Psychodynamic Theories Essay

As a gathering throughout the most recent couple of weeks we have been dicussing has a gathering the 3 principle hypotheses of advising and after cautious pondering ive picked to do my introduction on the psychodynamic hypothesis. Psychodynamics is the hypothesis and deliberate investigation of the mental powers that underlie human conduct. It is particularly keen on the dynamic relations among cognizant and oblivious inspiration . Psychodynamic treatments rely on a hypothesis of inward clash, wherein subdued practices and feelings surface into the patient’s cognizance; by and large, one clash is subliminal . Psychodynamics was at first evolved by Sigmund Freud ,Carl Jung and Alfred Adler. By the mid 1940s and into the 1950s, the general use of the â€Å"psychodynamic theory† had been entrenched. When discussing Psychodynamic hypothesis the principal name that flies into most people groups heads is Sigmund Freud. Sigmund Freud was Born in Austria on May 6, 1856, Sigmund Freud hypothesized and rehearsed neuropsychology, concentrating first mania and afterward sexuality. A profoundly questionable scholarly figure of the twentieth century, he examined dreams, characterized what he called the Oedipus perplexing and spread out three phases of childish sexual improvement . He stays one of the most powerful figures in today’s world. His name alone represents the significance of his speculations, and the name that comes to most people’s heads when saying the word brain science is Sigmund Freud. Freud was a psychodynamic clinician and that originated from Freud’s see on the brain is looking like a chunk of ice. He accepts that mankind’s mind works in the oblivious. Each decision that humankind makes he knows about, however perhaps the outcomes of our activity may be obscure. The Structure of Personality which is another intriguing piece of Freud’s hypothesis fundamentally expresses that we have an ID, a Superego and an Ego. The ID is a natural repository of desires and motivations that should be delighted. He says the ID doesn't have a cognizant , it follows up on impulse and it searches out delight and joy. It is the joy rule. The Superego is the Morality Principle, and the Superego realizes the contrast among good and bad. The Superego is a lot of educated disguised ethics and estimations of society. This isâ basically what holds the ID within proper limits. Freud said that Superego is our cognizant, and that the Superego is the most incredible asset (blame and pride). To wrap things up is the Ego, which is the truth guideline. The Ego finds socially satisfactory approaches to fulfill the ID. It finds the harmony between the ID and reality. The elements of the Ego is to discover a trade off between the ID and the Superego. The Ego should likewise figure out how to manage uneasiness, and it additionally assists with boosting the confidence. Without the Ego there would be no emotional wellness. Subsequent to examining Freud’s hypothesis of the Structure of Personality I feel we have various pieces of our conduct that we can control and that we are cognizant about and there are different practices that come straightforwardly from our oblivious . Our self image deceives us, denies, adulterates, and contorts reality which thus makes us make what Freud likes to call the seven guard systems. The first of the seven guard components is Repression. Restraint pushes the issue to the inner mind. It is the avoidance of motivations and considerations from the cognizant psyche. Next comes Denial, and refusal is the cutting of the cognizant brain from outer dangers. ANTHONY BILLSON 5. 2 PAGE 3 A case of this would be the point at which you are strolling in the shopping center with your better half and a lovely lady strolls by and you look yet when your sweetheart asks you state, â€Å"I wasn’t taking a gander at her. † Next there is a resistance instrument called Sublimation which is the changing of awful conduct and driving forces into socially adequate conduct and motivations. One case of this could be playing football for a grant so as to attend a university. Another guard component is Reaction Formation which is an advancement of conduct inverse of that which brings you nervousness . The following instrument is called Projection whichis when the oblivious attribution of your musings and emotions is brought onto others. Discovering defects in others is a genuine case of Projection. Dislodging is the following protection component, and this is the point at which an inclination is set onto another article. Taking out resentment onto others when you should be frantic at yourself. To wrap things up is the resistance system of Rationalization which is giving a valid justification instead of the genuine explanation. Another notable clinician which is really an understudy of Freuds’ is Carl Jung who is additionally a psychodynamic therapist, Carl Jung was brought into the world July 26, 1875 in Kesswil, Switzerland and he went somewhat more profound than Freud did in his speculations and he challenges a portion of his thoughts. One is that Jung’s ice shelf is straight up and at the highest point of the chunk of ice is the inner self, and the level underneath that is the individual oblivious, and the last degree of the icy mass is at last the aggregate oblivious which is nearly the specific alternate extremes of Freud’s. What I mean by more profound is that he feels that man isn't simply sexual yet otherworldly also. He says that the significant distinction in man depends on the Libido which is your sex drive. As should be obvious Jung has an a lot more extensive degree of human intrigue. Jung speculations are emphatically founded on Darwin’s hypothesis of Evolution. Jung thinks we developed typically which has permitted us to succeed and push ahead so as to stay aware of society. The following piece of Carl Jung’s hypothesis is the Archetypal Complex, which are normal methods of managing the world. At the end of the day it’s a hereditarily transmitted reaction procedure. It guarantees endurance. There are two instances of Archetypal Complexes and they are the adversary paradigm and the social model. . There are models in regular day to day existence when an individual doesn't have the foggiest idea what something is they quickly give a type of animosity or disappointment which demonstrates they fear what is extraordinary or what they don't generally have a clue or comprehend. The social prime example fundamentally implies quality in numbers. Likewise the social original is the thing that we look to for help and hope to interface and associate with. The reaction procedure is to build up a need to acclimate. With the entire thought of Archetypal Complexes various individuals utilize various approaches to manage the world’s issues, and adversary model couldn't be progressively exact about humankind being undermined by something that is extraordinary. The following piece of Jung’s hypothesis is the possibility of Individuation which is the combination of our cognizant impression of the outside world with our oblivious model encounters. Polarities, which are inverse boundaries, which ties in the Principle of entropy which, is a condition of turmoil and a haphazardness of vitality. The exact opposite thing Jung states in his hypothesis is the possibility of completeness which is having the two polarities of our life met. Carl Jung’s hypothesis challenges quite a bit of Freud’s, however here and there is comparative. Jung gets more into man being more profound than sexual which is nearly something contrary to Freud. The following clinician that I will specify will be a social psychodynamic therapist by the name of Alfred Adler. Adler was conceived on February 7, 1870 and Adler’s hypothesis expresses that we all are brought into the world with a feeling of inadequacy as prove by how frail and vulnerable an infant is. ANTHONY BILLSON 5. 2 PAGE 4 By this, Adler had the option to clarify that this mediocrity is a vital piece of our character, as in it is the main thrust that pushes us to endeavor so as to get predominant. Notwithstanding the Inferiority Theory of Personality, Adler additionally considers birth request as a central point in the improvement of our character. He accepted that initially conceived youngsters may feel substandard and may even create feeling of inadequacy once their more youthful kin shows up. The center conceived youngsters, then again, are not as spoiled as their more established or more youthful kin, yet they have a feeling of prevalence over oust their more established kin in a sound rivalry. Accordingly they have the best potential to be fruitful throughout everyday life. The most youthful youngsters may feel like they have minimal capacity to impact different individuals from the family. Since they are frequently the most spoiled, they may create character issues of mediocrity simply like the main conceived. He was considerably less of a doubter than Freud was; Almost a direct inverse from Freud. Adler accepted that society blocks people. His perspective on the psyche is a lot of like Carl Jung’s, however as opposed to having the self image at the top he has the cognizant at the top with the oblivious on the base. He felt that social interests drive inspiration, which is an intrinsic drive to be social and to have a place. He likewise expressed in his hypothesis that humanity is subject to other people and their responses and their acknowledgment which thusly leaves humankind truly powerless. The primary thought of this hypothesis is that he feels that humankind is more social than organic. An incredible model ofthis would be that in today’s schools there are factions and families of various individuals that vibe that they are cooler or preferred and over the individuals who are not as famous do whatever they can to fit in with a specific gathering. Young people these days are presumably the best model there is of Adler’s hypothesis of social intrigue. Another piece of Adler’s hypothesis that he raises is simply the possibility of the inventive which he says drives us toward human instinct. There are two sections to this hypothesis and they are the predominance complex and the feeling of inadequacy. Above all else the prevalence complex states humankind attempts over better itself so as to defeat our shortcomings. The second piece of this hypothesis is the feeling of inadequacy which is when society measures

Analysis of Letter to the American people Essay Example | Topics and Well Written Essays - 750 words

Investigation of Letter to the American individuals - Essay Example to break down in strict free for all that prompts him to submit: â€Å"(Q2) As for the second inquiry that we (receptacle Laden) need to reply: What are we calling you to, and what do we need from you? (1) The main thing that we are calling you to is Islam. (Letter). Consequently receptacle Laden is simply a strict sales rep and on account of this doesn't have the validity to represent the Islamic world with respect to different issues. Right off the bat, the charges he levels against US backing of Israel appear to be empty considering certain real factors. He charges us, saying, â€Å"As for the main inquiry: Why are we battling and contradicting you? The appropriate response is extremely basic: (1) Because you assaulted us and keep on assaulting us... You assaulted us in Palestine.† (Letter) Obviously by this he implies through our help of Israel, Palestinians have endured. Or then again isn't that right? Numerous pundits call attention to that al Qaeda has been obviously missing from any endeavors to help the Palestinians in any capacity other than vocal help for self destruction planes, the fulfillment of which is reflected in his announcement... Think not about the individuals who are slaughtered in the method of Allah as dead. Nay, they are bursting at the seams with their Lord, and they are being accommodated. They celebrate in what Allah has presented to them from His abundance and cheer for the individuals who have not yet gone along with them, however are abandoned (not yet martyred) that on them no dread will come, nor will they lament. They cheer in an effortlessness and an abundance from Allah, and that Allah won't squander the award of the devotees. [Quran 3:169-171] (Letter) He endeavors to demonstrate a point, and it’s a strict one having nothing to do with the Palestinians making sure about their own stateâ€a position sent by numerous American ambassadors throughout the years and just as of late given as an expressed objective of the Obama organization. This objective, as it shows up right now, comes over the protests of the new Israeli authority. â€Å"...you assaulted us in Palestine,† is an unmistakable exertion to interface the Palestinians with

Book Riots Deals of the Day for April 24th, 2019

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Euthanasi The Death With Dignity Act - 1312 Words

Euthanasia remains highly controversial in the U.S. because even a state such as Oregon which upholds the Death with Dignity Act â€Å"passed by a margin of 51% to 49% as stated by the Oregon Health Authority. Thus, even though Niles suggested that Oregon supports euthanasia, the Death with Dignity Act seemingly remains controversial because almost half of the population in Oregon is against Euthanasia, and there are stakeholders who still challenge its implementation. In the context of this paper, euthanasia refers to an instance in which â€Å"the physician would act directly, for instance by giving a lethal injection, to end the patient’s life† (Niles 254). Clearly, euthanasia remains illegal in most parts of the country, and this is because it is a contentious moral and legal issue according to Haberman. There are numerous arguments which support and oppose euthanasia. Even so, the benefits of euthanasia outnumber its detriments. This implies that euthanasia should be legalized across the remaining states in the U.S. The legalization of euthanasia would have economic, ethical/moral, legal, and personal benefits. Euthanasia should be legalized because doing so would have positive economic impacts particularly on patients. According to Saaty and Vargas, the costs associated with terminal care and those that result from hospitalization would reduce if patients get the chance to opt for euthanasia (252). It is stated that â€Å"approximately 80% of a patient’s lifetimeShow MoreRelatedEuthanasi Death And Dignity Act1674 Words   |  7 Pages REFLECTON ESSAY The group decided to do a case study on Death and Dignity Act. Through our presentation, the group discussed if Euthanasia was morally and ethically right through the eyes of Thresa Christensen. Thresa Christensen was a character from the case study in which her father decided act upon voluntary active euthanasia. As group, we thought it would be best if is Theresa Christensen spoke on from the behalf of herself as a person who supports voluntary active euthanasia. The case study

Parents And The Quality Child Care Program - 780 Words

Parents’ involvement in the Early Childhood Program is very important to enrich the quality child care program. Some family may show lot of enthusiasm and interest while others may show little interest to involve in the program. As mentioned by Essa and Young, â€Å"Regardless of the extent or type of involvement, an involved parents is a far greater asset to the program than an uninvolved one, since planning, implementing, and evaluating becomes a team effort† (2003, p. 184).This program is a team work where three important players children, parents and teacher work together to achieve the goal of the program. Parents might contribute to the program in the following ways: 1. Excellent source of resources: Parents are an excellent source of resources to the program. Different parents have different expertise and skills which they can share with teacher and children and can be a part of the curriculum. For example, if any parents is working as yoga instructor, he or she can teach some basic yoga poses and techniques to the children which help children to be more focused. If any Parents is working in the health sector, may give talk to the children about basic health and hygiene practices. Parents working in the farming land can arrange short field trip for the children where they get the opportunity to see fruits and vegetables growing and by visiting the farm animals like cows, goats and chicken they also get the knowledge of the production of eggs, milk, cheese and otherShow MoreRelatedCalifornia s Early Care And Education System1342 Words   |  6 Pagesreview describes California’s early care and education system, specifically program mode ls and funding streams, then address the topic of how parents select child care. 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The Return Midnight Chapter 36 Free Essays

Matt broke a lot of traffic rules on the way to the Saitous’street. Meredith leaned on the console between the two front seats so that she could see the digital clock ticking down to midnight, and so that she could watch the transformation of Mrs. Flowers. We will write a custom essay sample on The Return: Midnight Chapter 36 or any similar topic only for you Order Now At last her recently sane, sensible mind forced words out of her mouth. â€Å"Mrs. Flowers – you’re changing.† â€Å"Yes, Meredith, dear. Some of it is due to the little present that Sage left for me. Some of it is my own wil – to return to the days when I was in my prime. I believe that this wil be my last fight, so I don’t mind using al my energy in it. Fel ‘s Church must be saved.† â€Å"But – Mrs. Flowers – the people here – Well, they haven’t always been – exactly nice – â€Å"Matt stammered his way to a stop. â€Å"The people here are like people everywhere,†Mrs. Flowers said calmly. â€Å"Treat them as you’d like to be treated, and things wil be fine. It was only when I’d let myself become a bitter, lonely old woman, always resentful of the fact that I had had to turn my home into a boardinghouse just to make ends meet, that people began to treat me – Well, at best as a loony old hag.† â€Å"Oh, Mrs. Flowers – and we’ve been such a bother to you!†Meredith found the words coming without her volition. â€Å"You’ve been the saving of me, child. Dear Stefan was the start, but as you can imagine, he didn’t want to explain al his little differences to me, and I was suspicious of him. But he was always cordial and respectful and Elena was like sunlight, and Bonnie like laughter. Eventual y, when I dropped my hidebound barriers, so did you young ones. I won’t say more about those who are present so as not to embarrass you, but you’ve done me a world of good.† Matt ran another stop sign and cleared his throat. Then, the steering wheel wavering slightly, he cleared his throat again. Meredith took over. â€Å"I think what Matt and I both want to say is†¦Well, it’s that you’ve become very special to us, and we don’t want to see you get hurt. This battle – â€Å" â€Å"Is a battle for al I hold dear. For al my memories. Back when I was a child and the boardinghouse was built – it was just a home, then, and I was very happy. As a young woman, I was very happy. And now that I have lived long enough to be an old woman – Well, besides you children, I Stillhave friends like Sophia Alpert and Orime Saitou. They are both healing women, and very good at it. We Stilltalk about different uses for my herbs.† Matt snapped his fingers. â€Å"That’s another reason I was confused,†he said. â€Å"Because Dr. Alpert said that you and Mrs. Saitou were such good people. I thought she meant the old Mrs. Saitou – â€Å" â€Å"Who is not a ‘Mrs. Saitou’at all,†Mrs. Flowers said, almost sharply. â€Å"I have no idea what her name real y is – perhaps she is real y Inari, a deity gone bad. Ten years ago, I didn’t know what made Orime Saitou suddenly so diffident and quiet. Now I realize that it began just around the time her ‘mother’moved in with her. I was quite fond of young Isobel, but she suddenly became – aloof – in an unchildlike way. Now I understand. And I am determined to fight for her – and for you – and for a town that is worth saving. Human lives are very, very precious. And now – here we are.† Matt had just turned onto the Saitous’block. Meredith took a moment to openly stare at the figure in the front passenger seat. â€Å"Mrs. Flowers!†she exclaimed. This made Matt turn to stare in his turn and what he saw made him clip a Volkswagen Jetta parked by the sidewalk. â€Å"Mrs†¦. Flowers?† â€Å"Please park now, Matt. You needn’t cal me Mrs. Flowers if you don’t want to. I have returned to the time when I was Theophilia – when my friends cal ed me Theo.† â€Å"But – how – why – ?†Matt stuttered. â€Å"I told you. I felt that it was time. Sage left me a gift that helped me change. An enemy beyond your powers to fight has arisen. I felt this back at the boardinghouse. This is the time that I have been waiting for. The last battle with the true enemy of Fel ‘s Church.† Meredith’s heart actual y seemed ready to fly out of her chest. She had to be calm – calm and logical. She had seen magic many times. She knew the look of it, the feel of it. But frequently she had been too busy comforting Bonnie, or too worried about aiding Bonnie to take in what she was facing. Now, it was just her and Matt – and Matt had a stricken, stupefied look, as if he hadn’t seen enough magic before. As if he might crack. â€Å"Matt,†she said loudly, and then even louder, â€Å"Matt!† He turned, then, to look at her, with his blue eyes wild and dark. â€Å"They’l kill her, Meredith!†he said. â€Å"Shinichi and Misao – you don’t know what it feels like†¦Ã¢â‚¬  â€Å"Come on,†Meredith said. â€Å"We have to make sure that it doesn’t kil her.† The dazed look passed from Matt’s eyes. â€Å"We have to do this,†he agreed simply. â€Å"Right,†said Meredith, final y releasing him. Together they got out of the car to stand by Mrs. Flowers – no, by Theo. Theo had hair that hung almost to her waist; so fair that it looked silver in the moonlight. Her face was – electrifying. It was young; young and proud, with classic features and a look of quiet determination. Somehow during the drive, her clothes had changed too. Instead of a coat covered with bits of paper, she was wearing a sleeveless white gown that ended in a slight train. In style, it reminded Meredith a little of the â€Å"mermaid†dress she herself had worn when going to a bal in the Dark Dimension. But Meredith’s dress had only made her look sultry. Theo looked†¦magnificent. As for the Post-it Note amulets†¦somehow the paper had disappeared and the writing had grown enormously, changing into very large scrawls that wrapped around the white gown. Theo was literal y swathed in haute couture arcane protection. And although she was reed slender, she was tal . Tal er than Meredith, tal er than Matt, tal er than Stefan, wherever he was in the Dark Dimensions. She was this tal not only because she had grown so much, but because the train of her dress was just brushing the ground. She had entirely overcome gravity. The whip, Sage’s present to her, was coiled into a circle attached to her waist, shining as silver as her hair. Matt and Meredith simultaneously closed the SUV’s doors. Matt left the engine running for a quick getaway. They walked around the garage so that they could see the front of the house. Meredith, not caring what she looked like or whether she seemed cool or in control, wiped her hands, one and then the other, on her jeans. This was the stave’s first – and possibly only – true battle. What counted was not appearance, but performance. Both she and Matt stopped dead when they saw the figure standing at the bottom of the steps in front of the porch. It was no one they could identify from the house. But then the crimson lips opened, the delicate hands flew up to cover them, and wind-chime laughter came from somewhere behind the hands. For a moment they could only stare, fascinated, at this woman who was dressed al in black. She was ful y as tal as Theo, ful y as slender and graceful, and she was floating equal y high off the ground. But what Meredith and Matt were staring at was the fact that her hair was like Misao’s or Shinichi’s – but reversed. Whereas they had black hair with a crimson fringe on the bottom, this woman had crimson hair – yards and yards of it, with a black fringe al around it. Not only that, but she had delicate black fox ears emerging from the crimson hair, and a long sleek crimson tail, tipped with black. â€Å"Obaasan?†Matt gasped in disbelief. â€Å"Inari!†Meredith snapped. The lovely creature didn’t even look at them. She was staring at Theo in contempt. â€Å"Tiny witch of a tiny town,†she said. â€Å"You’ve used nearly al your Power just to stand up to my level. What good are you?† â€Å"I have very smal Powers,†Theo agreed. â€Å"But if the town is worthless, why has it taken you so long to destroy it? Why have you watched others try – or were they all your pawns, Inari? Katherine, Klaus, poor young Tyler – were they your pawns, Kitsune Goddess?† Inari laughed – Stillthat chiming, girlish giggling, behind her fingers. â€Å"I don’t need pawns! Shinichi and Misao are my bond-servants, as al kitsune are! If I have left them some freedom, it has been so they can get experience. We’l go on to larger cities now, and ravage them.† â€Å"You have to take Fel ‘s Church first,†Theo said steadily. â€Å"And I won’t let you do that.† â€Å"You Stilldon’t understand, do you? You are a human, with almost no Power left! Mine is the largest star bal in the worlds! I am a Goddess!† Theo lowered her head, then lifted it to look Inari in the eyes. â€Å"Do you want to know what I think the truth is, Inari?†she said. â€Å"I think that you have come to the end of a long, long, but not immortal life. I think you have dwindled so that at last you need to use a great deal of Power from your star bal – wherever it is – to appear this way. You are a very, very ancient woman and you have been setting children against their own parents, and parents against children across the world because you envy the children’s youth. You have even come to envy Shinichi and Misao, and let them be hurt, as revenge.† Matt and Meredith looked at each other with wide eyes. Inari was breathing rapidly, but it seemed she couldn’t think of anything to say. â€Å"You’ve even pretended to have entered a ‘second childhood’to behave girlishly. But none of it satisfies you, because the plain, sad truth is that you have come to the end of your long, long lifetime – no matter how great your Power. We must al take that final journey, and it is your turn now.† â€Å"Liar!†shrieked Inari, looking for a moment more glorious – more radiant than before. But then Meredith saw why. Her scarlet hair had actual y begun to smolder, framing her face in a dancing red light. And at last she spoke venemously. â€Å"Well, then, if you think this is my last battle, I must be sure to cause al the pain I can. Starting with you, witch.† Meredith and Matt both gasped. They were afraid for Theo, especial y as Inari’s hair was braiding itself into thick ropes like serpents that floated around her head as if she were Medusa. The gasps were a mistake – they attracted Inari’s attention. But she didn’t move. She only said, â€Å"Smel that sweet scent on the wind? A roast sacrifice! I think the result wil be oishii – delicious! But perhaps you two would like to speak to Orime or Isobel one last time. I’m afraid they can’t come out to see you.† Meredith’s heart was pounding violently in her throat, as she realized that the Saitous’house was on fire. It seemed as if there were several smal fires burning, but she was terrified at the implication that Inari had already done something to the mother and daughter. â€Å"No, Matt!†she cried, grabbing Matt’s arm. He would have charged straight at the laughing black-clad woman and tried to attack her feet – and seconds were invaluable now. â€Å"Come help me find them!† Theo came to their aid. Drawing up the white bul whip, she whirled it once around her head and cracked it precisely on Inari’s raised hands, leaving a bloody gash on one. As a furious Inari turned back to her, Meredith and Matt ran. â€Å"The back door,†Matt said as they careered around the side of the house. Up ahead they saw a wooden fence, but no gate. Meredith was just considering using the stave to pole-vault, when Matt panted, â€Å"Here!†and made a cradle of his hands for her to step into. â€Å"I’l boost you over!† Meredith hesitated only an instant. Then, as he skidded to a stop she jumped to place one foot in his inter-locked fingers. Suddenly she was flying upward. She made the most of it, landing, catlike, on the fence’s flat top, and then jumping down. She could hear Matt scrambling up the fence as she was suddenly surrounded by black smoke. She jumped backward three feet and yel ed, â€Å"Matt, the smoke is dangerous! Get low; hold your breath. Stay outside to help them when I bring them out!† Meredith had no idea whether Matt would listen to her or not, but she obeyed her own rules, crouching low, breath held, opening her eyes briefly to try to find the door. Then she almost jumped out of her skin at the sound of an axe crashing into wood, of wood splintering, and of the axe crashing again. She opened her eyes and saw that Matt hadn’t listened to her, but she was glad because he’d found the door. His face was black with soot. â€Å"It was locked,†he explained, hefting the axe. Any optimism Meredith might have felt splintered like the door as she looked inside and saw only flames and more flames. My God, she thought, anyone in there is roasting, is probably dead already. But where had that thought come from? Her knowledge or her fear? Meredith couldn’t just stop now. She took a step into searing heat and shouted, â€Å"Isobel! Mrs. Saitou! Where are you?† There was a weak, choking cry. â€Å"That’s the kitchen!†she said. â€Å"Matt, it’s Mrs. Saitou! Please go get her!† Matt obeyed, but threw over his shoulder, â€Å"Don’t you go farther in.† Meredith had to go farther in. She remembered very well where Isobel’s room was. Directly under her â€Å"grandmother’s.† â€Å"Isobel! Isobel! Can you hear me?†Her voice was so low and husky from smoke that she knew she had to keep going. Isobel might be unconscious or too hoarse to answer. Meredith dropped to her knees, crawling on the ground where the air was slightly cooler and more clear. Okay. Isobel’s room. She didn’t want to touch the door handle with her hand, so she wrapped her T-shirt around it. The handle wouldn’t turn. Locked. She didn’t bother to investigate how, she simply turned around and mule-kicked the door right beside the handle. Wood splintered. Another kick, and with a wooden scream the door swung free. Meredith was feeling dizzy now, but she needed to see the entire room. She took two strides in, and – there! Sitting up on the bed in the smoky, hot, but otherwise scrupulously tidy little room was Isobel. As Meredith neared the bed she saw – to her fury – that the girl was tied to the brass headboard with duct tape. Two slashes of the stave took care of that. Then, amazingly, Isobel moved, raising a blackened face up to Meredith’s. That was when Meredith’s fury peaked. The girl had duct tape across her mouth, to prevent her from making any cry for help. Wincing herself to show that she knew this was going to be painful, Meredith grasped the duct tape and stripped it off. Isobel didn’t cry out; instead she took in lungful after lungful of smoky air. Meredith stumbled toward the closet, snatched two identical-looking white shirts, and swerved back to Isobel. There was a ful tumbler of water right beside her, on the nightstand. Meredith wondered if it had been put there deliberately to increase Isobel’s agony, but she didn’t hesitate to use it. She gave Isobel a quick sip, took one herself, and then soaked each shirt. She held one over her own mouth and Isobel mimicked her, holding the wet shirt over her nose and mouth. Then Meredith grabbed her and guided her back to the door. After that it simply became a nightmare journey of crawling and kneeling and choking, pul ing Isobel with her al the time. Meredith thought it would never end, as each inch forward became harder and harder. The stave was an unbearable weight to heave along with her, but she refused to let go of it. It’s precious, her mind said, but is it worth your life? No, Meredith thought. Not my life, but who knows what else wil be out there if I get Isobel into the cool darkness? You’l never get her there if you die because of – an object. It’s not an object! Painful y Meredith used the stave to clear some smoldering debris from her path. It belonged to Grandpa in the time when he was sane. It fits my hand. It’s not just a thing! Have it your own way, the voice said, and disappeared. Meredith was beginning to run into more debris now. Despite the cramping in her lungs, she was sure that she could make it out of the back door. She knew there should be a laundry room on her right. They should be able to feel a space there. And then suddenly in the dark something reared up and struck her a blow on the head. It took her dimming mind a long time to come up with a name for the thing that had hurt her. Armchair. Somehow they’d crawled too far. This was the living room. Meredith was flooded with horror. They’d gone too far – and they couldn’t go out the front door into the midst of magical battle. They would have to backtrack, and this time make sure to find the laundry room, their gate to freedom. Meredith turned around, pul ing Isobel with her, hoping the younger girl would understand what they had to do. She left the stave on the burning living room floor. Elena sobbed to get her breath, even though she was al owing Stefan to help her now. He ran, holding Bonnie by one hand and Elena by the other. Damon was somewhere in front – scouting. It can’t be far now, she kept thinking. Bonnie and I both saw the brightness – we both did. Just then, like a lantern put into a window, Elena saw it again. It’s big, that’s the problem. I keep thinking we should reach it because I have the wrong idea of what size it is in my mind. The closer we get, the bigger it gets. And that’s good for us. We’l need a lot of Power. But we need to get there soon, or it could be al the Power in the universe and it won’t matter. We’l be too late. Shinichi had indicated that they would be too late – but Shinichi had been born a liar. Still, surely just beyond that low branch was†¦ Oh, dear God, she thought. It’s a star ball. How to cite The Return: Midnight Chapter 36, Essay examples

The Peculiarity of Class Stratification

Introduction Nowadays there are only a few communities which can be regarded as non-class societies. There hardly can be found a state which is not characterized by class stratification. Nevertheless, people still cannot agree on basic points concerning class stratification: the definition of class, origins of classes emerging. Advertising We will write a custom essay sample on The Peculiarity of Class Stratification specifically for you for only $16.05 $11/page Learn More Thus, there are several theories explaining what the class is and why did classes appear. The only idea that all people share is that the existence of classes is a specific form of inequality. The essence of this inequality becomes transparent when comparing non-class and class societies. Theories concerning class existence In the first place it can be helpful to focus on the class theories provided by scholars. Thus, conventional Marxist approach to the class definition which can be f ormulated as follows: â€Å"a relationship to the tools, labor and materials needed for necessary productions† (Gailey, 1985, p. 67). Basically, property and access to gaining income determine class stratification (Weber, 1998). However, this approach was developed and rethought be many scholars. For instance, stated that anthropologist Morton Fried, who was regarded as a Marxist approach supporter, transformed the definition and made the major stress on â€Å"unequal access to the basic resources that sustain life† (qtd. in Gailey, 1985, p. 67). As far as the class existence is concerned, some scholars (Fried is one of them) suppose that the major factor of class emerging was population pressure. Gailey (1985) points out that another scholar, Esther Boserup, suggested that the development of agriculture led to population growth, which in its turn caused class stratification. Nevertheless, Gailey (1985) claims that such theories are quite equivocal since population pr essure has little to do with class stratification. For instance, Wrigley argues that European industrial revolution, which is regarded as one of the most potent factors of class stratification, was accompanied by population decrease. Admittedly, the theories differ in some points. However, it is possible to note the thing which they all have in common: class stratification is one of the types of inequality. It is based on certain economical factors.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The difference between the class stratification and other kinds of inequalities To understand the essence of class stratification it is important to juxtapose it to other types of inequality such as gender inequality or status segregation (existence of castes). As has been mentioned above the class stratification is based on economical development of the society. At the same time, gender inequality is â€Å"associated with masculinity† (Gailey, 1987, p. 32). Thus, there are two groups: males and females. Males are regarded as a privileged group. This kind of inequality is based on historical factors. According to Gailey (1987) patriarchic societies grew from the assumption that aggressiveness, strength and power are characteristic features of masculinity, while females were characterized by patience and obedience. Another type of inequality is status inequality, i.e. the existence of castes. It was developed on the basis of ethnic segregation (Weber, 1998). After certain relationships between ethnic groups some started enjoying power and others became deprived of numerous rights. It is important to point out that this kind of inequality is also historically determined. More so, people do not have much of a choice, they are born to pertain to certain group. After having compared the three types of inequality it possible to state that class stratification is more flexible. For instance, an individual can pertain to one class when born and then appear in many classes throughout his her life. Thus, a person can be born in a poor family than obtain certain education and even become a white-collar worker, then becoming a rich person. Of course, the person can become a bankrupt and these transformations can take place many times. Admittedly, as far as gender and ethnic segregation are concerned, such shifts from one group to another are much more difficult to implement. Class and non-class societies Of course, it may seem that the modern world is full of such inequalities. Nevertheless, there were times when there were no classes. In fact, even nowadays it is possible to find communities which live in non-class societies. The main difference between class and non-class societies is that class societies are individualistic or individual-oriented and non-class societies are collectivistic, i.e. they are dependent on their collective labor (Leacock, 1982). I n class societies many people do not produce anything but fulfill certain tasks. They buy products for money they gain. In non-class societies people used to produce what they needed and/or changed their goods on something they did not produce but needed. Thus, tribes produced food and could change it for cloths produced by other tribes. Admittedly, nowadays it is hard to imagine that such schemes are possible since the development of societies has led to class stratification.Advertising We will write a custom essay sample on The Peculiarity of Class Stratification specifically for you for only $16.05 $11/page Learn More Conclusion In conclusion, class stratification is based on economical factors. The major factor which influenced the class stratification was the development of societies (mainly economical development). It differs from other types of inequality by its flexibility. Reference List Gailey, C.W. (1985). The State of the State in Anthropol ogy. Dialectical Anthropology, 9(1-4), 65-89. Gailey, C.W. (1987). Evolutionary Perspectives on Gender Hierarchy. In B.B. Hess M.M. Ferree (Eds.), Analyzing Gender: A Handbook of Social Science Research (pp. 32-68). Beverly Hills: Sage Publications. Leacock, E.B. (1982). Relations of Production in Band Society. In E.B. Leacock R.B. Lee (Eds.), Politics and History in Band Societies (pp. 159-171). New York: CUP. Weber, M. (1998). Class, Status, Party. In R.F. Levine (Ed.), Social Class and Stratification: Classic Statements and Theoretical Debates (pp. 43-57). Boston: Rowman Littlefield. This essay on The Peculiarity of Class Stratification was written and submitted by user Celeste K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Essay on Texting Essays

Essay on Texting Essays Essay on Texting Essay Essay on Texting Essay Texting Helping or Hindering In the essay Does Texting Affect Writing written by a student from Marywood University the question was asked if how students communicate is being effected by texting. The author made a very good argument that she believed it didnt. She went through great research to answer the question that we have all asked at one point in time. This process was done through speaking with teachers, friends and students to see if texting affected their ability to write in school. I would have to agree I dont elieve that texting is the reason for poor communication among kids today, that it has its purpose and place. I am on that text a lot and would say that through texting I have improved my writing ability. I often catch myself in texting actually spelling and using correct grammar when sending a message. In the article written the first thing the author points out is not that texting itself is not the problem, but that the language or abbreviations that were being used. That it could have a impact on a persons ability to communicate when writing. In an article ritten in USA Today entitled Texting, Testing Destroys Kids Writing Style The author blames the use of acronyms and Anthony Fulton: There are a few clarity issues (l am on that text a lot), but your position is still clear. shorthand in text messages for students inability to spell and ultimately write well. It was also mentioned that emotions through text could not be effetely conveyed without the use of symbols and smiley faces. The teachers interviewed also felt as if we were raising a whole generation without proper communication skills. This sparked a whole new debate on texting and its use amongst students in school. Many said that the perceived declined in writing abilities was due the increase of texting. To gain a more personal prospective the Author interviewed two former teachers and seven students to get their prospective on this. To allow the students to have their own opinion a list of questions was asked, such as how long they had been texting, how often they texted; what types of abbreviations they used most often and how ften they used them; and whether they noticed themselves using any type of text speak in their formal writing. The same questions were posed to the two teachers. It was a surprise to the author how different the responses of the teachers and students were. To help better understand all the data collected the author had to do more research and gather some twenty writings of some papers from a first year writing course. The objective was to see if students texting writing carried over to their formal writing. After analyzing the samples, the conclusion was made that texting had minimal impact on a students writing ability and actually improved it. That students understood that it was a time and place for the texting language they used. That each person interviewed agreed and understood this. That to compensate for the language. This allowed their points to be conveyed at the same time maximizing the time they had. Teachers felt that it allowed them to actually broaden how they communicated and actually helped. Anthony Fulton: The summary is accurate and objective. I would have to say that from personal experience the language I use in text have their proper places it should not and would not be used to communicate in my formal writing. For example, though we will say lol is not appropriate in a conventional learning environment that for sake of time in texting world it serves its purpose. That texting has not hindered my writing but has had a positive impact on how I write Work Cited Bullock, Richard. The Norton Field Guide to Writing. 3rd Ed. New York: Norton, 2013. Print.

Dwarf Planet Haumea and the Outer Solar System

Dwarf Planet Haumea and the Outer Solar System Theres an odd little world in the outer solar system called 136108 Haumea, or Haumea (for short). It orbits the Sun as part of the Kuiper Belt, far beyond the orbit of Neptune and in the same general region as Pluto. Planet searchers have been observing that region for years now, looking for other worlds. It turns out there are many of them out there, but none have been found - yet - as weird as Haumea. Its less like a sedately orbiting planet and more like a wildly spinning top. It lopes around the Sun once every 285 years, whirling madly, end over end. That motion tells planetary scientists that Haumea was sent into that propeller-like orbit by a collision with another body sometime in the past. Stats For a tiny world out in the middle of nowhere, Haumea presents some striking statistics. Its not very big and its shape is oblong, like a fat cigar that is 1920 kilometers long, about 1,500 km wide and 990 kilometers thick. It spins on its axis once every four hours. Its mass is about a third of Plutos, and planetary scientists classify it as a dwarf planet - similar to Pluto. Its more properly listed as a plutoid due to its ice-rock composition and its position in the solar system in the same region as Pluto. It has been observed for decades, although not recognized as a world until its official discovery in 2004 and the announcement in 2005. Mike Brown, of CalTech, was set to announce his teams discovery when they were beaten to the punch by a Spanish team who claimed to have seen it first. However, the Spanish team apparently accessed Browns observing logs just before Brown was set to make his announcement, and they claim to have discovered Haumea first.   The IAU credited the observatory in Spain for the discovery, but not the Spanish team. Brown was given the right to name Haumea and its moons (which is team discovered later).   Collision Family   The fast spinning motion that flips Haumea around as it orbits the Sun is the result of a long-ago collision between at least two objects. Its actually a member of whats called a collisional family which contains objects all created in an impact that took place very early in the solar systems history. The impact shattered the colliding objects and might also have removed much of primordial Haumeas ice, leaving it a largely rocky body with a thin layer of ice. Some measurements indicate that theres water ice on the surface. It appears to be fresh ice, meaning it was deposited within the past 100 million years or so. Ices in the outer solar system are darkened by ultraviolet bombardment, so fresh ice on Haumea implies some kind of activity. However, no one is sure what that would be. More studies are needed to understand this spinning world and its bright surface. Moons and Possible Rings Small as Haumea is, its large enough to have moons (satellites that orbit around it). Astronomers spotted two of them, called 136108 Haumea I Hiiaka and 136108 Hamuea II Namaka. They were found in 2005 by Mike Brown and his team using the Keck Observatory on Maunakea in Hawaii. Hiiaka is the outermost of the two moons and is only 310 kilometers across. It appears to have an icy surface and it might be a fragment of the original Haumea. The other moon, Namaka, orbits closer to Haumea. Its only about 170 kilometers across. Hiiaka orbits Haumea in 49 days, while Namaka takes only 18 days to go once around its parent body. In addition to the small moons, Haumea is thought to have at least one ring surrounding it. No observations have conclusively confirmed this, but eventually astronomers should be able to detect traces of it.   Etymology Astronomer who discover objects get the pleasure of naming them, according to guidelines set up by the International Astronomical Union. In the case of these distant worlds, the IAUs rules suggest that objects in the Kuiper Belt and beyond should be named after mythological beings associated with creation. So, the Brown team went to Hawaiian mythology and selected Haumea, who is the goddess of the island of Hawaii (from where the object was discovered using the Keck telescope). The moons are named after Haumeas daughters. Further Exploration   Its not too likely that a spacecraft would be sent to Haumea in the near future, so planetary scientists will continue to study it using ground-based telescopes and space-based observatories such as Hubble Space Telescope. There have been some preliminary studies aimed at developing a mission to this distant world. It would take a mission nearly 15 years to arrive there. One idea is to have it settle into orbit around Haumea and send back high-resolution images and data. So far, there are no concrete plans for a Haumea mission, although it would certainly be an interesting world to study up-close!

The relation between assessment practices and outcomes of students in Essay

The relation between assessment practices and outcomes of students in foreign language learning - Essay Example The importance of assessment in the process of education cannot be overemphasized (CERI, 2008). Although prior knowledge affects students’ performance positively, yet the effects primarily depend upon the way they have been assessed (Dochy, Segers, and Buehl, 2010). Ensuring equity in the assessment of students’ performance and its interpretation is fundamental to getting the students motivated to achieve high standards in education (ncrel.org, 1997). To identify the performance assessment methods commonly used by teachers for foreign language learning, first a thorough review of literature would be done. Students would be required to mark the importance of the identified performance assessment methods in determining best learning outcome on a scale of 1 to 5 where the values represent â€Å"not important†, â€Å"less important†, â€Å"important†, â€Å"very important† and â€Å"most important† respectively. The performance assessment methods would be classified using the relative importance index. This research would produce useful results both for the teachers and the students. The teachers would be able to identify and implement the best performance assessment method according to the students’ perception whereas the students would be able to optimize on their academic performance. between Classroom Activities, Motivation, and Outcomes in a University Language-Learning Environment. Carnegie Mellon University. Dietrich College Honors Theses. Paper 74. Retrieved from

Governance Research and Analysis Paper Example | Topics and Well Written Essays - 5000 words

Governance and Analysis - Research Paper Example The Nova University was established in 1964 in Fort Lauderdale, Florida. It started as a small college with a small number of students. Initially, it offered graduate programs in physical sciences and social sciences. Gradually, the University also started offering programs in â€Å"law, business, education, computer science, psychology and oceanography†. In 1971, the Nova University was first recognized by the Southern Association of Colleges and Schools (SACS). In 1972, the institution started its first distance-learning program. Gradually, the Nova University grew into a reputed educational centre. Meanwhile, the Southeastern college of Osteopathic Medicine was founded in 1981 in the southeastern part of USA. During the period 1987-1991, this institution began offering courses on â€Å"pharmacy, allied heath, optometry, dental sciences and medical sciences† (Nova Southeastern University 2011). The College continued to expand and came to be known as the Southeastern U niversity of the Health Sciences. In 1994, the Southeastern University of Health Sciences joined with the Nova University and the Nova Southeastern University was born. (Nova Southeastern University 2011) Mission Though the NSU is a private organization, it is not guided by profit making motives. It offers its students a diverse range of academic programs both on its campuses as well as through the distance learning mode. The University encourages its students to pursue academic excellence, research opportunities and engage in intellectual enquiries by way of fruitful interactions with the faculty members. The institution is devoted to serving the society by shaping its students to be future leaders of the community who are capable of shouldering diverse responsibilities. (Nova Southeastern University 2011) Vision The NSU is not under the regulation of the State University System, but has its own identity as an independent University. The Board of Trustees of the NSU has been very c lear and categorical about maintaining the independent status of NSU. The administration, faculty and staff of the NSU provide its students with an independent opportunity to pursue academics of their choice. The educational courses offered by the University have been modified to meet student requirements. (Nova Southeastern University 2011) Values In its continuous pursuit of excellence, the NSU embodies the values of fostering collaboration, engaging in community service and engagement, encouraging diversity, providing educational access, promoting efficiency, encouraging entrepreneurship and innovation, maintaining its commitment towards integrity, ensuring the development of quality academic programs and encouraging active student engagement in scholarship and research. (Nova Southeastern University 2011) Other Relevant Information The NSU offers attractive facilities to its students which contribute significantly in making the University environment stimulating and conducive fo r the purpose of education. (Nova Southeastern University 2011) II. Institutional Leadership The NSU is headed by the President and Chief Executive Officer (CEO) Mr. George L. Hanbury II. NSU also has a Board of Trustees which has established the mission of the University. The Board consists of three types of members. The Board Members include eminent personalities who occupy important positions in the society. Ronald G. Assaf is the present Chairman of the Board Members. The

Feminist Critique of Tess of the DUrbervilles :: Essays Papers

Feminist Critique: Tess of the D'Urbervilles Tess of the D’Urbervilles November 19, 1999 Ellen Rooney presents us with a feminist perspective which addresses a few key conflicts in the story, offering qualification if not answers. Essentially, Rooney argues that: Hardy is unable to represent the meaning of the encounter in The Chase from Tess’s point of view because to present Tess as a speaking subject is to risk the possibility that she may appear as the subject of desire. Yet a figure with no potential as a desiring subject can only formally be said to refuse desire†¦Hardy is blocked in both directions. (466) According to Rooney, we do not hear from Tess in this instance, for if we were to, it would only reinforce the notion of â€Å"Tess the seductress.† Yet, in various versions, Tess is presented as a seductress. Even by her nature as a beautiful women, Hardy presents the reader mixed messages; should we see her as a willing seductress, or as a victim who must suffer because of her body’s e ffects on others? Rooney argues that Hardy never comes to a conclusion on this issue, but â€Å"enables Tess to give over [her body], utterly silenced and purified, not by Hardy’s failure to see that she might speak, but by his unflinching description of the inexorable forces that produce her as the seductive object of the discourses of man† (481). Rooney writes a capable piece of gender criticism, in that it is defined as â€Å"how women have been written.† Gender issues seem permeate the story and the author doesn’t take a definitive stand on them. Rooney attempts to examine what role Tess plays in the story, how her interactions with Alec and Angel Clare form her identity, and how she triumphs over her afflictions. Ironically, her biggest affliction is her natural beauty; it’s something men simply cannot pass up, and just by her looks, she becomes seductive. Rooney brings this point up, but much to her credit, does not unleash an attack on Hardy or men because of it. Often feminist critics bear the burden that they are out to â€Å"get† men, yet when there is an apt argument for doing so in Tess, Rooney refrains and simply addresses the issues. Overall, her article was quite helpful in addressing the most resonate conflict in the whole story.

Disabilities: Autism and Students Kimberly

There are many disabilities that students have that may impact their lives and education. These disabilities include intellectual disabilities, autism, severe disabilities and multiple disabilities. Although the exact causes of some of these disabilities are unknown, others have been identified. This paper will discuss what these disabilities are, their causes, their impact on student’s education, and curriculum areas necessary for these students. Definitions and Causes Intellectual disability (ID) used to be known as mental retardation.The terminology changed in 2010 when President Obama signed into law, Rosa’s Law (intellectual, 2011). Intellectual disability is defined according to IDEA as significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period (before age 18), that affects a child’s educational performance (intellectual, 2011). The most common causes of intellectual disabilities are; problems during development (chromosomal abnormalities, maternal illness and infections such as rubella and syphilis or drug and alcohol abuse).Genetic conditions can also cause intellectual disabilities because of abnormal genes that are inherited by parents, errors when genes combine or other reasons (intellectual, 2011). Some examples of genetic conditions are Down syndrome, fragile X syndrome and phenylketonuria (PKU) (intellectual, 2011). Problems at birth for instance a lack of oxygen during development, labor or birth can cause intellectual disabilities, just as diseases like whopping cough, measles or meningitis can (intellectual, 2011).There are also health issues like malnutrition, inadequate medical care or exposure to lead and mercury that can cause this disability (Intellectual, 2011). Autism used to be subtyped by one of four different disorders: autistic disorder, childhood disintegrative disorder, pervasive developmental disorder-not ot herwise specified (PDD-NOS) and Asperger (What is, n. d. ). In May of 2013 the new DSM-5, merged all autism disorders into one umbrella diagnosis of Autism Spectrum Disorder (ASD) (What is, n.d. ).Autism is defined as developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident by age three that adversely affects a child’s educational performance (What is, n. d. ). Other characteristics often associated with autism spectrum disorder are: engaging in repetitive activities, stereotyped movements, and resistance to environmental changes or changes in routine and unusual responses to sensory experiences (What is n. d. ).Autism has no one known cause and since it is a complex disorder with varying severity and symptoms, both genetics and environmental factors may play a part (Causes, n. d. ). Gene changes or mutations by themselves may be responsible for a small number of cases, but most cases seem to be caused by a combination of both gene problems and environmental factors (Causes, n. d. ). These factors include advanced parental age (both mother and father), maternal illness during pregnancy, environmental toxins and difficulties during birth (Causes, n.d. ).No reliable study has shown a link between autism spectrum disorder and the MMR vaccine (Causes, n. d. ). Severe disability is any disability that very significantly interferes physically, mentally, or emotionally with a student’s educational performance (McCabe, 2013). Multiple disabilities as defined by IDEA are simultaneous impairments which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments (IDEAs, 2013).Examples are but not limited to: ID and blindness or ID and a physical impairment. The causes of severe and multiple disabilities are basically the same as the causes listed for the other disabilities covered in this paper: infection or disease s during pregnancy, drug and alcohol abuse during pregnancy, genetic disorders, chromosomal abnormalities, poor brain development, problems during birth, environmental toxins, and diseases such as whopping cough or meningitis (Multiple, 2013).The impact of having an intellectual disability on education varies among these students as do their abilities vary. They may take longer to reach typical milestones like: walking, talking (some may not become verbal), and taking care of personal needs like dressing or eating independently, and it may also take longer learn in school (Multiple, 2013). In the past it was thought that students with severe disabilities could not learn and were put in programs that only provided basic care and safety (Downing & MacFarland, 2010).Research has shown that individuals with severe disabilities can learn given the opportunity to learn, through direct instruction and watching students without disabilities (Downing & MacFarland, 2010). There is a need for highly trained teachers to instruct students with severe disabilities. Studies suggest that these students learn best in general education classrooms and placement should be based on chronological age when appropriate (Downing & MacFarland, 2010).Students with severe disabilities not only need to learn to eat independently, dress themselves, take care of their bathroom needs (as much as possible) and other self-help tasks, they also need to increase communication, social and safety skills, they need to have access to the core curriculum to acquire academic skills in reading, writing and math (Downing & Mac- Farland, 2010). Later like in high school, students with disabilities need transition services to teach them life skills and skills that can be used for employment (Downing & MacFarland, 2010).The local school district states that they follow the policies and regulations of the Virginia Dept. Of Education (VDOE) which states that they follow the policies and regulations of the fe deral mandates like IDEA and NCLB. Local school districts are required to educate and supply services to severely disabled students in the least restrictive setting with non-disabled students where appropriate to the maximum extent possible (VA code 34. CFR 300. 119) (Special, n. d. ).The VDOE mandates that all local school districts develop an IEP for all students with disabilities who need special education services (IEP, n. d. ). Some of what the IEP should contain to ensure that necessary curriculum areas are addressed are: measureable annual goals, benchmarks or short term objectives both in academic areas and functional performance, special education related services, supplementary aids and services including transition services (IEP, n. d. ).Although the VDOE website does not lay out a specific curriculum plan just for students with severe disabilities, it does state that students with disabilities are to have access to the core curriculum just like non-disabled students (IEP , n. d. ). The face of the typical classroom is changing. Since the signing of NCLB, students with severe disabilities are to be educated with non-disabled where appropriate. Educators need to inform themselves as to what severe disabilities are and their causes. Knowing this information will help teachers better serve their students with disabilities.

All Quiet on the Western Front - 1272 Words

The book, All Quiet on the Western Front by Erich Maria Remarque can be identified with many themes. Whether the theme is loyalty to friends, the unbelievable suffering at the hands of other human beings, or the beauty of nature in contrast to the horrors of war, none of those are as fitting as the theme: betrayal by adults. The manipulation performed by a trusted schoolmaster, the awful treatment done by someone who is called a leader, and parents going along with what society thinks is right versus what their sons want, all are important factors that explain why betrayal by adults is the central idea of this story. In Remarque’s book, the main character, Paul Baà ¼mer and his comrades all have a bitter feeling towards their once†¦show more content†¦He hunted up another piss-a-bed... and quartered him with Tjaden.... Himmelstoss put these two so that one occupied the upper and the other the lower bunk. The man underneath of course had a vile time. The next night th ey were changed over and the lower one put on top so that he could retaliate. That was Himmelstoss’s system of self-education.† (page 45 and 46) This quote proves how terrible of a person Himmelstoss is indeed. What makes it even worse is that he is supposed to be the one pushing the soldiers to be better soldiers and discipline them in the right way. The way he does things, brings out the childish and vengeful sides of the men and that is not something that soldiers should feel for someone who is fighting for the same thing and is on their own squad. Himmelstoss’s actions are considered as betrayal because of the fact that he is supposed to be admired and respected by his comrades, because of his higher rank but instead is hated. Taking advantage of his rank and performing terrible acts, like what he did to Tjaden, only make the young soldiers hesitate to trust adults like him. Betrayal by adults is a common occurrence in Remarque’s story. This betrayal is the worst of all because of the fact that they are their parents. Parents are supposed to comfort their children, and also support them and be on their sides when making tough decisions. In All Quiet on the Western Front, this was not what happened. Deciding whetherShow MoreRelatedAll Quiet of the Western Front756 Words   |  3 PagesPlot Summary: All Quiet on the Western Front Written by Erich Maria Remarque, All Quiet on the Western Front is the tale of a young man by the name of Paul. Paul who is nineteen years old gathers several of his friends from school and together they voluntarily join the army fighting for the Axis alliance. Before they are sent off into actual battle, they are faced with the brutal training camp. Along with this they face the cruelty of the life of a soldier. This made them question the reason forRead MoreAll Quiet on the Western Front700 Words   |  3 PagesThe greatest war novel of all time, All Quiet on the Western Front, by Erich Maria Remarque, is a novel that depicted the hardships of a group of teenagers who enlisted in the German Army during World War 1. Enlisting right out of high school forced the teens to experience things they had never thought of. From the life of a soilder on the front line to troubles with home life, war had managed to once again destroy a group of teenagers. Throughout the novel, we saw the men of the Second CompanyRead MoreAll Quiet On The Western Front1797 Words   |  8 PagesTitle: All Quiet on the Western Front Creator: Erich Maria Remarque Date of Publication: 1929 Class: War Novel Anecdotal Information about Author: -Erich Maria Remarque was conceived on 22 June 1898 into a working people family in the German city of Osnabrà ¼ck to Peter Franz Remark (b. 14 June 1867, Kaiserswerth) and Anna Maria (nà ©e Stallknecht; conceived 21 November 1871, Katernberg). -During World War I, Remarque was recruited into the armed force at 18 years old. On 12 June 1917, heRead MoreAll Quiet on the Western Front943 Words   |  4 Pages The book All Quiet on the Western Front, by Erich Maria Remarque, is about a group of 19 year old young men who are changed by the ways of war. There is paul: the main character; Tjaden: a tall, skinny locksmith, also the biggest eater; Albert Kropp: a lance-corporal and the clearest thinker; Muller: studious, intelligent, and likes school; Leer: has a preference for the girls from the prostitution houses and has a beard; Haie Westhus: a peat-digger, and big in size; Deterring: a peasant, he alwaysRead MoreAll Quiet On The Western Front2393 Words   |  10 PagesAll Quiet on the Western Front: Book Review Erich Maria Remarque, author of All Quiet on the Western Front, actually fought in WWI (Remarque 297). Because of this, he was able to write this book with accurate depictions of the war. He writes how being in combat can really take a toll on a person and affect them in a negative way. He also writes of the pain and suffering that the soldiers must cope with that comes along with living in constant fear and danger. When looking at the title of theRead MoreAll Quiet On The Western Front2085 Words   |  9 PagesThis essay will consider the different effects created by Erich Maria Remarque in his novel All Quiet on the Western Front. As a writer, Remarque unknowingly left his novel open to readers with completely different perspectives, and to various forms of criticism. This undoubtedly meant that every single reader had been affected by the novel in many different ways which unfortunately for Remarque may have been an effect that he never intended. This essay is divided into 5 main sections. Firstly itRead MoreAll Quiet On The Western Front1089 Words   |  5 Pages In Erich Maria Remarque’s novel, All Quiet on the Western Front, human nature is the only abstract periphery between belligerent barbarism and justifiable violence. Through the insipid bombardments that rained shells over the Germans’ heads and noxious implementation of mustard gas, Remarque dexterously misleads the reader into believing that he fights in an apathetic war where all remnants of human nature and identity have been destroyed with the introduction of trench warfare. Through Paul Baumer’sRead MoreAll Quiet On The Western Front1509 Words   |  7 Pagesâ€Å"He fell in October 1918, on a day that was so quiet and still on the whole front, that the army report confined itself to a single sentence: All quiet on the Western Front† (Remarque 296). Paul Baumer, the narrator of All Quiet on the Western Front, enlisted into the German army at a young age of nineteen with a group of friends from school. Kantorek, Paul’s teacher, â€Å"gave us long lectures until the whole of our class went, under his shepherding, to the District Commandant and volunteered† (RemarqueRead MoreAll Quiet On The Western Front1129 Words   |  5 PagesIn Erich Maria Remarque’s All Quiet on the Western Front, soldiers at the front have a better idea than civilians of the true n ature of war because they have experienced the war while civilians have only read about it or listened to government propaganda. Remarque is trying to tell us that only those who experience the war can understand how awful war truly is. In All Quiet on the Western Front, the main character Paul goes back to his home, the people he meets still think that the Germans are winningRead MoreAll Quiet On The Western Front1790 Words   |  8 Pagessmell of cigar smoke, gunpowder, and dirt that filled the air. There was no nationalism; all Paul wanted was survival. World War I was supposed to be about nationalism and the propaganda forced upon the soldiers to feel superiority over other countries, but Paul helps to prove otherwise, as his story tells what is was like to be at the front, and how tough it was to be a soldier. â€Å"All Quiet on the Western Front† portrays war as it was actually experienced, replacing the romantic picture of glory and