Persuasive Letter Essay Example for Free

Persuasive Letter Essay The question of uniforms at school is becoming more pertinent to our society. Wearing a school uniform is a breach of children’s individuality and self expression. Everyone is unique and so making people wear a school uniform takes away their personality. May this be the reason which discourages them from performing to their full potentials? People believe that if students wore their own clothes they would get judged on how they look. However no matter, what you dress in, they will always find a way to pass judgement upon their peers. If it’s not based on the style of clothes you wear, there are many other superficial ways to judge people and form cliques. Uniforms don’t always ensure equality among students. They can actually encourage racism and rivalry between different schools. I tell you that for a fact that not wearing a school uniform actually decreases the number of detentions you get. You may think this sounds stupid, but it is true! Have you ever had one of those bad days where everything seems to go wrong? When something bad happens unexpectedly? Well I’m talking about my friend. The other day she got in trouble because her skirt was too high. Seriously if school uniform was abolished, it wouldn’t lead to this. Detention for such a pointless reason! No way. I surrender That friend was me! We all know that school uniforms are expensive. Uniforms make parent spend money unnecessarily. They tend to be more expensive than the daily clothes we wear, outside of school. Uniforms can cost a lot, especially when more than one child is attending school. Overall, I personally think that school uniforms should be abolished. Uniforms don’t let us express who we really are. They are expensive and often waste a lot of money, when children grow out of them. Please consider taking action on this vital issue. I would truly appreciate it if you would put some time and thought on this case and put my points into consideration.

Literature Review: Are Sunbeds Safer than Natural Sunlight?

Literature Review: Are Sunbeds Safer than Natural Sunlight? The unanswered debate on whether sunbeds are safer than natural sunlight is an ongoing brawl amongst Dermatologists and cancer researches. This topic also raised many other unanswered questions as to how we sunburn, how we can prevent it and what are the repercussions of sunburn. According to Heather Brannon, MD in Dermatology expert (2014), it is the result of the UVB rays that affects the top layer of your skin which causes you to burn red. UVA rays penetrate deeper into the scaffolding of the skin which causes it to age. However both UVA and UVB rays can cause cancerous mutations as they both damage the DNA of the skin cells. Both the UVA and the UVB rays can be found in natural sunlight as well as in a tanning bed. Over exposure to these rays could result in aging, wrinkles, sunspots and in extreme cases cancer. Unfortunately as stated by Brannon, you won’t know the damage that the UV rays have done to your skin until it is already done. Turning a shade of red is an indicator of how much UVB rays have harmed your skin and tells you very little on how many harmful UVA rays have penetrated your skin. Tanning is the result of your body producing the pigmentation melanin which causes the skin to go darker. According to Dr Sam Shuster a research dermatologist at the Newcastle university in Norton England, a tan is your body’s natural way in protecting itself from the harmful rays if the sun. In addition to this the â€Å"UV advantage† written by Dr Michael Holick a professor in medicine and physiology biophysics at the Boston University(2004), The golden rule to tanning is to never burn. Smart tanning has become a must in controlling the amount of UV rays that is absorbed by your body in the tanning process. By reducing the amount of times that you burn it minimizes the risks associated with too much sun or too little sun. Dr Holick believes that this amount of control is far easier on a sunbeds as the amount of UV rays remain the same during the duration of the session. It is also easier to protect your eyes with FDA googles and lips with an SPF lip balm. Holickâ€⠄¢s research has shown that indoor tanners are less likely to burn outdoors than non-tanners as a result of their base tan. Holick is desperate to set right the misleading exaggerated claims that state that sun exposure is bad for you. Holick argues that moderate exposure to artificial or natural UV had powerful benefits in obtaining the amount of vitamin D levels that your body’s needs. Robert P. Heaney, MD, professor of medicine at John Creighton University (2004) supports Holicks outcry. Heaney agrees with Holick as vitamin D is the best way for the body to control abnormal cell growth, therefore aiding in the fight against different types of cancer. Holick is against the misleading information from the American Academy of Dermatology (AADA) that sunbeds are dangerous for one’s health. When in actual fact sunlight whether artificial or natural is the body’s main source of vitamin D that we are so dependent on. Holick states that it is virtually impossible to obtain the amount of vitamin D needed by the body in dietary supplements or pills as it is not enough and will only damage the liver. However after adhering to all that has been stated Holick believes that consumers still need to be aware of the dangers of UV rays and the potential risk of skin cancer. Holick confirms that a few minutes of natural or artificial sunlight several times a week I more than enough to satisfy the right amount of vitamin D that is required by the body. Professor Tim Oliver a medical Oncologist at Barts the London hospital states that fair skinned people will receive maximum vitamin D levels will be met with exposing just your forearms and face for 5-10 minutes in sunlight, three times a week. This is a perfect dosage of sunlight that the sunbed would be able to give you as it is timed and you will not over expose yourself. The amount of exposure time and intensity of UV rays varies according to the different skin types as the different skin types have a different reaction to the exposure of sunlight. Thomas Fitzpatrick, MD of Harvard medical school (1975) developed the classification of skin colour and characteristic scale. He has rated the skin types from a one to six. One being very pale, blue eyes and red or blonde hair with a few freckles, this skin type always burns and never tans. Type two usually in very fair with blonde or red hair, blue or hazel green eyes. This skin type usually burns and tans with difficulty. Type three has a skin undertone of a cream white or olive skin tone; they are fair with any eye and hair colour. This skin type burns mildly but is capable of obtaining a tan by tanning gradually. Type four has a brownish skin typical of a Caucasian or Mediterranean skin type. These people rarely burn and tan with ease. Type five has a dark brown mid-eastern skin type and it burns rarel y. Lastly type six skin tone is a black skin which never burns. Dr Joseph Mercola a recognised osteopathic physician (2013) states that the human life is dependent on sun exposure. According to Mercola, medical literature fails to recognise the benefits of UV exposure as it could prevent deadly diseases such as rickets and osteoporosis. With the insufficient use of sunblock also has an impact of the vitamin D deficient people, especially women. Mercola has done research that proves that women are more likely to have a vitamin D deficiency as a result of cosmetics and makeup that contain an SPF factor. This therefore blocks out 90% of vitamin that would have been absorbed by just wearing makeup. Mercola goes on to say that wearing sunblock every day is not necessary on the days that do not need it. The misuse of this product will do more harm than good in the long run. In contrast to this, the Harvard medical school argues that tanning beds are extremely dangerous as the sunbeds emits the same amount of UVB rays as natural sunlight but three times the amount of UVA rays than natural sunlight. Harvard states that the concentrated bursts of UV rays emitted from sunbeds are more dangerous, as they increase the amount of mutations forming and the damage to the configuration on the human DNA. Studies done by Harvard have shown that tanning has become addictive and the people who tan have shown the same sign of dependence on the sunbed as with other addictive substances. Harvard states that the protection of the base tan, which is your body’s natural way in protecting your skin from the UV rays, has the equivalent amount of protection as a sunblock of SPF4. According to Harvard’s research a tan is the skins reaction to internal mutations, which is a silent shout out from your body, to get out of the sun. Harvard is concerned of the indoor t anning studios promoting bronzers with coconut oil and no SPF factor. This is exceptionally dangerous as people are exposing their bodies to concentrated UV rays with no protection. Similarly the American Academy of Dermatology (AADA) agrees with Harvard and states that an alarming number of 419000 cases of skin cancer a year are reported to being linked to sunbeds. According to the AADA one sunbed session increases the client’s rick of squamous carcinoma by 67% and bascal carcinoma by 29%.In addition to this the AADA have had many reports of clients that have suffered from premature skin aging, eye injuries and various skin cancers as a result of making use of indoor tanning. It has also come to the attention of the academy that the use of sunblock amongst the youth is decreasing while the amount of sunburns is increasing. According to the International agency for research on cancer (IARC) (2009) sunbed aids malignant melanoma, the most dangerous form of skin cancer which could be fatal. The IARC states that you cannot see the damage that the UV rays are capable of straight away as it builds up over time. Using sunbeds before the age of 35 increases your risk of melanoma skin cancer. The IARC makes it very clear that to matter how much UV rays you expose yourself to, there comes a point where your skin cannot go any darker. It will just cause your skin to appear leathery, coarse and wrinkled. Therefore the more sunbed sessions you do the more harmful it is to your skin. According to the IARC sunbeds are no safer than Natural sunlight, as both contain UVA and UVB which causes cancer. As a result of this the agency does not believe that sunbeds are a â€Å"safe† alternative way to tan. In addition to this Tabasum Mir , MD, Manhattan cosmetic dermatologist and ocuplastic surgeon (2003) states that more and more people in their late 20’s are requesting Botox and other chemical peels to address the aging or damage done to their skin as a result of careless exposure to the sun. Mir believes that 80% of sun exposure in a person’s life happens before the age of 18. According to Mir, teenagers are aware of the damage that the sun can do to their skin but it has had little effect to how they make use of sunblock products to protect their skin. â€Å"They seem to believe that they are immune to skin cancer† says Mir. As a result of this more teens are reported to have melanoma skin cancer. This is confirmed by research done by Nancy Silverberg, MD, Dermatologist in California (2003). â€Å"A lot of what is called aging is a result of skin damage† states Silverberg. The unexposed area is smooth and firm, whereas the part of the skin that is exposed to the harmful UV rays is usually wrinkled and saggy. More teens are willing to suffer from sunburn in order to obtain a tan. Brian Diffey an Emeritus professor of photobiology (2013) adds that exposing your skin to UV rays will make your skin more susceptible to age at an alarming rate. This includes photoaging. Diffey suggests that regular use of sunblock should be used early in life as it is the largest contribution toward the overall amount of UV rays penetrating your skin over a life time. Diffey is in favour of using a product that has a broad protection spectrum and the production should also contain a sensory as well as a tactile profile to encourage regular usage. Exposure to UV radiation is believed to increase photoaging and daily application of a sunscreen is thought to mitigate this process. In order to be healthy you need to have a good balance of vitamin D, too much can be toxic and too little could course some life threatening diseases. This is why it is important to realize how sunscreens work. According to the skin cancer foundation (2007) SPF is short for sun protection factor. There are different rating of sunblock that keeps out the majority of the UVB rays SPF 15-93%, SPF30-97%, SPF50-98%.These may seem like negligible differences but it will make a difference if your skin is sun sensitive or if you have a family history of skin cancer. The skin cancer foundation states that sunscreen will only stay effective for 2 hours without reapplication and ensure to apply the sunscreen 30 minutes before exposure. Everyone over the age of 6 month needs to use sunscreen. It is a good idea according to the foundation that if you do sport or swim in the sea that you should use a water resistance sunscreen. According to the Melanoma Skin Cancer Care (2013), as a result of exposing your skin for long periods of time sunspots can develop, as the melanin pigment begins to produce concentrated amounts. Sunspots are a kind of hyperpigmentation, they do not fade in winter and they persist for long periods of time these are often referred to as age spots. People often don’t know the difference states the Melanoma Skin Cancer Care. Freckles on the other hand are completely genetic and they fade during winter. Both freckles and sunspots become visible as the result of the sun therefore it is important that we take precautions to protect yourself according to Cleveland clinic (2011). Too much sun causes damage to your cells and blood vessels. Cleveland clinic want to bring to the attention of sunscreen uses that a combination of sunscreen, shade and clothing needs to be used in order to have maximum protection from the sun. Sunburn can be very painful as it is the body’s way of repairing the damage. Cleveland clinic further explains that the reason why sunburn is so hot and sore is the result of the blood vessels in the local area of the sunburn swelling up, allowing for more blood that is hot from your body’s natural temperature to flow to the area in order for the body’s immune system to repair the damage. Cleveland also states that the reason why your body peels is the result of your skin cells being so severely damaged by the sun that they are destroyed and disposed of by your body’s immune system. Cleveland states further that taking care of your skin and applying a generous amount of sunblock when exposed to the sun is vital to your skins health. A new exciting harmless method of obtaining a tan has been accessible to the public and is completely harmless. According to Daniel Annese the vice president of marketing the North American Estee Lauder products (2003) states that a tan is highly fashionable and the only methods of obtaining a tan without the use of natural sunlight or sunbeds is by using a self-tanner containing dihydroxyacetone. (DHA) The DHA reacts with the proteins in the stratum curium of the epidermis. This gives the client a natural looking tan with their own individual skin undertone to make it look as natural as possible. In conclusion, sunbeds as well as natural sunlight have many advantages as well as disadvantages. Although it is unclear on which one is safest as there has been a lot of misleading information sent out by different organisations and dermatologist that have taken things to the extreme. According to dermatologists UV rays have both negative and positive attributes to them when exposed to them in moderation. As a result of the dangerous UV rays we need to take precautions to protect our skin to avoid sunspots, and cancer.

Issues That Impact Individuals On The Autistic Spectrum

Issues That Impact Individuals On The Autistic Spectrum The purpose of this essay is to discuss the issues that impact on individuals on the autistic spectrum with regards to assessment, intervention, support and inclusion. Autism Spectrum disorder is a complex developmental disability which affects language and communication, social interaction, and flexibility of thought and behaviour. These areas, known as the triad of impairments (Wing Gould, 1979), vary significantly between individuals and children and young people with a range of intellectual abilities can be affected. There may also be accompanying sensory issues, for example to touch, smell, noise, taste or visual stimuli. Although there are wide ranging differences, individuals on the spectrum all have some level of difficulty in social interaction, social communication and imagination. Although the prevalence of ASC is hard to establish, it was recently estimated that it affects approximately 60 in every 10,000 children (Chakrabarti Fombonne, 2005). The additional support needs of children and young people with ASC varies widely. It is possible for some individuals to achieve very well and with limited additional support can access the full curriculum. Others may require specific interventions and strategies to help them learn and develop. Early identification and assessment of a childs additional support needs in relation to ASD is important so that the planning of educational provision and parental support can be facilitated. Assessment is crucial to meeting the needs of any child and for children on the spectrum it is even more important as educational targets should be based on an accurate assessment profile. There is no standard educational assessment or approach as any strategies put in place should consider a childs individual learning style and impact of their autism as well as environmental factors, otherwise the outcome could be inadequate or even detrimental. situation Individual assessment of children with ASD should be based on careful observation and identification of areas which require further investigation. Discussion with parents is vital, as their perspectives and difficulties at home may differ considerably from that of adults in the education setting. Other professionals may be involved to augment the information gathered as collaboration is necessary for the process to develop. The analysis of this information can then be compiled to form a holistic profile. The staged intervention process to identification, assessment and review, is embedded in sound educational practice. Staff plan strategies based on assessment, apply them and review the results in terms of progress made by the child or young person. A child in my care, John, was noted at approximately 2 years of age to be non-verbal. His play was solitary and repetitive. A stage 1 Support Plan was put in place to encourage him to develop sharing, turn-taking and simple co-operative play. He was encouraged to use early communication skills, such as pointing, gesturing and any attempts at spoken language. Following further concerns regarding his lack of communication skills he was referred to a Speech Therapist and he and his mother attended Learning to Talk programme. 2 A Stage 2 Support Plan was put in place as John would only allow one adult to share his space, he would move to different areas of the nursery but resisted attempts of interaction from other adults or children in the room and his play remained solitary and restricted to his favourite toys. Using play based intervention similar to the DIR/Floortime Model (ICDL 2000), and using his interest in cars, staff encouraged John to spend a few minutes at free play sharing his toys. Eye contact was established and he pointed in order to draw attention . Advice was sought from Short Term Advice and Response Team (START), due to ongoing concerns with speech and language and social interaction. They advised putting a photo timetable in place to help John manage and predict his day. A Stage 3 Support Plan was set up and John was referred to the Pre-school Assessment Team (PRE SCAT) for input from Educational Psychology and a Preschool Language and Communication Resource. John attended this resource 3 days per week as well as nursery 2 days per week with input from an Educational Psychologist. He was then referred to the Autism team for assessment. His first spoken words appeared at 4  ½ years. John deferred entry to school for one year. His transition to school was very intensive, visiting regularly to spend time with his class teacher, support staff and to build awareness of his surroundings. John has made significant progress but continues to find changes to his routine difficult to cope with as well as an inability to initiate and sustain interaction with peers. He now attends mainstream school 2 days per week and special school 3 days per week as well as After School Care in my establishment. This outcome would have been unlikely without the support and successful collaboration of staff, other agencies and professionals. 3 The current legislative framework of The Education (Additional Support for Learning) (Scotland) Act 2004 requires schools to meet the needs of all children by helping parents, carers and pupils with ASD understand their strengths and challenges and put strategies in place to support their learning. All children have an equal right to access a broad and balanced curriculum with supports adapted to their needs based on continued assessment, intervention and review. Interventions should have a proven track record of success and allow ongoing evaluation in order to support the continued development of the child or young person. In research conducted by Hunt, Soto, Maier, Doering (2003), a Unified Plans of Support (UPS) team was studied. Children who had a UPS team meeting once a month to assess and re-evaluate existing plans increased in measured test scores. For a child or young person with ASD, the social curriculum is just as important as the academic curriculum. Assessment should consider social and communication skills e.g. social interaction, language and communication, self awareness, independence, play and imagination and emotional understanding. The assessment process should identify key areas for setting educational and future targets. These targets should not be solely academically based. In order to meet the needs of an individual with ASD, there needs to be a balance between purposeful self help and life skills and academic achievement.. 4 The National Autism Plan for Children (NAS, 2003) encourages multi-disciplinary assessment and proposes that family contribution including the childs developmental history and environment and observations from other settings are included. Multi-agency involvement in the assessment process is recommended by the Scottish Intercollegiate Guidelines Network, as it may identify different aspects of ASD and aid accurate diagnosis.'(Assessment, diagnosis and clinical interventions for children and young people with autism spectrum disorders, SIGN 2007). Although diagnosis of an ASD is ultimately the responsibility of health professionals it is not made in isolation and information should be obtained from a wider multi-agency team including parents/carers, speech and language therapists, teachers and educational psychologists. The Psychological Service can contribute to the Getting it Right for Every Child initiative, which focuses on the needs of the child and aims to streamline processes in order to deliver appropriate services thereby helping the child or young person fulfil their full potential. Other appropriate agencies e.g. health and social work services offer advice on and assist in particular and future interventions and strategies. (Educational Psychology Assessment in Scotland, 2005). Input from a Speech Language therapist is usually necessary in order to support children and young people with difficulties in communication skills as well as issues involving eating and drinking. An occupational therapist can assist with c o-ordination and movement difficulties and self-help skill such as washing, dressing and toileting. 5 Willing participation (Henneman E.A., Lee J.L. Cohen J.I. 1995) and a high level of motivation (Molyneux 2001) are central to effective interprofessional collaboration. This involves developing, planning, monitoring and evaluating mutually agreed targets and combining the knowledge and expertise of professionals (Cook G., Gerrish K. Clarke C. 2001) to assist joint decision making based on shared professional opinions (Russell and Hymans 1999, Stapleton 1998). Unless individual practitioners are aware of the role, performance and professional boundaries of others they may not be able to make an effective contribution to any planned strategies. (Bliss J., Cowley S. While A. 2000). Following assessment, an individualised educational programme (IEP) should be developed. Most children will need specific targets and the assessment process will have identified areas of difficulty for the pupil. These can then be prioritised and tackled by setting realistic, specific targets. The IEP should be reviewed regularly and progress against previous targets monitored. There are some children whose additional support needs include one or more complex factors which are likely to continue for more than one year. If they require significant support to be provided by an education authority and one or more appropriate agencies, a Co-ordinated Support Plan (CSP) which is a legal document, is compiled. The CSP focuses on supporting the child to benefit from set educational objectives and assists in the co-ordination of services such as education, health and social work. It should be monitored and reviewed regularly, at least every 12 months. In future, the Scottish Government wants each child to have just one plan covering all their support needs, provided by health, education and social work , in line with Getting it Right for Every Child (GIRFEC ). 6 The physical environment can be difficult to cope with for children with ASD mainly due to sensory difficulties and problems with central coherence. ( Happà ©, F., Frith, U. 2006). It is important for children with a communication impairment to ensure that realistic adjustments are made to limit as many obstacles to learning as possible, for almost any other special need, the classroom only becomes disabling when a demand to perform a given task is made. For the child with autism, disability begins at the door. Hanbury (2007). The environment should be as tidy and free of clutter as possible to reduce the level of anxiety and confusion. Structure and consistancy can reduce stress and in some cases challenging behaviour. Difficult or challenging behaviour is not a part of an autistic spectrum disorder, but it is a common reaction of pupils with these disorders, faced with a confusing world and with limited abilities to communicate their frustrations or control other people. (Jordan Jones 1998). Individual class or group charts may be required as most children on the autistic spectrum respond well to visual timetables. A planned programme taking account of the needs of the childs sensory and processing difficulties should be undertaken as stressful situations can create challenging behaviour (Waterhouse 2000). Speech and language programmes that have been correctly prepared can help improve a childs comprehension and increase their vocabulary which in turn will enhance their social communication skills and correct problems with intonation or articulation (Howlin 1998). The Individuals with Disabilities Act (IDEA), proposes that children with ASD should be educated in as open and inclusive an environment as possible. Although this legislation is necessary and does protect a childs rights to the best education possible, it can create difficulties for teachers. 7 Classroom sizes have been reduced and employment of teachers has been cut. Inclusion laws require teachers to educate children at many different developmental stages. Children with ASD require a variety of teaching strategies in order to meet their individual needs. According to Cumine, Leach Stevenson (1998), many teachers feel they have not received training to instruct children with these kinds of learning disabilities. Strosnider, Lyon, Gartland (1997) state that teachers feel under pressure in carrying out educational plans due to lack of time to collaborate with other professionals and the shortage of special education teachers. Major gaps in training have been recognised at every level and across all sectors and services. It was estimated that half (54%) of teachers who work in this field have little (34%) or no (20%) ASD training. Obstacles cited are release of staff, lack of suitable training and funding (Scottish Government Publication 2009). There are several educational theories associated with ASD. Dr. Bryna Siegels (1996) idea of reinforcement, is that the teacher takes the time to determine a childs main interest. She can then request and reinforce the required behaviour using the object of interest as an incentive. Another teaching technique is applied behaviour analysis and discrete trial training (ABA/DTT). Siegel (2003) describes ABA/DTT as a science that studies how principles of behavioural conditioning can be applied to learning. Siegel suggests that learning can be broken down into small steps, which can be built on each other, and this ultimately will lead to the overall concept. ABA/DTT is highly recommended for children with autism. Shores (2002) research explains the difficulties ASD children have with sensory perception and how they can be helped by using ABA/DTT. It is challenging for a child with ASD to make sense of the different experiences occurring throughout the school day and by applying ABA/DTT this allows the child to focus on smaller quantities of information giving them the opportunity to complete an assignment rather than becoming overwhelmed. 8 The relationship between curriculum and social education can also cause confusion. If a child is placed in a group for project work it is possible he would be so overcome by the social aspect that he would find it extremely difficult to focus on the curriculum aspect. Strosnider, R., Lyon, C., Gartland, D. ,(1997) recognize this overlap as academic, physical and interpersonal skills are all areas of difficulty for the ASD child. Strosnider, et al., (1997) compiled The Academic, Physical and Interpersonal Inclusion Plan (API Inclusion Plan). This plan helps teachers to use brainstorming strategies for each of these areas and is particularly useful if there is no availability of a special needs teacher to collaborate with. Kluth (2003) suggests that the learning environment is itself a strategy. In constructing the best environment Kluth (2003) suggests an aspect that needs to be considered is that of sounds. He uses the familiar example of nails on a chalk board sending a chill down the spine Kluth (2003) states that to a child with ASD every day sounds can have a similar effect. Kluth (2003) promotes the importance of a teacher assessing noise levels and putting strategies in place to exclude excessive noise such as allowing the child to listen to soft music with headsets during class times or using earplugs. Children should be prepared ahead if there are to be changes in their routines, to avoid excessive anxiety. Ozonoff, et al., (2002), elaborate on the suggestion of visual signs for the ASD child. Their research claims that visual instructions and schedules help the child to feel more secure and less stressed so the mind can direct its attention to learning. All of these stress factors must be taken into consideration when assessing which strategies and interventions would be beneficial to the child or young person with ASD. According to Williams (2001), reducing stress and worry, ensuring the environment is predictable and minimizing transitions is crucial to delivering an effective education for the child with ASD. 9 Having considered the environment, other strategies require to be put into place. An approach to education widely used is the Treatment and Education of Autistic and related Communication-handicapped Children program. It is referred to as TEACCH. Ozonoff, Dawson, McPartland (2002) describe this method as a way to build upon the ASD childs memory strengths as many children have the ability to remember large quantities of information on subjects they are interested in. Cumine et al., (1998) indicate that TEACCH has 4 main elements. These include modifying the physical environment, setting visual schedules for the daily activities, verbal explanation of the expectations of type and length of work and verbal and visual presentation of instructions. Strategies used are designed to address the difficulties faced by children with ASD, and be adapted to their needs. TEACCH methodology is embedded in behaviour therapy on the basis that there are underlying reasons, such as lack of understand ing of what is expected of the child or what will happen to them next or sensory under or overstimulation, for their challenging behaviour. By addressing these communication difficulties, the child will be able to express his needs and feelings by other means. In line with Dr Bryna Siegel (1996) Shevitz, Weinfeld, Jeweler, Barnes-Robinson (2003) suggest a program that achieves the concept of maximizing childrens strengths as well as increasing self esteem by using their preoccupation with a favourite item or topic of interest. Social behaviours are necessary for achieving good educational standards as well as successful playground interaction. Myles and Simpson (2001) have entitled this aspect of education The Hidden Curriculum. This includes the basic how tos of living, which are not apparent to children with ASD. Knowing what is appropriate or inappropriate conversation may be foreign to an ASD child. 10 Teachers should be prepared to educate themselves on effective strategies in order to support children with ASD in collaboration with other professionals, support staff and the wider community and agree on appropriate interventions.. Inclusive classrooms give children the opportunity to have their intellectual ability challenged and fostered and it should be the responsibility of all teachers to do whatever is necessary to help these children to achieve success. Inclusion is more than a set of strategies or practices, it is an educational orientation that embraces differences and values the uniqueness that each learner brings to the classroom. (Kluth, 2003. p. 23-24). In conclusion, the increasing focus on early identification and effective intervention is a continual challenge but every child needs to be assessed, have a plan established addressing areas of weakness, and most importantly have a teacher who believes in him and has the desire to learn, implement new strategies and work effectively in collaboration with other professionals and agencies for successful inclusion. This in turn will hopefully give the child with ASD the outcome he needs and deserves. 12 References Anderson, W., Chitwood, S., Hayden, D. (1997). Negotiating the Special Education Maze. Bethesda, MD: Woodbine House, Inc. Bliss J., Cowley S. While A. (2000) Interprofessional working in palliative care in the community:a review of the literature. Journal of Interprofessional Care 14: 281-90. Chakrabarti, S. Fombonne, E. (2005), Pervasive Developmental Disorders in pre-school children: Confirmation of high prevalence. American Journal of Psychiatry, 162(6), 1133-1141 Cook G., Gerrish K. Clarke C. (2001) Decision-making in teams: issues arising from two UK evaluations. Journal of Interprofessional Care 15: 141-51. Cumine, V., Leach, J., Stevenson, G. (1998). Asperger Syndrome A Practical Guide For Teachers. London, England: David Fulton Publishers. Hanbury, M. (2007) Positive Behaviour Strategies to Support Children and Young People with Autism. London: Sage. Happà ©, F., Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36, pp. 5-25. Henneman E.A., Lee J.L. Cohen J.I. (1995) Collaboration: a concept analysis. Journal of Advanced Nursing 21: 103-9. Howlin P. (1998) Children with Autism and Autistic Spectrum Disorders. A Guide for Practitioners and Carers. Chichester: J. Wiley and Sons. Jordan, R. Jones, G. (1999) Meeting the Needs of Children with Autistic Spectrum Disorders. London: David Fulton. Kluth, P. (2003). Youre Going To Love This Kid! Teaching Students with Autism in The Inclusive Classroom. Baltimore, MD: Paul H. Brooks Publishing Co. Molyneux J. (2001) Interprofessional teamworking: what makes teams work well? Journal ofInterprofessional Care 15: 29-35. Myles, B., Simpson, R. (2001). Understanding the Hidden Curriculum: An Essential Social Skill for Children and Youth with Asperger Syndrome. Intervention In School Clinic, 36 (5), 279-291. Ozonoff, S. PhD., Dawson, G. PhD., McPartland, J. (2002). A Parents Guide to Asperger Syndrome High-Functioning Autism. New York, NY: The Guilford Press. Russell K.M. and Hymans D. (1999) Interprofessional education for undergraduate students. Public Health Nursing 16: 254-62. 13 Shevitz, B., Weinfeld, R., Jeweler, S., Barnes-Robinson, L. (2003). Mentoring Empowers Gifted/Learning Disabled Students to Soar! Roeper Review, 26 (1), 37-48. Shore, S. (2002). Understanding the Autism Spectrum-What Teachers Need To Know. Intervention in School Clinic, 36 (5), 293-305. Siegel, B. (1996). The World of the Autistic Child. New York, NY: Oxford University Press. Siegel, B. (2003). Helping Children with Autism Learn. New York, NY: Oxford University Press. Stapleton S.R. (1998) Team-building: making collaborative practice work. Journal of Nurse-Midwifery 43: 12-8. Strosnider, R., Lyon, C., Gartland, D. (1997). Including Students with Disabilities into the Regular Classroom. Education, 117 (4), 611-622. Waterhouse S. (2000) A Positive Approach to Autism. London: Jessica Kingsley. Williams, K. (2001). Understanding the Student with Asperger Syndrome: Guidelines for Teachers. Intervention in School Clinic 36 (5), 287-298 Wing, L. Gould, J. (1979) Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification, Journal of Autism and Developmental Disorders, 9 11-29

Hitler and the Aestheticization of Politics Essay -- propaganda, nazism

Introduction One of the reasons behind the success of the Nazi Party in taking over Germany is on its extensive use of propaganda. Adolf Hitler, known for his penchant for populism, rendered the strong impact of images, films and other materials attributed to Nazism as essential for the political success of the Nazi Party and its agenda for Germany. As an authoritarian leader, Hitler saw the importance of extracting the patronage of the Germans not through forceful means, but through convincing and motivating measures that enticed their mental faculties. To make such a vision possible, Hitler commissioned the talents of filmmaker Leni Riefenstahl – one of the most brilliant at the time, to create a movie that promoted Nazism not necessarily in a critical manner, but more on cultivating their blind adherence towards the Nazi Party. The result, Triumph of the Will, is a documentary film masterpiece that presented the magnanimity of the Nazi Party in a grandiose manner, complete with rich ae sthetics enhanced with the latest film technology at the time. While Triumph of the Will has garnered strong acclaim as a magnum opus of its period, critics have assailed it for aggrandizing Nazi politics and its presumed ability to arouse sympathy towards Nazism. Thus, the assertion made by Walter Benjamin on the â€Å"aestheticization of politics† under German fascism has stood as an important premise to clarify and consider in understanding the significance of Triumph of the Will (Benjamin 217-252; Riefenstahl). The â€Å"Aestheticization of Politics† under German Fascism Benjamin noted one of the most notable characteristics of the Nazi regime – that of the â€Å"aestheticization of politics† under German fascism. In the simplest sense, Benjamin underlined... ...m that the aesthetic techniques used in Triumph of the Will is exclusive to Nazism, as those may also apply to represent other ideologies subject to changes in the stimuli of people and breakthroughs in media technology. After all, what made Triumph of the Will distinctly Nazi in nature is the fact that it used multifaceted Nazi propaganda; the aesthetic techniques used therein – set apart from the propaganda, could also apply to other ideologies. Works Cited Benjamin, Walter. "The Work of Art in the Age of Mechanical Production." Illuminations. Ed. Harry Zohn. New York: Schocken, 1969. 217-252. Print. Spielvogel, Jackson. Hitler and Nazi Germany: A History. 6th ed. United Kingdom: Pearson, 2009. Print. Triumph of the Will. Dir. Leni Riefenstahl. Perf. Adolf Hitler, Heinrich Himmler, Victor Lutze, various Nazi leaders. Universum Film AG, 1935. DVD.

William T. Sherman Essay examples -- essays research papers

William T. Sherman SHERMAN, William Tecumseh (1820-91). Ranked second only to General Ulysses S. Grant as the greatest Northern commander in the American Civil War, Gen. William Tecumseh Sherman was a master of modern warfare. Like Grant, Sherman was born in Ohio when it was a frontier state. He was named Tecumseh for the Shawnee Indian chief who had terrorized that region a few years earlier. Sherman was born on Feb. 8, 1820, in Lancaster, Ohio. His father died when he was 9 years old. Most of the 11 children in the family were distributed among the relatives and friends. He was adopted by Thomas Ewing. After attending an academy at Lancaster, Sherman entered West Point. During the Mexican War he saw service in California. In 1853 he resigned his commission for a business, legal, and educational career. When Louisiana seceded from the Union, he was head of the state military academy (now Louisiana State University). He resigned his position and rejoined the army in May 1861. He was commissioned a colonel of volunteers and commanded a brigade in the first battle of Bull Run, on July 21, 1861. Three months later he was given charge of the Department of the Ohio (River). On taking over his new command he reported that 200,000 men would be needed to carry on a successful campaign in that region. Newspapers said that Sherman was crazy. Time proved him right, but popular protest cost him his command. Sherman's military genius was so outstanding that he could not long be k...

Nineteen Eighty Four †Dystopian Society Essay

In the novel â€Å"Nineteen Eighty-Four† George Orwell created the dystopian society of Oceania, where the government has complete control of the language used by citizens. Aside from individuals of lower social class called the â€Å"Proles,† the â€Å"Party† constantly watches everyone. In an attempt to eliminate any chances of rebellion against the Party, they created the new language of â€Å"Newspeak. † Newspeak eliminates any controversial words along with all synonyms, antonyms and verbs. By doing this, the government has gained the power of meaning. Syme, a specialist in Newspeak tells the main character Winston exactly what control Newspeak has allowed the Party to have. â€Å"Don’t you see the whole aim of Newspeak is the narrow the range of thought? In the end we shall all make thoughtcrime literally impossible, because there will be no words in which to express it. † (Orwell 54). Along with that, the Party also has complete control of written language by altering history related documents to match the history that is in favor of this political power. The altering of these documents is what happens to be Winston’s job. While at work Winston pondered the power of being able to control the past, coming to a startling realization. As written by the narrator of the novel, â€Å"the past, he reflected had not only been altered, it had actually been destroyed. For how could you establish even the most obvious fact when there existed no record outside your own memory? † (Orwell 36). On top of being historically mislead, citizens are restricted of express any thought of their own or any way to voice against the Party. When you no truthful record for the past, the past doesn’t exist. When you have no words to associate with a meaning, the meaning behind the word then vanishes just like the political history of Oceania. For these reasons, a society with government restricted verbal and written language is one that proves to be dystopian.

Representation of Sex and Gender in the Film Goldfinger Essay

â€Å"My Name is Bond, James Bond. † A film franchise that has spanned for a better part of this century has been engrained to generations, young, old, men and women. Bond’s suave outlook, dominating presence, and alluring sex appeal has engrained among generations how a man should conduct himself – a man’s man, and has also engrained the stereotype of how women are in this world. What are their roles, their functions and how should they be treated. In the years of the Bond movies, Bond has either pushed or represented the present times’ view on gender issues and relationships. When taken a closer look, it can be surmised that one can see the chronological progression of sex and gender issues and relationships when watching the entire 007 film franchise – how it has been in the past and how it has progressed. This paper aims to examine the existing on screen relationships within gender relations as depicted in James Bond movies. In particular, focus is given towards the women of James Bond in the various films of James Bond, especially those that are represented in the movie Goldfinger. On the other hand, focus will also be given on the variety of women shown in other James Bond movies and how they depict women and how they are able to represent the current culture towards interactions between women and men, and the roles they play in society. In addition, the paper also dips into how women represent the typical ‘Bond Girls’ and what role do they take in the plot of Bond movies. The study develops its arguments via a comprehensive discussion on the subject matter, utilizing cited references and integrating them with each other in order to churn out an effective analysis of the points of the study. Studies acquired for this research will be primarily acquired from UK sources but is not limited to and can acquire US/other sources as need be. There is no particular limit to the age of the publication, just as long as it is written based on the James Bond, the interpretation of women in these films, gender theory, and other studies that may be deemed necessary for the study. As a last point, a conclusion will be presented summarizing the key points of the paper. The methodology of acquiring the desired results will utilize qualitative analysis. The qualitative analysis presents an advantage as it adheres to the concept of individuality in terms that each person or group is expected to have varying interpretations of the situation that person or the group is immersed in. This provides for a more in-depth analysis for the study as the qualitative portion of the study focuses more on the inner psyche of the individual/group and acknowledges the point that individuals and groups have different opinions on the issue/topic. It is the responsibility then of the researcher to merge these existing thoughts into a cohesive interpretation that is representative of the entire subject base. James Bond and his counterparts My name is Bond, James Bond On hindsight, the variety of 007 films that was released over the years represent how majority of society (i. e. American and British society) sees masculinity and femininity and how it has progressed throughout the decades. Bond’s representation in Goldfinger presents the deepest and most innate desires of how men see themselves and how women want their men to see, act and feel. In addition to this, the personas portrayed by women acting in Goldfinger had presented the different variations of women in their time. Their On screen relationships with the secret agent project deep-seated cultural conventions that involves mainly romance and sexual interaction between men and women that add how bond films are able to provide a mirror image of cultural fantasies and realities of modern man and woman in film and in society. It can be said that the bond movie series has taken society by storm because of the reason that they have a similarity to human fantasies and wishful thinking. The movies in a way, has defined the dreams and paranoia a particular group of 007 fanatics and within a given timeline in history (Lindner, 2003). The characters played in 007 films feed on human fantasy components desired by humans on earth such as fast cars, hard alcoholic beverages, high stakes gambling, and powerful weaponry at a moment’s notice, handsome secret agents and beautiful women at their side. When the movies were first released at 1962 onwards, 007 had appeared on the silver screen with an average of two years per interval. Sean Connery filled up the role as James Bond in the movie Goldfinger, keeping in mind how Ian Fleming had envisioned James Bond in real life. His suave attire and commanding look, although was totally different as that of a real-life spy, tapped into the imagination and perception of people at that time on how a spy or a secret should look and feel. On the other hand, following Dalton’s depiction, there was a gap of six years while Bond’s representation was re-developed and reconstructed for the 1990s post Cold War political climate in Britain and the U. S. In mid 1994, the actor Pierce Brosnan was identified to take over the role of 007 (Brosnan, 1995). But even with these changes occurring, the secret agent that is James Bond has essentially remained unswerving all throughout the movies series history (more than 40 years). The secret agent has never aged, never gotten seriously injured, never stopped drinking and more importantly has never stopped chasing the opportunity to be intimate with a sexiest and coincidentally the most intelligent women around. James Bond has become the quintessential suave secret agent, completely opposite as that of real-life secret agents, dry wit and capable intelligence officer serving for king and country. On the other hand, categorization of James Bond has naturally varied from actor to actor during the entire 40 year history and has mainly been coupled with the current social and political climates and values of the times (Lindner, 2003).