Stranded On A Desert Island Essays - Desert Island, Symbols

Stranded On A Desert Island Essays - Desert Island, Symbols Stranded On A Desert Island Many people would say that if they went to a deserted island they would probably say that they wouldnt go to one. I would say the opposite if I had to go to one. If I went to a deserted island I would probably bring with me a CD player with CDs, three or four girls and one of my friends, and I would also bring supplies to build a large house. When I get to the island we start to build a very large house before we start to populate the island. After about five years we would have a large population of children. We will cut down trees and build a tree house for the children, and we also would make clothes out of animal skin and leaves. Many people would still say that living on an island like that is barbaric, but it is a way of life. This is a question to ponder, if you were the founder of America like the Pilgrims, what difference would there be except for no Native Americans? Would there be a difference? I dont think there is but it is a good question to ponder. I feel that I should try it sometime, go to a deserted island and stay there for a week, and see how it feels. My feelings on this is that you do not have to be brave to do anything you just have to have the courage and will. I recommend that you try it sometime, it will feel exhilarating.

Meiji restoration. essays

Meiji restoration. essays The Meiji Restoration had a massive impact on Japan from 1868 1914. The Meiji Restoration impacted upon Japan by modernizing Japans military and introducing compulsory education. The Meiji Restoration also transformed Japan into an industrial country instead of a solely agricultural country. Japan wanted to have a more organized, better-equipped military and trained along Western lines. The Meiji government modeled the new army around the German army, which was clearly the best in the world at the time. The leaders of the army were from the Choshu clan; Choshu held the top position in the Imperial Japanese army well into the 20th century. In order to man the new army, the Meiji government introduced conscription in 1873. All men regardless of their social class had to serve for three years in the normal army and 4 years in the reserves. It was now forbidden to posses swords; the impact of this was that the Samurai lost their status and were no longer warriors. It also supported social change. Japan established an Imperial Navy, modeled on the British Royal Navy, the worlds best at the time. Japan purchased modern steam-powered war-ships from the British and the Navy was organized and trained along British lines. Most officers were recruited from the Satsuma clan, again the Samurai were excluded and this impacted on them enormously. At the beginning of the Meiji Restoration there were a variety of thoughts and practices concerning mass education. On July 18th 1871 the Meiji government established a Ministry of Education and August 3rd 1872 established a new national education system Gakusei. The earlier form of education were Terakoya ( village or town schools often in local temples) or Gogaku ( semi-official schools ). This new form of education meant compulsory education. Gakusei the Fundamental Code of Education was introduced as the first national scheme of mas ...

Strategic Management Essay Example | Topics and Well Written Essays - 2000 words - 36

Strategic Management - Essay Example In this regard, the SWOT analysis combines two important factors that are external (Strengths and Weaknesses) and two that are external (Opportunities and Threats). One of the strengths for apple is its technological innovation. Apple has been able to create its position in the industry as the leader in innovation. As a result, most of the customers who are interested in technological products look at the firm as their first choice when it comes to these products. As Ahuja (2010), while using the SWOT analysis, the important thing to consider is to look at the strengths of a business. This is used to look at the organizational environment from within the organization and identify what works out for the business. These are the things that a business can use in its survival in the market. A business will determine its strengths with regard to how it stacks against its competitors in the market. For apple, they know that their strong brand is one of the strengths they can rely on. The other important strength for apple is its ability to streamline production and reduce cost, thus transferring the cost advantage tot eh customers. Apple’s main weakness can only be identifies by comparing it with its main competitor. When compared to Samsung for instance, Samsung has advantage in that it is located in a low cost economy where production can happen at less costs. Although Apple can still access these low cost environment by outsourcing, they still have a disadvantage. As has been identified, all businesses will have some disadvantage as well as advantages. Identifying the weaknesses (disadvantages) of the business is actually important in that it helps the managers to know what they weakest points are and so deal with them. The theory behind identifying the weaknesses of the business is that when a problem is well defined, it is already half solved. Identifying the strengths without identifying the weaknesses of the business can be futile. In this regard,

How Do Dreams Work Research Paper Example | Topics and Well Written Essays - 3000 words

How Do Dreams Work - Research Paper Example Dreams have been considered prophetic and delivered from the spiritual plane. The ways in which dreams have been stimulated include the concept of incubating in a place or chamber designed specifically to create a prophetic dream. However, dreams have been most used in the search for understanding the unconscious mind. Theories proposed by Jung and Freud have defined ways in which to approach dreams for their therapeutic values. The way in which dreams work has been studied for the brain waves that are associated to the different stages of sleep. As well, the way in which they are associated to the mental state of the individual has been examined for the many ways that dreams can be associated. The brain has been studied while sleep occurs in order to determine which parts of the brain are working compared to which parts are not working during the dream state. Still, the associations of the events in dreams to the biological event have yet to be fully explained. The state of dreaming has been somewhat defined for its biological function, but the true nature of dreams and how they work has yet to be fully established. Dreams: The Theoretical Divide Dreams have provided a great deal of study to psychologists, neurologists, and to disciplines that are concerned with the function of the brain. The concept of dreams has also been an interest to sociologists and anthropologists as they study culture. Sigmund Freud constructed his theory of dreams as purposeful in his theories of psychoanalysis where he insisted that dreaming had no connection to neurology and was a function of the mind rather than part of the brain. This divided the concept of mind and brain and even when modern scientists discovered REM and found evidence of brain functions in association with dreaming, it was still framed with the psychoanalytical structures, believing that the content of dreams was a separate issue to the physiology of dreams (Hobson 2005, xii). Previous to the work of Freud, peop le saw dreams, primarily, as nonsense of the mind. Some cultures believed in the mystical qualities of dreams, but the general belief about dreams was that they had no real value. Freud changed this through his discussions about the meaning of dreams in regard to psychoanalysis. He proposed that the mind had a hidden censor that could protect a person from sexual and aggressive threats, but that to act on every perceived threat would be socially unacceptable. The dream phase would allow for threatening thoughts to transform into harmless symbols within dreams. In allowing guilty feelings, anxieties, and inappropriate desires to manifest in dreams, the social world is safe from the intrusion of those thoughts (Plotnik and Kouyoumdjian 160). The two new concepts that Freud brought to the forefront of psychological evaluation was that dreams consisted of symbols and that they could be interpreted for psychologically relevant information (Plotnik and Kouyoumdjian 160). The idea that dre ams held symbols and could be interpreted was new from a cultural understanding as many religions and cultures had depended on the symbols and interpretations of those symbols for mystical meaning for centuries, perhaps back to the dawn of human history. However, that these symbols and interpretations could be used for the scientific study of the mind and focused upon the individual was a revolutionary idea. Freud had three

Learning Disabilities Essay Example for Free

Learning Disabilities Essay Puzzling is the term teachers use to describe students with learning disabilities.   They tell us that these students look entirely normal, seem intelligent, carry on intelligent conversations – that they don’t appear to any different than other students. Yet these students have difficulty doing certain tasks – not all- in school.   Some have difficulty reading; others perform poorly in spelling; still others make frequent mistakes in math.   Teachers in many schools tell us that these students are very hard to teach – that they simply do not learn in the same ways or as easily as others their age.    They tell us that these students have special needs and are not easy to teach in large classes in which most other students perform reasonably well.   They tell us that modifying instruction so that these students can profit from teaching is an intricate process. Because of the heterogeneous nature of this group of children, the concept of specific learning disabilities has been hard to define or describe in few sentence or by a numerical score such as an IQ or by a decibel loss. Furthermore, because the field has been of interest to educators, psychologists, psychiatrists, neurophysiologists, pediatricians, ophthalmologists, optometrists, speech pathologists, and others, the problem has been viewed in each of those disciplines from different perspectives. Hence there is really the need for several definitions for learning disabilities and thus we can conclude that its definition is defined in â€Å"case to case† basis. Definition of Learning Disabilities Historically, the following terms were used to name children with Learning disabilities: ââ€"   perceptually handicapped ââ€"   brain injured ââ€"   neurologically impaired Then, there came two broad aspects of concern in defining and or identifying those children: biological etiology- â€Å"minimal brain dysfunction†, psychoneurological learning disorders. behavior – â€Å" developmental disparity in psychological processes†, developmental imbalance† The definition of learning disabilities in an educational term has derived its heritage from: ââ€"   neurology ââ€"   psychology ââ€"   speech pathology ââ€"   ophthalmology ââ€"  Ã‚   remedial reading      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wiederholt (1984) has traced the history of Learning disability and has delineated three dimensions of disorders namely: (1) disorders of the spoken language studied primarily by neurologists and ophthalmologists such as; ââ€"   Samuel Kirk developed a test, the Illinois Test of Psycholinguistic Abilities, for use in describing language functioning and developing remedial programs. disorders of written language represented mostly by psychologists, speech pathologists, and educators such as; ââ€"   Grace Fernald established a clinic at UCLA where she perfected remedial reading and spelling techniques. disorders of perceptual and motor behaviors studied mostly by a number of disciplines such as; ââ€"   Goldstein, Werner and Strauss as pioneers of the field which listed the following behavioral characteristics that differentiated between those with and those without brain injuries: excessive motor activity, hyperactivity, awkwardness and consistently poor motor performance, erratic behavior, poor organization, high distractibility and faulty perceptions (like reversals) and ââ€"   Samuel Orton was a neurologist who believed that lack of cerebral dominance was a cause of language disorders. (In normal individual either the left or right side of the brain has dominance in controlling specific functions.) ââ€"  Ã‚  Ã‚   Cruickshank focused his efforts on the study of brain-injured children, specifically children with cerebral palsy. ââ€"   Getman, Marianne Frostig, Newell Kephart, and Ray Barsch focused on the correlation of perceptual disorders and developed remedial procedures ranging from optometric eye exercises, tracing and copying patterns, and differentiating figure from background in a puzzle, to making angels in the snow.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today, there are various provinces in Canada that have established programs for learning disabilities which was instituted for example by ââ€"   The Ontario Ministry of Education ââ€"   Saskatchewan Department of Education ââ€"   Halifax Board of Education and ââ€"   Quebec Ministry of Education But the most widely used definitions is the one incorporated by the Learning Disabilities Association of Canada or LDAC (2002) which state that, the term â€Å"Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making)†. Further, LDAC mentioned that learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); written language (e.g. spelling and written expression); and mathematics (e.g. computation, problem solving). Further, the U.S. Department of Education regulation further states that a student has a specific learning disability if: the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences; the student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas: (a) oral expression, (b) listening comprehension, (c) written expression, (d) basic reading skill, (e) reading comprehension, (f) mathematics calculation, and (g) mathematics reasoning. To summarize, all these definitions of learning disabilities, it includes the following major concepts: The individual has a disorder in one or more of the basic psychological processes.   Ã‚  Ã‚   (These processes refer to intrinsic prerequisite abilities, such as memory, auditory   Ã‚  Ã‚  Ã‚   perception, visual perception, oral language, and thinking.) The individual has difficulty in learning, specifically, in speaking, listening, writing, reading (word-recognition skills and comprehension), and mathematics (calculation and reasoning.) The problem is not primarily due to other causes, such as visual or hearing impairments; motor handicaps; mental retardation; emotional disturbance; or economic, environmental, or cultural disadvantage. A severe discrepancy exists between the student’s apparent potential for learning and   Ã‚  Ã‚  Ã‚   his or her low level of achievement.   In other words, there is evidence of   Ã‚  Ã‚  Ã‚   underachievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The various definitions of learning disabilities have several elements in common: neurological dysfunction uneven growth pattern difficulty in academic and learning tasks discrepancy between potential and achievement exclusion of other causes Identification of Learning Disabilities In identifying individuals with learning disabilities, the following common characteristics must be observed: ââ€"   Disorders of attention: Hyperactivity, distractibility, poor concentration ability, short attention span; ââ€"   Poor motor abilities: Poor fine and gross motor coordination, general awkwardness and clumsiness, spatial problems; ââ€"   Perceptual and information processing problems: Difficulty in discrimination of auditory and visual stimuli, auditory and visual closure, and sequencing; ââ€"   Oral language difficulties: Problems in listening, speaking, vocabulary, and linguistic competencies; ââ€"   Failure to develop and mobilize cognitive strategies for learning: Lack of organization, active learning set, metacognitive functions; ââ€"   Reading difficulties: Problems in decoding, basic reading skills, and reading comprehension; ââ€"   Written language difficulties: Problems in spelling, handwriting, and written composition; ââ€"   Mathematics difficulties: Difficulty in quantitative thinking, arithmetic, time, space, and calculation facts; and ââ€"   Inappropriate social behavior: Problems in social skills deficits, emotional problems, and establishing social relationships. There are also other practical classification schemes that are useful: (1) the academic learning disabilities ( reading, arithmetic, handwriting, spelling, and written expression) (2) the developmental learning disabilities: ( attention, memory, perceptual skills, thinking skills, and oral language skills) A somewhat more systematic way to look at characteristics of students with learning disabilities is to look at those factors referenced in screening devices.   The following outline reflects the types of difficulties often observed in learning disabled students: (1) significantly different classroom behaviors difficulty in beginning or finishing tasks difficulty in organizing inconsistent in behavior difficulty in peer relationships (2) significantly below-average performance in auditory comprehension and listening difficulty in following directions difficulty in comprehending or following class discussions inability to retain information received aurally difficulty in understanding or comprehending word meanings (3) significantly below-average performance in spoken language use of incomplete sentences or unusual number of grammatical errors use of immature or improper vocabulary or very limited vocabulary difficulty in recalling words for use in self-expression difficulty relating isolated facts, scattered ideas difficulty in relating ideas in logical sequence (4) significant academic problems difficulty in reading fluency difficulty in associating numbers with symbols incorrect ordering of letters in spelling confusion of manuscript and cursive writing avoidance of reading confusion of math concepts – addition, multiplication (5) orientation difficulties poor time concept, no grasp of meaning of time difficulty in â€Å"navigating† around building or school grounds poor understanding of relationships (big, little, far, close, under, on, near) inability to learn directions (north, south, left, right) motor disabilities or significant underdevelopment for age poor coordination very poor balance awkward, poorly developed manipulative or manual dexterity lack of rhythm in movements III. Intervention for Learning Disabilities. This knowledge of the characteristics of learning disabled students is one basis for intervention. Thus, we have seen that children with learning disabilities compose quite a diverse group.   It should be no surprise then to find that the teaching and strategies approaches designed to help those children are also quite a diverse. But it is possible to cluster the various approaches into three broad educational strategies: task training, in which the emphasis is on the sequencing and simplication of the task to be learned. ââ€"   Ysseldyke and Salvia (1984) have advanced tow theoretical models namely: (a) analyzing the child’s abilities and disabilities and (b) analyzing the task and the direct training of the terminal behavior or task. This view is supported by behavioral analysts who advocate (1) finding out what the child can and cannot do in a particular skill, (2) determining whether or not the child has the behaviors needed to succeed in the task, (3) defining the goals in observable terms, and (4) organizing a systemic remedial program using reinforcement techniques. The applied behavior analysts do not infer processes or abilities that underlie difficulties but rely solely on the child’s interactional history and the current behavior and environmental situation.   They feel that their approach, which is task oriented and observable, is the most parsimonious approach, and to some it is the only approach needed. ability or process training, in which the focus is on the remediation and simplification of the task to be learned. Quay (1983) discussed the relative efficacy of ability or process training.   He stated that three approaches to remediation have evolved: (1) remediating a disability so that learning will be facilitated at a later date, (2) training and ability or process for its own sake, and (3) direct training of the task.   He concludes that the direct instruction method (task training) should be tried first and then discarded in favor of other methods if direct instruction is not successful. ability – or process-task training, in which the first two approaches are combined and integrated into one remedial program. Raschke and Young (1986) support this approach.   They compared the behavior – analysis model with the diagnostic-prescriptive model. They state that neither approach alone has the answer and propose what they call a dialectic-teaching approach into one system. Essentially the model assesses the abilities and disabilities of the children (intraindividual diffences), makes task analyses of the skills to be learned, and prescribes remediation in the functions and skills to be developed. This dialectic system they maintain â€Å"permits the teacher to assess, program, instruct, and evaluate the child’s psycholinguistic characteristics in the same system as his skill competencies and consequential variables†. Hence, the task of developing a definition of learning disabilities proved to be a formidable challenge.   Indeed, defining this population is considered such an overwhelming task that some have likened learning disabilities to Justice Potter Stewart’s comment on pornography: impossible to define, â€Å"but I know it when I see it.† Thus, defining learning disabilities in a way acceptable to all has continued as a debatable issue since the inception of the field.   Although a number of definitions have been generated and used over the years, each has been judged by some to have some shortcomings.  Ã‚   There are many types of disabilities, each of which may require a unique diagnosis and a unique remedial method. POSITION PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The definitions of learning disabilities are numerous and so varied that it is difficult to present taxonomy or even a specific list of these different definitions.   The definition of learning disabilities is a problem in much of the nations throughout the world. This problem first came out when some parents in the United States became concerned because their children who were not learning in school were rejected from special education since they were not mentally retarded, deaf or blind, or otherwise handicapped.   Their children were called by various names such as; neurologically handicapped, brain-injured, aphasodic, dyslexic, and perceptually handicapped. In spite of its current widespread use, the term learning disability is vulnerable to misunderstanding and misuse. The condition is difficult to define operationally since the designation learning disability is an umbrella term for a variety of deviations that are not included in traditional categories of exceptional children. Also it has been confused with general learning problems that are common to some degree in most children. In addition, it has been misused to include educational retardation, which is found in slow learning children and in children who have not learned because of poor teaching or absence from school. Another vulnerability of the term comes from the difficulty in drawing an explicit line between normal and abnormal.   Some allowances must be made for biological and psychological diversity, and considerable variation in abilities is accepted as normal. So, the question now is, â€Å"If there are objections to the term learning disabilities, why use it?   Why not use some other term? Well and good, if a better term can be found.   Other terms are either too specific or too broad.   Dyslexia for example, only refers to severe reading disability and it is not the only learning disability.   Brain injury has little or no educational relevance.   Perceptual handicaps exclude children with language disorders. Hence, the label learning disability has evolved to encompass the heterogeneous group of children not fitting neatly into the traditional categories of handicapped children. And that, substantial number of children show retardation in learning to talk, do not acquire other communication skill, do not develop normal visual or auditory perception, or great difficulty in learning to read, to spell, to write, or to make arithmetic calculations. Some of them even, are not receptive to language but are not deaf, some are not able to perceive visually but are not blind, and some cannot learn by ordinary of method of instruction but are not mentally retarded. Although such children are from a heterogeneous group and fail to learn for diverse reasons, they have one thing in common: they do not perform as well in school as they could. Discussing the problem and the difficulties of names for these children, Kirk (1963) explained that sometimes classification labels block our thinking. He further stated that it is better to state that a child has not learned to read than to say the child is dyslexic. So he advised that the name should be functional.   He suggested further that since the parents were interested in service to their children, it might be preferable to use a term related to teaching or learning and that the term learning disability might be preferable over the currently used terms such as cerebral function and brain injured. The term learning disabilities were agreed by these parents and they consider it more appropriate since it implied teaching and learning and since they were interested primarily in service for their children. So, one of the major problems of definition is that a learning disability is not as obvious or homogenous as blindness or deafness. There are many types of disabilities, each of which may require a unique diagnosis and a remedial method may vary differently from another condition also termed a learning disability. It is no wonder that many students, teachers, and parents have become confused about the term learning disability and the characteristics of children so labeled. This confusion appears to be international and is illustrated by the remarks of a teacher who, in testifying to a government committee studying the subject (Learning Difficulties in Children and Adults, 1986), stated:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find myself asking the following questions:   What does the term â€Å"learning difficulty† mean?   Does the term â€Å"learning difficulty† mean the same as â€Å"learning disability†? How about the term â€Å"dysfunction†? What does the term â€Å"minimal brain dysfunction† mean? Do they all mean the same? Certainly, all these labels are not necessary, or are they? Does labeling a child with learning problems create more problems? It all becomes a bit confusing†¦The terminology changes often, varies from state to state and from country to country. Out of these definitions, came my own definition of learning disability: Learning disability describes a result rather than the cause of the learning disability.   Therefore, the conditions we call a learning disability is defined in terms of the student’s difficulties – what he can and cannot do in school – and focuses primarily on the academic performance.   So, one cannot be labeled as learning disabled if he has not yet started formal schooling as the label learning disabled indicates that a student is having unusual learning difficulties and involves speculations to possible causes, but it specifically indicates that the primary cause cannot be a condition such as mental retardation, hearing or visual impairment, and so on. Learning disabilities should be identified in the formal school context. Thus, preschoolers should not be labeled as learning disabled as growth rates are so unpredictable at young age,   In addition, very young children who appear to have problems may be identified under a noncategorical label, such as developmentally delayed.   For many children, learning disabilities first become apparent when they enter school and fail to acquire academic skills.   The failure often occurs in reading, but also happens in mathematics, writing, or other school subjects.   Among the behaviors frequently seen in the early elementary years are inability to attend and concentrate; poor motor skills, as evidenced in the awkward handling of a pencil and in poor writing; and difficulty in learning to read.  Ã‚  Ã‚  Ã‚   In the later elementary years, as the curriculum becomes more difficult, problems may emerge in other areas, such as social studies or science.   Emotional problems also become more of an impediment after several years of repeated failure, and students become more conscious of their poor achievement in comparison with that of their peers.   For some students, social problems and inability to make and keep friends increase in importance at this age level. A radical change in schooling occurs at the secondary level, and adolescents find that learning disabilities begin to take a greater toll.   The tougher demands of the junior and senior high school curriculum and teachers, the turmoil of adolescence, and the continued academic failure may combine to intensify the learning disability.   Adolescents are also concerned about life after completing school.   They may need counseling and guidance for college, career, and vocational decisions.   To worsen the situation, a few adolescents find themselves drawn into acts of juvenile delinquency.   Because adolescents tend to be overly sensitive, some emotional, social, and self-concept problems often accompany a learning disability at his age.   Most secondary schools now have programs for adolescents with learning disabilities. Many teachers in Canada suggested that we abolish the label learning disability, and merge it with the emotionally disturbed and the educable mentally retarded and only deal with the child from an instructional point of view by defining learning tasks so that they can be taught step by step.   I strongly opposed with this suggestion.   Though maybe it is possible for the child with severe learning disability, but this approach is not sufficient to mild learning disabilities students. This is one of the greatest sources of controversy about the identification issues. The question of how much academic and learning retardation is evidenced before an individual should be identified as learning disabled.   Aside from identifying children with learning disability, it is very important to judge the extent of a child’s learning disability as either mild or severe.   Determining the level of severity is helpful in placement and in planning teaching delivery.   I strongly suggest that students with mild learning disabilities should be given different remediation from those of students who have severe learning disabilities. At this point, it is very crucial to differentiate the two cases.   Mild learning disabilities describe the problems of many students.   Students with mild learning disabilities usually have a disability in just one or two areas of learning, and although they need supportive help and special teaching, they can probably get along – at least for part of the day – in the regular classroom. So, within the regular classroom, the regular teachers should often make changes in instruction that will benefit these students. On the other hand, students with sever learning disabilities pose a very different problem and they require quite different educational services.   These students are likely to lag significantly in several areas of learning and to have concomitant social, emotional, or behavioral problems.   They need the environment of a special classroom, should contact mainly with one teacher, and should be given special services for most of the day.   Because of the intensity of their problems, the special class should be given fewer students than the regular classroom.   I suggest the 1:3 teacher to student ratio is the best to maximize and hasten the remediation process.   However, students with severe learning disabilities can gradually be mainstreamed for special subjects or activities or placed in the resource room, or even back in the regular classroom as their progress permits.   Because of these definitions; teachers, guidance councilors, and other school personnel, play the biggest role in identifying, diagnosing, remediating or treating this kind of disability within the school context.   So any teaching/service delivery should best meet the requirements needed to serve properly learning disabled students within the regular classroom.   Hence, learning disabled students should be treated or given remediation within the given school context with the greatest help of the regular classroom teacher but the guidance of the learning disabilities specialist.   So, it is implied that each school should have a learning disabilities specialist. With this, a change in the administrative arrangements for the placement for instruction of children with learning disabilities is a must.  Ã‚   It is important to take note that in the past, the rapid growth of special education was in the direction of removing atypical children from the mainstream of regular classroom and placing them into special education programs. Even the regular education supported this movement which maybe because the responsibility of educating children with a variety of learning problems is transferred to the domain of special education, and that would really lighten the work load of regular teachers.  Ã‚   But that should not be the case and I do not support that movement. The trend should be reversed and all students with learning disabilities should be brought back into the regular classroom with the regular students and in the hands of the regular teacher with the help of the learning disabilities specialist.     Ã‚  A number of movements and researches support this claim. The influential movement that supports this claim is the REI or the regular education initiative led by Madeline Will, the director of special education in the U.S. Office of Special Education in 1986.   She stated that this initiative is designed to promote collaborative efforts among regular and special educators and â€Å"shared responsibility† (Will, 1986).   In this initiative, regular and special educators were encouraged to pool their talents and coordinate their efforts in planning and teaching.  Ã‚   I greatly support this initiative as the underlying premise of this concept is that student’s learning disabilities can be more successfully taught in the regular education classroom than in special education classes or resource room. By promoting the merging of special and regular education, the regular education initiative reflects a major change in the way students with learning disabilities are identified, assessed, and educated. The approach is supported by many special educators (Lloyd, Singh, Repp, 1991; Maheady Algozzine, 1991; Biklen Zollers, 1986; Greer, 1988; Reynolds, Wang Walberg, 1997).     Ã‚  A specific example is, more than fifty years ago, Samuel Kirk, in his presidential address to special educators, emphasized that all teachers (regular and special educators) have the responsibility for teaching learning disabled children.   Kirk implored that â€Å"every teacher †¦ is a teacher of learning disabled children† (Kirk, 1941).   He further wrote the following: Actually the education of exceptional children is not wholly the responsibility of any one group of teachers †¦. It is hoped that in the future all special class teachers will not only be responsible for the education of children in their classroom, but will take on the added responsibility of contributing their knowledge and special skill to the regular classroom teacher †¦ who (has0 many learning disabled children in (the) classroom. (Kirk, 1941) In 1968, Lloyd Dunn wrote an influential article about the benefits of having special educators work with regular teachers in serving learning disabled children (Dunn, 1968). Another view to change the administrative arrangement in special education is to group children with different disabilities together for instruction.   This categorical system in special education historically evolved as the field of special education developed.   Each category of disability (such as visual impairment, hearing impairment, mental retardation, orthopedic disabilities, speech disorders, emotional disturbance, and learning disabilities) became established individually over the years when there was sufficient interest in that particular area of exceptionality.   This concept emphasizes the common characteristics among students with disabilities and the common instructional methods for teaching students with various disabilities.   In this system, students with learning disabilities, behavior disorders, and mental retardation are often grouped together. Some parents and special educators are concerned that children with learning disabilities might be lost in the shuffle of this kind of placement, if such classes become a dumping ground for students with a variety of unrelated problems.   The resulting diversity of learning and behavior problems would impede teachers in helping students with learning disabilities. But this view is also opposed by a number of authors and has even provoked unusual levels of confusion, emotion, and debate within the special education community (Jehkins Pious, 2001).   Moreover, other special educators and parents, express concern regarding the regular education initiative movement and caution that more study is needed before making full-scale and far-reaching changes in procedures and policies that will affect the lives of students with learning disabilities (Lloyd et al., 1991; Journal of Learning Disabilities, 1988; Cannon, 1988; Kaufman, Gerber, Semmel, 1998; McKinney Hocutt, 1988, Lerner, 1997). But these opposing views have no substance and should be disregarded altogether.   Fuchs Fuchs (2000) have conducted research on the perceptions of and attitudes toward the regular education initiative among both regular and special educators.   These studies suggest that neither regular nor special education teachers are dissatisfied with the current special education delivery system.   In fact, the teachers favored the resource room model over the consultant model.   Many of the teachers saw no improvement in the achievement levels for either special or regular education students as a result of the regular education initiative reforms.   The success of the initiative depends on the support of regular and special teachers (Semmel, Abernathy, Butera, Lesar, 1991; Coates, 1989).   Moreover, the research prove that merely shifting the responsibility from the resource room teacher to the regular or a consultant is not enough to ensure the success of the reform. Hence, major policy changes in regular education profoundly affect students with learning disabilities.   Several recent national study commissions on the poor quality of schools serving the learning disabled students.   It is my fear that, most school’s pursuit for academic excellence standards will left behind students with learning disabilities – or they will be the losers.   Being unable to meet the educational standards set by the pursuit-of-excellence movement, some students with learning disabilities will be denied a high school diploma and thus be denied the opportunity to complete their schooling.   Further, if regular teachers are held accountable for the academic excellence of their students, they will be reluctant to accept the responsibility for hard-to-teach students.   Some special educators predict that the push for excellence may serve to widen the schism between regular and special education (Pugach Sapon-Shevin, 1997). Hence, it is my challenge to educators and healthcare professionals to undergo another education reform movement where school curriculum requirements for the learning disabled should be added to the current curriculum standards for the regular students. So in this recommendation for curriculum changes, a greater consideration should be given for the learning disabled students.   But this should be within the context of the regular education curriculum. This approach is same with the integration of regular and special education.   Some special educators also are now urging that the integration process should be taken much further – that the current special education system should be drastically restructured and that regular and special education should be merged into a single system (Kauffman Trent, 1991).   Such educators cite several reasons for changing the current system.   Special education, they maintain, is not effective when it occurs outside of the regular classroom.   In addition, the physical separation of students with disabilities is demeaning and degrades instruction.   These special educators maintain that integrated special education is more effective than separate programs. So the delivery options for teaching students with learning disabilities should also include regular classes and resource room classes.   This approach is concomitant to the observation that successful adults with disabilities have learned to function comfortably in society as it exists – an unrestricted environment composed of all people.   To promote experiences in the greater society, it must be ensured that, to the extent appropriate, students with disabilities should have experiences in school with regular (or non-special education) students. Since society includes the family, parents too should not be forgotten as an important element in the entire complex.   Parents are a vital component in the student’s education. These parents of children with learning disabilities need help in accepting their situation.   Mental health professionals should help make parents be aware that the problem must be faced both by the child and by other members of the family.   In addition to an honest acceptance of the disability, there must be recognition that improvement is often a slow process. So any approach concerning children with learning disability should establish healthy parental attitudes and ensure parent-teacher cooperation is of course, very necessary.   Parent support groups and family counseling are effective in assisting parents understand their children and their problems and in finding ways to help their children within the home.   In addition, parent-teacher conference can become a bridge between the home and school and can involve parents in the educational process. Learning disabilities is now at a crossroads, as it seems to have been throughout its thirty-year history.   Many innovative ideas are only in their beginning stages and will develop more fully in the years to come. The approach I suggested as discussed in this paper is one of those ideas.   It is very important for this approach that more students with learning disabilities are served through regular education.   In addition, there should be more collaboration between special and regular educators.   A consequence of all of these shifts is that the responsibilities of learning disabilities teachers will change to meet the new demands. References Bush, W., and Giles, M.(1979).   Aids to Psycholinguistic Teaching. Columbus,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ohio: Charles E. Merrill. Clements, S. (1986). Minimal Brain Dysfunction in Children.   Public Health   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Publications. Department of Health, Education, and Welfare:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. Dunn, L.M. nad Smith J.O. (1987). Peabody Language Development Kits. Levels   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P, I.II.III. Circle Pines, Minn.: American Guidance Service. Fernald, G.M. and Keller, H. (1971), â€Å"The Effect of Kinesthetic Factors in the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Development of Word Recognition in the Case of Non –Readers.† Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Educational Research 4:355-357. Getman, G.H. (1985). â€Å"The Visuo-Motor Complex in the Acquisition of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skills.† Learning Disorders, Volume 1. Seattle: Special Child Publications Gellingham,A. and Stillman B. (1986). Remedial Training for Children with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Specific Disability in Reading, Spelling, and Penmanship, 5th ed. Cambridge,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mass: Educators Publishing Service. Hegge,T., Kirk,S. and Kirk, W.(1986). Remedial Reading Drills.   Ann Arbor,   Ã‚  Ã‚  Ã‚  Ã‚   Mich.: Geroge Wahr. Hirsch,E. (1983). â€Å"Training of Visualizing Ability by the Kinesthetic Method of   Ã‚  Ã‚  Ã‚  Ã‚   Teaching Reading.† Unpublished master’s thesis. University of Illinois. Karnes,M., Zehrbach, R. and Teska, J. (1984). â€Å"The Karnes Preschool Program;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rational Curricular Offerings and Follow up Data.   Report on Longitudinal   Ã‚  Ã‚     Ã‚  Evaluations of Preschool Programs, vol. 1: 95-108. Kirk, S.A. (1963).   â€Å"Behavioral Diagnosis and Remediation of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabilities.† In Proceedings of the Conference on Exploration into the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Problems of the Perceptually Handicapped Child.   Chicago: Perceptually   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Handicapped Children. Kirk, S.A. and Elkins, J. (1985) â€Å"Characteristics of Children Enrolled in the Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Demonstration Centers.†Ã‚   Journal of Learning Disabilities 8: 630-637. Learning Difficulties in Children and Adults. (1986). Report of the House of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Representatives Select Committee on Specific Learning Difficulties. Lombardi, T.P., and Lombardi, E.J. (1987).   ITPA: Clinical Interpretation and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Remediation. Seattle: Special Child Publication. Minskoff, E.D., Wiseman, and Minskoff J. (1985). The MWM Program for   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developing Language Abilities. Ridgefield, N.J.: Educational Performance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates. Orton, S.J. (1978). â€Å"Specific Reading Disability – Strphosymbolia.† Journal of the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Medical Association 90:1095-1099. Spalding, R.B.AND Spalding W.T. (1987). The Writing Road to Reading.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morrow: New York. Strauss, A.A. and Lehtinen. (1987). Psychopathology and Education of the Brain-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Injured Child, vol. II. New York: Grune and Stratton. Weiderholt, J.L (1984).†Historical Perspectives on the Education of the Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabled.† In L. Mann and D.A. Sabitino, eds. The Third Review of Special   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education.  Ã‚   Philadelphia: JSE Press.

Ulysses S. Grant :: Biography Biographies Essays

Ulysses S. Grant Ulysses Simpson Grant, (1822-1885), American general and 18th President of the United States. Grant, the most capable of the Union generals during the Civil War, was a master strategist. He won the first major Union victories. President Abraham Lincoln staunchly defended him against critics and promoted him to command all Union forces. Grant accepted Gen. Robert E. Lee's surrender at Appomattox Court House. However, Grant had no disposition for political leadership, and as president (1869-1877) he scarcely attempted to control events. He made injudicious appointments to public office, and official corruption tainted his administration, although Grant himself was not involved in the peculations. Grant was born in Point Pleasant, Ohio, on April 27, 1822, and baptized Hiram Ulysses. The eldest son of Jesse Root Grant and Hannah Simpson Grant, he came from a family that, he proudly declared, had been American "for generations, in all its branches, direct and collateral." In 1823 his father moved his tanning business to Georgetown, Ohio, where "Lyss" spent his boyhood. His education at a grammar school in Georgetown, at Maysville Seminary in Maysville, Ky., and at the Presbyterian Academy of Ripley, Ohio, was superficial and repetitious, and the boy showed no scholarly bent. He became noted, however, for his sturdy self-reliance and for his ability to ride and control even the wildest horses. MILITARY LIFE In 1839, Jesse Grant secured for his son an appointment to the U. S. Military Academy. When he arrived at West Point he learned that he was on the muster roll as Ulysses Simpson Grant, through an error of the congressman who had nominated him. Finding it impossible to change this official listing, Grant accepted the inevitable and dropped Hiram from his name. "A military life had no charms for me," Grant said later, and his only purpose at the academy was "to get through the course, secure a detail for a few years as assistant professor of mathematics at the Academy, and afterwards obtain a permanent position as professor at some respectable college." Understandably, his West Point record was not spectacular. In 1843 he graduated in the middle of his class (21st in a class of 39), was commissioned brevet 2d lieutenant, assigned to the 4th U. S. Infantry, and sent to Jefferson Barracks, near St. Louis, Mo. There he began to learn his army duties and, even more important, met his future wife, Julia Dent, sister of a West Point classmate. Ulysses S. Grant :: Biography Biographies Essays Ulysses S. Grant Ulysses Simpson Grant, (1822-1885), American general and 18th President of the United States. Grant, the most capable of the Union generals during the Civil War, was a master strategist. He won the first major Union victories. President Abraham Lincoln staunchly defended him against critics and promoted him to command all Union forces. Grant accepted Gen. Robert E. Lee's surrender at Appomattox Court House. However, Grant had no disposition for political leadership, and as president (1869-1877) he scarcely attempted to control events. He made injudicious appointments to public office, and official corruption tainted his administration, although Grant himself was not involved in the peculations. Grant was born in Point Pleasant, Ohio, on April 27, 1822, and baptized Hiram Ulysses. The eldest son of Jesse Root Grant and Hannah Simpson Grant, he came from a family that, he proudly declared, had been American "for generations, in all its branches, direct and collateral." In 1823 his father moved his tanning business to Georgetown, Ohio, where "Lyss" spent his boyhood. His education at a grammar school in Georgetown, at Maysville Seminary in Maysville, Ky., and at the Presbyterian Academy of Ripley, Ohio, was superficial and repetitious, and the boy showed no scholarly bent. He became noted, however, for his sturdy self-reliance and for his ability to ride and control even the wildest horses. MILITARY LIFE In 1839, Jesse Grant secured for his son an appointment to the U. S. Military Academy. When he arrived at West Point he learned that he was on the muster roll as Ulysses Simpson Grant, through an error of the congressman who had nominated him. Finding it impossible to change this official listing, Grant accepted the inevitable and dropped Hiram from his name. "A military life had no charms for me," Grant said later, and his only purpose at the academy was "to get through the course, secure a detail for a few years as assistant professor of mathematics at the Academy, and afterwards obtain a permanent position as professor at some respectable college." Understandably, his West Point record was not spectacular. In 1843 he graduated in the middle of his class (21st in a class of 39), was commissioned brevet 2d lieutenant, assigned to the 4th U. S. Infantry, and sent to Jefferson Barracks, near St. Louis, Mo. There he began to learn his army duties and, even more important, met his future wife, Julia Dent, sister of a West Point classmate.

Cultural and Disease

The disease that I am writing about today is Asthma. This disease is a severe allergic reaction in which the bronchial tubes in the lungs swell and become blocked with mucous. The membranes lining the inner walls of the air passages become inflamed, causing the airways to narrow and making it difficult to breathe. Asthma affects roughly 17 million Americans. Five million of those affected by this disease are under the age of 18, making asthma the most common chronic childhood disease. That means that roughly 1 in 20 people out of the general American population including children currently suffer from this incurable disease. This disease causes more than 14 people to die daily from asthma. In my research I found that over the past decades these figures have been steadily increasing in the United State. As our air, water, and food become more polluted with chemicals more people are affected by Asthma. We will continual to see an increase in this disease as long as infants are introduced to solid foods at an early age, and food additives increase, and plants are genetically manipulated to form foods that have a higher allergic potential. Symptoms of asthma may include recurrent attacks of breathlessness, wheezing when breathing out, a dry cough, and excessive mucous. Tightness in the chest during a severe attack, also include sweating and rapid heartbeat, distress and anxiety, an inability to sleep or speak. This disease potentially increased vulnerability to the effects of exposure to air pollutants. There are those who are innately more susceptible to the effects of exposure to air pollutants than others. Those who become more susceptible for example as a result of environmental or social factors or personal behavior and those who are simply exposed to unusually large amounts of air pollutants. Very young children and unborn babies are also particularly sensitive to some pollutants. People with cardio-respiratory disease or diabetes are susceptible to having Asthma. Also people who are exposed to other toxic materials that add to or interact with air pollutants and those who are socioeconomically deprived. When compared with healthy people, those with respiratory disorders such as chronic bronchitis. Asthma has become one of the top chronic conditions in the United States. It disproportionately affects minorities of school age children and youth. Approximately one in 15 Americans suffers from asthma1 and an estimated 4 million children under 18 have an asthma attack each year. Many African-Americans are exposed to unhealthy living and working conditions that trigger more asthma diagnoses than in any other race or ethnic group. Inner- city living conditions typically are crowded and less sanitary, which creates greater exposure to allergens and an increased risk of developing asthma. In a 2002 study, the American Lung Association reported that 71 percent of African- Americans lived in communities where federal air pollution standards were not met, compared to 58 percent of the white population. There are an estimated 1 million to 2 million new cases of asthma diagnosed in the United States each year. Approximately 3 million African Americans have been diagnosed with asthma at some point in their lives. The Prevalence of asthma in African-Americans is 30 percent higher than whites. Although children of all races and ethnicities are affected, asthma appears to be more prevalent among children who are poor, African-American or Puerto Rican. Asthma is the most common childhood chronic disease and is a national public health concern that challenges both health care and school systems. A quarter of the United State population is made up of children, who comprise 40 percent of reported asthma cases. According to the Centers for Disease Control and Prevention (CDC), nearly one in 13 school- age children has been diagnosed with asthma. Many parents are not informed about how to properly manage their hild asthma attacks. This increase pediatric emergency room visits. Medicaid had more severe asthma and used fewer preventive medications than all children in the same managed Medicaid population. Asthma is one of the most common chronic diseases in children, with increasing morbidity and mortality. A genetic predisposition and exposure to allergens have been implicated as major risk factors for the development of asthma. However, increasing evidence indicates that the mother plays a crucial role in mediating the development of fetal-infant immune responses to inhaled allergens. The exact nature and mechanism of this maternal influence and how it might be associated with the development of allergic sensitization and asthma are not clear. Under normal conditions the maternal environment during pregnancy promotes an initial skewed immune response in the offspring which transitions to a non- allergic type response after birth. However the allergic mother's influence may delay the normal transition to a non-allergic immune response to inhaled allergens in her children increasing the risk for the development of allergic sensitization and or asthma. Understanding the underlying mechanisms by which the maternal mmune environment can influence the development of the fetal-infant immune response to inhaled allergens may lead to identifying new targets for the prevention of allergic sensitization and asthma. Asthma cannot be cured, but it can be controlled with proper asthma management. The first step in asthma management is environmental control. Asthmatics cannot escape the environment but through some changes they can control its impact on their health. Some asthmatics use a peak flow meter to gauge their lung function. Lung function decreases before symptoms of an asthma attack occurs. If the meter indicates the peak flow is down by 20 percent or more from your usual best effort an asthma attack is on its way. Other was to managing asthma involves is to use medications. There are two major groups of medications used in controlling asthma attack. Anti -inflammatories corticosteroids and bronchodilators Anti-inflammatories this medication reduces the number of inflammatory cells in the airways and prevent blood vessels from leaking fluid into the airway tissues. By reducing inflammation you can reduce the spontaneous spasm of the airway muscle and reduce having a asthma attach.

Early childhood educators Essay

Theorist What contribution to the field of ECE did this theorist make? When and Where? Identify historical issues and current trends in the early childhood care profession. Share an example of how the theorists work is used today. Rousseau Rousseau was the author of several education books; he proposed that children be educated in moral, harmonious environments free from adult dominance (Follari, 2011). Rousseau was influential in both Europe and America in the mid to late 1700’s. Rousseau emphasized out of the home schooling and viewed children as innately good. Rousseau reduced the importance of learning by reading and emphasized learning by experience. An example of his work is seen today as children learn through play. Pestalozzi Johann Heinrich Pestalozzi published a book in 1801 that helped influence the development of seeing his theories put into action. The â€Å"Pestalozzi method† was put into practice in 1805 at his school in Yverdon (Johann, n. d. ) Johann Heinrich Pestalozzi was an education reformer who was very passionate about getting education to poor children and teaching methods designed to strengthen the students own abilities. He wanted children to be taught as a whole ( Follari, 2011). An example of Pestalozzi’s work can be seen through field trips, puzzles, blocks, and physical exercise. Froebel Froebel made Kindergarten spread like wildfire through Europe and eventually to the U. S. He created what is known as Froebel gifts. He designed balls, wooden block, tiles, sticks, and rings to demonstrate that children could learn while at play (Follari, 2011). Froebel based his beliefs in teaching children on rationalism. He thought children could gain knowledge by logically thinking through concepts from a given premise. He started by giving his gifts and having the children work through them (Follari, 2011). An example of Froebel’s work can been seen through Kindergarten (Follari, 2011). Peabody Elizabeth Peabody opened the first English speaking kindergarten in Boston, MA in 1859(Follari, 2011). She also created the American Froebel Society to provide some regulations and originality of kindergarten programs. (Follari, 2011). Elizabeth Peabody was against the hands-on objects method of instruction. She liked individualized instruction instead. She thought children needed careful direction to develop properly (Follari, 2011). An example of her work is the acceptance of kindergarten as an accepted institution in U. S. education (Today, n. d. ). Piaget During the 1970’s and 1980’s, Piagets theories inspired the transformation of European and American education (Follari, 2011). Piaget believed learning occurs as a result of experience, both physical and logical. He thought knowledge could not truly be formed until the learner has matured to the mental status that the learning is specified to. He believed that children made moral judgments based on their own observations of the world (Follari, 2011). Piaget’s theories were used in the developing of the Dynabook programming system (Jean, n. d. ) Vygotsky. Lev Vygotsky proposed a theory of the development of higher cognitive functions in children that saw the emergence of the reasoning as emerging through practical activity in a social environment. Most of his work was influence in Eastern Europe in the 1920’s and later on in America (Lev, 2013) Vygotsky believed that children organized their thinking by private speech. His theory suggests that children have developmental rages which the child can be assisted in operating at higher levels than are possible alone (Follari, 2011). An example of his work would be scaffolding (Follari, 2011). Gesell. Dewey John Dewey’s education philosophy helped forward the progressive education movement, and spawned the development of experiential education programs and experiments (Follari, 2011). John Dewey believed that education should be based on children’s interests and should involve them in active experiences. He thought an active curriculum should be integrated rather than divided into subject matter segments(Follari, 2011). Problem solving activities. References Follari, L. M. (2011). Foundations and Best Practices in Early Childhood Education: History, Theories and Approaches to Learning (2nd ed., pp. 24-47). Upper Saddle River, NJ: Pearson Education. Jean Piaget. (n. d. ). Jean Piaget. Retrieved from http://www. nndb. com/people/359/000094077/ Lev Vygotsky. (2013, November 17). Wikipedia. Retrieved from http://en. wikipedia. org/wiki/Lev_Vygotsky Johann Heinrich Pestalozzi: Pedagogy, education and social justice. (n. d. ). Infedorg. Retrieved from http://infed. org/mobi/johann-heinrich-pestalozzi-pedagogy-education-and-social-justice/ Today in History. (n. d. ). : May 16. Retrieved from http://memory. loc. gov/ammem/today/may16. html.

Ambiguity in The Scarlet Letter essays

Ambiguity in The Scarlet Letter essays The element of ambiguity, in which the meaning of something is unclear, allows Nathaniel Hawthorne to mingle the marvelous in his 1850 novel The Scarlet Letter. Hawthornes continual use of this element gives the book a certain air of mystery; therefore permitting the reader to draw his or her own conclusions. One is constantly weighing the natural versus the marvelous reason for an event. The Scarlet Letter illustrates ambiguity throughout the entire novel. The first occurrence of ambiguity is concerning the rosebush, outside of the prison where Hester was kept. No one truly knew the origin of the rosebush. Hawthorne leaves it up to the reader to decide whether the rosebush had survived out of the stern wilderness or whether it had sprung up under the footsteps of the sainted Ann Hutchinson. There is also an additional instance of ambiguity with the rosebush. But, this time it also concerns Pearl. When passing the rosebush at the Governors home, Pearl asks her mother for a rose. Later, when she is being questioned where she came from, Pearl replies, that she had been plucked by her mother off the bush of wild roses that grew by the prison door. The natural reason for this is that Pearl wanted a rose from the Governors bush and Hester said no. The marvelous reason is that the origins of both Pearl and the rosebush are unknown and ambiguous. This occurs as well with the creek later in the novel. While Hester meets with her Dimmsdale, Pearl goes off to play. She encounters the creek, which is ambiguous as herself. Both Pearl and the brook have unknown origins. Pearl resembled the brook, in as much as her current life gushed from a wellspring as mysterious. Another instance of ambiguity is why Hester remains in Boston. She could have very easily left and not been forced to wear the scarlet letter and endure years of humiliation. Yet, Hester stayed in ...

How to Distill Ethanol or Grain Alcohol

How to Distill Ethanol or Grain Alcohol Ethanol is also called ethyl alcohol or grain alcohol. Its made from a fermented mixture of corn, yeast, sugar, and water. The resulting alcohol is 100 to 200 proof (200 proof is pure alcohol). In addition to use in the lab, ethanol is a popular fuel alternative and gasoline additive. Because it is flammable, ethanol can be prohibitively expensive to ship, so it may make sense to distill your own. Anyone can have a still, but be advised you may need to get a permit in order to make ethanol. Difficulty: Easy Time Required: 3 - 10 days, sometimes longer How-To Steps If you are starting with whole corn, you first need to convert the cornstarch into sugar by sprouting the corn. Place the corn in a container, cover it with warm water, and drape a cloth over the container to prevent contamination and conserve heat. Ideally, the container will have a slowly draining hole at the bottom. Add warm water from time to time as the liquid level falls. Maintain the setup ~3 days or until the corn has sprouts about 2 inches long.Allow the sprouted corn to dry. Then grind it into meal. Alternatively, start with cornmeal. Other grains can be prepared in much the same way (e.g. rye mash).Mash or mush is made by adding boiling water to the corn meal. The mash is kept warm to start the fermentation process. Yeast is added, if available (half pound yeast per 50 gallons of mash, for example), and sugar (variable recipe). With yeast, fermentation takes about 3 days. Without yeast, fermentation could require more than 10 days. The mash is ready to run once it stops bu bbling. The mash has been converted into carbonic acid and alcohol. It is called wash or beer or sour mash. The wash is placed into a cooker, which has a lid that is pasted shut so that it has a seal which can be blown off should internal pressure become too great. At the top of the cooker, there is a copper pipe or arm that projects to one side and tapers down from a 4-5 inch diameter to the same diameter as the worm (1 to 1-1/4 inch). The worm could be made by taking a 20 ft length of copper tubing, filling it with sand and stopping the ends, and then coiling it around a fence post.The sand prevents the tubing from kinking while being coiled. Once the worm is formed, the sand is flushed out of the tube. The worm is placed in a barrel and sealed to the end of the arm. The barrel is kept full of cold, running water, to condense the alcohol. Water runs in the top of the barrel and out an opening at the bottom. A fire is maintained under the cooker to vaporize the alcohol in the wash.The ethanol vaporizes at 173Â °F, which is the target temperature for the mixture. The spirit will rise to t he top of the cooker, enter the arm, and will be cooled to the condensation point in the worm. The resulting liquid is collected at the end of the worm, traditionally into glass jars. This fluid will be translucent, and about the color of dark beer. The very first liquid contains volatile oil contaminants in addition to alcohol. After that, liquid is collected. The containers of liquid collected from over the wash are called singlings. Liquid collected toward the end of this run is called low wine. Low wine can be collected and returned to the still to be cooked again. The initial collections are higher proof than those collected as the distillation progresses.The singlings tend to have impurities and require double-distillation, so once the low wine has been run to the point where a tablespoon or so thrown on a flame wont burn (too low proof), the heat is removed from the still and the cooker is cleaned out. The liquid remaining in the still, the backings or slop, can be recovered and poured over new grain (and sugar, water, and possibly malt) in a mash barrel for future distillations. Discard mash after no more than eight uses.The singlings are poured into the cooker and the still is returned to operation. The initial collecti ons can approach pure alcohol (200 proof), with the end collections, using the flash test on the flame, at about 10 proof. The desired proof depends on the application. The highest proof usually obtained from a still is 190 proof. For using alcohol as a fuel alternative, for example, addition purification with a sieve may be required to obtain 200 proof ethanol. Tips If you live in the United States, a permit may be required in order to legally distill ethanol.Stills traditionally were operated close to a water source, like a stream or river, because the cool water was used to condense the alcohol in the tubing (called the worm)Stills needed to have removable tops so that they wouldnt explode when pressure built up from heating the mash. What You Need 25 lb corn meal or 25 lb shelled whole corn100 lb sugar (sucrose)100 gallons water6 oz yeast

Land Use Law Essay Example | Topics and Well Written Essays - 1500 words

Land Use Law - Essay Example Said appeal to the superior court shall be by a writ of certiorari as provided by State law. The aforementioned appeal must be filed within 30 days from the date of the decision of the board of appeals, and failure to file said appeal within the 30-day period shall make the decision of the board final and executor† (Section 1809 Article XVIII Zoning Board of Appeals). In Able’s verified petition, he can raise the following contentions: 1. That the board (ZBA) committed a grave abuse of discretion by denying his application for variance. In the case of City of Dallas v. Vanesko, 189 SW 3d 769 (2006), it laid down the principle of the two-tier test for abuse of discretion. The decisions of the ZBA, which is acting as a quasi-judicial body can be the subject of an appeal before a state district court by filing an application for a writ of certiorari, as a mode of appeal. â€Å"The reviewing court shall not be allowed to replace its own judgment for or in behalf of ZBA. How ever, the presence of any aggrieved party who will challenge the decision of ZBA must be able to establish that the board has only reached a single decision. It is the reviewing court which has the power to render a decision in finality. Hence, appeals based on the ground of abuse of discretion is akin in the nature of trial de novo, where the appeals court conducts a new trial, as if no trial has been held in the first place, as it overturns the determination made by a lower court. It shall be the appeals court’s duty to determine if the board acted in bad faith, malice or gross negligence† (Dougherty 16). 2. In the case of Lucas v. South Carolina Coastal Council,  505 U.S. 1003  (1992), the court ruled that the â€Å"total takings test† shall be applied when the property, which is the subject of the actual taking is being made valueless and use would not constitute a common law nuisance, then such regulatory taking  requires compensation. Able can raise t he issue that the challenged zoning forbids all economically viable use of his land. In an analogous case involving similar facts, Mr. Lucas was able to show that the South Carolina Coastal Commission had forbidden practically all development of his beachfront property, amounting to $975,000. Even if the regulations do not destroy entirely all uses of the owner’s land, a favorable decision may still be granted to him provided he will establish that there is a severe economic damage on him and that the temporary interference with an owner's use of his property breaks a distinct investment expectation, may still constitute within the concept of taking for which the Constitution requires that compensation be paid. In the final resolution of this instant case, Able’s contention is untenable. It has been a time-honored principle that zoning is a valid exercise of the police power of the state. It is the comprehensive regulation of land use in a city which imbued with public interest and such power has been recognized by the State. â€Å"In the case of Connor v. City of Univ. Park, 142 SW 2d 706, 712, the court held that zoning is intended to conserve property values and encourage the most effective use of property throughout the city. As cited in the case of Strong v. City of Grand Prairie, 679 S.W.2d 767, 768, the basic purpose of all restrictive zoning ordinances is to prevent one property owner from committing his property to a use which would be unduly imposed on the adjoining landowners in the use and enjoyment of their

Discussion Board Emergency Nursing - 1 Essay Example | Topics and Well Written Essays - 500 words

Discussion Board Emergency Nursing - 1 - Essay Example The most effective thing to do would have been to tell the colleague immediately and firmly that the cannula fastener of their device would not be appropriate, brought the patient at greater risk of harm, and needed to be re-done in a sterile environment. However, the case does not allow for this sort of communication: as often in real world, the action is complete before I can even think to react. The question, ethically, at this point becomes: what should be done about this colleague’s behavior? Obviously, if they are using this â€Å"special method† and are proud of it, they are going to do it again. The question of ethics here, then, becomes one of whistle-blowing on a colleague. The Mrs. D case shows that it is perhaps most important in whistle-blowing to know the difference between a mountain and a molehill. Generally, everyone is much happier without whistle-blowing. There is no internal division or political nastiness as more people find out about the note of dissent, or even take it up and start crusades of their own. The workplace continues to operate smoothly and efficiently, and cohesion is even heightened by the successful handling of the situations in which it is decided that the problem was actually a molehill. No one has been reprimanded, fired, or has formed any sort of vendetta or grudge. Professional communication within the workplace continues on in a friendly and expedient manner, and ethical commitment returns to normal: â€Å"a public commitment to ethics serves at least two functions: it addresses the concerns of the public and it reinforces a bottom-line-justified interest in ethical behavior on the part of the officers† (Newton and Ford, 2002, p. 31). In the case of Mrs. D, the problem is not a molehill. What my colleague has done here is risked the life of a client. And it is my personal and professional responsibility to keep the workplace a safe and functional environment in which harm is