Essay about Immigration’s Benefit To Canada - 541 Words

Immigration is of great economic and social benefit to Canada. It’s an important role in developing our economy, and it shapes the nation into a multicultural nation. Immigration is a significant role in building our economy, providing growth in the labor force, making a strong economy, and becoming a multicultural nation. Immigration provides very constant growth in the labor force, which is helping the Canadian labor market. With the amount of immigrants coming into Canada, there is an increase of jobs being taken in the Canadian labor force. They make up to 70% of labor force and most likely will increase higher percent in the future. The immigrants who have provided their needs for the Canadian labor market for growth and its success†¦show more content†¦Since most of the immigrants are skilled, Canada is able to rely on them and employ them for their most important jobs throughout the labor market, which is helping the economy grow constantly. Canada adopted multiculturalism as an official policy, which allows the value and dignity of all Canadians, regardless of their racial origins, language or religious affiliations. Plus the status of two official languages, French and English. Canada promotes multiculturalism by encouraging Canadians to participate in all aspects of life. Regardless of their background, anyone can participate in social, cultural, economic, and political affairs. Everyone is equal to one another. Everyone has the right to be heard. These rights are provided to us through our Canadian constitution and our charter of rights and freedoms. Some people come to Canada and have a history of hate towards an ethnic group. Promoting hatred is not permitted in Canada. You have the right to have your own ethnicity in Canada but you must also respect others right to do the same. Canada has experienced racial and ethnic tensions. But the majority of Canadians are fair minded. We will accept and respect them that wil l accept and respect us. The Charter of Rights and Freedoms protects the freedom of religious expression. For those who are new comers to Canada, you may contribute to this country’s diversity. But you need to be prepared to live in aShow MoreRelatedIllegal Immigration And The United States1481 Words   |  6 Pageseconomic cost and benefits and ideological theories by reviewing the subjective effects of these issues on distinctive kinds of votes on immigration policy. I must say that immigration policy consists of many distinct issues; in this paper, I will capture the legislation on the issue by considering six main types of immigration legislation. The six types are: low-skill employment visas, high-skill employment visas, border security, employer restrictions, immigrants’ welfare benefits, and the passagewayRead MoreFor The Past Two Decades, Canadian Population Is Increasingly1439 Words   |  6 PagesFor the past two decades, Canadian population is increasingl y diverse and multicultural by the huge wave of newcomers who will adopt and immerse different â€Å"cultural practices† in contributing to the national development (Parent Clydesdale, 2016). Canada is also one of the first countries in the world that has issued multicultural official policy since 1971. The concept of multiculturalism is referred to academic views about the equality and respect for variant cultures, religions, races and behavioursRead MoreEffects of Immigration on the Economy Essay1387 Words   |  6 Pagesentered this country legally each year and about another 500,000 entered illegally. Immigrants from Latin America (including Mexico) account for 54% of all immigrants, compared to 18% in 1970. Asians account for 27% compared to 9% in 1970. Europe and Canada decreased from 68% in 1970 to 15% today. (Terrazas 2009) According to a 2007 Gallop poll 46% of Americans, believe that immigrants are making the economic situation worse. On the other hand, yearly we gain between one billion and 10 billionRead MoreMulticulturalism and the Canadian identity Essay2320 Words   |  10 PagesMulticulturalism and the Canadian identity. Introduction What is Canada? What is a Canadian? Canada, to employ Voltaires analogy, is nothing but â€Å"a few acres of snow.†. Of course, the philosopher spoke of New France, when he made that analogy. More recently, a former Prime Minister, Joe Clark, said that the country was nothing but a â€Å"community of communities†. Both these images have helped us, in one way or another, try to interpret what could define this country. On the other hand, a CanadianRead MoreInternational Migration in South America Essay5777 Words   |  24 Pagespeople. One of the basic elements of international migration is possibility of nations to compare statistics and decide if to migrate or to stay in their country. If the people decided to migrate to the new country they can be for the new country benefit in way, that they can have some special skills, which are needed in the certain country. On the other hand the poeple can cause the country many macro and micro economics problems. Also the domestic country of the emigrants losses the labour skilled

The Romney-Ryan campaign presents its advertisement Strong...

The Romney-Ryan campaign presents its advertisement Strong America as an appeal to logos, which is intended to convince its audience by reasoned argument. In conformance with the teachings of Jib Fowles in his â€Å"Advertising’s 15 Basis Appeals†, the political advertisement is, really, though, an appeal to pathos or its audience’s more easily moved passions. If the ad makes any ethos appeals at all, these appeals are co-opted as subtleties or subliminal suggestions within its more overwhelming overt pandering. Strong America was released in wake of the Obama administration’s proposal that draconian cuts be made to the U.S. military budget. The ads arguments are broadly directed at the general electorate and, more, specifically, towards its†¦show more content†¦Army General Tommy Franks, U.S. Navy Admiral Timothy Keating, U.S. Army General Hugh Shelton and U.S. Marine Corp General James Conway. 2 of these officers, who are Generals Frank and Conw ay, are quoted either visually or audibly arguing that Obama’s defense cuts are bad policy that threatens America’s security. First, without some qualification, the ad’s statement that â€Å"America’s military leaders agree† is likely to wrongly cause its audience’s hasty generalization that all military leaders agree with its statement in argument here. Moreover, this argumentative conclusion does not even follow from the support of the just 4 cited officers or is, in other words, non sequitur. The political advertisement here argues that the defense cuts will be devastating to the financial security and welfare of American military personnel and their dependents. The officers state, instead, that the cuts are devastating to the nation’s defense preparedness. Overall, one observes here a scare tactic intended to cause the segment of the ad’s audience, which consists of active duty military and their families, into voting again st Obama without any substantiation of its exaggerated claims of potential harm to them from his policies. The sad thing is that this November 6th election eve scare tactic, discrediting of the Mitt Romney campaign’s intellectual integrity, is likely largely wasted anyway. Most military personnel have already voted much earlier by absentee ballot.

Level 3 Childcare †Unit 3 Free Essays

Unit 3 – Supporting Children. E1.. We will write a custom essay sample on Level 3 Childcare – Unit 3 or any similar topic only for you Order Now The five pieces of legislation I have chosen are:- * The United Nations on the Rights of the Child * Human Rights Act 1998 * Children Act 1989 * Data Protection Act 1998 * Framework for Assessment of Children in Need and their Families 2000   E2.. The United Nations on the rights of the child will influence working practices in the setting by ensuring that all  children have a safe, happy childhood despite of their sex, religion, social origin, and where and who they were born.. The Human Right act 1998 will influence working practices in the setting because it has an impact on rights in everyday life such as what you do, your beliefs but it also includes the matters of life and death. There are also most rights which ensure that you don’t damage other people’s rights too. The Children act 1989 will influence working practices in the setting because it includes the welfare of the child,  the parental responsibility which are duties, rights, powers and the responsibilities of parents in respect to their child and the welfare of a ‘child in need’. The Data Protection act 1998 will influence working practices in the setting because it maintains confidential policy  which will not harm the child unless it is a ‘need to know’ basis which can harm the child in any way The Framework for assessment of children in need and their families 2000 will influence working practices in the setting because they analyze, understand and record about what is happening to children and young people in their families and information about the community they live in. E3.. The United Nations on the Rights of the Child – The policies and procedures of this act will help to safeguard the children by treating them differently to treat them equally which makes them feel like they are in an safe environment in they are comfortable and happy in. The Human Right Act 1998 – The policies and procedures of this act will help safeguard the children by taking their parents ‘Human Rights’ into account so their parents can ensure their parents have a safe environment  where they can learn and enjoy. The Children Act 1989 – The policies and procedures of this act will help safeguard the children as the act  is about the welfare of the child which is very important, it is also based on parental responsibility which shows how the child is being looked after by their parents and what happens if they fail to do so as it can harm the child and it also tells us how a ‘child in need’ whose health development is likely to be impaired, provided a service or if the child is disabled. The Data Protection Act 1998 – The policies and procedures of this act will help safeguard the children by ensuring that all the children in the setting are looked after properly by their parents/carers  and not harmed in any way possible, if so serious action will be taken by the social workers and other professionals. The Framework for assessment of children in need and their families 2000 – The policies and procedures of this act will help safeguard the children by keeping a record of the children and other members of their family and they also keep information about their local area/community. E4.. The United Nations on the Rights of the Child – The policies and procedures for this act promote fair, just and inclusive strategies which support the children by taking their sex, religion, social origin, and where and who they were born into account but treating them differently but equally so the child isn’t discriminated and isn’t feeling left out but instead they feel welcome, supported and comfortable in the setting. The Human Right Act 1998 – The policies and procedures for this act promote fair, just and inclusive strategies which support the children by taking the parents everyday rights into consideration so they do not harm the child in any way. The Children Act 1989 – The policies and procedures for this act promote fair, just and inclusive strategies which support the children by looking at all aspects of what  can harm the child or if they have any health development to safeguard. The Data Protection Act 1998 – The policies and procedures for this act promote fair, just and inclusive strategies which support the children because they may put their trust in you after disclosing some information which may harm. If the information does harm the child then you cannot promise the child you can’t tell anyone because action will have to be taken but instead you promise the child to try to make it etter and also you must keep the child informed  of every step so they don’t feel scared. The Framework for assessment of children in need and their families 2000 – The policies and procedures for this act promote fair, just and inclusive strategies which support the children because the professionals  keep all information about the child stored and recorded whilst keeping an eye on them which keeps them up-to-date about the child’s everyday life and what is happening in their community. How to cite Level 3 Childcare – Unit 3, Papers

Ethical Dilemma

Question: 1. If Using a Workplace Example to Maintain Confidentiality ? Answer : Introduction There are ethical dilemmas in every phase of workplaces. Employees at every level face these dilemmas. A complex situation which indulges an apparent conflict which is mental between the employee is known as ethical dilemma (Parsons 2016). Here, the ethical dilemma described is that of the driverless car manufacturers. The developers who evolve self-driven car often face this problem and it is popularly known as Who to kill. The owners of these cars usually aim to save the outside people but in this method, they usually scarify their passengers. People prefer to use these vehicles for public transport but when it comes to themselves, they do not prefer these utilitarian vehicles for themselves (Gunz and Gunz 2014). What is going on The ethical dilemma mentioned here is Who to kill. It is the dilemma of the Car developers who develop the self-driven cars in spite of knowing the disadvantages. The Autonomous vehicles (AVs) have the potential to reduce up to 90% of the accidents happening in todays world. People who were queried in the survey said that they would prefer a self protective vehicle than utilitarian one (Gutman and Grant 2017). The dilemma rising over here is whether the owners should allow AVs for their family members or themselves as well. Here comes the ethical dilemma on four wheels. Various vehicle owners face this dilemma in their profession as well as choosing the vehicle for themselves and their family. What are the facts The AVs are programmed and the way they are programmed should be kept in mind. It has been proved from the surveys that people are willing to buy AVs for public transport but when it comes to themselves, they are not so keen about using the AVs for themselves (Harrison 2014). We are just a decade away from the era where driverless cars will be in trend. It is very essential for the future that their programming is done properly keeping all the advantages and disadvantages in mind. The algorithms should be tested and they should match with the condition of traffic and road. The main question is that how much should the world b dependent on the technology knowing that it can save their lives of few people but at the same time it can kill a few (Jacobowitz and Rogers 2014). What are the ethical and non ethical issues The ethical issue rising over here is how quick the world should move to the driverless vehicle era in spite of knowing the fact that these can save a few lives but at the same time they can take a few lives (Jafarkarimi et al. 2016). The question is whether such vehicles should be allowed on the road. The non-ethical issue with the driverless car is that what programming should be done in order to ensure the safety of all the people. Who is affected The people who tend to use these vehicle are affected the most. The owners do not face any problem as they do not travel in those vehicles. The people who travel in these vehicles are affected by the threat and the owners face the dilemma whether they should go for such vehicles for their own profit in spite of knowing the fact that it can cause harm to the passengers (Parsons 2016). What are the ethical issues and implications The ethical issue here is whether people should trust science with the lives. Driverless cars run without any human assistance so it is a bit diplomatic to trust them. Ethical issue rises with these AVs have to be trusted in spite of their harmful effects on the passengers travelling inside it. These are difficult to imply as they are not very safe for the people who travel inside it. Even though it can increase the safety of road, there are various problem with its implication. What can be done about it These AVs have to be programmed properly in order to make both the road and the passengers safe. People should know the extent to which science can be trusted with peoples lives. The programming has to done in such a way that the system knows how to react in the situation when accidents occur as if a human would be taken to court if he/she would be driving the vehicle (Vasquez 2016). There are options to solve this ethical dilemma. The first thing that can be done to it is that vehicles should be programmed properly in order to ensure full protection of the passengers travelling. Proper laws should made in respect to these AVs for full protection of the pedestrians as well as the passengers. Owners should be aware of all the circumstances that people can face because of these vehicles. The options which suit best for these vehicles and the condition of the road should be implied befor the vehicles are released on the roads of country. Which option is best and why Doing of proper programming is best because this way, all the problems can be solved. Proper programming should be done for these AVs and experts should test before allowing those on the common road. With proper programming and testing, the threats can be reduced and people can be assured about their safety while they travel in these vehicles. Programmers should also keep in mind all the perspective while programming for these (Gutman and Grant 2017). If proper programming and testing is done, science can be trusted for the lives of people. Conclusion Hence, from the above discussion it is concluded that, self driven cars or AVs have many advantages but the ethical dilemma that the owners face due to these are huge and cannot be ignored. The developers who evolve self-driven car often face this problem and it is popularly known as Who to kill. The owners of these cars usually aim to save the outside people but in this method, they usually scarify their passengers. Proper measure should be taken for the safety of people outside as well as inside the AV. References Dinovitzer, R., Gunz, H.P. and Gunz, S.P., 2014. Reconsidering Lawyer Autonomy: The Nexus Between Firm, Lawyer, and Client in Large Commercial Practice.American Business Law Journal,51(3), pp.661-719. Gutman, J. and Grant, J., 2017. Ethical conundrums facing mediators: Comparing processes, identifying challenges and opportunities.Law in Context,35(1), p.101. Harrison, M., 2014. Under Attack: The De-Legitimization of State Ethics Rules in the Face of Prosecutorial Discretion.Geo. J. Legal Ethics,27, p.521. Jacobowitz, J.L. and Rogers, S., 2014. Mindful Ethics-A Pedagogical and Practical Approach to Teaching Legal Ethics, Developing Professional Identity, and Encouraging Civility.. Mary's J. on Legal Malpractice Ethics,4, p.198. Jafarkarimi, H., Saadatdoost, R., Sim, A.T.H. and Hee, J.M., 2016. Behavioral intention in social networking sites ethical dilemmas: An extended model based on Theory of Planned Behavior.Computers in Human Behavior,62, pp.545-561. Parsons, P.J., 2016.Ethics in public relations: A guide to best practice. Kogan Page Publishers. Pope, K.S. and Vasquez, M.J., 2016.Ethics in psychotherapy and counseling: A practical guide. John Wiley Sons. Vitale, S.A., 2014. Dope Dilemmas in a Budding Future Industry: An Examination of the Current Status of Marijuana Legalization in the United States.U. Miami Bus. L. Rev.,23, p.131.

102 Reflection and Intro to Monsters Professor Ramos Blog

102 Reflection and Intro to Monsters Reflection Reflection Reflect on the writing process for your rhetorical analysis. Write for a few minutes on what you learned from writing this essay. Rhetorical Analysis Grading Criteria Critical Thinking Clarity of Writing Close reading of text, understand purpose, audience, and appeals MLA Sources Images and Title Fallacies Continued Fallacy Posters Define and explain the fallacy Give examples How to avoid the fallacy Monsters Introduction We are going to be starting the second and final unit of the course, Monsters. We will read, write, and think critically about monsters of many kinds. Monsters and Monstrosity will provide us the opportunity to learn about a phenomenon that stretches across multiple cultures and time periods. Monsters will also give you a better understanding of both cultural history and the world today. The first half of the course was meant as an introduction to critical thinking. The second half will be the application of critical thinking, through the lens of Monsters and Monstrosity. We will use Monster Theory to analyze monsters and what they represent.   Monsters are all around us. In the movies we watch, the books we write, and in every aspect of life. Monsters are fear inducing. But monsters are also cuddly like Shrek, Cookie Monster, and The Count on Sesame Street. Monsters have always been symbolic creatures, generally representing darkness and evil. The villain for the hero to vanquish. The Latin word  monstrum  refers to both a monster and a sign that something momentous or calamitous is likely to happen.

The 3 biggest reasons you might not be reaching your full potential at work

The 3 biggest reasons you might not be reaching your full potential at work Most of us have ideas about how we’d like our career paths to unfold, including where we’d ultimately like to end up before we hit retirement and the steps we need to take along the way. If you’re being realistic with your vision, you’re also aware that reaching your goals and achieving your preconceived target milestones along the way will take some hard work, dedication, and probably even a little good luck. Like most things in life, it takes real effort to reach the desired results you want in your career- it’s not simply a matter of â€Å"showing up† and waiting for your turn to be successful. If you’re like most of us and are eager to achieve your career goals, then reaching your full potential is an important step to success. Now ask yourself the following question: Are you reaching your full potential at work? If not, it may be holding you back from moving forward in your career journey and keeping you from achieving your target professional milestones- and preventing you from feeling happy and satisfied.If you’re concerned that you may not be reaching your full work potential, consider if any of the following 3 reasons might be standing in your way- and then take active steps to move past them.It’s just a bad fitWhen it comes to your current job, are you a square peg in a company full of round holes? If so, then it might be affecting your ability to reach your full potential. The truth is, fit is an extremely important variable when it comes to gauging your happiness and satisfaction at work, as well as your opportunities for long-term success. Not all corporate cultures are created equal, and finding a company whose mission, brand positioning, and approach to nurturing and developing its employees can mean the difference between a job that brings out the very best in you and one that simply offers a steady paycheck.If you feel there is a fundamental misaligned fit between you and your compa ny place of employment, it may be worth your time to diagnose the problem and see if there’s any hope for successful resolution.Something toxic is in playIs there a specific element at your current job that’s always standing in the way between you and your full potential? This can play out in the form of a toxic person (often a superior or a key decision maker, but maybe even a teammate or colleague) who’s standing in the way of you progressing, taking on new roles and responsibilities, being recognized for your hard work and contributions, and developing your skills and abilities further.It can also be a toxic environment, one in which healthy risk, forward-thinking, and efforts to evolve are frowned upon. In these situations, a low ceiling for growth sits above everyone. Regardless of the toxic source, the outcome is typically the same: you’re kept from evolving as an employee and are unable to fully challenge yourself and discover what you’re tr uly capable of accomplishing.The issue is externalThe truth is, sometimes the reasons for you not reaching your full potential at work have nothing to do with your company or colleagues. Life happens, even while you’re at work, and sometimes you’re dealing with external factors that prevent you from giving your complete and undivided 100% focus and effort to your career. Things like health issues, family stress, a second job, and other life obligations can all compete for your energy and time and make it challenging for you to fully commit to professional growth and development.Don’t feel like this is your fault- even the most talented employees are susceptible to the effects of life on their work. It’s what you do to manage the stresses that come outside of the job that will make all the difference. Employees who can find an appropriate balance- whether by finding a job that fits better into their life or making a plan with a manager to work through a pa rticularly hard time- are best positioned to reaching their full professional potential.Are you reaching your full potential at work? If so, then congratulations! If not, or you’re unsure, then use the information provided here to help you diagnose your situation and figure out a better path forward.

Contemporary Women in Visual Art Essay Example | Topics and Well Written Essays - 1250 words

Contemporary Women in Visual Art - Essay Example However, there is increasing war for fair representation of women in visual art. In the article â€Å"China’s Female Artists Quietly Emerge† by Cotter, this issue is deeply discussed. This paper presents a critical analysis of this article by evaluating its approach, relevant insights, authenticity, viewpoints, and authoritativeness among others. The place of women has been greatly contested in the recent times. As the article presents it, women in China have had no any chance in Chinese visual art for a long time despite their profound talents in different fields of visual arts. Having reached a breaking point, they are presenting their anger by openly defying social norms that enclose men into the world of arts. Cotter uses a rich mix of literature techniques to present her point of view. The article begins with a very interesting and captivating introduction that directly catches the mind of the reader. From the word go, the issue discussed within the article is intr oduced. Xiao Lu demonstrates her anger and protest in a national art gallery by shooting at a mirrored sculpture. It is actually ironical that this was the first Chinese government sponsored exhibition and did not address the role of women in visual art. What she had done was a symbolic explosion that expressed protest among the international art enthusiasts and critics. Indeed Li Xianting, an art critic, criticized the incident as a precursor to the infamous Tiananmen Square protests of 1989. The big issue presented by the article is the position given to women in contemporary art particularly in china. Women, however talented, are rarely given a chance to display their artistic talent, especially in visual arts. Men always take the first preference. Artwork done by women is a rare commodity to find even in large and modernized social settings such as Beijing. Although the article does not have a reference list, most of the information can be traced back to the original source. For instance, the event on the article correlates with later happenings as claimed in the article. A follow up on Tiananmen Square protests of 1989 shows that Xiao Lu protest event at the national gallery could indeed have been a precursor of the Tiananmen Square protests. Further investigation proves that Li Xianting is indeed claimed to be a Godfather of Chinese contemporary avant-garde art. Yin Xuizhen is indeed a contemporary art enthusiast as claimed in the article. These plus other examples prove that though the article does not have a reference list, the information contained therein is authentic and trustworthy. However, the failure to include references in the article has given the author a great deal of flexibility in expressing the main ideas. The main idea is developed from a neutral point without much influence from works of other authors. It can be claimed that the article is written in an idealistic point of view. The article takes on a woman character and develops her c ontribution to the agenda of contemporary visual artwork. The contributions of contemporary visual artists, such as Ms. Xiao, Lin Tianmiao, Yin Xuizhen, and Lu Qing, have been well elaborated, and this expresses the viewpoint clearly. The article presents the issue of contemporary artists in a time in history when gender equality and affirmative actions have received heightened attention. Interestingly, Beijing happens to be a global symbol regarding representation of women issues. The fourth world conference on women took

Unit 2 Discussion board Essay Example | Topics and Well Written Essays - 500 words

Unit 2 Discussion board - Essay Example In this assignment, I am going to discuss about the episode of Enron Company and how their leadership used power to commit one of the heinous corporate crimes in the history of the world besides discussing some of the ethical lapses being committed by the organizational of Enron as well as political leadership of the United States of America. The ENRON scandal started as an accounting scandal however behind there is a whole story of power corruption and misuse of resources and powers to conceal and misrepresent the facts. It was discovered that irregular accounting practices which can easily be characterized as fraud were adopted in order to cover up the declining performance of Enron throughout the 1990’s decade. The major players involved in this whole fraudulent activity included not only the top management of the Enron specially Mr. Kenneth Lay, the CEO of the company and Mr. Jeffery Skilling but major role was also played by Enron’s auditors i.e. Arthur Anderson. The creative accounting behind this whole episode was crafted by opening special purpose entities or limited partnerships which Enron controlled. Resultantly all debts and losses that it suffered were transferred to these SPEs and were not appeared on the financial statements of the Enron. With the help of these SPEs Enron not only got the fre edom to move the currency besides having full anonymity which basically helped them to hide the losses it suffered by dumping them into the financial statements of these Special Purpose Entities Apart from being the involvement of the top executives of the company there were reports which suggested the involvement of the Clinton administration during the 1990s era. (Smith, 2002). Not only the involvement of ENRON into concealing the facts, it was also believed that ENRON executives exceeded their original mandate to involve the company into Political affairs even

Assignments Assignment Example | Topics and Well Written Essays - 750 words - 6

Assignments - Assignment Example It relates an argument that exist between the beer producing company (Miller Coors) and the Boricuas For a positive image. It cites communications between the various parties and assumes a business tone. The writer wants us to understand and feel the tension between the two parties; he quotes specific persons, however, the reader fails to give an opinion on the matter. The two documents offer insightful current information in an understandable format. The first article presents the argument that the installation of the bike corrals will give a solution to the increased demand for bike parking. The writer supports the claim by presenting evidence from sources such as the DOT website and individuals, Aussie Saavedra a 22 year old musician who shares the agony of searching for a bike parking. The writer’s opinion supports the claim that the installation of the bike corrals will ease the parking troubles especially for those that park illegally, by locking their bikes on trees or street signs. The second article is based on the argument that the Coors Light Company produced Beer Cans that offended the Puerto Ricans. The writer goes ahead to clarify his claim by presenting the argument between the Coors and the Boricuas For a positive image. He quotes various statements that each party presented in their defense but supports no party. The first document has clear cut sections that are ideally independent since the writer presents a different idea in each section. The second document, however, has section that overlaps and are dependent on each other making it hard to understand one without reading the other since the dialogue between the two parties seems to flow. The paragraphs in these documents are medium in size and are mutually exclusive but convey the flow of thought. The organization of the documents made it possible to skim through the document and get the gist. The documents are arranged in such a way that the most

The Inclusion For Special Education Needs Students Education Essay

The Inclusion For Special Education Needs Students Education Essay Introduction This essay is divided in to three main parts: the first part discusses the inclusion for special education needs students and specified on inclusion for students with ASD and discuss the role of inclusive policies in school, school managers and staff in generating a positive experience for autistic students; the second part discusses some of the barriers to learning that students with autism might have: including their social impairments, language development and some of other symptoms they might have such as obsession with routine. The third part illustrates how these barriers might be overcome and gives more then one solution such as training for skills and attitude for teachers and students. Making the school experience a positive one for all students with learning difficulties and practically for students with ASD Inclusion is the right for all students regardless of their background or disability and to be given an equal opportunity with non-disabled people in the society inclusion is a process of meshing general and special education reform initiative and strategies to achieve in order to achieve a unified system of public education that incorporates all children and youth as active, fully participating members of the school community, that views diversity as the and that achieve a high quality education for each student by assuring meaningful effective teaching, and necessary support for each student (Ceri,1997, p.53) . Including students with learning difficulties requires supporting them with the services they need to enable them to be included successfully in school. The supporting efforts included forming inclusive policy in schools to give the right for each individual to be included and have equal opportunities (Armstrong, Armstrong, Barton, 2000); trained teachers in dealing with student with learning difficulties; taking into consideration the individuals needs and try to meet them (Lewis, Norwich 2005); having an additional support team in place with an adequate supportive framework, including regular special education assessments in order to assess the progress of the student and to adjust, as necessary, their educational need and the additional support they receive. Managers in schools play a significant role as well in making the school more positive experience for pupils with learning difficulties (Homas, Walker, Webb, 1998). In a line with that, each school should include encouraging p olicy for involving parents in the learning process for their children as this a crucial factor to ensure successful inclusion and then successful leaning to the students (Hornby, 1995;Ceri, 1997). Policy and curriculum Regarding to the school policy, the aim of inclusive policy is to prevent the marginalization for people who experience unfavourable circumstances in life (Vitello, Mithaug, 1998, p24). The role of Inclusive policy in school is to offer educational opportunities to each individual, taking into consideration all their different needs and regardless of their disability, culture or race. . Educations system should be formed on the basis of meeting each individual needs as some students are vary in their needs. A school policy should take into consideration how to address the need for the entire student in the classroom such as gifted and talented students or student with learning difficulties such as children with ASD and apply inclusive curriculum to meet such these students need. In terms of inclusive curriculum the national curriculum council (1990) defined three main roles for developing inclusive curriculum: setting suitable learning challenges. This means that the teacher should facilitate an experience of success by providing students suitable learning for their abilities, not harder and not easier: Responding to pupils diversity learning needs; teacher have to recognize their students need and try to meet all of them; Overcoming potential barriers to learning and assessment for individuals and groups for pupils: some individuals have a special requirement for learning and assessment and if such requirements have not been addressed then students may fail in their learning which could create barriers to learning for them. Therefore, teachers have to meet all these requirements and assess the students progression in the learning process. (National curriculum council, 1990, p.18). The role of school managers To implement inclusion in schools, schools have to consider inclusion as one of the main goal that school have to achieve, with the importance of principals leading the school toward inclusive setting. The school managers have a huge responsibility to ensure inclusion practice in school. They have to make sure that; the inclusion procedures are followed in schools and all the inclusive policies are applied in the classroom. They have to assess whether their staff needs for any further training in order to create a positive learning experience for student with learning difficulties (Eaney, 2006). In line with that, managers have to support the communication between the stockholders inside the school such as between special education coordinator and the subject teacher as it is key element in successful inclusion, as one student stated: It is the teachers [that] are rubbish they know about their subject but they know nothing about us with Aspergers syndrome (Umphrey, Lewis, 2008, p.1 35) this expression from a student in mainstream school who felt that teacher does not understand him. In this case the teachers lack of experience and information may cause the problem. However, this would not put the responsibility away from the teacher but it shows the importance of the communication between the staff in the school for better understanding for students with learning difficulties ((Eaney, 2006; Umphrey, et al., 2008). (Kugelmass, Ainscow, 2005) argued, head teachers and other school managers as leaders are expected to make commitments to all their students, Educating every child is not just about SATs or GCSEs or all of that standards written agenda that the government is so obsessed with, its about turning them [out] as human beings and developing of the skills to enable them to go on learning through their lives and what it is to be a member of the community and so on and so on. (Umphrey,et al., 2008, p.134) for example. A school leader made this commitment. As such, this attitude for school mangers reflects a positive attitude toward inclusion and it is encouraging for school staff to meet their students needs which would lead to here they treat me just like all the other pupils, but also provide the backup that I need to (Thomas, Vaughan, 2004, p.180). A student with learning difficulties in mainstream school made this statement, as it is the main aim for inclusion to give the all the students equal opportunities for learning. As such, school managers are fundamental in determining the success of any mainstreaming school experience for a student with learning difficulties. On the other hand, the opposite is true, If a school manager, or head teacher shows any sign of a negative attitude towards special needs students, this will reflect this negative attitude in the inclusion for student with learning difficulties in school, I think one of the major difficulties is that the senior management team dont really understand about these childrens needs(Umphrey, et al., 2008, p134). This statement was taken from special education coordinator in mainstream school when the head teacher has a negative attitude toward inclusion, indeed in such condition this may lead to exclusion and not inclusion (Umphrey, et al., 2008). Concerning the head teacher negative attitude toward inclusion and special for children with ASD, Praisner (2003) illustrates that such negative attitudes for school leaders could lead him to fail to provide a suitable educational programme and fail to provide the students with the additional services they might need such as, support staff. As co nsequences a negative learning experience for children with learning difficulties might develop. The role of teachers In line with head teacher attitude toward children with learning difficulties, Campbell (2006) argued that, attitude of teachers toward children with learning difficulties is an important in creating a positive learning experience in the school for them. This is for several reasons such as the influence that teachers have over the students attitude and their academic attainment. Indeed, Teachers hold a huge responsibility in making inclusion a successful experience for children with learning difficulties. (Riseser, 2004) summaries teachers responsibilities as followed; teacher have to plan their lessons in a advance in order to ensure a satisfactory improvement for each child in the class room; making the atmosphere of the classroom challenging, encouraging and enjoyable for all the students; seeking each student needs and adapting a suitable teaching methods for individuals; providing easy access to the learning resources and encouraging the student to engage in school activities to gether; monitoring students progressions. In summary, including an inclusive policy in school is significant in making school a positive learning experience for pupils with learning difficulties. Thomas, Loxley (2007) claim that it is important to reform educational policy to ensure it dictates that all members of society should be treated in the same manner and offered the same opportunities in life and this policy should be applied in schools as a part of the society. However I firmly believe developing and maintaining an inclusive policy in schools is a crucial for the inclusion process but that would be conditional upon the practitioner attitude toward students with learning difficulties in the school such as and the degree of training they have had to dealing with these students. They may accept students with learning difficulties in the school physically but do not fully include them Some teachers ignore kids with learning disabilities altogether even though they are in the lessons they are stood separately(Umphrey, et al., 2008, p.134) this statement was taken from learning support assistance in mainstream school. Therefore the responsibility falls on the managers, teachers and all the stockholders in the school in their attitude and training to meet all students needs and to make their inclusion a successful learning experience for them. Inclusion for students with ASD Inclusion for students with ASD is not different from inclusion for students with learning difficulties, which was discussed in the previous part. However, taking into consideration their specific characteristics is important in making schools a positive learning experience for them. ASD is a lifelong developmental disability that affects the way in which a person communicates and related to people around them (Wall, 2010.p.7). The term autism derived form Greek word autos which means self and it was first identified by Kanner in 1943 and then by Hans Asperger in 1944 while they were studying children behaviours (Worth, Rynolds, 2008) and both of these researchers believed that children are born with it. The cause for this disorders is wildly believe to have a biological basis, however the research in this area is still ongoing (Sugden, 2010). (Barnard, Prior, Potter, 2000) carried out a study about the notion of inclusion for autism and they examined this idea in wider context, which include the society and arrived to inclusion can not rely on the interest, commitment and enthusiasm of one or two individuals (Barnard et al, 2000, p.12). They emphasised the essential role for every individual who involved with the child to support the inclusion process. However, that does not mean involving some of the individuals and not all of them would result failing in including for students with ASD. Sugden (2010) stated that involving and training each individual in the school or in the society in which the child is involved in some manner, in a real situation may seem hard to achieve. In terms of education for children with ASD, Moore (2007) stated that autistic children are academically able to learn. As a consequence, he assumed that autistic students should have the ability to cope in mainstream schools. Furthermore, Jordan (2008) added that education should be a useful therapeutic approach for children with ASD, however that would depend on many factors such as, training teacher to teach student with ASD which could make mainstream schools positive learning experiences for children with ASD; using Information and communication technologies (ICT) in teaching pupils with ASD, which could help students with ASD to learn; for students with severe autism, providing them with specialist support may be useful, but that should not segregate them; a suitable curriculum and teaching methods for students with ASD. However, Jordan (2008) claimed that, teaching autistic students is not an easy task for the teacher, as it is, learning for them in our school system is hard and that would be for some of the difficulties they have which will be illustrated in the next part of the assignment such as, difficulties in communication with other people (Umphrey, et al., 2008); the preference for routine (Moore, 2007), predictability and low sensory stimulation; preferred learning style which is sometimes challenging for teachers to teach these students some skills (Jordan, 2005). The next paragraphs will illustrate these symptoms in details. Barriers to inclusion for students with ASD ASD is a lifelong developmental disability as it was illustrated in the definition in the previous part and it is characterised by impairments in social interaction, social imagination and social communication, with these impairments occurring to different degrees in different individuals, leading Wing and Gould (1979) to the establishment of term autistic spectrum disorder to describe a wide range of abilities and disabilities caused by deficiencies in these areas (Umphrey, et al., 2008; Good Schools Guide, 2010). ASD influences individuals in many ways, such as their language development, their ability to interact with other people and the ways in which they deal with routines. They may experience impairment in their language, and it is likely that children with ASD may have delays when they start to speak compared to typically developed children. Even in the usage of language, once their language is developed, it may be not as typically developed child in term of vocabulary they use and in the way they speak (Worth, et al., 2008; Good Schools Guide, 2010). Children with Autism have a problem in developing social relationships, as they can fail to understand the social interaction. Moreover, It is difficult for autistic children to use or even understand, what do social cues are such as non-verbal signals or eye contact mean. This may cause the children with ASD to misunderstand the others and may react improperly to them. Furthermore, children with autism have a deficit in empathy, which is the ability to understand peoples feeling and understand their problem (Moore, 2007; Baron, Cohen, 2008; Umphrey, et al , 2008; Good Schools Guide, 2010) In regarding to the lack of communication skills in children with ASD which could affect their interaction with the people around them, Batten (2005) stated that the inequalities in social interaction and communication between children with ASD and their peers can lead to frustration, bullying and low self-esteem (Batten, 2005, p.93). Since, their lack of understanding of normal forms of communication, such as verbal, non-verbal and cues, it is necessary to communicate with these children in very literal ways in order to avoid any misunderstanding to them, which may cause confusion for them and then might lead to anxiety or frustration. As consequences for this frustration or anxiety, students with ASD may demonstrate different types of behaviours than other children exhibit such as self-injurious behaviours or repetitive movement behaviours, which may affect their interaction with the others and then their inclusion in the school (Batten, 2005). In addition, children with ASD are bound by routines and sameness, such as their need for routine in their everyday lifes activities, such as in playing or in educational time. They do not like the routine to be absent from their activities as they resist any change even to their physical environment such as, in bedroom or classroom and if that happens for any reasons, this may cause for them frustration and distress. Autistic children have imagination impairment and they may engage in doing the same activities such as playing in the same game, repetitively, without showing any lack of interest (Moore, 2007; Baron, et al, 2008; Umphrey, et al, 2008). These kind of characteristics for children with Autism which may lead them to prefer some particular subjects in schools such as since and mathematics for the natural of this subject. Since they have some rules need be followed, at the same time this may lead them to dislike some interpretive subjects such as history (Good Schools Guide, 2010). All of these symptoms for Autistic children verify that they may experience difficulties in learning in the school, beside the fact that some Autistic children also have concurrent attention deficit disorders and/or other conditions, such as epilepsy or dyspraxia, which means that they are faced with significant barriers to their learning (Reid, 2005). However, a huge improvement can be made with autistic children and this improvement can be made through educating them and providing them the suitable learning environment which will require removing the barriers they may face in their learning, which may contribute to their development (Sugden , 2010). On the other hand, students with ASD have strengths and not only weakness. In terms of education some individuals with Aspergers syndrome show a unique performance in particular subjects such as Mathematics or Computer since, and not only in education but also in working life, some companies prefer employees with Aspegers syndrome for their stickiness with routines and obeying the rules. Therefore, educators have to take that into consideration and try to support their talents (Sugden , 2010). The next section will look at the ways in which a child living with ASD can be helped to overcome the barriers that they might face in schools. Overcoming the barriers to learning faced by students with ASD There are multiple issues relating to include children with autism in school, In the top of what have been mentioned about their characteristics, teachers understanding of the disability and their capability to work with children with ASD has a significant impact on including children with ASD (Batten,2005; Reid,2005). An autistic child goes to the front of the dinner queue. A teacher standing nearby tells him not to barge in. The pupil becomes anxious but does not move. The teacher insists that the pupil must not jump the queue. The pupil becomes more and more agitated and hits the teacher (Batten, 2005, p.94), This student was excluded from the school for his behaviour, whereas, this kind of behaviour would be as a result for the students inability to manage and understand this kind of social situation. To avoid exclusion for children with ASD from schools, Schools managers and staff may have to equip themselves and their students by sufficient knowledge to deal with this kind of s ituation in a suitable way. That may happen by training the staff skills and attitude to understand the ASD and how to deal with children with autism in any situation and training the student in how to behave in the classroom and in a social situation (Batten, 2005; Reid, 2005). This could promote their learning and overcome the barriers they may face in mainstream schools. Teachers attitude and training Inclusion for student with ASD requires teachers with an inclusive attitude because they play an important role in including children with learning difficulties such as ASD (Ried, 2007). Some school administrators and teachers are in disagreement with the idea of including pupils with ASD as they claim that, the characteristics that children with ASD demonstrate such as, their inappropriate behaviours would not make their mainstreaming a positive learning experience for them (Connor, 2000, 2006). However, Waddington and Reed, (2005) argue that, it is the teachers negative attitude rather than the students capability to study in mainstream school or the school ability to include them. 2006). It is, therefore, essential that teachers have a positive attitude toward children with ASD. As Cook (2001) argues, however, this can be influenced by different aspects, such as the amount of experience that teachers have in dealing with autistic students, the level of training the teachers have received, the preparation that teachers do in order to meet their autistic students needs in the class room and also the severity with which the autistic child presents themselves. Teachers attitudes to students with ASD is, thus, made up of a variety of different factors, each of which determines how, overall, the teacher deals with the presence of a student with ASD in their classroom. Training teachers is an essential factor for including children with autism, as many teachers are not aware about the spectrum and dont have the ability to deal with children in the spectrum. Indeed, children with autism are varied in their needs (Sugden, 2010), it is, thus, important that teachers are trained to meet all the needs for students with ASD, and in the skills that they may need to deal with these special needs, in order that they can offer a good teaching to these students. In regard to teachers training, Reid (2005) stated that One of the key aspects to ensuring that inclusion is effective in terms of practice is to ensure the tasks that are set for students and the objectives that have to be met actually match the students needs and, importantly, that students have the means to achieve these needs and outcomes (Reid, 2005.P107). Indeed, teachers would be required to have certain skills in order to deal with children with ASD as they have to identify the individuals needs in order to meet them and then, making schools a positive leaning experience for pupils with ASD as they have different needs then the other students do. (Lewis, et al., 2005) put forward three forms of educational needs, the first one is common needs, which are the needs that are shared by all the students; second one, specific needs, which means the needs for groups of students have the same characteristics; third one, unique needs, which are the needs for each individual and not s imilar to any other one. As the idea of individual needs or what is so called distinct needs position in terms of mainstream educational provision for students with ASD is gathering support (Hmphrey, et al , 2008, p.133). Considering the teachers skills, Marks, Shaw-Hegwer, Schrader, Longaker, Peters, Powers, Levine, (2003) argued that the use of antecedent management strategies in the classroom can make it as a positive learning environment for student with ASD and assisting the teacher to increase the chance for learning and reduce the students challenging behaviours. Indeed, by addressing the problems that prevent students with ASD from learning in the classroom such as their challenging behaviour, their chance of leaning in the classroom would increase. As Market et al. (2003) argued, most of autistic students would be able to understand the content of the lessons when their problem are accommodated. In addition, students with ASD can be easily become overwhelmed by the large amount of knowledge and information they may receive in the classroom and they may not be able to recognise the most important information during the lesson in the classroom. Therefore, it is fundamental that teachers have to stress and repeat the important part of the lesson for them (Marks et al., 2003). There are many methods teachers could use to overcome this problem for these students, for example, teachers may use electronic equipment such as a recording machine and videotaping, as it enables the students to access the information as many times as they want. Moreover, teachers may use visual aids such as graphics or mind maps, to help the student visualise the information of the lesson, which can lead to better understanding for the students (Marks et al., 2003). Providing ASD students with some electronic equipment or other methods for learning such as visual aids can be very useful for students living with ASD and may help them to perform better in the classroom (Marks et al., 2003). However, teachers should ensure not to place a very high expectation on Autistic students, because if they could not meet these expectation, this may lead them to anxiety and frustration, which could lead them to demonstrate some impropriate reaction such as, self- injury behaviours or anxiety as a student with ASD once said when he faced anxiety in mainstream school Im upset every second, every second Ive got tears in my eyes (Humphrey, 2008, p.43). One of the major issues that autistic students may face is becoming familiar with the routine of the lesson as students with ASD require always a specific stricter to their activities, which requires that all information is presented in a controlled manner (Marks et al., 2003). Reducing ambiguity is the key element to mange any negative behaviour that might arise as a consequence of the ASD and so lesson planning in a detailed manner can allow the symptoms of the ASD to be controlled, as students know what will be coming in the lesson and what is expected of them (Marks et al., 2003). Training for students with ASD In addition, training students with autism to cope in school is an important for them to experience a positive inclusion in mainstream school setting. This may happen by priming Autistic students to what they could expect in their school time and providing them a timetable of what they should expect every day, every week and every term, which is a good technique of providing these students with antecedent management. Preparing students with ASD to position themselves and assimilate the required information before the beginning of the lesson may allow them to be symptom-free, as this preparation would give them time to recognise and understand what is required from them to do, which may enable them to come to the class, and their school experience, relatively anxiety-free (Marks et al., 2003). Indeed, preparing students with ASD in this way could be important and fruitful in managing their symptom and as consequences that may contribute to a positive learning experience for student wi th ASD. Moreover, as it has been discussed that, individuals with ASD have a social impairment, which can become main barriers for their inclusion in school. As they find social cues are not understandable for them such as body language. Myles and Simpson (2001) called these cues a hidden curriculum. Students have to be trained to understand these social cues and how to understand and respond to any social interaction. (Humphrey, 2008) illustrated one popular method to help autistic students to cope in social situations, which is social stories. The social skills simply describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format (Humphrey, 2008, p.44) and the goal for these stories is to enhance children (change to childrens) understanding to social cues and interaction as it equips the children by some skills, which they can use them in interaction with other people (Humphrey, 2008). The role of school managers Furthermore, school managers have a crucial role to play in including children with autism as it was discussed earlier in this assignment. (Beaney, 2006) classified the school leaders responsibility and put them into four groups. The first one would be the leader positive attitude and their commitment toward inclusion, which can influence the staff and other students as well; communication, empower the school staff and give them the confidence to deal with students with ASD is an important factor in making the school a good learning experience for them, as some school leaders state that Give confidence teachers flourish when they know they are doing well. (Beaney, 2006, p.20); Approach which is the responsibility for school leaders to be in the front position in implementing inclusion and not only just to supervise it; development implementing inclusion in school and providing children with ASD the service they need is really important, however, developing these services, when it is required, as some of the students may develop their symptoms and then developing the degree of training that the teacher has in order to cope with mainstreaming autistic students successfully (Beaney, 2006). In terms of development, school managers should support continuously training courses for their staff, a week every year for example, to ensure a positive attitude for teachers toward children with ASD and to develop their basic skills in dealing with students with ASD, and support any special courses for particular teachers, special education teachers for example, in the schools which enable the teachers to be highly skilled in dealing with autistic students and keep the other staff always up to date with latest information about this spectrum and how to deal with it (Sugden, 2010). All-in-all Cutler (2000) discuss, in order to make the inclusion for autistic children a positive learning experience, a wide range of criteria need to be followed by the school, including a positive commitment made by the managers and the staff to include autistic children in regular classes; an awareness of the managers and staff about the need for the autistic students, ongoing, training for the staff to deal with these needs and continuous training for the student to enable them to overcome their barriers to learning (Humphrey, 2008) ; making links with the family and additional support staff as to the objectives and need of the student (Connor, 1996) as a parent for autistic child state Its good for parents and practitioners to come together and to hear each others views and frustrations. (Beaney, 2006, p.37). When theses conditions are achieved then inclusion for student with ASD is more likely to happen. Inclusion Firstly this essay discusses how the school experience can be made a positive one for students with ASD, including a discussion of the role of inclusive policies in school, school managers and staff in generating this positive experience and It was shown the important of them in making school a positive learning experience for student with learning difficulties such as those with ASD. Then the barriers to learning for autistic students as a result of their condition were discussed, such as difficulties in social interactions, with communication and problems with frustration and anxiety, which may lead the child to demonstrate some extreme behaviours such as self-injury which would be disruptive to their learning in the school. For these barriers some solutions were put forward such as training attitude and skills for teacher and students, accommodating the needs of students with ASD via antecedent management and training the student how to overcome some of the barriers they may face.

Concretions :: essays research papers fc

Dating back to the 18th century concretions have been known as geologic curiosity’s due to the various sizes, shapes and compositions. Concretions have also been thought to be dinosaur eggs, extra-terrestrial debris, human artifacts and animal and plant fossils. Due to these curiosity’s I will try and enlighten you more on these in the following by explaining the process in which they are formed and explaining some locations where they can be found in large outcrops. â€Å"The word "concretion" is derived from the Latin "con"-- meaning "together" -- and "cresco" -- meaning "to grow."† Concretions are hard compact accumulations of mineral matter and are found inside sedimentary rocks. Some examples of this are Sandstone and in some weathered volcanic rock. Concretions come in many different shapes and the most common of the shapes is spherical or disk shaped. Concretions are the most varied-shaped rocks of the sedimentary world. The way concretions come to be is the mineral matter concentrates around the nucleus of a host rock. The nucleus is often organic such as a tooth or leaf or shell or fossil. As the mineral matter concentrates around the nucleus it forms harder zones known as nodules. Concretions are very odd in the sense that they very in size, shape, color and hardness. Often concretions are mistaken for bones, fossils, meteorites and other odd objects. They can be so small that it requires a magnifying glass to be visible or as large as 10 feet in diameter and weigh hundreds of pounds. Concretions can also have somewhat of regular shapes such as boxes, blocks, flat disks, pipes, cannon balls and have even been known to resemble parts of a human body such as a foot or ribs. Concretions are most commonly composed of calcite but sometimes can be composed of iron oxide or iron hydroxide such as goethite. But also concretions can be composed of other minerals ranging from siderite, ankerite, dolomite, pyrite, baryite and gypsum. Concretions form in many different ways. The box shape of some ironstone concretions most often depend on the way a sandstone or shale bed breaks up due to the action of weathering into regular blocks of various sizes. The way in which this separation takes place along natural planes of weakness in a rock such as a horizontal bedding surface and vertical joints. Before this process of separation, as well as during the separation ground water soaks into the rock and circulates through the planes of weakness making the rock more porous.