Imposing Our Own Ideological Frameworks onto Virginia...

Imposing Our Own Ideological Frameworks onto Virginia Woolf and Her Writing Whenever we try to imagine the feelings or motives of a writer, we impose our own thoughts and ideas, our own biases, onto that person and their work. Perhaps in order to justify our choices or legitimate the philosophies that we hold dear, we interpret texts so that they fall into place in our own ideological frameworks. Literature, because it engages with the most important and passionate questions in life, evokes responses in readers that emanate not only from the mind but also from the subconscious and from the deepest places in the heart. Writers like Virginia Woolf ask, and sometimes answer, questions about lifes meaning, about the nature and†¦show more content†¦Much critical writing on Woolf reflects a strong desire to locate her definitely within either a heterosexual or homosexual framework. These interpretations of Woolfs sexuality, in her life and her writings, are varied and reflect anxieties within the culture about the role of women, the nature of sexual ident ity, and the fear society has of people who do not conform to traditional heterosexual or homosexual models. While critical views are many and varied, it is possible to loosely identify two groups at opposite poles in this debate. Some conservative male critics are invested in re-creating a Woolf who was a devoted wife and daughter, someone who enjoyed close friendships with women but someone who respected the primacy of heterosexual norms. They largely ignore the potential homosexual interpretations of Woolfs work and brush aside her relationship with Vita Sackville-West because acknowledging those things in any real way would threaten the established patriarchal order. Nigel Nicolson, in his book Portrait of a Marriage , characterizes the physical relationship between Vita and Virginia as tentative and not very successful and claims, It is a travesty of their relationship to call it an affair (207). There are several problems with thisShow MoreRelatedFundamentals of Hrm263904 Words   |  1056 PagesConsiderations 96 Public Policy Violation 96 Implied Employment Contract 96 Breech of Goo d Faith 97 PART 3 STAFFING THE ORGANIZATION Chapter 5 Human Resource Planning and Job Analysis 110 Learning Outcomes 110 Introduction 112 An Organizational Framework 112 ETHICAL ISSUES IN HRM: Competitive Intelligence 114 Linking Organizational Strategy to Human Resource Planning 115 Assessing Current Human Resources 115 Human Resource Information Systems 115 Succession Planning 116 Determining the Demand

The Journey to Adulthood in Where Are You Going, Where...

â€Å"Where Are You Going, Where Have You Been?† Analysis In the American society, when individuals reach adolescence, they begin to search for their identity by exploring their interests and opening their mind to new notions and ideas. This is the psychological and physical human development that ultimately leads them to their adulthood. Joyce Carol Oates short story depicts a fifteen year old girl with typical teenage concerns. She has to face the realization of the meaning of maturity in the American civilization when she is ripped out of her childhood by Arnold Friend. In the short story, Where Are You Going, Where Have You Been?, Joyce Carol Oates suggests that when teenagers are in the coming of age, they are easily fooled and taken†¦show more content†¦Adding on to that, Connie’s shortfall that rock music has molded her has come to light when Arnold Friend gives sexual advances to her. Joyce Carol Oates shows this by writing, â€Å"It was the same progr am that was playing inside the house. â€Å"Bobby King?† she said. â€Å"I listen to him all the time. I think he’s great.† â€Å"He’s kind of great,† Connie said reluctantly.† â€Å"Listen, that guy’s great. He knows where the action is.† (p.3-para.2). This shows how Connie feels shocked that Arnold was also listening to the same music as she was when she was inside the house last time. Since she was incompetent in realizing how teenagers interpret the music than adult figures, Connie is vulnerable when Arnold threatens her to come to him because of the rock music that is being allotted to teenagers. To sum it up, the sexual song lyrics and the image of rock music that is normally played and embraced in the American culture has influenced Connie, a teenager, physically and mentally; therefore, she is taken advantage of by Arnold because of her immaturity and youth. The sexy and enticing image in the American civilization affec ts teenagers as they are driven to emulate those ideas which in the end are deceived and hurt because of their ignorance. In the story, Connie has predicaments within her family because of her efforts to become sexually attractive which causes her to criticize her sister and her mother. Joyce CarolShow MoreRelatedConnie ´s Coming of Age1257 Words   |  6 PagesAge In her famous short story, â€Å"Where Are You Going, Where Have You Been,† Joyce Carol Oates shows the transition from childhood to adulthood through her character Connie. Each person experiences this transition in their own way and time. For some it is leaving home for the first time to go to college, for others it might be having to step up to a leadership position. No matter what, this transition affects everyone; it just happens to everyone differently. Oates describes Connies unfortunate comingRead MoreWhere are you Going? Where Have you Been? by Joyce Carol Oates1100 Words   |  5 PagesWhere Are You Going, Where have you been? is a short story written by Joyce Carol Oates. The 75 year old American author and professor at Princeton University, introduce the story of 15 year old Connie who is rebelling against her mother’s whishes. A very arrogant and selfish girl that in her world the only thing that matters is how many heads she can turn when walking into a r oom. Through the story life gives her a test, to confront Arnold Friend, the antagonist of the story; who possesses a nefariousRead MoreEssay on Transition in Where Are You Going, Where Have You Been3629 Words   |  15 PagesTransition in Where Are You Going, Where Have You Been      Ã‚  Ã‚  Ã‚  Ã‚   Each of us experiences transitions in our lives. Some of these changes are small, like moving from one school semester to the next. Other times these changes are major, like the transition between youth and adulthood. In Joyce Carol Oates Where Are You Going, Where Have You Been?, the author dramatizes a real life crime story to examine the decisive moment people face when at the crossroads between the illusions and innocenceRead MoreAnalysis Of The Poem The Stone Boy 1954 Words   |  8 Pagesindustrial designer Adam Savage, â€Å" one of the defining moments of adulthood is the realization that nobody’s going to take care of you.† This statement caused me to cogitate the potential aspects that cause one s shift from childhood into adulthood.Within the four short stories â€Å"Initiation†( Plath, Sylvia.) by Sylvia Plath, â€Å"Araby†(Joyce, James.) by James Joyce, â€Å" Where Are You Going, Where Have You Been† (Oates, Caro l Joyce.) by Joyce Carol Oates, and â€Å"The Stone boy† (Berriault, Gina.) by Gina BerriaultRead MoreAdolescence Is A New Birth1106 Words   |  5 PagesThroughout the semester we have discussed adolescence in a literary sense applying it to characters and themes. In Latin, the word â€Å"adolescence† literally means â€Å"growing up†. Adolescence can be applied to literature in a sense of its broad message. According to Stanley Hall who wrote the article â€Å"Adolescence is a New Birth†, during adolescence â€Å"awareness of self and the environment greatly increases; everything is more keenly felt, and sensation is sought for its own sake.† (1844-1924) PsychologicalRead MoreAnalysis Of The Lottery By Shirley Jackson2020 Words   |  9 PagesDespite their differences in their approach to characterization, both Joyce Carol Oates and Shirley Jackson managed to craft haunting short stories, whose characters quickly bond to your brain before th ey are quickly ripped away. â€Å"The Lottery’s† effectiveness leans on subtle character traits and changes—her style, while not as minimal, reminds me of Carver, in that what is left unsaid is nearly as important as her stripped down and dialed back use of character description. Though there is an undercurrent

Visual Analysis of Richard Serra’s Two Cuts free essay sample

Richard Serra develops a visual language that breaks from the history of sculptural identity. His artworks reveal the methods of construction vital to the composition of his work and allow the viewer to become involved in the process of making. The steel is ribbed on the surface, which relates immediately to the process of cutting. Furthermore, his works are not pictorial or decorative in any sense but rather are large bold industrial slabs of steel, which demonstrate the artist’s interest in revealing material specificity. Serra’s Two Cuts rejects illusionistic and pictorial traditions of sculpture: the artwork is composed of raw industrial material and orients its viewer as to the artist’s process based on title and installation. His work has a strong presence that interacts with its site of installation; the art object’s expressive qualities arise from the communication between spaces and visibly apparent methods of construction. The Ellen Johnson Wing of the Allen Memorial Art Museum is a white walled gallery, which contrasts the bold slabs of rolled steel. One is polished while the other is transparent in its forms of construction and materiality. Two Cuts is composed of three slabs of hot rolled steel positioned on the ground one of which has toppled over due to the internal logic of steel, which emphasizes the properties of balance and heaviness that are inherent in the identity of this natural solid. Two of these planks are rigid rectangular slabs that rest parallel to one another on their narrow sides. These pieces of steel are wide enough to provide balance and support to the whole structure. They are approximately two fist lengths in width, nearly a foot in height, and about eight feet long. The third slab differs in width from the two standing slabs and is not stable enough to stand on its own. It is not stable enough because its width is too narrow in relation to its height. Instead, the third steel slat has seemingly fallen from its upright position; the object lies flatly on the floor. This third slab has the same length and vertical height as the other two slabs, yet the laws of gravity destabilize the material; it lies on its tallest side and appears wider and shorter than the others. The fact that the steel slab has toppled over due to a visible decrease in width speaks specifically to the weight of steel and factors that influence this sculpture’s equilibrium. The work overwhelms the human body due to the weight and volume of the steel. The work appears immovable; it is so heavy and commanding in its physical presence and material composition; it is rendered as a dominant and static intrusion on the gallery floor. This is an important element that impels the viewer to feel the intimidating bulk of the work in relation to his or her own body. In this way it becomes visually apparent that the work is resistant to being ordered or controlled in any way that works against the steel’s natural properties. It is the intention of the artist to enable the material properties of the work to inform the installation which is demonstrated with the third fallen plank. This establishes that Serra’s work is about the visual language of material and process rather than an illusionistic narrative. From a distance the sculpture appears as an industrial object but with closer inspection one is able to decipher the artist hand through the rough rippled surface of Two Cuts. These surface undulations are highlighted by the contrasting varnished and sanded museum space. In this way, his work extends beyond itself to interact with the space that its exists in. The installation and transparent display of construction becomes a focal point of his artwork and gives rise to a visual language of construction, which exists in contradiction to surrounding space. There is an incongruent relationship between Two Cuts and the Ellen Johnson Wing of the Allen Memorial Art Museum space that is immediately revealed through contrast in construction transparency verse opacity. This is because the planks are honest in communicating a method of construction or deconstruction (cutting) as well as various qualities of steel. This communication of material and weight, demonstrated in the balance of the planks, appears in contrast with the museum space because construction methods are unclear and various materials are presumably hidden beneath plaster, paint and varnish. The wooden floor, for example, is not a tribute to the material itself. There is nothing within the wooden floor that exhibits the natural splitting of wood, it’s authentic sheen, or texture. There is no a sense of an illusionistic human figure but instead raw industrial material and recognizable geometric forms, often used in construction. The surface of the work is cloaked in rigid vertical marks that demonstrate the effects of a cutting tool. Paradoxically, even though Serra is implementing industrial processes to cut the raw steel, the artist’s hand is visible in the imperfections upon the surface. There is no effort exerted upon the surface of the steel to make it appear polished. The work is unique in the way it straddles industry and art. From a distance the slabs appear to form a sleek composition of parallel lines and clean cuts but upon closer inspection there appears to be ridges and discoloration caused by rusting. The imperfections upon the work’s surface can be experienced visually and kinesthetically. Serra makes no attempt to hide the cutting process in his work because the transparency of industrial procedure is integral to the artist’s intention. This is also evoked in the title of the work, Two Cuts. By titling the work Two Cuts, Serra illustrates how the act of cutting is integral to the piece and indeed in many ways is the piece. Process is integral to the work and visually expressed by the vertical ridges left un-sanded along the surface of the work. These demarcations are a portal into the procedures of fabrication and allow the viewer to experience each individual cut that was made into the steel slabs. By giving the viewer access to the construction process the artist is intentionally demystifying and de-idealizing the work. The elevated status of that artist is reduced when the construction methods are revealed. Furthermore, the installation on the floor breaks from the precious display of art objects on pedestals or in decorative frames. There is no frame surrounding this work just simply the material. The placement on the floor without any additional display modes creates an intimate atmosphere of interaction. The various marks upon the surface of this sculpture make it experientially unpredictable so that the viewer must move around the object to see its different sides. By requiring the viewer’s movement for the total viewing of the work, Serra incorporates temporality and spatiality in his work. The immense size of Two Cuts, unpredictability of texture, and susceptibility to rusting allow the work to exist in real space and time. The three dimensional slabs require investigation of all four sides. While the viewer is moving around the work it is unfolding to him or her in real time and space. A photo would not permit an individual to understand this work because movement is an integral experiential element. The work continues to exist in real time because it is accruing signage of time in the form of rust and discoloration. Furthermore, the placement of Two Cuts on the floor creates a large division of space over three meters in length (5 3/8 x 23 1/16x 120 5/8in). This challenges the viewer’s movement in the gallery and creates disorientation regarding the discernment of ‘front’ or ‘back’ of the objects. Unlike many works in a gallery space, Two Cuts is installed on the ground. Giant hunks of metal rest on the ground and have very little intention of growing in a vertical direction, which confirms the object’s natural affinity to the ground and visually highlights the weight of the material. Because the subject of the work is material, gravity, and weight, it is appropriate that the work should be displayed on the ground without supports. The work illustrates how the laws of gravity and entropy effect the materialization of the sculpture. The transparency and materiality in this work is also supported by the lack of illusionistic space and sense of figure. Long horizontal slabs of metal reject the illusion of a human figure because they are rigid, straight, and symmetrical, rather than organic, illusionistic, and vertical. The figure is further rejected from the work because the sculpture is about natural material used in everyday, industrial spaces. The three steel pieces are self-referential in the way that they are what the work is about. Although Serra regards his work as sculpture, he breaks from the tradition of the practice with his installation, intent and use of materials. The evolving texture and color feature of the art embraces its inherently temporal existence. Because the steel is unprotected and susceptible to the elements, it is embellished with grooves, rust, and corroded nooks. What might have once been a monochrome earthy grey is now a completely varied rusted surface. There is never a stagnant moment for this work because it exists in real time and openly offers itself to the influence of the elements. This demonstrates the interest of the artist in the material nature of his art and its ephemeral manifestation. The varied surface parallels the multiple viewing angles available in experiencing this work and brings forth another evolving aspect of this sculpture. The viewer can never grasp the piece in its entirety because it is larger than him or her and constantly changing with the viewpoint within the gallery. The parallel planks of the work can be seen as extending lines reaching into the distance. There are an infinite number of viewpoints. The lines can be seen with space separating them but then with a shift the beams visually overlap. The surface of the work oscillates depending on the distance one perceives it from. In the distance it appears as though the sculpture is a stagnant color but on closer examination, there arises a varied spectrum of colors and textures ranging from lead grey to rust red upon a cat tongue like surface. The color and texture and infinite viewing locations prolong the continuing creation process of this art. Serra’s Two Cuts confronts a viewer with a composition about weight and the identity of steel. In the same way that the viewer must interact with space and time to walk around the piece in order to see the way it shifts in perspective, the piece itself is continuously interacting with space and responding to the elements of its surroundings that cause chemical changes to alter the surface of the steel. The transparency of construction in the work demonstrates Serra’s interest in removing himself from the elevated realm of the ‘artist’ as creator. This allows the viewer to focus on the material, form and physical nature of his art. The construction of the work and its relationship to the natural laws of gravity and its own materiality becomes integral aspects of the work and also carry the intention of the artist.

The Pact Book Review Essay Example

The Pact Book Review Paper Name: Instructor: Course: Date: We will write a custom essay sample on The Pact Book Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Pact Book Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Pact Book Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Pact Book Review Plot Summary The Pact is the story of three young men who made a promise to each other that they would go to college and succeed in life. This seemed impossible considering where they lived. They did not have anyone in their lives that they could look up to and consider role models. They encountered many challenges in their lives before they realized their goals. They lived in a dangerous neighborhood, where they had to contend with violence, drug dealers and drug addicts. One of the men had a childhood dream of becoming a dentist, and he convinced the others to study hard for the scholarship Pre-Medical/Pre-Dental Plus Program offered at Seton Hall and become doctors. The book reveals how the young men continued facing challenges in school, how they almost gave up their dreams, and how they finally managed to overcome those challenges and realize their dream, thus fulfilling their pact. It is a story of friendship, and it shows the importance of having role models and good social support systems so that one can realize his or her dreams in life. Opinion I was inspired and impressed by the friendship and determination of the three young men. I believe that this kept them focused and it gave them the strength they needed to overcome obstacles. It is often rare to read of young men who influence each other positively. In many cases, people in similar situations often end up falling to negative peer influences. The three decided to support and encourage each other, and this made them realize their goals. I was emotionally moved by the people who decided to make positive changes in the men’s lives and encourage each other. George talks of his friend’s father who treated him like one of his sons. He believed in George’s dreams and he never discouraged him from achieving his goals. Some of the teachers and counselors acted as role models for the boys. They encouraged them in pursuing their goals and they gave them the morale and inspiration they needed in life. It was interesting to read that the men made bad decisions in their lives but they did not let that determine their future. Two of them had already faced the criminal justice system even before they were eighteen years. They committed some offences, which could have destroyed their future. The men had friends who were not positive influences in their lives. However, the pact that they had made and the fact that they continued making their friendship stronger, made it possible for them to get on the right path. They admit that it was not easy for them to go to college and become doctors. They faced hard situations, which almost made them give up in life and forget their dreams. I was angered by the social and economic systems in our country, which force some people to live in abject poverty as others live in extreme wealth. The families living in the projects were poor. Most of the people involved in dealing drugs did not do so out of choice but they were forced by their circumstances. Poverty has led to many social ills and disadvantages in the country. Many children are forced to live without their fathers around because they are serving time in prison, while others have decided to abandon their families. I was also angered by the fact that some children are exposed to so much violence when they are young. The men had grown up in tough and rough neighborhoods. They committed crimes and offences such as stealing and beating other people. However, they managed to change their negative ways and they became positive influences and role models to other people in their community. Another thing that made me angry was the discrimination that continues to plague t he society. People continue to be defined by the color of their skin and not by their abilities. This has often discouraged many from achieving their dreams. Had it not been for the support that the young men received from few individuals, then they would not have reached where they are today. Although I liked all the characters because of their determination, my favorite was George. I think that it would not have been possible for the three to become doctors had he not held the dream he had of becoming a dentist. His fascination in dentistry made him have a dream. Not many people enjoy dentist visits, but George seemed to enjoy them when he was young. He urged the others to join medical school and this contributed to positive changes in their lives. Although George’s mother, Ella Jenkins Mack, is not one of the prominent characters in the book, I admire her persistence and courage in bringing up her children. She was resilient and she managed to discipline and provide for her children. It was not easy bringing up two boys with no other source of support. She ensured that she got her family out of the projects. She did not let the fact that she was a single mother discourage her from hoping for a better life. Overall Evaluation I would recommend this book to a friend and to people who have to face challenges in their lives. The book remains relevant because many people continue experiencing the same situations that the young men went through in their lives. Many people still live in the ghetto, and they continue to experience hardships and challenges in life. They continue living in violent environments and they have to deal with many social ills. This is an inspirational book and it shows that one does not have to conform to his or her environment. The three young men could have decided to become part of the statistics, as is often the case with many African American men and other people living in the ghetto. They could have felt sorry for themselves and given up on their aspirations just because they did not have role models around. However, they made a different decision. The book is written in such a simple and engaging way. The book also describes the events that happened plainly. The authors do not tr y to hide some of the information or exaggerate other details. This book is both engaging and entertaining, and it promotes the values of true friendship, hard work, discipline, and positive influences in life.

The Monster Study Essays - Speech Impediments, Free Essays

The Monster Study Essays - Speech Impediments, Free Essays The Monster Study Holly Castle The Monster study is speech impediment experiment that was done on the children that lived in the orphanage. This experiment was conducted to find out if stuttering was inherited or did environment play a key factor. Wendell Johnson was the speech pathologist that conducted this study to find the cause and cure for stuttering. This study violated a lot of ethical issues because the children were psychological harm, informed consent was not given and the subjects were deceived. Wendell Johnson had a biased opinion in this study because he was a stutter himself and was desperate for a cure. In this essay, I will discuss the background of this experiment and the violations of ethics that were done in this study. The Monster study began on Jan. 1939, in Davenport, IA at the University of Iowa. The participates of this study were orphanages whose parents died in the civil war and their mothers could no longer take care them, so they were left in an orphanage. Johnson got permission from the University of Iowa to conduct his research at this orphanage. When conducting his research, Johnson decide to recruit one of his students to help with the experiment by the name of Mary Tudor. Mary Tudor was avid but timorous student that was willing to get involved in the research. In 2003, Reynolds stated that Tudor's responsibility in the study was to tell non-stuttering students that they stutter and to tell the one's that did stutter that they have perfect fluency. Her experiment begins with 22 subjects, none of the subjects were told of this study. They were also told that they will receive speech therapy. In 2003, Reynolds stated that Tudor's experiment, she had to induce healthy children into stammering: she also told stammering children that did not stuttering. Before this study began, there were ten participates that were target by matrons and teachers. The ten participates that were target as stutters were divided into groups. Five were group IA the experimental set and group IB were the control set. Group IA was told that their speech was fine and they had no problem. The other group IB was told your "''Yes, your speech is as bad as people say.'' The remaining twelve were ages 5-15 and was chosen randomly and they were separate into two groups of six. Group IIA were told that they were showing signs of stuttering and they must correct themselves immediately. In Group IIB, this was the control group and they were told that their speech was normal and was praised for their enunciation. The subjects in Group IIA sought a lawsuit against the University of Iowa because of their psycho logy harmed they received from this study. In this case study, there were a few incidents of violations of ethics. In 1998, Callahan recommends that researchers should follow the three ethical issues: Autonomy, beneficence, and human justice. Autonomy is the first ethical principle that a researcher should respect the participate and make sure that informed consent has been given. The participates of this study was not aware the risk or what the study was about and could not give consent legally because they were minors. Johnson and Tudor did not give full disclosure of this research to the minors, teachers, or matrons at the orphanage. Beneficence is the second ethical principle; the researcher should maximize the benefits to the individual or society without creating harm to the subject. Johnson was so determined to get a cure that he caused psychological damaged to these children and did not follow up with care. The last ethical principle is human justice. Researchers should choose their selection on equitable subjects instead of conducting research on institutionalized children and prisoners. Johnson unfairly targets the children in orphanage because they did not have any parental figure they could be taken advantage. In conclusion, this essay discusses the pertinent details of the case study and how Johnson and Tudor violated ethical issues to conduct inconclusive case study. The case study was done at the orphanage in Davenport, Iowa on 22 subjects. Johnson was determined to keep information from the participants and everybody that was involved, in order to validate his point about stuttering

Herman Hollerith, the Inventor of Computer Punch Cards

Herman Hollerith, the Inventor of Computer Punch Cards A  punch card  is a piece of  stiff paper  that contains digital information represented by the presence or absence of holes in predefined positions. The information might be data for data processing applications or, as in earlier times, used to directly control  automated machinery. The terms  IBM card, or  Hollerith card,  specifically refer to punch cards used in semiautomatic data processing. Punch cards were widely used through much of the 20th century in what became known as the data processing industry, where specialized and increasingly complex  unit record machines, organized into  data processing systems, used punched cards for data input, output, and storage.  Many early  digital computers  used punched cards, often prepared using  keypunch  machines, as the primary medium for input of both  computer programs  and  data. Punched cards are now obsolete as a  recording medium, as the last election in which they were used was the 2014 midterms, according to the Pew Research Center. Semen Korsakov  was the first to use punch cards in informatics for information store and search. Korsakov announced his new method and machines in September 1832; rather than seeking patents, he offered the machines for public use. Herman Hollerith In 1881, Herman Hollerith began designing a machine to tabulate census data more efficiently than by traditional hand methods. The U.S. Census Bureau had taken eight years to complete the 1880 census, and it was feared that the 1890 census would take even longer. Hollerith invented and used a punched card device to help analyze the 1890 U.S. census data. His great breakthrough was his use of electricity to read, count and sort punched cards whose holes represented data gathered by the census-takers. His machines were used for the 1890 census and accomplished in one year what would have taken nearly 10 years of hand tabulating. In 1896, Hollerith founded the Tabulating Machine Company to sell his invention, the Company became part of  IBM  in 1924. Hollerith first got his idea for the punch-card tabulation machine from watching a train conductor punch tickets. For his tabulation machine, he used the punch card invented in the early 1800s, by a French silk weaver called  Joseph-Marie Jacquard. Jacquard invented a way of automatically controlling the warp and weft threads on a silk loom by recording patterns of holes in a string of cards. Holleriths punch cards and tabulating machines were a step toward automated computation. His device could automatically read information which had been punched onto a card. He got the idea and then saw Jacquards punchcard. Punch card technology was used in computers up until the late 1970s. Computer punched cards were read electronically, the cards moved between brass rods, and the holes in the cards created an electric current where the rods would touch. What Is a Chad? A chad is a small piece of paper or cardboard produced in punching paper tape or data cards; also can be called a piece of chad. The term originated in 1947 and is of unknown origin. In laymens terms, chad is the punched out parts of the card - the holes.

Trade union density has undergone significant decline since 1979 Essay - 3

Trade union density has undergone significant decline since 1979 - Essay Example A few decades ago, the trade unionism in the United Kingdom used to be very vibrant. Almost all the workers in both the public and private sectors were represented in the trade unions in UK (Blyton and Tumball, 2004). The trade unions had a huge representation of male workers who worked in the mass production industries. However, from 1979 trade union density in the country began to drop according to Blyton and Tumball (2004). Before this unfortunate decline, statistics show that membership in the trade unions considerably high; during this time, more than half of the entire workforce in the UK belonged to one form of trade union or another. This is stark contrast to the situation today when the trade unions only have 26% of UK workers as their members (Labour Force Survey Report, 2006). The private sector only contributes a mere 12% of its workforce as members to trade unions in the UK. The same statistics show that the majority of union workers are those who are in the public sector. Very few part time employees enrol in any of the unions. According to Butler’s (2005) analysis, there are fewer men than women in the most trade unions. Workers from across the country, regardless of whether they were working in public or private organizations were all affected by this decline. There are a number of factors that led to the decline of trade union membership in the private and public sector and they will all be discussed in this paper. The decline of trade union membership density in the UK started to be felt after Margaret Thatcher took over the premiership in 1979. Though her leadership is not the sole reason for the decline, it played a major role in not preventing the decline of trade unions in the United Kingdom. Right after Thatcher became the Prime Minister of Britain, there were several civil unrest cases throughout the whole country according to Butler

Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1000 words - 9

Rhetorical Analysis - Essay Example It also informs the audience of the challenges faced by various individuals who went through the school. These people are mostly blacks who sacrificed themselves to the betterment of the society. Obama as the president of the United States made the speech. In the two speeches, Obama claims that Americas are the authors of their own destiny. He also amplifies the notion that no difference that exists between blacks and whites. Moreover, he concurs that no one should be given preferential treatment based on color, but he or she must work hard to have such privileges. Obama use of ethos is highlighted in the two speeches and amplifies challenges and problems faced by American people. The perfect union speech was made when Obama campaign was in jeopardy. This was due to racial profiling that was taking place in opposing camps and some sections of the media. Moreover, his relationship with Reverend Jeremiah Wright and being part of his election campaign. He had been making speech consider ed offensive to some of the racial groups. These were mostly done during the Sunday sermons. For example, he talks of mistreatment of blacks by the whites (Carney and Sullivan 1). However, Obama disengages from the pastor by showing the history of racial differences in United States. He believes that the sentiments of the Reverend are because of what he went through during his upbringing in the fifties. He informs the audience that resentment is a characteristic of both whites and the blacks that may be caused by either missing opportunities in their lifetime. Obama connection with Reverend Jeremiah Wright was a point of concern to the audience. This is because he could be perceived as offering support to the blacks at the expense of the whites. This meant that most of the whites could note vote for him during the democrat primaries and election that were few days ahead. Moreover, other could have labeled him as a racist and thus not suitable for the unification of the American peop le. However, the speech broadcast to all Americans helped change most of the perceptions. This reached most of the people who had eligibility to vote. They identified themselves with the challenges Obama was going through. Consequently, they viewed Obama leadership as likely to be inclusive and not condoning racial profiling. Moreover, Obama strong appeals to ethos are seen as he distances himself from Wright. This occurs as he identifies himself as a person involved in the racial history of America. He considers himself a person of a mixed race background. In fact, he concurs to have been raised by white grandmother. He believes that his life has been surrounded by racial inequality. On the other hand, he is an astute politician with a form of education not achieved by many in the society. He manages to show that person’s upbringing does not shape his or her destiny. This gives him authority to make claims. He also handles the issue of Reverend Wright without appearing to da mage his character. He pleads with black Americans to â€Å"embrace the burden of our past without becoming victims of our past† (Jones 1). Obama understands these burdens as he is labeled as a racist during primaries. Moreover, he once heard the white grandmother-talking saying that she was cautious of the Black Americans in their neighborhood. Moreover, he puts Wrights views on the mistreatment of the blacks into historical context. He did this with

Adults with Learning Disabilities Essay Example for Free

Adults with Learning Disabilities Essay The discourse of ‘learning disabilities’ is now being used to challenge a wide range of acts and practices, including violence and intimidation, non-consenting sexual acts, the bullying of less resilient people by more able service users, unacceptably deprived physical or social environments and financial exploitation or fraud. Some argue that it should include all abuses of human rights. Clearly, these issues are not new as the following essay illustrates, and historically some of these practices have been hidden within service cultures while others have been quite open but variously rationalized as ‘behavior modification’, ‘relationships’, ‘control and restraint’, or ‘not giving in to attention seeking’. Abuse was regarded as a central, and inevitable, feature of institutionalized provision in influential models such as that of Goffman (1961) and Wolfensberger (1975 and 1980) within an analysis whose focus was on organizations and ideology. The new discourse is much more personalized and within it the focus is on the experience of the victim. This has some advantages for individuals and highlights some dilemmas for service organizations. It makes clear that people with learning disabilities are harmed, as any individual would be, by personal or sexual violence or exploitation. Harm is deemed equivalent whoever has caused it, for example whether it has been perpetrated by another service user, a member of staff or a stranger. This way of framing harmful acts highlights conflicts of interest between service users: the discourse of ‘challenging behavior’ for example, designed to neutralize the stigma of difficult behavior, inadvertently deflects from and discounts the experience of those on the receiving end of difficult behavior. Naming these acts as abusive confronts service agencies with the need for specialized, safe (expensive) placements for those who present a risk to others. Men with learning disabilities who have difficult sexual behaviors, for example, are often placed alongside very vulnerable people, their needs for asylum taking precedence over the safety of more vulnerable people (Thompson and Brown 1998). But while this acknowledgement is a step forward for individuals ,the new discourse risks personalizing forms of mistreatment that arise out of societal and structural inequalities. At an individual level, when issues of power are overlooked or neutralized, abusive and exploitative interactions can be explained away as relationships of choice. At a service level, new fault-lines between agencies and between purchasers, providers and regulators set up contingencies that make abuse more likely and less visible. At a societal level, there is growing inequality between the pay and working conditions of managerial, professional and so-called ‘unqualified’ staff within and across the statutory, private (for-profit) and voluntary (not-for-profit) sectors. Gender and race exacerbate the unequal position of direct care staff and the disproportionate responsibility that falls on them. This paper divides into two parts. First, I shall review the current usage of the term ‘learning disabilities’, looking at how it is being defined and categorized. Second, I will outline what is emerging as good practice in this field. WHAT DOES A LEARNING DISABILITY LOOK LIKE? Let me explain this with an exaomple: Saras lifelong difficulty with reading and writing had nothing to do with not being smart. Most individuals who have a learning disability are of average to above average intelligence and therefore have the intellectual potential to succeed at school and in careers. But they often do not reach this potential. While effort and motivation are important for success, it is clearly unfair to say of someone with a learning disability that he or she just needs to try harder. No matter how hard Sara worked, her problems did not go away. We know that a learning disability is caused by specific dysfunction within the central nervous system. The central nervous system, made up of the brain and the spinal cord, controls everything we do: our ability to process and think about language and to express ourselves verbally, as well as our ability to process nonverbal information, including art or music. Saras symptoms included reversing or rotating numbers (6 for 9), letters (b for d;p for q), and words (was for saw; on for no) when writing; omitting letters and sounds; and making sound and word substitutions when reading (tril for trial;then for there). Such problems make it difficult to decode words, and these decoding errors are most evident when reading aloud. Though never diagnosed, Saras symptoms became evident in first grade, when formal reading instruction began. As we learn to read we must of course master the alphabet, which is like a code, and learn the relationship between letters and sounds. Reading is a process of decoding the clusters of letters, converting them into words, and then attaching meaning to the words. In many cases, problems with phonological processing the ability to receive, transform, remember, and retrieve the sounds of oral language interfere with the acquisition of reading skills. Phonological processing involves the ability to separate a word into its component parts or blend sounds to construct a word. Problems with these skills make it very hard for the beginning reader to achieve fluency. Comprehension of written material depends on accurate and fluent decoding, a good vocabulary, and comprehension of the grammatical structure of sentences. When these skills are not developed that is, when they are slow and labored the reader must devote more energy and effort to identifying and comprehending each individual word, rather than constructing meaning from an entire paragraph or from general context. For many years, researchers believed that the reader automatically moved from reading the words on a page to comprehending, without participating in the process of constructing meaning. But recent research points to the fact that the reader plays an active role: using background knowledge about the subject, calling on appropriate strategies for both decoding and comprehension, and applying the right amount of attention and concentration. Reading strategies are now considered essential components of the reading process. These might include paraphrasing while reading or summarizing afterward to help with comprehension. Competent readers are able to evaluate the reading task and select strategies that are a good fit or match to the task. In Saras case, she read slowly and had to reread material several times, so she found it difficult to comprehend content or recall important facts when questioned about them later. Unlike good readers, she did not rely on strategies that could help her. She also struggled with writing. Many times she was ashamed to submit patient reports because she knew they were filled with spelling, punctuation, and grammatical errors and were not organized or structured well. Her reports never reflected her knowledge or keen insight into patient care. Writing problems can be seen at any age, although they become more evident as academic or work demands increase. While Sara knew what she wanted to say, she had trouble getting started, focusing on the essential facts, and editing effectively. She tended to use the same words over and over. This was so different from her spoken language, which was rich and varied. Not surprisingly, it took her a long time and a good deal of effort to complete her reports. Her mathematical skills, though, were more than adequate. But there are people with learning disabilities who have problems understanding mathematical concepts or difficulty solving verbal or written mathematical problems. These problems may stem from more than one source, including inadequate spatial or directional sense and difficulty understanding abstract symbols or the language of mathematics. To use a basic example, someone who does not have a good understanding of concepts such as plus and minus is going to find it hard to identify the process needed to solve a mathematical problem. Learning strategies will be of great help to this person. Sara was also troubled by her erratic performance at work. Some days, she would be fine. But when she was fatigued or stressed, she found her attention was poor and she made more than the usual number of errors. At these times, she did not feel in control and usually needed to take a break and call on the support of friends to help her get back on track. While Sara felt her social life to be strength, some individuals who have learning disabilities have difficulty in social situations because they cannot perceive others needs and make or keep friends. Relationships with family and friends and associates on the job may suffer. As a way of compensating, an individual may avoid social situations altogether and thus become isolated. Others may struggle with low self-esteem and a lack of assertiveness, which can lead to self-fulfilling prophecies of failure. Moreover, repeated negative experiences in school and at home can discourage an individual from even trying. Many individuals who have learning disabilities have difficulty planning ahead and then evaluating their performance in academic courses or work-related tasks. Planning involves the ability to determine the outlines of a task and the skills it will require. Planning helps us generate strategies or know when to ask for outside help. We are not always conscious of initiating this type of planning because so many tasks are performed automatically, such as remembering a frequently called phone number by using a mnemonic, or writing notes in a book or on a memo. But when tasks are new or complex, active planning is needed. Other learning problems may stem from an inability to manage ones time effectively to get something done on schedule. For example, many college students do not leave sufficient time to research and write a term paper, and end up frantically completing it the night before it is due. Or a manager may delay writing a budget or marketing report, finding it hard to begin. In order to use strategies at school, at home, or on the job, we need to be aware of ourselves as learners. Researchers have suggested that each of us has our own built-in executive function that directs and controls our actions. If this executive is efficient and aware of individual skills and the strategies needed to accomplish a task, the appropriate plan of action can be put into effect. If the plan is unsuccessful, then the executive reevaluates and initiates a new course of action. Individuals who have learning disabilities have a less efficient executive, the theory goes, and are therefore less able to generate and use effective strategies in their personal and professional lives. In addition to learning disabilities, a large number of adults suffer from attention-deficit/hyperactivity disorder (ADHD). ADHD affects an individuals ability to focus and concentrate on school or work tasks, and to make good use of strategies. The struggle to achieve is so much harder with the added burden of ADHD. Although external factors do not cause a learning disability, we know that they do play a significant role in learning. It is well documented that the environment we live and work in influences and helps to shape our learning patterns, behavior, and sense of self. Research has consistently shown that the type and quality of support provided both at school and within the home are strong determinants of success in school, at work, or in ones personal life. For example, a supportive family, early identification of learning problems, and appropriate intervention may make all the difference in helping an individual compensate for the disability. Learning disabilities are found throughout the world and in all socioeconomic groups they are not bound by culture or language. Approximately the same numbers of males as females have learning disabilities, and the problem tends to run in families. Many prominent figures in politics, science, and the arts are reported to have had a learning disability, among them Nelson Rockefeller, Winston Churchill, Albert Einstein, Thomas Edison, and Auguste Rodin. Einstein, for example, was described as having difficulty learning a foreign language and mathematics of all things! He also struggled with other academic subjects and with writing. All adults face the challenges and rewards of employment, home and family, leisure pursuits, community involvement, emotional and physical health, and personal responsibility and relationships. Adults who have learning disabilities must manage these life demands with an added set of problems. Society expects adults to be self-supporting, to function within a community, and to exhibit appropriate social behavior. Typically, to be self-supporting one must be employed. Employment for most adults spans a long period of time. It may begin with the exit from high school and continue for fifty or more years. While research on the employment of adults who have learning disabilities is sparse, and the findings that are available reflect the heterogeneity of the population, the information reported is unfortunately discouraging. It suggests that individuals with learning disabilities, as a group, show higher rates of unemployment, have jobs of lower status, receive lower pay, and change jobs more frequently than those without learning disabilities. Of course, there are many individuals at all levels of the workforce who do attain professional success. Further, there are well-documented accounts of persons with learning disabilities throughout history who have made significant contributions to society, among the most notable being Einstein, Edison, Churchill, and Rockefeller. It is important to keep in mind that adults who have learning disabilities who have above average intelligence, come from middle to higher economic backgrounds, and/or have completed postsecondary education, have higher rates of employment, higher job status, and greater job satisfaction than this research indicates. Those who graduate from college are much more likely to hold professional or managerial positions, for example, than those who have only a high school diploma. What makes success on the job so difficult for some people with learning disabilities? For one thing, persistent problems with reading, writing, and arithmetic can interfere with their work. Many report that they continue to struggle with decoding skills, sight vocabulary, and reading rate. Banking tasks and money management often bring out their troubles with arithmetic. Spelling is frequently reported to be the biggest problem of all. The level of basic skills that is required in the current job market is expanding to include more abstract abilities. Employers want their workers not only to be proficient in basic skills but also to be able to use these skills effectively and efficiently to solve on-the-job problems. Employers want the people they hire to be able to read for information, to analyze and synthesize the material, and apply the material read to on-the-job situations. They further expect employees to analyze problems, formulate solutions, and communicate that process, in writing, to others. Workplace mathematics, like reading and writing, also requires identification of the problem, analysis, and then the ability to find a solution. Employers further expect good interpersonal skills. The ability to use technology and information systems is becoming more essential as well. To do all of these things efficiently and effectively, workers must have mastered basic skills and be able to apply thinking skills. They also need personal qualities such as individual responsibility, self-esteem, and self management. The nature of a learning disability may affect the development of some of these competencies. For example, because of years of struggle and failure, self-esteem may be low and self-monitoring skills may not be functioning effectively. Employers often do not understand what a learning disability is, thus making it even more difficult for the adults with learning disabilities whom they supervise. Because employers cannot see the disability and may have limited knowledge about learning disabilities, they may find it difficult to understand that the problems are real. Therefore, they may fail to provide the necessary accommodations and supportive environment. They may often fail to recognize that, with assistance, workers who have learning disabilities may be tremendous assets to the company. A learning disability is a lifelong condition. Some adults, by the time they have completed their formal education, have learned to compensate for their difficulties. For many others, difficulties continue and to varying degrees impact on careers, social relationships, and activities of daily living. There are adults who were diagnosed as children and received services under the guidelines of PL 94-142. But more and more adults, who never knew why school was so hard, are now addressing the problem by initiating an assessment and seeking services to help them cope with their disabilities. Adults who have learning disabilities are a heterogeneous group. Some struggle with reading and writing, some with mathematical tasks, some with the basic challenges of daily life. There are adults who have learning disabilities who have trouble finding and keeping a job; others are professionally successful yet cannot seem to develop a satisfying social life. And there are those who seem to have few problems as they successfully negotiate the range of lifes demands. Adults who have learning disabilities are not merely children with learning disabilities grown up. The impact of having a learning disability differs at each stage of development. And adulthood itself has many stages, each with its unique challenges. Satisfaction or dissatisfaction at one stage does not guarantee the same degree of adjustment at another. At one point, the adult might deal with self-identity, at another with employment and economic independence, and still another with personal responsibility and relationships. As a group, adults who have learning disabilities represent a broad spectrum of the population. We see individuals of different ages, from different socioeconomic, ethnic, and cultural groups. We see different clusters of social and learning problems that affect education, social, personal, and occupational adjustments. The field now recognizes the unique needs of the adult who has learning disabilities, and as such has responded by providing legal protection, programs, services, and an ever-developing information base. Where do we stand today? References: Erikson, E. H. 1968. Identity: Youth and crisis. New York: Norton. Hallahan, D. P. , Lloyd, J. W. , Kauffman, J. M. , Weiss, M. P. , Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed. ). Toronto: Pearson Education, Inc. Johnson, D. J. , Blalock, J. W. (1987). Adults with learning disabilities: Clinical studies. Orlando: Grune Stratton. Jordan, D. R. (1996). Teaching adults with learning disabilities. The professional practices in adult education and human resource development series. Malabar, Fla: Krieger Pub. Shapiro, J. , Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press. Wong, B. Y. L. (1998). Learning about learning disabilities. San Diego: Academic Press.

A Review of The Family Game by Yoshimitsu Morita Essays -- Kazoku Gemo

I watched The Family Game (Kazoku Gemo) by Yoshimitsu Morita. While initially hesitant I wound up loving the movie. It was a satire that succeeded both in being a pleasure to watch and also at times absolutely hilarious. The Family Game is basically a satire about Japan’s new middle class in the 1980s. The film intermixes industrial imagery between scenes which give the film a bleak feel. At the lowest level this is a movie about Shigeyuki Numata, a clearly intelligent student who (unlike his brother Shinichi) is largely unconcerned about his academics and does poorly in school. Shigeyuki’s father, a white-collar worker who is evidently comparatively affluent (but by no means â€Å"rich), relents to finding his son a tutor (e.g. what Sugimoto describes as â€Å"shadow education†). Yoshimoto takes on the challenge of increasing Shigeyuki’s grades and is relentless and demanding in his approach. However, on a more abstract level this is a film with much lar ger aspirations. The Family Game explores the problems with the educational systems in Japan, a dysfunctional Japanese family, gender roles, ...

Salary Surveys

The legal field in the United States is constantly changing. Assisting attorneys is no longer a one title job. An attorney can call his or her assistant a paralegal, a legal assistant, a legal secretary, and so on and so forth. The process to become an attorney’s assistant is also changing. Many attorneys in the United States prefer to hire paralegals. The American Bar Association defines a paralegal as â€Å"a person, qualified by education, training, or work experience, who is employed or retained by a lawyer, law office, corporation, governmental agency or other entity and who performs specifically delegated substantive legal work for which the lawyer is responsible† (American Bar Association, 1997). This broad definition allows a great variant in the salary paid to a paralegal. An entry level paralegal in Knoxville, Tennessee can expect to earn $35,000 per year according to www. salary. com. An entry level paralegal is defined as a paralegal with 0-2 years experience, and may or may not possess an Associate’s Degree in paralegal studies. In comparison, a Paralegal with five or more years experience and a bachelor’s degree can expect to earn $55,000 per year. The salary ranges throughout the state of Tennessee for paralegals are standard. This is not the case throughout the United States. Each state within the United States must account for cost of living. The cost of living in Southern California is significantly higher per year than the cost of living in Tennessee. The salaries that are paid to employees need to reflect this cost of living, at least to some degree. According to www. salary. com, an entry level paralegal in San Diego, CA can expect to earn $40,000 per year. A paralegal with five or more years of experience and a bachelor’s degree can expect to earn $70,000 per year. Cost of living is not the only reason for differences in pay based on region. Competition, education, and demand for certain positions also plays a part in the salary an employee can expect to earn. For example, in San Diego, CA major universities offer paralegal programs at the bachelor’s degree level. Because of this attorneys expect to hire the best educated paralegal, and a paralegal with only an associates degree will not be able to compete for jobs effectively in this region. In contrast, Tennessee does not offer very many paralegal programs at the bachelor’s degree level. The majority of paralegal programs in Tennessee are either certificate programs or associate’s degree programs. Population plays a major role in salary variants. The population of Knoxville, Tennessee does not require as many attorneys. The attorneys that do work in Knoxville, Tennessee most likely do not have the same work load as those attorneys who work in San Diego, California and do not need the same level of support form a paralegal. This also causes these attorneys to hire paralegals at a lower wage. The amount of money a person living in Knoxville, Tennessee can afford to pay an attorney is also less. Since attorneys in Knoxville, Tennessee earn less than attorneys in San Diego, California, the paralegals will also earn less. Another factor that affects the salary a paralegal will receive is area of law. A paralegal working for the US Attorney’s office in Knoxville, Tennessee can expect to make the same salary as a paralegal working for a private practice attorney in San Diego, California, educating and experience being equal. However, that same paralegal working for the US Attorney’s office in San Diego, California can expect to earn $5 more per hour than he or she did working in the same capacity in Knoxville, Tennessee. The area of law that a paralegal chooses to work in has a major impact on the salary received. By obtaining a bachelor’s degree and a graduate level paralegal certificate, obtaining a competitive salary in Knoxville, Tennessee has been disappointing compared to the salaries available in San Diego, California. However, due to the lower cost of living, a lower salary is acceptable. Holding a bachelor’s degree and a graduate level paralegal certificate also assists a paralegal in competing more effectively for the jobs that are available in Knoxville, Tennessee. The majority of the paralegals in Knoxville, Tennessee only possess an Associates degree in paralegal studies or relevant experience. These paralegals consistently earn less than a paralegal with a higher level of education, which is fair under the circumstances. Paralegals who have achieved a lesser amount of education can have a tendency to resent the inconsistencies in salary. Many of these paralegals feel that they are doing the same job as the more educated paralegal and should be receiving equal compensation. However, through further investigation one would conclude that a more highly educated paralegal will be allowed to conduct more research, write briefs, and work with minimal attorney supervision. This is in stark contrast to a paralegal with a lower level of education. In order to adjust for the inconsistencies in pay, an organization will usually offer bonuses for extra work put in as well as promotions. It is common practice to promote a paralegal with years of experience even if that paralegal is lacking in education. The promotion rate for a paralegal with a lower level of education may be on a slower timeline than that of a paralegal with a higher level of education, but this is an attempt to minimize the inconsistencies in salary. Receiving an adequate salary for a paralegal can be a complicated task. Many factors exist that provide for inconsistencies in salary. The region of the country a paralegal lives in, the type of law the paralegal works in, the amount of experience the paralegal has, and the level of education a paralegal has obtained all play a role in determining how much a paralegal should be paid. Reviewing the education programs available at the American Association for Paralegal Education will assist paralegals in receiving the highest possible salary throughout their career.

Should There Be Private Universities

rivate universities in India – why? how? Why do we need private universities? Higher education in India has largely been the preserve of the Government till recently in terms of both funding and provision of education. But for this to continue, the Government should continue to be in a position to pour in large sums of money to fund higher education. Today, the Government is unable to find the funds even to keep up its own commitment of spending 6% of GDP on education.There is also a clamour to spend more of what little funding the Government has allocated for education, on primary education than on higher education, and quite rightly so, given that many children don't even get a basic primary and secondary education today. Thus the Government spending on higher education as a percentage of overall government spending on education is only likely to decrease further in the coming years. But the demand for higher education is continuing to increase with more and more students wa nting a higher education today than ever before.How can we bridge the gap between increasing demand and decreasing government funding for higher education? The only option is to tap the private sector to participate in the funding and provision of higher education. The process of increasing private participation in higher education has already begun with a few states like Chhattisgarh and Uttaranchal having passed legislation to permit the setting up of private universities in their states.Indeed the private sector has been funding higher education in India for a long time, albeit on a very limited scale. The Birla Institute of Technology and Science at Pilani in Rajasthan, which is funded and run by the Birla Group Trust, became an officially recognised university as far back as 1964. Other institutions like the Manipal Group in Manipal in Karnataka have been running private colleges since 1953 and the Manipal Academy of Higher Education became a deemed university in 1993.Many othe r self-financing colleges were set up in the early 1990s and a few of them have now become deemed universities. Problems arising out of poor regulation of private universities After the passing of legislation in Chhattisgarh in 2002 (and subsequently in other states like Uttaranchal), to facilitate the establishment of private Universities with a view to creating supplementary resources to assist the State Government in providing quality higher education, there was a spate of private universities that were set up under the Chhattisgarh Act.The Chhattisgarh legislation was passed in a hurry without much care, leaving many loopholes in the Act, which were quickly exploited by many organisations that set up private universities, without a serious commitment to higher education. Many of the private universities set up under the Chhattisgarh Act did not have either the infrastructure, or a campus, or the funds to provide quality higher education, and functioned out of one-room tenements. The Chhattisgarh Act did not provide for proper regulation and maintenance of standards by these universities and moreover, the Chhattisgarh Government did little to ensure that the private universities did what they were expected to do according to the legislation. Students who signed up for courses offered by private universities set up under the Chhattisgarh Act were being taken for a ride by many private universities who had no capability to offer quality courses.Prof. Yashpal, former chairman of the University Grants Commission, petitioned the Supreme Court in 2004 to declare the Chhattisgarh legislation unconstitutional and the Supreme Court after due deliberation concurred and declared in February 2005 that all the private universities set up under the Chhattisgarh Act were illegal, putting the careers of all the students who enrolled in the institutions set up by the private universities in jeopardy.But to protect the interests of the students, the Supreme Court directed the Chhattisgarh Government to take appropriate steps to have such institutions affiliated to the already existing State Universities in Chhattisgarh. It is important to note that the Supreme Court did not state that all private universities are illegal – it has only stated that the manner in which the Chhattisgarh legislation allowed the setting up of private universities was illegal. The problem is not with private participation in higher education, but with the poorly drafted Chhattisgarh legislation and the lack of proper egulation. Given the Government's lack of funds for higher education and the increasing demand for higher education, we simply cannot do without private universities. We have no option but to tap private funding for higher education. The task before us now is to come up with ways and means to ensure that private universities are properly regulated, yet autonomous and independent enough to flourish, and held to high standards to provide quality higher educat ion. How can we ensure private universities are held to high standards? We can borrow the model from the corporate sector.Just as all companies are required by law to publish annual reports providing details of their assets, liabilities, profits and losses, the profiles of the board of directors and the management and various other financial information, every educational institution (whether public or private) should publish an annual report with details of the infrastructure and facilities available, profiles of the trustees and the administrators, the academic qualifications and experience of the staff, the courses offered, the number of students, the results of the examinations, the amount of funds available to the university and the sources of funding etc.In addition, every educational institution must get itself rated by an independent rating agency like CRISIL, ICRA or CARE and publicly announce its rating to prospective students to enable the students to choose the instituti on they want to enroll in. At one stroke, this will bring in transparency and ensure that every educational institution, whether public or private, is accountable not only to those students who are studying in the institution, but to prospective students and the public at large as well.Public announcements of the financial and educational records of the institutions as well as their ratings by independent rating agencies will generate healthy competition between the various private institutions and will also put pressure on the Government funded institutions to work towards all-round improvement. Such a system is already in place for maritime education in India. In 2004, the Directorate General of Shipping (DGS), which regulates maritime education in India, introduced a system of rating maritime training institutions in India.In 1996, maritime education was opened to private sector participation and over 130 private institutions are in operation today. To ensure that all institution s provide high quality education, the DGS has asked all maritime educational institutions to get themselves rated by one of the three reputed independent rating agencies in India – CRISIL, CARE or ICRA. The publicly announced ratings will benefit he students, in deciding which institution to enroll in, the institutes, in differentiating themselves based on their quality, the employers, in assessing the quality of students graduating from the institutes and the DGS as well, to non-intrusively regulate the maritime education sector and ensure high quality of education. Maritime education institutes, both public and private, are now getting themselves rated by independent rating agencies and the DGS lists the ratings on its web site. Introducing a similar model across all other sectors of higher education including engineering, medicine, arts, sciences etc. ill ensure that only those institutions with better facilities, staff and infrastructure and reputations will thrive. This will go a long way in ensuring the provision of quality higher education not only in the private sector, but in the public sector as well. The Centre and the States should pass legislation to make it mandatory for all higher education institutions to publish a detailed annual report of their financial and educational status and also be rated by independent rating agencies and publicly announce their ratings.

The Pros of Mosquitoes and Their Important Roles

The Pros of Mosquitoes and Their Important Roles Not much love is lost between people and mosquitoes. If insects can be credited with evil intent, mosquitoes seem determined to wipe out the human race. As carriers of deadly diseases, mosquitoes are the  deadliest insect on Earth. Each year, hundreds of thousands of people die from malaria, dengue fever, and yellow fever after being bitten by a disease-carrying, blood-sucking mosquito. The Zika virus can harm fetuses if a pregnant woman gets bitten, and chikungunya can cause debilitating joint pain. If these diseases affect a large population at once, the outbreak can overwhelm local health care, the UN reports. Mosquitoes also carry diseases that pose serious threats to livestock and pets. At the very least, these bloodthirsty insects are major annoyances, biting humans with a persistence that can be maddening. Knowing this, is there an intrinsic value to keeping them around? If we could, should we just eradicate them all off the face of the earth? The answer is mosquitoes do have value. Scientists are divided as to whether theyre worth it, though. The Long History of Mosquitoes on Earth Mosquitoes populated this planet long before man. The oldest mosquito fossils date back some 200 million years, to the Cretaceous period.   More than 3,500 species of mosquitoes have already been  described from various parts of the world, of which only a few hundred species bite or bother humans. In fact, only female mosquitoes bite humans. Males lack the parts to penetrate human skin.   Benefits Many scientists agree that mosquitoes present more of a hassle than they have value. The mere fact that they are the reason for so many human deaths a year is reason enough to wipe them off the planet. However, mosquitoes serve important functions in numerous ecosystems, serving as food for many species, helping filter detritus for plant  life to thrive, pollinating flowers, and even affecting the herding paths of caribou in the tundra. Last, scientists are looking at the mosquito for potential medical treatments. The Food Web Mosquito larvae are aquatic insects  and, as such, play an important role in the aquatic food chain. According to Dr. Gilbert Waldbauer in The Handy Bug Answer Book, Mosquito larvae are filter feeders that strain tiny organic particles such as unicellular algae from the water and convert them to the tissues of their own bodies, which are, in turn, eaten by fish. Mosquito larvae are, in essence, nutrient-packed snacks for fish and other aquatic animals. In addition, while species of mosquitoes eat the  carcasses of  insects  that drown in the  water,  the mosquito larvae feed on the waste products, making nutrients such as nitrogen available for the plant community to thrive. Thus, the elimination of those mosquitoes  might affect plant growth in those areas. A mosquitos role on the bottom of the food chain does not end at the larval stage. As adults, mosquitoes serve as equally nutritious meals for birds, bats, and spiders. Mosquitoes seem to represent a considerable biomass of food for wildlife on the lower rungs of the food chain. Mosquito  extinction, if it is achievable, could have an adverse effect on the ecosystem. However, many scientists suggest that the ecosystem could eventually rebound and another species could take its place in the system. Acting as Pollinators Only the females of some mosquito species need a meal of blood to get the proteins necessary to lay eggs. For the most part, male and female adult mosquitoes depend on nectar for energy. While retrieving nectar, mosquitoes pollinate plants to help to ensure that different types of plant life thrive.  When mosquitoes pollinate  plants, especially the aquatic ones around which they spend much of their lives, they help perpetuate these plants. These plants provide cover and shelter for other animals and organisms. Medicinal Lessons? Although the mosquito has been a known vector for spreading disease all over the world, there is some hope that mosquito saliva may  have some potential use for the treatment of the No. 1 worldwide killer of humans: cardiovascular disease. One promising application is the development of anticlotting drugs, such as clotting inhibitors and capillary dilators. The composition of mosquito saliva is relatively simple, as it usually contains fewer than 20 dominant proteins. Despite the great strides in knowledge of these molecules and their role in blood feeding, scientists still know only about half of the molecules found in the insects saliva.

8 Steps to Writing a Magnetic College Student Resume

8 Steps to Writing a Magnetic College Student Resume This right here is a post that approached the art of magnetic college student resume writing from a rather unorthodox perspective. But hey, that’s what it’s going to take for most grads in the modern world to land a sweet job! This is current, insider info. Step 1. Quality Approaches vs. Quantity The first thing to realize is that it’s better to focus fire your efforts on a small number of ideal options (1-5), rather than planning on designing a resume to send out en masse. Why? Who cares why? It should be obvious. If it’s not, then you better keep reading because you’re out of touch with the inbound marketing world. Because of the modern job market, you need to come across in a serious and personalized way to stand out from the crowd. How many other grads are applying to this position? Furthermore, if you lack experience and haven’t had the chance yet to prove yourself, then you’re going to need to really make up for that fact with a magnetic and irresistible college student resume (among other things). More details in our blog post on how to write a resume with no job experience. Step 2. Inventory Specs Benefits Take an hour out of your day, grab two pieces of paper and a pencil and do some masterminding. On one page, list your specifications. These are all the basic skill-sets and book smarts you have relevant to the position. Include certifications, degrees etc. On the other page, you list the benefits of hiring you from the company’s perspective. Now, realize that in today’s world, the specs don’t mean too much. It’s a results-driven world out there. Where’s the results you’ve created? If there are none, then the only leverage you have are the benefits of hiring YOU. And, the good news is that there’s only one of you. How can you capitalize on that fact? Step 3. Consider How You Might Break the Rules Study the resumes that most HR personal will expect to see and then ask yourself if there’s anything you can do to break the rules, but in a way that works in your favor. It’s hyper-competitive out there folks! Snap some intern out of their daze for a minute and get noticed! What do you have to lose by showing a bit of personality? Because guess what, most startups out there (and there’s millions of them paving the way for the future of the technologically driven world) are looking for young, creative and personable folks to work with. Communicate that millennial spirit. However, you should take into consideration that there are still some rules about writing a resume that are better to follow. Step 4. Come Out Swinging Be Direct Don’t think you can beat around the resume bush and get away with it. You can’t. Get straight to the primary benefit of hiring you and then list off your most impressive specification first. Stack the deck so that they see only the biggest selling points you have. Then, taper as you go but keep your resume ideally packaged on one page. With every word and sentence you put on that resume, ask yourself if you’re getting to the point or avoiding something. Boom! You’re not knocking on the door here folks, you’re kicking it in. â€Å"Here’s why you should hire me†¦Ã¢â‚¬  Bam, Bam, Bam! Also, dont forget about the power of words. Find out what good adjectives for a resume are and try to use them! Step 5. Harness the Power of Formatting I want you to look at your resume the way a copywriter looks at an expertly formatted advertorial web article. You know, the kind that you can’t help but reading and then have you pulling out your credit card for something. The title of your resume is as important to you as it is to a business trying to land on the first page of Google search results. The content must be easy to scan through. Subtitles, bullet-point lists, benefits and specifications. The content begins with a short introductory paragraph that serves as the hook. This should be crafted using your primary benefits. Check out good resume examples on websites which weve added to the list of top 10 resources about college graduate resume writing. Step 6. Yes, Have an Editor or Proofreader Look at It There’s no question. Unless you yourself are some kind of trained editor or proofreader, have someone else do it. In fact, you might want to consider actually paying a professional to look at it. Speaking of which†¦ Step 7. Consider Outsourcing These days you can hop online and pay freelance resume writers to craft something super-professional and impressive. All they’ll need is everything you wrote on those two pieces of paper from earlier and the list of companies you’re focusing on. Step 8. Maintain a Current Resume As time goes by and you collect more benefits and specifications that are resume worthy, be sure to update your resume. Things move quickly. Jobs can come and go before you know it. Always maintain your resume with the mindset that you could be on the job hunt at any moment. After the perfect resume is created, you should send it out! If you wont get the answer soon, dont be desparate. Consider sending a follow-up letter after sending a resume!

Light and Telescopes and Gravity Research Paper

Light and Telescopes and Gravity - Research Paper Example Optics is a common term used to refer to the study of light and its interactions with matter. Reflection is the bouncing back of light on a surface, in most cases resulting in image formation. Refraction on the other hand denotes the bending of the rays of light when passing through one medium to another (124). The speed of light in different transparent materials with ordinary matter is lower than that in a vacuum. For instance, the velocity of light in water is 75% the speed of light in a vacuum. The behavior of light is dependent on its wavelength and like other electromagnetic radiations high frequencies translate into lower wavelengths and vice-versa. Light is made up of photons/ quanta of lower energy levels which evoke excitations (electronic) in the molecules it interacts with resulting in variations in the chemistry/ bonding of the molecule. In the lower portion of the spectrum of light, the radiation (infrared) is no longer visible as the quanta of these radiation lack energy sufficient to elicit variation in molecule retinal of the eye retina, hence no visibility (at least not via quantum absorption) (Walker, 418). Over the limit of visible light, UV radiation is not visible to human eyes because it is absorbed by the internal lens below 400nm and the cornea below 360nm. In addition, the human retina’s cones and rods cannot detect radiation of wavelength below 360nm and are destroyed by such radiation. The main source of light on earth is the sun with approximately half of the EMR from the sun in the visible light region. However, there are a plethora of other light sources and mechanisms of producing light such as bioluminescence, electroluminescence, sonoluminescence, scintillation, radioactive decay, triboluminescence, particle-antiparticle annihilation, chenkov radiation, and so on. Light is either measured via photometry or radiometry. Light applies physical pressure on objects along its path with its

Advertising Management Essay Example | Topics and Well Written Essays - 3000 words

Advertising Management - Essay Example A SWOT analysis shows an impressive record of performance of the Octopus card in Hong Kong and the present proposal is to only change the brand name into Shenzhen Octopus and duplicate the advertising strategies adopted originally for the Octopus Hong Kong card though more advertising principles still justify the same strategies. Lessons learned in the past have also been duly taken into account in formulating the strategies for the proposed launch. The strengths and opportunities outweigh the weaknesses and threats for the new proposal. Shenzhen is in China bordering Hongkong and Hongkong has all the logistic advantage in doing business in Shenzhen more than in any other part of China. China sequel to embracing consumer economy is estimated to have a credit market which would surpass the U.S. market in its size by 2020 due to urbanization and creation of wealth. The number of cards issued by the Chinese Banks numbering 200 million at present is expected to touch 800 million by 2020. But the fact remains Chinese still prefer cash or debit cards rather than spend on credit (Madden, 2010). In view of above information, Octopus card is not new to Shenzhen though it is not as popular as it is in it its parent location Hongkong or for that matter, Oyster cards in London or others elsewhere. Chinese consumers are conservative in their outlook unlike Hong-kongers who share British culture. Since Octopus card is popular in Hong Kong, the company just has to duplicate its existing advertising strategies. Now SWOT analysis of Octopus card’s market itself will be useful for duplicating in Shenzhen where it has been already in use though it has now been proposed to change the brand as Shenzhen Octopus for which an awareness campaign is necessary. As seen above, 9 million cards are in use through which 7 million transactions are done daily which would amount to US 2.2 billion (HK $ 17.2 million) per year in Hong Kong

Incremental Advances in WTO Negotiations Essay Example | Topics and Well Written Essays - 1250 words

Incremental Advances in WTO Negotiations - Essay Example Agricultural Export Subsidies and Cotton The final declaration requires elimination of agricultural export subsidies by 2013, a date agreed to the European Union (EU). The EU is important to be considered here as it accounts for about 90 percent of such spending. The US along with the developing countries were thinking on lines of 2010 as a deadline as they believed it could suffice better progress. The declaration requires elimination of export subsidies on cotton maximum by 2006. this issue is particularly important for West Africa. The U.S. Congress is likely to repeal U.S. cotton export subsidies already, in order to come in line with an adverse WTO dispute-settlement panel ruling. It would accord them duty-free, quota-free access to cotton from the lesser developed countries. However, this can practically only take effect once implementation starts on any final agreement reached in the Doha negotiations. It states as an objective that any negotiated cuts in domestic support spending for cotton farmers in countries that have such programs would have to go deeper and be put into practice faster than any other domestic agricultural subsidy cuts. The U.S. delegation worked intensively with mediators from Burkina Faso, Benin, Mali, Chad and Senegal; countries that had threatened to block any Doha agreement without acceptable resolution of the cotton issue. Everyone wants to reduce subsidies and eventually eliminate subsides in agricultural goods, was the general impression at the conference. But here was the argument whether this should be true for all agriculture except cotton, or otherwise. Ultimately, cotton has finally been placed with the rest of its agriculture fraternity. Duty-Free, Quota-Free Market Access The declaration requires the provision of duty-free and quota-free market access for most products from the 32 least-developed countries by 2008 or no later than the start of the implementation period of any agreement. It requires such access for at least 97 percent of products as that fall in line with the tariff schedule. The United States had pressed for exceptions to duty-free, quota-free for specific products that already trade competitively on the global market. The United States has not decided on what products it might exclude from duty-free, quota-free treatment.Sugar may or may not be one possibility.Earlier in the week it was suggested that other possible exclusions, including certain competitive textile products from Bangladesh and Cambodia may be considered. The Doha negotiations have languished almost since they were launched in 2001, with an impasse over politically difficult agriculture issues blocking most other progress. By the end of 2006, they are scheduled to conclude a deadline of sorts for the United States, which has trade negotiating authority from Congress only until

Aspergers syndrome: definition, assessment, therapeutic intervention

Aspergers syndrome: definition, assessment, therapeutic intervention Introduction This essay focuses on Aspergers syndrome. This special educational need was chosen because I have a personal interest in this condition. The essay looks in detail at how Aspergers syndrome is defined and how Aspergers syndrome is assessed and diagnosed. The essay then moves on to discuss the various therapeutic interventions for Aspergers syndrome and what teaching approaches are appropriate for children presenting with this condition. The different theoretical perspectives from which Aspergers syndrome can be understood are then discussed, namely the medical model, the social model and Bronfenbrenners ecological model. What is Aspergers syndrome? According to Klin et al. (1995), Asergers syndrome is a severe developmental disorder characterized by major difficulties in social interaction and restricted and unusual patterns of interest and behaviour. There are many similarities with autism and there is still discussion as to whether Aspergers syndrome and autism are actually different conditions (Klin et al., 1995). As Klin et al. (1995) highlight, however, the APA made Aspergers syndrome officially a separate diagnosis following the results of a field trial, which revealed that Aspergers syndrome does have different diagnostic criteria to autism. Other definitions of Aspergers syndrome differ from these definitions, with the American Psychiatric Association, via their Diagnostic Statistical Manual of Mental Disorders IV, defining a diagnosis of Aspergers syndrome as, requiring four of five listed criteria be present, including at least two indicatros of a qualitative disability in social interaction (e.g., serious impairments in peer relationships, social reciprocity, nonverbal behaviours, empathy) and at least one in the category of restricted behaviours or rituals (e.g., rigid adherence to rules or routines, preoccupation with a narrow interest, parts or objects, repetitive motor movements) (Safran, 2002). Medicine.Net defines Aspergers syndrome as an autistic disorder most notable for the often great discrepancy between the intellectual and social abilities of those who have it (Medicine.Net, 2010). The Autism Society of America defines Aspergers syndrome as, à ¢Ã¢â€š ¬Ã‚ ¦high functioning autism with no speech delay (Aut ism Society of America, 2010). It is clear, therefore, that there are a variety of definitions of Aspergers syndrome, with this confusion arising as a result of the difficulty in diagnosing Aspergers syndrome, as will be discussed later in the essay. In terms of the clinical features of Aspergers syndrome, a paucity of empathy is usually noted, as is naÃÆ' ¯ve, inappropriate and one-sided social interactions with pedantic and monotonic speech (Klin et al., 1995). In addition, poor non-verbal communication and intense absorption in specific topics and clumsy and/or ill-coordinated movements all help to identify children with Aspergers syndrome (Klin et al., 1995). It is noted that the onset of the condition occurs later than the onset of autism with children living with Aspergers syndrome having a normal range of intelligence (Klin et al., 1995). The Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV) provides the following, more detailed, diagnostic criteria, qualitative impairment in social interactionsà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦restricted repetitive and stereotyped patterns of behaviour, interests and activities manifested by either encompassing preoccupation, apparently inflexible adherence, stereotyped and repetitive mannerisms or persistent preoccupation with parts of objects with these guidelines recommending that Aspergers syndrome be diagnosed where all other conditions have been excluded (Klin et al., 1995). It is noted that children living with Aspergers syndrome have no delay in their acquisition or use of language and that the disturbances the syndrome cause can cause major clinical impairments, such as socially, occupationally or in other areas of functioning (Klin et al., 1995). Assessment of Aspergers syndrome Assessment of Aspergers syndrome, particularly in children, is difficult as there is a paucity of diagnostic instruments and no standardization amongst the diagnostic tools that do exist (Howlin, 2000a). The problems of differentiating Aspergers syndrome from autism, particularly in the ICD-10 and DSM-IV systems, is also a complicating factor in the assessment of Aspergers syndrome: as Howlin (2000a) argues, attempting to develop diagnostic tools in the absence of any clear definition of Aspergers syndrome is attempting to put the horse before the cart (Howlin, 2000a). As Klin et al. (1995) argue, the lack of awareness of professionals of the condition can also make diagnosis difficult, with a comprehensive assessment of children suspected of having Aspergers syndrome needing to include the patients medical history, a psychological assessment, communication and psychiatric assessments, parental conferences and further consultation, if necessary. The initial stage of any assessment is to take a careful medical history, including all information relating to the childs development, from pregnancy to the present; next, a psychological assessment would be undertaken which would aim at establishing the childs level of emotional functioning, their strengths and weaknesses and their preferred style of learning (Klin et al., 1995). Next, communication and psychiatric examinations would be taken, which would collect both quantitative and qualitative information about the childs willingness and ability to communicate and their psychiatric status. One complication with diagnosing Aspergers syndrome is that many of the clinical manifestations of this condition are similar to those manifested by autistic children (Bishop, 1989). As argued by Wing (1988), because the diagnosis of autism is so difficult, as autism appears to present as a continuum of symptoms, with no clear boundaries, this has further complicated the diagnosis of Aspergers syndrome. As Wing (1988) discusses, the only clear diagnostic tool for diagnosing some form of autistic disorder is the presence of social impairment; the degree of social impairment, coupled with other symptoms, can then lead to the diagnosis of other forms of developmental disorder, such as Aspergers syndrome or semantic-pragmatic disorder (Bishop, 1989). Placing children along the autistic continuum, with autism being divided along two main axes of interests and social relationships and meaningful verbal communication, can thus help to diagnose the three different conditions (Semantic-pragma tic disorder, Aspergers syndrome or autism), with children diagnosed with autism being classed as more abnormal along these axes and children diagnosed with Aspergers syndrome being classed as abnormal along the interests and social relationships axis and normal along the meaningful verbal communication axis (Bishop, 1989). Yet, this does not stop researchers attempting to produce an assessment tool for the clinical diagnosis of Aspergers syndrome. Scott et al. (2002), for example, report the development of the CAST (Childhood Asperger Syndrome Test), which they designed to be able to screen children for Aspergers syndrome. The test is suitable for 4-11 year old children and was tested on 37 children with typical development and similar numbers of children with suspected Aspergers syndrome, with the finding that the tool detected significant differences between the sample means of normal children and those children living with Aspergers syndrome (Scott et al., 2002). It was concluded, therefore, that the CAST is a useful tool for the clinical diagnosis of Aspergers syndrome or to identify those children at risk of Aspergers syndrome and related conditions. As has been argued, however, the validity of this test is questionable, given the lack of a clear definition for Aspergers syndrome. Therapeutic interventions As highlighted in Klin et al. (1995), the treatment of Aspergers syndrome is, essentially, to provide support to the child in the event of any distress. There have been suggestions that behavioural coaching and supportive psychotherapy, can have some degree of positive effect on children with this condition although this has yet to be tested rigorously (Klin et al., 1995). As Weiss (2005) argues, however, no therapeutic interventions have been shown to be completely successful in treating the negative manifestations of Aspergers syndrome. Jacobsen (2004), however, makes a case for the use of individual psychotherapy and case management for children with Aspergers syndrome, as the therapeutic relationship can become an important source of support and routine for these children. As the mind of an individual with Aspergers syndrome is different to the mind of someone who does not live with this condition, it is important to consider theories of mind in the evaluation of the therapeutic needs of children living with this condition. Various tests, such as false belief tests, for example, have suggested that children with autism have an impaired theory of mind, with Baron-Cohen (2001) relating how theory of mind refers to the ability to reflect on ones own and others minds with children living with conditions along the autism spectrum having difficulty in understanding other peoples minds. As Baron-Cohen (2001) argues, much of the basic research in this field, on functional brain neuroimaging, for example, may have clinical applications in the areas ofà ¢Ã¢â€š ¬Ã‚ ¦early intervention or early diagnosis. As Gevers et al. (2006) report, a social cognition programme based around this lack of a theory of mind had some success in dealing with children with pervasive development disorders including Aspergers syndrome, with this treatment intervention significantly raising consciousness of the feelings of others in those children who were assigned to this arm of the trial. This article gives hope to those parents of children with Aspergers syndrome, and to those adults living with Aspergers syndrome, that some therapeutic intervention may result from Baron-Cohens work and allow them to live a full life, free of the problems that Aspergers syndrome brings to them. Theoretical perspectives on Aspergers syndrome This section will discuss three main theoretical perspectives that are used/can be used to define Aspergers syndrome, namely the social model, the medical model and Bronfenbrenners ecological model. As Bricout et al. (2004) argues, children who live with disabilities, and also their families and social workers, face complex social and institutional environments in their quest for developmental, educational and daily living supports. Models of disabilities can provide conceptual frameworks with which to understand their disability and can inform the decision-making processes of parents and social workers (Bricout et al., 2004). The medical model, for example, focuses on individual deficits whereas the social model focuses on disabling social environments (Bricout et al., 2004). These models will all affect how the disabled child is understood and treated, as such models dictate how society views people with disabilities. The social model of disability, for example, views the disabled individual in terms of their differences, with disability meaning that the individual is restricted somehow with the term disability being a social construct that exists as a result of peoples reactions to the disabled and the shared meanings that surround this category of individuals within society (British Council of Disabled People, 1981). Society as a whole decides whether the impairments held by an individual leads them to be labeled disabled, with a label of disabled meaning certain discrimination via the imposition of barriers which will limit the abilities of these individuals to participate in society. For individuals with Aspergers syndrome, which challenges their ability to concentrate and to interact normally with other children, the social model of disability labels them as disabled in terms of their ability to be educated, meaning that they will usually be placed in a special educational needs situation. Th is is intended to ensure that their special needs can be catered for, yet placing children in special educational needs contexts can often doom children to a life of poor educational achievement, as it is known that disabled children placed in special educational needs contexts do less well academically than disabled children placed within the setting of a normal school (Reiser and Mason, 1990; Howlin, 2000b). Molloy and Vasil (2002) discuss whether Aspergers syndrome is a disorder or a neurological difference that has been socially constructed as a disorder, discussing how Aspergers syndrome is currently defined, in medical terms, as a developmental disorder. Yet, as Molloy and Vasil (2002) argue, the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis for the problems that the children diagnosed with this condition face, as a way of being able to deal with these children under the umbrella of special educational needs. As such, it is educators, argue Molloy and Vasil (2002) that are mainly responsible for this social construction of Aspergers syndrome, with schools viewing this condition as a social disability and, this, being able to categorize the children with the condition and to give credence to their treatment of these children as needing to rehabilitated or normalized, something that is not, neces sarily, in the childs best interests. As such, Molloy and Vasil (2002) argue, a shift really needs to be made towards an examination of the social implications of a diagnosis of Aspergers syndrome. Viewing children under the medical model, which labels children living with Aspergers syndrome as deficient in something is also unhelpful, Molloy and Vasil (2002) argue, as the child comes to be viewed only with that label and therefore suffers a loss of individuality and consequent lowered expectations. The medical model of disability does not, like the social model, implicate society in the understanding of a persons disability, but rather views the disability as a function of the medical deficits that individual has, meaning that, under this viewpoint, the individual, and their deficit, is the problem, and not society. Under the medical model, society only comes to view individuals as disabled as a result of the impairment/deficit that they have, with individuals with Aspergers syndrome being viewed as unable to communicate emotionally and/or socially and, as a function of this, being labeled as disabled. As society, and policies aimed at mainstreaming disabled people and providing them the opportunity to enter normally into society, has moved more towards a social model of disability, the opportunity has arisen for children with Aspergers syndrome to be mainstreamed and dealt with, in mainstream schools, as children with special educational needs. As Howlin (2000b) argues, in con tra to Molloy and Vasil (2002), this is the correct approach for the more able children with Aspergers syndrome as high-functioning individuals with Aspergers syndrome can, if supported, achieve excellent outcomes in education and in their lives. Bronfenbrenners ecological model can also be used to understand Aspergers syndrome, as this model approaches child development from a joint sociological and development psychology perspective, with the thesis that individuals and their environments are mutually shaping, that is that they both have an effect on each other and, through this, change each other (Bronfenbrenner, 1979). As Bronfenbrenner (1979) states, child development takes place through processesà ¢Ã¢â€š ¬Ã‚ ¦ofà ¢Ã¢â€š ¬Ã‚ ¦the complex interaction between an active child and the persons, objects and symbol in its immediate environment, such that this model implies that a disability such as Aspergers syndrome is a result of a lack of environmental support, and that, as such, the negative manifestations of the disability can be smoothed by placing the child in a more appropriate environment. It is clear, then, that Aspergers sydrome can be understood, and represented, from a variety of theoretical perspectives, all of which affect the expectations placed on individuals living with Aspergers sydrome. As Howlin (2000b) argues, however, with the correct support, high-functioning individuals with Aspergers sydrome can go on to achieve great things in their lives. This finding by Howlin (2000b) ties in with the ecological model of Bronfenbrenner (1979), which suggests that the disabilities caused by living with Aspergers syndrome are superable, if only the child is placed in the correct environment. This point will be returned to in the discussion of teaching approaches. As Molloy and Vasil (2002) argue, defining Aspergers syndrome in terms of any one model is extremely problematic. It is clear that children living with Aspergers syndrome require more attention than normal children because they crave more attention and have difficulties respecting social norms, meaning that, in a school setting, their behaviour would be picked up upon and corrected, attracting more attention from teachers. Yet, whether this is a disability as understood by the medical model (i.e., an impairment or deficit) is a moot point, especially as children with Aspergers syndrome usually excel in other areas meaning that they do have the capacity to fit in to mainstream schooling and society, despite the fact, as Molloy and Vasil (2002) argue, labeling children as living with Aspergers syndrome automatically means that they will be labeled, also, as special needs children. As Molloy and Vasil (2002) argue, with adequate support, children living with Aspergers syndrome can excel in the areas that interest them and so, instead of these children being the failures for not fitting in to educational expectations, it is the education system that is failing these children. This becomes especially clear when it is recognized that some cases of Aspergers syndrome are only diagnosed when children enter the school system and are labeled problematic with referrals to psychologists then offering a diagnosis of Aspergers syndrome. As Molloy and Vail (2002) argue, the situational nature of disability is important in understanding the practical implications of a child living with symptoms that can be labeled as Aspergers syndrome. If, for example, a child living with Aspergers syndrome is obsessed with mechanics and finds a specialized tutor to teach them mechanic, this child would excel in this field, above and beyond any child in a mainstream school. There are, thus, arguments on both sides regarding how and where children with Aspergers syndrome should be educated. Children with Aspergers syndrome are individuals, with different individual needs and it is not helpful or ethical for these children to be grouped in to one terminology special educational needs as this does not provide enough individual support to these individuals in order to allow these individuals to excel (Howlin, 2000b). That these children have problems understanding, and mastering, social interactions should not, argue Molloy and Vasil ( 2002), be a reason for these children to be marginalized and for this marginalization to be justified on the grounds of either the medical or social models of disability. This is especially problematic given the fact that children living with Aspergers syndrome can have their social interactions facilitated by certain interventions. Teaching approaches There are, therefore, many practical implications for these differing theoretical perspectives on Aspergers sydrome, in terms of diagnosis, assessment and intervention. How and when children living with Aspergers syndrome are assessed to have this condition affects their education: as has been discussed, the situational nature of the diagnosis of Aspergers syndrome can affect, for example, how and where they are schooled. This, as shown by Howlin (2000b) can affect their life chances and outcomes, given that, in the right circumstances, with the right levels of support, individuals with Aspergers syndrome can achieve great things in their lives, often above and beyond normal individuals. The Who what how where when of diagnosis and schooling, beyond this diagnosis, thus has a major impact on the life chances, and outcomes, of children living with Aspergers syndrome. Each of these different theoretical perspectives provides different insights in to the most appropriate teaching approaches and teaching strategies for individuals with Aspergers syndrome. A whole range of options are available for education for children living with Aspergers syndrome, from whole class to differentiated teaching. A Safran (2002) argues, it is feasible that children living with Aspergers syndrome can be taught in mainstream schools, and indeed many are, as these children usually have an extremely high IQ, with this gift needing only to be directed, and chanelled, adequately whilst controlling for the other more negative aspects of the manifestations of their condition. Yet, under the different theoretical perspectives, different educational models would be recommended for children living with Aspergers syndrome. The medical model would, for example, seem to suggest that these children are somehow deficient, and would see their weaknesses and not their holistic perspec tive, failing to recognize their giftedness in other areas. The social model would, as has been seen, in the discussion of the work of Molloy and Vasil (2002), suggest that the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis, as a way of being able to deal with these children under the umbrella of special educational needs. This, whilst not having the disadvantages that the perspective of the medical model presents, is itself problematic because, as has been seen, children living with Aspergers syndrome can often, aside from their behavioural problems, be extremely gifted academically. Gallagher and Gallagher (2002) argue that there is a case to be made that children living with Aspergers syndrome should be treated as gifted children, in terms of their education, given that many children living with Aspergers syndrome have extraordinary capacities in certain areas. As Bronfenbrenners (1979) ecological model suggests, if a child with Aspergers syndrome is placed in the right environment, they will flourish. It is clear, therefore, that this model differs in its applicability to, and approach towards, Aspergers syndrome, as something that can overcome, not as something that causes a permanent, insuperable, deficit in the child. As Jindal-Snape et al. (2005) argue, children with autistic spectrum conditions can be taught effectively, especially if Bronfenbrenners (1979) ecological model is implemented, with functional links being found between all parts of the childs ecosystem, i.e., the childs home environment, their school and the other agencies that help them deal with their condition. It has to be noted, however, that their inability to interact socially and their low tolerance for routine, however, makes it difficult, in practical terms, to see how children living with Aspergers syndrome could be educated alongside gifted children. Although, as Safran (2002) argues, if all school personnel are made aware of the childs condition and its manifestations, then it would be possible for certain children living with Aspergers syndrome to enter mainstream school with one-to-one help, from a classroom assistant, for example, who would be there to help them with their behavioural difficulties. Interventions as simple as arranging the seating in the classroom to ensure that the child with Aspergers syndrome is not sitting next to children who will aggravate them has been shown to be effective in managing the manifestations of the condition, allowing these children to be schooled in a mainstream setting (Safran, 2002). It is my personal opinion, from my personal perspective, that certain children living with Aspergers syndrome are well suited to a mainstream classroom setting, although this is said with caution, as these children can take a lot of the teachers time, if they are not assisted, leaving little time for the other members of the class. As to whether mainstreaming special educational needs children is fair to the mainstream children is the topic of a whole other essay, but it is my experience that, indeed, as Safran (2002), Howlin (2000b) and Gallagher and Gallagher (2002) argue, certain children with Aspergers syndrome are academically excellent and, as such, should be given a chance at achieving great outcomes in their lives. As Safran (2002) states, people with Aspergers syndrome are often creative, highly intelligent, mathematically or scientifically astuteà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦have the potential for momentous contributions to out society. As such, it should be the place of mainstream education to find a place for these children; indeed, as Safran (2002) reports, children with Aspergers syndrome can often see great improvements in their condition as a result of interacting with other children in mainstream school. This is certainly my experience, as I have had students with Aspergers syndrome in my classroom whose confidence has soared as a result of making friendships and being involved in events and activities that captured their interest. Many of their parents expressed their thanks that their children had been engaged in such a manner whilst at school. I have also known many parents of children with Aspergers syndrome who have not had such positive experiences of sending their children to mainstream and/or schools catering for children with special educational needs, and who decided not to send their children through the traditional school system and who decided to home school their children. There are many hundreds of cases like this in the UK, supported by the Asperger Home Education organization, and other local organizations, which act as a source of support for parents who are home-schooling children with Aspergers syndrome (Asperger Home Education, 2010). The vast majority of experiences of people I know who have home schooled their children with this condition have had hugely positive experiences, with their children growing up to lead full lives, most usually specializing in the area that captured their interest as a child. One friend, in particular, has gone on from being obsessed with LEGO as a small child to become a str uctural engineer, employed in one of the UKs largest construction companies, something that was made possible by the dedication of his mother who didnt give up on him, believed in him and gave him the tools and skills he needed to be able to make a success of his adult life. However a child with Aspergers syndrome is taught, it should be borne in mind, as recommended by The National Autistic Society (2010) that children with this condition are likely to have problems with group work, with a lack of comprehension, with a lack of empathy and with their motivation levels. It is also likely that, at some point, children living with this condition might suffer from distress as a result of a perceived lack of information. The good teacher should, thus, be aware that these problems may arise and should attempt to handle the classroom situation, and the student within that situation, so that the opportunities for these problems to arise are limited. If they arise, the teacher should also have strategies in place for dealing with the behavioural manifestations of these problems in the child. There are, therefore, various teaching approaches that can be adopted in order to minimize the distress caused to the child with Aspergers syndrome and minimize, as a result, the disruption to the classroom that is caused when a child with this condition becomes confused and distressed. The social model would suggest that if this condition is accommodated by an appropriate teaching approach, then the child should be able to be schooled normally, accommodating, as far as possible, their disability. Conclusion This essay has looked in detail at Aspergers syndrome, from its definition to its differences in comparison to autism. Several models have been discussed, with which to understand the disability caused by Aspergers syndrome, with these models being applied to teaching approaches and a discussion presented of possible teaching approaches for children living with Aspergers syndrome in light of these different models. My personal experiences of teaching and/or knowing some children with this condition were also related, showing, on the whole, that children with this condition are usually academically gifted and that the problems their disability presents can be overcome by, as Bronfenbrenners (1979) ecological model suggests, fitting the childs environment to their condition. Home schooling is an ideal way of ensuring this and giving the Aspergers child the best chance of making a success of their lives. It should be noted, however, that not all parents can afford, or have the ability t o, home school and, as such, other teaching approaches were discussed, including mainstreaming and institutes providing special needs education. In conclusion, Aspergers syndrome is a complex condition, dealt with in many ways, depending on the perspective from which the condition is viewed.