) Including disabled children at school: is it really simple as a, c, d.? International Journal of Inclusive Education, Vol. 13 Issue 5:471-487 House of Commons Education and Skills Committee (2006) Special Educational Needs, Third Report of Session, Vol. 1, House of Commons, London Knight B. A., (1999) Towards inclusion of students with special educational needs in the regular classroom. Support for Learning Vol. 14 issue 1:3-7 Millar R., Morton M., (2007) Bridging two worlds: special education and curriculum policy. International Journal of Inclusive Education, Vol. 11, Issue 2:163-176 Norwich B., (2008) What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, Vol. 35, Issue 3:136-143 Peters S., (2007) Education for All? : A historical analysis of international inclusive education policy and individuals with disability. Journal of Disability Policy Studies, Vol. 18 Issue 2:98-108 Rose R., Howley M., (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. Sage Publications, London UK Runswick-Cole K., (2008) Between a rock and a hard place: parents attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education. Vol. 35 Issue 3:173-180 Simmons B., Bayliss P., (2007) The role of special schools for children with profound and multtple learning difficulties: is segregation always best? British Journal of Special Education. Vol. 34 issue 1:19-24 United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1994) The Salamanca Statement and framework for action on special needs education. Paris: Author University of Manchester (2009) Profound and Complex Learning Disability: Education Child and Adult Issues, Sections 6 to 9. Unpublished course unit resource for PCLD programmes. Manchester: University of Manchester Warnock, M. (1978) Special Educational Needs. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Department of Education and Science. London: Her Majestys Stationery Office Ypinazar V., Pagliano P., (2004) Seeking inclusive education: disrupting boundaries of special and regular education. International Journal of Inclusive Education, Vol. 8 Issue 4:423-442 Zelaieta P., (2004) From confusion to collaboration: can special schools contribute to developing inclusive practices in mainstream schools? In: Armstrong F., Moore M., (Eds) Action Research for inclusive education: changing places, changing practices, changing minds. London, Routledge Falmer.

THESECRT GARDEN :: essays research papers

The Secret Garden The book was about a girl, a wealthy one, who lived in India. Her name was Mary. Mary always thought her parents never paid attention to her and was too busy with parties. Mary was always angry, but she never cried. She thought her mom didn’t care about her until one day, when her parents died. After her parents died she went with this lady named Mrs. Madlock. She was going to her uncle’s that Mary had never met before, Mrs. Madlock said. On the carriage-ride to her uncles, is when she found out exactly where she was going. Mary also found out that her mother had a twin sister, which was her uncle’s wife. But, she had died also. She was said that she had died from falling off a swing in her garden. She had reached her uncle’s house, but she didn’t get to meet him, just yet. Her orders were to get some rest and maybe she could see him in the morning. The next morning she met Martha, Mrs. Madlock’s servant. After she was told to stay in her room she found a passage-door where it led to a dusty old room. She thought it most have been her Aunt’s room because it had matching things as her mother. In that room she found a big key, an odd-looking key.   Ã‚  Ã‚  Ã‚  Ã‚  That day she went outside to play. She wasn’t sure whom to play with; she didn't have any friends that didn't live in India. She found a robin, which led her to a door, a locked door. It had a keyhole that look as if the key in her aunt’s bedroom would fit. She got the key from the bedroom and it slides in perfect. She opened the big door and looked around, she saw how beautiful everything was and a wooden swing. Then she saw a boy. The boy’s name was Dickon; he was Martha’s brother. She and Dickon became friends and they planted many flowers together.   Ã‚  Ã‚  Ã‚  Ã‚  A couple of nights later when she was wandering around the house like she shouldn’t have she heard a boy. She went to go see who it was. It was her cousin, Colin. She has never met him either, she didn’t even know she had a cousin, nor an uncle. Colin has been in bed all his life, he was â€Å"sick†. Mary talked to him and became friends. THESECRT GARDEN :: essays research papers The Secret Garden The book was about a girl, a wealthy one, who lived in India. Her name was Mary. Mary always thought her parents never paid attention to her and was too busy with parties. Mary was always angry, but she never cried. She thought her mom didn’t care about her until one day, when her parents died. After her parents died she went with this lady named Mrs. Madlock. She was going to her uncle’s that Mary had never met before, Mrs. Madlock said. On the carriage-ride to her uncles, is when she found out exactly where she was going. Mary also found out that her mother had a twin sister, which was her uncle’s wife. But, she had died also. She was said that she had died from falling off a swing in her garden. She had reached her uncle’s house, but she didn’t get to meet him, just yet. Her orders were to get some rest and maybe she could see him in the morning. The next morning she met Martha, Mrs. Madlock’s servant. After she was told to stay in her room she found a passage-door where it led to a dusty old room. She thought it most have been her Aunt’s room because it had matching things as her mother. In that room she found a big key, an odd-looking key.   Ã‚  Ã‚  Ã‚  Ã‚  That day she went outside to play. She wasn’t sure whom to play with; she didn't have any friends that didn't live in India. She found a robin, which led her to a door, a locked door. It had a keyhole that look as if the key in her aunt’s bedroom would fit. She got the key from the bedroom and it slides in perfect. She opened the big door and looked around, she saw how beautiful everything was and a wooden swing. Then she saw a boy. The boy’s name was Dickon; he was Martha’s brother. She and Dickon became friends and they planted many flowers together.   Ã‚  Ã‚  Ã‚  Ã‚  A couple of nights later when she was wandering around the house like she shouldn’t have she heard a boy. She went to go see who it was. It was her cousin, Colin. She has never met him either, she didn’t even know she had a cousin, nor an uncle. Colin has been in bed all his life, he was â€Å"sick†. Mary talked to him and became friends.

Market segmentation Essay -- essays research papers

Market Segmentation This document prepared and presented by Business Resource Software, Inc. Market Segmentation The purpose for segmenting a market is to allow your marketing/sales program to focus on the subset of prospects that are "most likely" to purchase your offering. If done properly this will help to insure the highest return for your marketing/sales expenditures. Depending on whether you are selling your offering to individual consumers or a business, there are definite differences in what you will consider when defining market segments. Category of Need The first thing you can establish is a category of need that your offering satisfies. The following classifications may help. For businesses: Strategic - your offering is in some way important to the enterprise mission, objectives and operational oversight. For example, a service that helped evaluate capital investment opportunities would fall into this domain of influence. The purchase decision for this category of offering will be made by the prospect's top level executive management. Operations - your offering affects the general operating policies and procedures. Examples might be, an employee insurance plan or a corporate wide communications system. This purchase decision will be made by the prospect's top level operations management. Functional - your offering deals with a specific function within the enterprise such as data processing, accounting, human resources, plant maintenance, engineering design, manufacturing, inventory control, etc. This is the most likely domain for a product or service, but you must recognize that the other domains may also get involved if the purchase of the product or service becomes a high profile decision. This purchase decision will be made by the prospect's functional management. For the individual consumer: Social Esteem or Pleasure - your offering satisfies a purely emotional need in the consumer. Examples are a mink coat or a diamond ring. There are some products that are on the boundary between this category and the Functional category such as a Rolex watch (a Timex would satisfy the functional requirement and probably keep time just as well). Functional - your offering meets a functional requirement of the consumer such as a broom, breakfast cereal or lawnmower. Segmentation of Needs Then you should establis... ...ularly concerned with keeping employees informed and educated, so educational offerings are not of great interest. Strongly influenced by offerings that most closely deliver the 'end results' desired, even if they are not the most cost effective. Self Helpers - consistently defines/designs solutions to their problems, likes to acquire tools that help in the innovation process. Will usually consider new products/services, but the related concept must have been proven to be effective. Often consider just because they use a certain technology that is relevant to the development program they have underway. Will always want to review competitive offerings, but will usually choose the one offering the most effective 'do it yourself' features. Usually consider themselves technically competent and will expect very effective use of proven technology. Not especially inclined toward technically complex offerings, would rather have user friendly, but thought provoking, offerings. Conversion costs usually not a major concern if offering promises potential for innovation. Usually concerned with keeping employees informed and educated, so educational offerings are of interest.

The Mind and Its Functions

Psychology studies the mind and its functions, and biology studies living organisms and their physiology, psychobiology uses biological foundations to try and explain psychological phenomena's. This is basically science in the branch of the biological bases of behavior and mental experiences. This is sometimes also known as biological psychology because it deals with the biological interactions such as hormones, neurotransmitters, cells and the social aspects of our environment (Where mind meets matter, n.d.). Psychobiologists study the physiological and evolutionary mechanisms that effect human behavior as a way to understand why the brain works the way it does. A psychobiologist has the belief that biology plays the major role in the actions and behaviors of humans. Some of the research psychobiology focuses on is positive emotions, capacity of self-regulation, social competence, and bonds made with caregivers (Feder, Nestler, ; Charney, 2009). There is some psychobiology that focuses on the impact of our genetics and environment on one's own self, and how that can impact our mental state as well. Biological psychology is the broad overview of the sub disciplines of Comparative Psychology. Some of these similar/other names for Psychobiology would be behavioral neuroscience, and biopsychology. The differences between some of the different sub disciplines include; physiological aspects, genetics, and developmental mechanisms of behavior. These all study the stimulants, and such that impacts behavior in humans and animals and looks for the links for why certain people behave the way they do when presented with a particular stimulus. Because some people react differently and at different degrees than others, it can serve as a measurement to help gauge where they are at stimulant wise. Some of the earliest history of this comes from philosophers who believed that the brain and mind were two separate entities, other known as dualism. Dualism is a theory where the mind and brain are made of different components and materials. Where the mind is an independent material separate of any physical materials, the brain is physical a physical matter. But it wasn't until the 19th century, when scientists started studying the brain and its components, that scientists began to argue that the mind and brain were the same thing. This is known as monism because they saw that the mind, and brain were one entity and that they could not be studied separately. There are quite a few psychologists who were in the search for behavior and its biological foundations. Some of these people who were interested in searching for this were Weber, Pavlov, and Freud. (Hergenhahn, ; Henley, pg. 567) Weber's Law was originally done to describe the research on weight lifting by Ernst Weber who was a physiologist. It was later then applied to â€Å"measurement of sensation† by his student, Gustav Fechner, who eventually developed the law of science and psychophysics (Weber's Law, n.d.). The statement that the relationship between the spiritual world and the physical worlds to Fechner, indicated that the spiritual world was the only world. But to others, they interpreted this as a possibility of a scientific quantitative psychology. Pavlov's contribution to psychobiology would be his research in animal physiology, which led to an understanding in behavior and conditioning responses (Burgemeester, 2016). Freud's influence on psychobiology would be his theory of the human mind and human behavior. He also developed a clinical technique that is made for helping people who are unhappy (The man who revolutionized, n.d.).Another person who contributed a lot to physics, physiology, and psychology would be Hermann Helmholtz. Helmholtz was a poor child who struggled with the arts in school, but read science books and practiced geometry in his free time. Though his family could not afford to send him to college, the government had a program for â€Å"gifted† children to go to med-school for free if they agreed to sign on with the army as surgeons for 8 years. Though Helmholtz agreed with his teacher Muller, they had many disagreements. They disagreed over Muller's belief in vitalism, which in biology and physiology, the vitalism-materialism problem was similar to psychologies' mind-body problem. Vitalism is the view that life and its experiences cannot be explained by physical and chemical processes alone. Helmholtz sided on the side of materialists who believed that no other forces such as the physical and chemical ones, are active within an organism. Basically by meaning that everything happens because of the physical aspect, and not the psychological. By believing and supporting the mechanistic-materialistic philosophy that humans had both physical and nonphysical aspects to them, they had a big influence on physiology, medicine, and psychology. By having the understand that mind, brain, and body are all separate but yet intertwined, it can help with understanding why certain interactions or medications might not work well with certain people because the way their body reacts to certain stimulants may be too much for them to handle. But that could also work for another person who may not have such a high response to a stimulant whether it be environmental, psychological, or medicinal stimulant.Phrenology is the study that the shape and size of the cranium is supposed to be an indicator of one's character and mental abilities. Franz Gall accepted the belief that there are faculties of the mind that act on and transform sensory information. He came up with three additional things to add on to phrenology; that mental faculties do not exist to the same extent in all humans, the faculties are houses in specific areas of the brain, and that if ones faculty is well developed, a person would have a bump that corresponds to that region of the brain. But if the faculty is underdeveloped, a hollow or depression like part would be on the corresponding region of the skull. (Hergenhahn, & Henley, pg. 230) Phrenology became popular in the aspect of education where the belief became that as would a regular physical muscle, a brain would get stronger with practice by stimulating those faculties of the brain. This would be called formal discipline and it is the belief that educational experiences can arrange to strengthen the specific facilities of the brain related to that subject. This encouraged further research in that the brain and mind are related and different regions of the brain hold different bouts of information. (Hergenhahn, & Henley, pg. 232) Another big aspect of psychobiology would be experimental psychology; which is seeing what is physically present, and what is psychologically experienced. (Hergenhahn, & Henley, pg. 237) Though there was never doubt about the existence or presence of a conscious, it was a matter of how we would measure it in a scientific aspect. It was believed that conscious sensations were triggered by brain responses, but then were originally initiated by sense perceptions. Psychophysics is the study of the relationship between physical and psychological events that occur. Weber's Law claims that the number of a physical stimulus, that must occur because a change has occurred and results in the change of awareness or sensations. Through a various series of calculations, Fechner came to his most known formula, which he believed showed the interaction/relationship between the physical and the mental state. S= k log RThis formula basically states that for sensations to rise arithmetically, the magnitude of the physical stimulus must rise geometrically. If the change is detected it means that as the stimulus grows so does the magnitude and it keeps growing and growing afterward (Hergenhahn, ; Henley, pg. 241) Psychobiology has a lot of factors and subsections that research into it. Not only is it important to research both the psychological side and the biological side, it is important to know why and how these things interrelate. By furthering research in these fields we can make strides to better understanding how our genetics, as well as our environment impact our mental and physical well-being and how we may react to certain stimulants psychologically and biologically.