s House

The Tarantella: Nora’s Dance of Death The ‘Incurable Disease’ in â€Å"A Doll’s House† Imagery and symbolism is a major and running theme in Ibsen’s play, â€Å"A Doll’s House.† In the third act, when Nora’s crisis is coming to a head, the black shawl, the dark lighting, her sense of inevitability and doom, the tarantella, all combine to make the play a nightmare descending into â€Å"incurable† disease and disaster for the heroine, Nora. She believes that she is a moral incurable, and in the end becomes the hero of the play, the only one willing to admit there is a problem, and to change it. She changes it the only way possible, that is, by leaving altogether the comfortable â€Å"Doll’s House† she has built and maintained for so long. Nora’s house reflects society and the way women were raised and trained, as â€Å"modern† women (at the time the play was written). Her upbringing, and her father’s faults, have combined to make her into a person with a hidden and ‘incurable’ disease: ignorance. Nora has been trained to get her way by manipulating men and using her charms to get what she needs. She has not been shown another way, as is a symptom of society’s treatment of women at that time. Nora discovers through her experiences that she must leave the situation and â€Å"find herself.† She must find her human side, and learn new, more honorable ways to survive and thrive in the man’s world she lives in. She must find self-respect. Nora’s humiliating ways of achieving her means have been dictated by her narrow view of the world. In the beginning of the play, she believes that her moral code, that of love and family, should be respected and even admired by outsiders. When she realizes that this is not the way the law views things, and even her husband would not approve, she becomes desperate to cover up her (now realized) terrible mistake. But when she made those mistakes, they were, in her ... 's House Free Essays on The Doll\'s House The Tarantella: Nora’s Dance of Death The ‘Incurable Disease’ in â€Å"A Doll’s House† Imagery and symbolism is a major and running theme in Ibsen’s play, â€Å"A Doll’s House.† In the third act, when Nora’s crisis is coming to a head, the black shawl, the dark lighting, her sense of inevitability and doom, the tarantella, all combine to make the play a nightmare descending into â€Å"incurable† disease and disaster for the heroine, Nora. She believes that she is a moral incurable, and in the end becomes the hero of the play, the only one willing to admit there is a problem, and to change it. She changes it the only way possible, that is, by leaving altogether the comfortable â€Å"Doll’s House† she has built and maintained for so long. Nora’s house reflects society and the way women were raised and trained, as â€Å"modern† women (at the time the play was written). Her upbringing, and her father’s faults, have combined to make her into a person with a hidden and ‘incurable’ disease: ignorance. Nora has been trained to get her way by manipulating men and using her charms to get what she needs. She has not been shown another way, as is a symptom of society’s treatment of women at that time. Nora discovers through her experiences that she must leave the situation and â€Å"find herself.† She must find her human side, and learn new, more honorable ways to survive and thrive in the man’s world she lives in. She must find self-respect. Nora’s humiliating ways of achieving her means have been dictated by her narrow view of the world. In the beginning of the play, she believes that her moral code, that of love and family, should be respected and even admired by outsiders. When she realizes that this is not the way the law views things, and even her husband would not approve, she becomes desperate to cover up her (now realized) terrible mistake. But when she made those mistakes, they were, in her ...

Conjugating Grandir (to Grow) in French

Conjugating Grandir (to Grow) in French Grandir is just one French verb that means to grow. Its an easier word to remember than  croà ®tre  (to grow), especially if you associate it with the English grand. This is a very useful word to know and youll want to understand how to conjugate it to mean growing or grew. Conjugating the French Verb  Grandir​ Verb conjugations help us transform a verb into a particular tense, such as the past, present, or future. In French, this is done by adding infinitive endings to the verb stem, but theres a catch. Not only does the ending change with each tense, it also changes with each subject pronoun. That means you have more words to memorize, but with a little practice, its not too bad. Luckily,  grandir  is a  regular -IR verb  and it follows a common pattern in the conjugations. For instance, in the  je  and tu  present tense, an -s  is added to the verb stem  grand-. This gives use je grandis and tu grandis, which mean I am growing or you grow respectively. For the future tense of  nous, -irons  is added to create nous grandirons, a simple way of saying we will grow. Subject Present Future Imperfect je grandis grandirai grandissais tu grandis grandiras grandissais il grandit grandira grandissait nous grandissons grandirons grandissions vous grandissez grandirez grandissiez ils grandissent grandiront grandissaient The Present Participle of  Grandir The  present participle  of  grandir  is  grandissant. This is not only a verb, but can become an adjective, gerund, or noun in certain contexts. The Past Participle and Passà © Composà © The  past participle  of grandir  is  grandi and it is used to form the past tense  passà © composà ©. To complete this, you must also conjugate the  auxiliary verb  avoir  to fit the subject pronoun. For instance, I grew is jai grandi and we grew is nous avons grandi. More Simple  Grandir  Conjugations to Learn Those are the most important verb conjugations of  grandir  and should be the priority of your studies. As your French improves, youll find a  use for a few more forms.   In conversation, if you want to imply that the action of growing is somehow questionable, turn to the subjunctive verb mood. Similarly, the conditional verb mood says that the growth is dependent on something else.   If you read much French, you will surely encounter the passà © simple tense of  grandir. It along with the imperfect subjunctive   is a literary tense and learning (or, at least, recognizing) these will help your reading comprehension. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je grandisse grandirais grandis grandisse tu grandisses grandirais grandis grandisses il grandisse grandirait grandit grandt nous grandissions grandirions grandmes grandissions vous grandissiez grandiriez grandtes grandissiez ils grandissent grandiraient grandirent grandissent The imperative verb form is used for short demands and requests. In keeping with this brief statement, simplify it and do not include the subject pronoun: use grandis rather than tu grandis. Imperative (tu) grandis (nous) grandissons (vous) grandissez

Sexual disorder Essay Example | Topics and Well Written Essays - 750 words

Sexual disorder - Essay Example Applying the Axis I-V diagnoses, the husband’s condition can be adequately diagnosed as an effect or symptom resulting from an Axis I disorder, more specifically, an anxiety disorder-stress-not specifically specified (American Psychiatric Association, 2000). However, for this case, the husband may be experiencing erectile dysfunction as a result of work-related stress because, according to his spouse, he was apparently fired from work because of watching pornography. Additionally, the husband may be experiencing stress as a result of his academic commitments. According to DSM-IV-TR classification, erectile dysfunction (disorder)-the recurrent or persistent inability for a male to erect or be able to maintain an adequate, continuous erection-is classified as an arousal disorder. It causes interpersonal difficulty, anxiety, and distress. DSM-IV-TR codes the husband’s condition as a 607.84 Male Erectile Disorder resulting from psychological conditions including stress, and anxiety (American Psychiatric Association, 2000). This disorder is not as a result of a medical condition or any physiological effects resulting from a medication or drug abuse. Despite being attributed to Axis I disorders such as stress and anxiety, it may not be the case in many scenarios. This is because, in some instances, male erectile dysfunction can be attributed to factors such as guilt, indifference, or physical conditions such as problems with nerves or blood vessels (Hersen & Beidel, 2012). In order to make an accurate diagnosis, I will need to know, from the client-the husband and the wife-when the erectile dysfunction began. I would want to know how they handled the situation when it happened, especially, the wife. Did she think less of her husband? Did she encourage him? I will need the husband to explain why he watches pornographic

See uploaded question paper Essay Example | Topics and Well Written Essays - 2000 words

See uploaded question paper - Essay Example These provisions are fundamentally categorized as Consumer Protection Acts which further constitute of Sale of Goods Act 1979 and Unfair Contract Terms Act 1977 in the European Union (EU) legislation1. With reference to the case situation witnessed by Greg when dealing with his supplier Sprewfit, this study will aim at recommending the consumer (i.e. Greg) with certain remedial measures to suffice his losses with the application of Sale of Goods Act 1979 and Unfair Contract Terms Act 1977. As observed in the case scenario, Greg was working on a new project of renovating a home and estate of â€Å"Downly Abbey†, in the village named Downly. The required materials for the renovation project were supplied to him by Sprewfit. The company also took the contract that to serve with the required amount of plaster which would be used in the interiors of the home and estate of â€Å"Downly Abbey†. After certain period of time, Greg noticed that the materials that were provided to him were of low quality, and certainly incompetent to suffice his requirements for a Grade II home and estate renovation project. ... There are certain specific contracts to which this particular act has been applicable. One of the most crucial norms of this law is that it is applicable only to the contract of the sales of goods that took place on or after the 1st of January 1884. It has been learnt that a sales contract is a contract where the seller agrees to transfer the possession of the goods or any other property in exchange of money which can also be referred as the price of the property or goods delivered. The goods sold may be of existing goods, owned or possessed by the seller or it may also be goods or property which would have to be manufactured after the contract is made. These types of goods are referred as called ‘future goods’. As per the provisions mentioned in the act, the goods are sold under a certain terms and conditions that must be agreed by the seller as well as the buyer prior to the validation of the agreement. Notably, if the conditions are not satisfied by the seller which r esults to the losses suffered by the buyers, the entire issue would be termed as a breach of contract. Consequently, the buyer could claim for compensation or damage if such situations indicating breach of contract arises2. Unfair Contract Terms Act 1977 The Unfair Contract Terms Act 1977 set to enforce additional limits on the level to which civil accountability for breach of contract on the basis of the inattention towards the liabilities, obligations and of duties of the sellers can be shunned by means of contract terms and otherwise. It has often been witnessed that companies focus on applying terms and conditions explicitly in their agreement offered to the customers mentioning certain aspects which might hinder the interests of the

Teen Pregnancy Research Essay Example for Free

Teen Pregnancy Research Essay Social Construction of Teenage Pregnancy in the United States: Race, Class and Gender In the United States, an estimated forty five percent of all female teenagers have premarital sex. As a result, about forty percent of all female adolescents become pregnant at least once before age twenty; and about four-fifths of these pregnancies are unintended. Twenty percent of these female adolescents bear a child, and about half of them are unmarried (Lawson and Rhode, 2). In a society that associates age appropriate sexual behavior and marital status with the welfare of the family and community, this is a very alarming statistic to many. Throughout the past several decades American society has developed very strong, and many times mythical opinions about teenage pregnancy, the consequences it has on teen mothers, and the type of women contributing to these statistics. These mythical opinions consistently revolve around race, class and gender. Therefore, in this paper I will be examining the social constructions American society has developed about teenage pregnancy in relation to race, class, and gender as well as the misconceptions these social constructions lead to. It will be seen that societies views on teenage pregnancy often mask the understanding of the issue, and hinder the development of a solution. Teenage motherhood is an issue that has developed a very negative social construction in the United States. When this social construction is paired with that of racial minorities, the issue becomes even more daunting. While teenage pregnancy in general has attained a very negative stigmatization, the distress about minority groups, and especially African Americans, is expressed much more frequently and dramatically than that of their white counterparts. This has resulted in many misconceptions about the relationship between race and teenage motherhood as well as masked the understanding of the teenage motherhood trend versus aiding it. When examining the negative social constructions that have been created in the U. S. , that of African Americans cannot be ignored, especially in relation to teenage pregnancy. The African American community has been labeled as the sole proprietors of the teenage motherhood phenomenon. Black mothers under the age of twenty are paid much closer attention to than white mothers under age twenty. This is especially true when they are single. Black teenage mothers are assumed to be producing problematic children who contribute very little, if anything, to society. If one were to ask a majority of Americans their thoughts on African Americans and teenage pregnancy, they would be very similar to the thoughts of a man recorded on a radio talk show when he stated, â€Å"Black teen mothers children grow up in fatherless households with mothers who have few moral values and little control over their offspring. The boys join gangs; the girls stand a good chance of becoming teen mothers themselves†. This man’s opinion very clearly illustrates the negative association between blacks and early motherhood (Kaplan, xviii). The idea that African Americans are solely responsible for the teenage pregnancy phenomenon is highly influenced by the belief that black teenage mothers and fathers are morally unfit. Many believe them to have different moral values than those of non-minority teenagers of similar age. They are said to make their life decisions based on unmoral grounds and aspirations. This is a very inaccurate perception in many ways, however. When creating this presumption, many tend to look at the results of decisions made by young African American mothers, versus the environment influencing these decisions. In areas around the United States where teenage pregnancy is very common for African Americans, a number of social ills can be seen; unemployment, poor housing, gangs, drugs, and disrupted families are just to name a few (Kaplan, 19). Therefore, it is very important to recognize that the high number of teenage pregnancies seen in these areas is not simply a result of high African American demographics, and their so-called â€Å"unmoral values†. They are a result of the environmental conditions these African Americans are exposed to. One would see the same heightened percentages of white teenage pregnancies in a highly white demographic area, which was exposed to these same environmental and social ills. Another way in that the â€Å"morally unfit† argument is unreasonable, is in the fact that the majority of African American teenage mothers have the same life aspirations as their white peers. In a book written by Elaine Bell Kaplan, this very idea is explored in depth, through extensive interviews with black teenage mothers. In an interview with a mother named Diane, Kaplan asks Diane her reasoning for no longer being in a relationship with her babies father. She stated that, â€Å"He had a ghetto mentality. Hes the kind of person who likes a casual living style. I want to get as far away as possible from this life, even if it means giving up my son. My fantasy is to give him to his father, to get married, to live somewhere else, like in another state. To marry a professional, someone who has values and ideals like I have. Have more children, be a corporate attorney, have a big beautiful house, and a car. Have money. Have four children, all with my husband. Raise them and send them to college. Theres a real good sense of self-worth in that†(Kaplan, 95). The same could be said for many mothers Kaplan worked with throughout her study. These mothers were by no means morally unfit; they had simply made poor decisions, due to the environment in which they found themselves surrounded. The negative association between black women and teenage pregnancy does not exclusively revolve around teenage mothers, but the African American community as well. Many people believe that the black community condones teenage pregnancy. This could not be further from the truth. The black community shares the same expectations in regards to teenage pregnancy as any other community. In the eyes of the black community, and especially family members, teenage mothers are breaking three very essential social norms about motherhood and sexuality. The first being that, â€Å"Young women should certainly not have children until they reach adult status, and not before marriage† (Kaplan, 82). This social norm, which revolves around age, motherhood, and marriage, can be viewed many times as a silent, but mutual agreement within African American families. Mothers of teenage mothers often feel as though they were taught to follow these social norms as children, and therefore, these norms should be passed on and accepted by their children. In a statement by a mother in Kaplan’s book, this idea is very clearly demonstrated when the mother says, â€Å"You better not even discuss sex, let alone have it, with anyone until you get yourself married and talk about it to your husband. No man wants to marry soiled goods† (Kaplan, 81). This first social norm lights the pathway for the second, which is the idea that â€Å"sexually active unmarried girls become soiled goods†(Kaplan, 82). Throughout Kaplan’s study she found that African American mothers were embarrassed by the fact that their friends and coworkers knew their teenage daughter was sexually active. She was not only embarrassed for her daughter, but herself as well—she found it to be a big blow to her reputation. In another statement made by an African American mother whose teenage daughter was pregnant, it was stated that, â€Å"Only poor, ignorant, and mentally ill girls become pregnant at an early age. Nice girls dont† (Kaplan, 82). This quote clearly exemplifies that approval was the last thing experienced by black teenage mothers in regards to their pregnancy. The third, and final social norm African American families find to be broken by their daughters is â€Å"The notion that successful mothering means passing on social values to children† (Kaplan, 82). Black mothers view their daughter’s teenage pregnancy as an insult to their parenting abilities. They feel as though they failed at passing proper values onto their daughters, and view themselves and their daughters as moral failures. This is a very difficult aspect of the pregnancy for mothers to deal with, as it questions their definition of motherhood, and the views they have developed in regards to what motherhood entails. In many ways society has turned teenage pregnancy into a black and white issue. It is important to recognize, however, that teenage pregnancy is not simply an issue that revolves solely around race. And it most certainly does not lie completely in the hands of African Americans. The rates of young, white, single mothers have vastly increased in the United States in recent decades. (Lawson and Rhode, 89). Since 1988 young women have been giving birth at a much higher rate, regardless of their skin color (Luker, 7). Therefore, if teen pregnancy rates are rising in all racial communities, other factors contributing to this rise must be examined. This leads us to the next social construction revolving around teenage pregnancy: class. â€Å"It is true that young mothers tend to be poor women, it is much more meaningful to say that poor women tend to become young mothers† (Luker, 12). This statement is one that society has failed to truly grasp, and one that has lead to the social construction and belief that teenage pregnancy causes poverty. The idea that teenage poverty is an automatic sentence to poverty, and a contributing factor to poverty is one that is supported in the media, literature, and by society as a whole. In an article written by a social scientist named Lloyd Eby, it is expressed that â€Å"Teenage mothers and their children experience increased levels of depression, stress, and aggression; a decrease in some indicators for physical health; higher incidence of needing the services of mental health professionals, and other emotional and behavioral problems. All these effects are linked with lifetime poverty, poor achievement, susceptibility to suicide, likelihood of committing crimes and being arrested, and other pathologies† (Eby and Donovan, 44). Another author states that â€Å"Teenage pregnancy—the entry into parenthood of individuals who barely are beyond childhood themselves—is one of the most serious and complex problems facing the nation today†¦the birth of a child can usher in a dismal future of unemployment, poverty, family breakdown, emotional stress, dependency on public agencies, and health problems of mother and child† (Luker, 73). However, these indicators and symptoms of teenage pregnancy are ones that are also seen within impoverished communities that do not contain teenage mothers. They are symptoms that plague both communities containing poor teenage mothers and poor communities without teenage mothers, and cannot be pin pointed simply to the latter. Therefore, it can be seen that the concept above, which states that teenage mothers cause poverty should be viewed in a different way, as poverty is the true cause of teenage pregnancy. Eighty percent of teenage mothers come from poor backgrounds (Luker, 112). And, in order to understand the social construction mentioned above we must first examine and understand the reasons why such a large percent of these teenage mothers come from economically unstable backgrounds. The first major factor that can be explored is the fact that impoverished teens typically begin to have sexual intercourse at earlier stages in their lives. In addition to this fact, when they do start having sex they delay the use of effective contraceptives, and use them very inconsistently. This delayed and inconsistent use gives them many more opportunities to find themselves impregnated. All of these factors are ones that poor teenagers affluent peers tend to not take part in. They begin having sex at a later age, and when they begin to take part in sexual practices their use of effective contraceptives is much more consistent (Luker, 114). In addition to sexual practices, poor teens are at a disadvantage in terms of educational development and ambition. The majority of teenage mothers, before getting pregnant, show very few educational aspirations, and perform poorly in school. They come from much less affluent background than their counterparts, have lower scores on cognitive and ability tests, as well as have a long history of behavioral problems, truancy, and absenteeism. In other words these teens are young people who â€Å"were already experiencing difficulties in life on several fronts and who had little optimism about their futures† (Luker, 116). This separates poor mothers from their more affluent peers, as those who are more affluent tend to have higher career goals, better overall performance in school, consistent attendance and a greater sense of optimism about their futures. Not only do poor teenage mothers suffer from educational disadvantages, but their environment tends to influence them in a negative way. They live in poor areas, surrounded by few people who have any hope for their future. A teenager who lives in a poor area, surrounded by poor people, and who has no successful role models, is much more likely to find herself seventeen and having a baby than a more affluent teen living in the suburbs with successful parents. Affluent teens view pregnancy as an obstacle, whereas poor teens many times view teenage pregnancy as a normal stage in life. This clearly plays a crucial role in higher teenage birth rates within non-affluent communities. The evidence above clearly shows that circumstances the majority of poor young teenage mothers find themselves in are very bleak. These circumstances result in a higher percentage of teenage pregnancies within impoverished communities, and are ones that influence teenage mothers decision-making before conception. However, it is also important to examine the circumstances poor teen mothers encounter post pregnancy, in order to see that, while poverty is a large contributor to teenage pregnancy, the stresses it has on teen moms results in a vicious cycle of poverty, that they very seldomly escape. The centerpiece for the cycle of poverty teenage mothers find themselves in post pregnancy is education, or lack there of. It is important to recognize that critics of the theory I am examining would argue that teen mothers lack of education is the centerpiece of their argument as well. They believe mother’s lack of education is the attributing factor to the poverty seen throughout the nation, and would therefore state that teenage pregnancy is clearly the main cause of poverty. However, this is not necessarily the case. When teen moms are â€Å"faced with the demands of a baby and schoolwork, hey tend to drop out of high school; and teen mothers who have dropped out lose any educational chances they may have had, condemning themselves and their children to lives of disadvantage. But since the teens who become pregnant are discouraged and disadvantaged to begin with, and since the fact that they are living in bleak circumstances increased the likelihood that they will get pre gnant† the inference that their missed educational opportunities caused their poverty is incorrect (Luker, 116). Unfortunately, a majority of these young women would experience the same educational deficiencies whether they became pregnant or not. While a large majority of teenage mothers would struggle with their educational pursuits, regardless of if they became pregnant or not, it is still important to examine the specific ways in which teenage pregnancy effects the education of teenage mothers. As stated above, when teens become pregnant the stress they experience between motherhood and schoolwork is too much to handle. â€Å"Pregnancy is the most common cause of school dropout among adolescent girls in the United States†. (Luker, 119) And, once a student drop’s out of school, they find it very hard to go back and finish their degree (Luker, 119). Adolescents without a high school diploma find themselves with restricted job opportunities, unable to earn wages that will sufficiently support themselves and their child. They are trapped in the cycle of poverty, and the cycle is very hard to escape. It is very clear that the relationship between poverty and teenage pregnancy is very strong. While it would be very easy to assume that teenage pregnancy is the largest contributor to poverty, it is impossible to ignore the ways in which poverty influences young teens to become pregnant, and the role poverty plays in the lives of teenage mothers. By blaming teenage mothers for poverty we are masking the understanding we need to acquire in order to obtain a true insight into teenage pregnancy and teenage mothers. The third and final social construction I am examining is gender. As a society we have created the idea that in the majority of cases, women are meant to take inferior roles to men, and are here to please them. This idea has carried over into teenage pregnancy, and has had immense effects on teenage mothers before, during, and after their pregnancy. And in many cases has played a major part in why teenage mothers get pregnant in the first place. Not only does society create gender role expectations that confuse teenage mothers, but it also sends mixed messages about the roles teenage moms are supposed to play in their own life, as well as the life of their child. The first way in which teenage mothers are affected by traditional gender roles is in the fact that they fail to put themselves first in their relationships. They may have sex to please a man, and they may fail to use contraception because the man either objects or makes it difficult by complaining that contraception reduces his pleasure. Because of the way teenage girls have been influenced by outside sources, they many times read this as a way he is trying to solidify the relationship (Luker, 6). They see contraception as a barrier between them and their relationship, and therefore welcome the idea of not using it. Many teenager mothers have stated they purposely got pregnant in attempts to obtain a committed relationship. They fail to recognize they have as much control over their relationship as their partner, and instead of looking for some forms of control and assertiveness they simply seek acceptance and the feeling that they are wanted. These feelings are all associated with the idea that men are superior to them, and that women should seek the acceptance of a man more so than finding acceptance within herself (Luker, 4). Another concern within gender roles is that as a society we view young mothers as young women, we want them to be sensitive to the needs of others, committed to relationships and nurturing to the next generation. However, at the same time we want them to be careful, forward-thinking, attuned to the market, and prepared to invest in themselves and not others. This clash of ideas and messages causes a great deal of confusion in the lives of teenage mothers, and causes them to feel stuck between different sets of expectations and roles. In many ways it causes them to never feel satisfied with the role they are playing, and diminishes their chances of a brighter future (Luker, 6). Not only have we created gender role expectations for women that make teen pregnancy a much more difficult experience, but the gender roles we have created for men have made teen pregnancy a much more difficult experience as well. Women are given the responsibility of full-time care for their child, whether the male figure has involvement in their life or not. They are expected to deal with the daily stresses and issues that have been talked about above. Instead of assuming men should take these same responsibilities, we expect them not to play a large role, and have low expectations of their performance as teenage fathers. We quite simply let them off the hook. However, in order to aid teenage mothers in their daily hardships these expectations and gender roles need to be heightened for men. We cannot continue expecting them to fail at being acceptable fathers. In conclusion, we can see that race, class, and gender play large roles in the lives of teenage mothers, and influence their lives in many ways. The roles they play depend largely on the social constructions society chooses to accept, develop, and pursue. By looking past the traditional social constructions society has developed, the ones that we have seen are often misconstrued and misguided, we can obtain a true understanding of the lives of teenage mothers, and the causes of their lifestyles and decision making.

Children with Disabilities in the Classroom :: Education School Essays

Children with Disabilities in the Classroom "A recent feature of elementary schools is the more frequent inclusion of children with disabilities. Regular classrooms now include children whose physical and mental disabilities would at one time have relegated them to special classrooms" (Cooper & Ryan 1998, pp. 98). There are numerous issues that arise when it comes to educating exceptional students. Since, science is an important school subject we need to have special adaptations to meet all of the student’s needs. "Students with exceptional educational needs are best served in regular classrooms in their neighborhood schools" (Koch 1999, p. 16). While we interviewed Mark Bertram, a kindergarten teacher at Homer Elementary school, Janie Hughes, Special Education Teacher’s Aide in Mark Bertram’s classroom, we asked them the question: "What does inclusion mean to you and how does it affect your classroom?" They stated that having inclusion in the classroom from the beginning of schooling allows children to co me into contact with students unlike themselves and become comfortable with their differences. We also asked teachers, "How do the students respond to having a child with special needs in the classroom?" They stated that the children respond in a positive manner by being very caring and helpful to the students. In one of the classrooms there is a child with Cerebal Palsy. She enjoys reading books and the children are always excited to help her by holding the books, reading slowly and loudly with her. In the other classroom there is a student with Autism. When she has an episode during a lesson instead of a teacher taking out the time to calm her down, a student will rock with her until she relaxes while they are still following along with the lesson. In 1975, Public Law 94-142 was passed which means all children who have been identified as having a disability are guaranteed the right to a free and appropriate education in the least restrictive environment (LRE) (Biklen, et al 1987). We saw examples of this in the classroom when exceptional students were participating in normal classroom activities with average students. For example, one of the classrooms created an ABC picture book by forming their bodies around the special needs child to create the letters of the alphabet. "Teachers will create developmentally appropriate lessons for all students which are grounded in mathematics and science and which can be applied in the design activities of technology" (NY State Education Department 2000).

Korea & Art Essay

Korea is back then was heavily influenced by China particularly with China’s introduction of Buddhism to Korea. This had a very deep political, cultural and religious influence in the country. Art in Korea from the 1st to the 3rd century A. D. was mostly ceramics and sculpture. This was due to the introduction of the Potter’s wheel to the country. This was during the same time that iron technology was introduced to the country as well. Containers shaped like birds that have been discovered were dated back to this period and were said to represent Korean beliefs regarding the afterlife. These were apparently made for aesthetic, rather than for utilitarian purposes. Its manner of creation which was of soft and low-fired clay was very different from those which ere made for practical uses. This soft and low-fired clay wares were called the wajil t’ogi. This was later replaced during the 3rd century by the hard and high-fired stoneware called the kyongjil t’ogi. During the 4th century, Korea had already been divided into three kingdoms: Koguryo in the north, Paekche in the southwest, and Silla in the southeast. There was another 4th political entity called the Kaya Federaltion. It is made up of only small city states located in between Silla and Paekche. Prior to this century, the Chinese had already introduced a system of writing to Korea. During this century, this system of writing was adapted into the Korean Language and was referred to as the idu. Landscape painting was also a form of art in ancient Korea. The earliest one to have been found was dated to the 5th century A. D. and was found in a Koguryo tomb. It was a wall painting that depicted a group of hunters that were riding their horses as they were hunting. Its landscape setting was a simple drawing of a mountain. Another mural was later discovered inside Muyong- ch’ong (the Tomb of Dancers). It was an early example of Korean portrait and genre painting that had more focus on realism. A small gold and bronze sculpture of a seated Buddha was also found in Korea which dated back to the 5th century in the territory of the Paekche kingdom. It was one of the first proofs of the Buddhist influence in Korea.

Advantages and Disadvantages of Artificial Intelligence Essay

Human intelligence involves many skills such as problem solving, decision making, learning understanding and reflex actions. Many experts in AI have dreamt of creating machines that can imitate our human intelligence. This has led to many possibilities; however, the field of AI has to be understood from both sides of the coin. On the one hand, artificial intelligence has allowed the design of applications that can explore every part of the world that the human cannot visit. For example, in the field of space exploration, artificial intelligence’s machines explore universe parts that are totally hostile to human beings. Intelligent robots are programmed to excavation mining of fuel. These machines can also measure the depth of the oceans. Some of these sophisticated machines have replaced human beings in many fields that require manpower, time and money. Often, these tasks are harmful to humans and therefore programmed robots save people’s health in a big way. On the other hand, the establishment of ethics, moral values and standards is difficult when humans are dominated by machines. Any amount of automation cannot create intelligence; it is only a human feature. No machine can show dedication or emotion s at work and we as human beings cannot live in a world that is only surrounded by machines. For example, in hospitality industry, robots cannot replace the care or concern shown by the hospital staff. Therefore, beyond a point, the capabilities of lateral thinking can probably get delayed if the daily tasks are just made for power cycle machines. Thanks to artificial intelligence, it is possible that a machine can develop areas of knowledge very specific and complicated; making the machine can simulate processes which man performs. But we can highlight that it is not achieved yet a machine that can thing like a human. Indeed, this limitation is the fact that human beings are irreplaceable because human beings have an  own feature: common sense.

Computing Power Unleashed Essays - Central Processing Unit

Computing Power Unleashed Essays - Central Processing Unit Computing Power Unleashed This article mainly deals with the microprocessor chip, which is the computer's brain. This computer chip is responsible for the majority of the computers functions, it's commonly referred to as the Central Processing Unit (CPU). It receives and executes your instructions and determines if your computer understands software written for a Personal Computer (PC) or a Macintosh (MAC). The CPU chip size is small, about half the size of a business card, and just as small as your thumbnail. Intel is the leading manufacturer of microprocessor for IBM PC's, also other companies manufacture them also. However Apple, IBM, and Motorola have combined to create a power chip designed to be used in IBM PC's and Macintosh computers. However Intel microprocessors are as follows 8088, 8086, 80286, 80386, 80486, and the Pentium. The prefix 80 is commonly dropped. Then we look at the CPU package dealing with the electronic circuits. This chip is made of silicon, containing numerous tiny transistors with tiny wire protruding from it. The chip is encase in black plastic and sits on the motherboard which contains all of the computers circuitry. Microprocessors have all different kinds of internal processor speed, commonly known as clock speed. This represents the number of clock cycles a chip can produce per second and how quickly the CPU can execute commands. The speed is measured in megahertz (MHz) for example 25MHz equals to 25 million clock cycles per second. The CPU also contains the databus (a wire) across of it that moves the information.. Which is measured in bits (smallest piece of information). These chips are compared by the Intel Comparative Microprocessor Performance (ICOMP). They compare a number of industry standards to determine the power of different CPU's. Nevertheless a breakthrough in the 486 series chips surfaced, Intel offered the 486DX in 1989 better than 386, amore faster CPU with clock speeds up to 33MHz, including 1.2 million transistors compared to the 386's, and also offered a math coprocessor. The drawbacks was it was to expensive for the common person.. In 1991 Intel came up with the 486SX with no math coprocessor and speeds up to 25Mhz which made more affordable. Nonetheless, in 1992 Another breakthrough by Intel by introducing the 486DX2 with clock speeds up to 66MHz with slightly a higher price which made the perfect upgrade tool for people who could not afford it. Next the fifth generation was introduced by Intel again with high priced CPU, the Pentium processor, the most powerful one yet. Introduced in 1993 and operating between 66MHz to 100MHz. With the Intel's 3 new plants, prices went down for these chips. However id not stop there, Intel introduce another CPU processor, the 486DX4 with clock speeds of 75MHz to 100MHz with lesser cost than pentiums. Nevertheless, determining the CPU that rights for you must be a decision between the type of power you want and can afford.

Battle of Mons in World War I

Battle of Mons in World War I The Battle of Mons was fought August 23, 1914, during World War I (1914-1918) and was the British Armys first engagement of the conflict. Operating at the extreme left of the Allied line, the British assumed a position near Mons, Belgium in an attempt to stop the German advance in that area. Attacked by the German First Army, the outnumbered British Expeditionary Force mounted a tenacious defense and inflicted heavy losses on the enemy. Largely holding through the day, the British finally fell back due to increasing German numbers and the retreat of the French Fifth Army on their right. Background Crossing the Channel in the early days of World War I, the British Expeditionary Force deployed in the fields of Belgium. Led by Field Marshal Sir John French, it moved into position in front of Mons and formed a line along the Mons-Condà © Canal, just to the left of the French Fifth Army as the larger Battle of the Frontiers was getting underway. A fully professional force, the BEF dug in to await the advancing Germans who were sweeping through Belgium in accordance to the Schlieffen Plan (Map). Comprised of four infantry divisions, a cavalry division, and a cavalry brigade, the BEF possessed around 80,000 men. Highly trained, the average British infantryman could hit a target at 300 yards fifteen times a minute. Additionally, many of the British troops possessed combat experience due to service across the empire. Despite these attributes, German Kaiser Wilhelm II allegedly dubbed the BEF a contemptible little army and instructed his commanders to exterminate it. The intended slur was embraced by the members of the BEF who began to refer themselves as the Old Contemptibles. Armies Commanders British Field Marshal Sir John French4 divisions (approx. 80,000 men) Germans General Alexander von Kluck8 divisions (approx. 150,000 men) First Contact On August 22, after being defeated by the Germans, the commander of the Fifth Army, General Charles Lanrezac, asked French to hold his position along the canal for 24 hours while the French fell back. Agreeing, French instructed his two corps commanders, General Douglas Haig and General Horace Smith-Dorrien to prepare for the German onslaught. This saw Smith-Dorriens II Corps on the left establish a strong position along the canal while Haigs I Corps on the right formed a line along the canal which also bent south along the Mons–Beaumont road to protect the BEFs right flank. French felt this was necessary in case Lanrezacs position to the east collapsed. A central feature in the British position was a loop in the canal between Mons and Nimy which formed a salient in the line. That same day, around 6:30 AM, the lead elements of General Alexander von Klucks First Army began making contact with the British. The first skirmish occurred in the village of Casteau when C Squadron of the 4th Royal Irish Dragoon Guards encountered men from the German 2nd Kuirassiers. This fight saw Captain Charles B. Hornby use his saber to become the first British soldier to kill an enemy while Drummer Edward Thomas reportedly fired the first British shots of the war. Driving the Germans off, the British returned to their lines (Map). The British Hold At 5:30 AM on August 23, French again met with Haig and Smith-Dorrien and told them to strengthen the line along the canal and to prepare the canal bridges for demolition. In the early morning mist and rain, the Germans began appearing on the BEFs 20-mile front in increasing numbers. Shortly before 9:00 AM, German guns were in position north of the canal and opened fire on the BEFs positions. This was followed by an eight-battalion assault by infantry from IX Korps. Approaching the British lines between Obourg and Nimy, this attack was met by heavy fire form the BEFs veteran infantry. Special attention was paid to the salient formed by the loop in the canal as the Germans attempted to cross four bridges in the area. Decimating the German ranks, the British maintained a such a high rate of fire with their Lee-Enfield rifles that the attackers believed they were facing machine guns. As von Klucks men arrived in greater numbers, the attacks intensified forcing the British to consider falling back. On the north edge of Mons, a bitter fight continued between the Germans and the 4th Battalion, Royal Fusiliers around a swing bridge. Left open by the British, the Germans were able to cross when Private August Neiemeier jumped in the canal and closed the bridge. Retreat By afternoon, French was forced to order his men to begin falling back due to heavy pressure on his front and the appearance of the German 17th Division on his right flank. Around 3:00 PM, the salient and Mons were abandoned and elements of the BEF became engaged in rearguard actions along the line. In one situation a battalion of the Royal Munster Fusiliers held off nine German battalions and secured the safe withdrawal of their division. As night fell, the Germans halted their assault to reform their lines. Though the BEF established new lines a short distance south, word arrived around 2:00 AM on August 24 that the French Fifth Army was in retreat to the east. With his flank exposed, French ordered a retreat south into France with the goal of establishing at line along the Valenciennes–Maubeuge road. Reaching this point after a series of sharp rearguard actions on the 24th, the British found that the French were still retreating. Left little choice, the BEF continued to move south as part of what became known as the Great Retreat (Map). Aftermath The Battle of Mons cost the British around 1,600 killed and wounded. For the Germans, the capture of Mons proved costly as their losses numbered around 5,000 killed and wounded. Though a defeat, the stand of the BEF bought valuable time for Belgian and French forces to fall back in an attempt to form a new defensive line. The BEFs retreat ultimately lasted 14 days and ended near Paris (Map).  The withdrawal ended with the Allied victory at the First Battle of the Marne in early September.

Internal and External Stakeholders Assignment Example | Topics and Well Written Essays - 750 words

Internal and External Stakeholders - Assignment Example ary funding to emergency management has negatively affected the effort by FEMA to design a properly functioning and integrated communication system that would bring majority, if not all, of the involved stakeholders on board. Since September 11, existing funding and staff resources have been redirected at Department of Homeland Security to focus significantly on terrorism based activities. According to the 2013 Federal Signal Public Safety Survey conducted by Zogby, three-quarters of emergency managers cited budget constraints as their biggest challenge when it comes to updating their emergency communication systems (Griffin, 2013). Citizens’ apathy towards public safety also contribute to the communication challenges. John Von Thaden, vice president and general manager, notification systems at Federal Signals, puts this challenge into perspective by highlighting the obstacles encountered by public safety official in their bid to implement ECS solutions. He notes that the general public continue to remain disinterested in efforts rolled out by emergency officials to raise their awareness and preparedness in the wake of a disaster. Undoubtedly, very few Americans are concerned of the emergency numbers that they ought to call in the event of an emergency. Public drills on emergence response are rarely taken serious by the citizens (Griffin, 2013). Also, technological advancement has ironically bolstered communication challenges in emergency management. This is by taking the citizens’ dimension. Facebook, twitter, and other social media platforms seem to be competing with conventional modes of communication such as radio, television, and phone calls. The varied preferences on the channel to use has made it hard for public safety officials to reach out to the maximum number of individuals in case of a disaster. A mobile platform should be embraced as the main medium of communication during emergencies. This is because physical infrastructure is often prone to

A history of Greece Essay Example | Topics and Well Written Essays - 750 words

A history of Greece - Essay Example A history of Greece War between Athens and Sparta in his book, â€Å"History of the Peloponnesian War†. It was said after his death that the history was recollected through his accounts where he discusses the 27 year war between the two neighbors with strict reliance on evidence and on the philosophy of cause and effect. He is known to be the pioneer of the international relations school of thought â€Å"political realism†. Pericles funeral oration was given by the Athenian General Pericles after the end of the first year of war with Sparta, and it was done to honor and bury the war dead. It was recorded by Thucydides that the war dead would be left in a tent for three days after which they would be buried in Kerameikos, and then someone would sing their praises and tell stories of their braveries. During 431 BC Athens was going through a war with Sparta as already mentioned before, and there were no signs of victory or defeat in sight while the casualties were mounting to unexpected numbe rs.; That was when Pericles delivered this speech to praise the war dead and to sing the praises of the motherland (Athens), and in the end he delivered an epilogue to remind the audience to not speak over the dead. Pericles praises the main qualities of Athenians as the people of a country where they are free. They are all equal and no one is above the law; they live a free life and can sustain any life they want. He says that the people of Athens welcome immigrants from neighboring regions with open arms to come and see the prosperity of the Athenian people. According to him, the equality and openness raised the rank of Athens and established it as a great city of Greece. Pericles praises the people of Athens by proclaiming that the principle of the Athenian men is to die with honor and not to submit to the Spartans because, according to him, Athenian men consider it honorable to die rather than live while in submission to the oppressors and their enemies. Pericles considers Athen ian men to be free, and for them freedom means happiness and to be able to sustain happiness. They are brave and this is the reason why they are not afraid to go to war with any nation including Sparta. According to Pericles Athens was a nation by far better than Sparta. Sparta were blood thirsty warmongers whose life began and ended with wars, while Athens was a country that loved art and literature. Pericles contrasted that Athens welcomed foreigners to its country while Spartans were much jealous of the achievements of the Athenian people and envied their freedom and prosperity. He says that Athens is a democracy where decisions are not to be made by one individual but through unanimous agreement, thus implying that such is not the case in Sparta. He further exemplifies Athens by stating that in Athens, unlike in Sparta, equal justice is available to all people and this is one of the elements that differentiates Sparta from Athens where a person is identified by his deeds and not by wealth and neither does the government interfere in the life of any individual as long as he serves the state. The Athenian society was near perfect according to the speech done by Pericles. Although this might have been done so as to raise the courage of the fellow Athenians, his accounts have been considered correct by many historians who. Athens’s plusses were its art and literature, the freedom that