Social Inequality - 1011 Words

Section I - Dimensions of Social Inequality Begin by identifying yourself on the dimensions commonly associated with social inequalities: social class (income, wealth, (current and intended) education level, occupational prestige (associated with current or planned career), race, ethnicity, and gender. In addition, you might also identify yourself on dimensions associated with less traditional inequalities, such as national origin,, sexual identity or preference, age, weight, able-bodiedness, and so forth. Explain where you fit and how that affects the life chances for you and others like you. Use theoretical concepts and empirical findings from class materials, other relevant research, and archival data sources to describe and analyze†¦show more content†¦By helping others I would help myself. Being 37 years old currently, and in my early 40’s by the time I achieve this goal, I would be at time in my life where the distractions would be minimal. I am a happily married man and most of my children will be out o f the house and on their own. FUTURE SOCIAL INEQUALITIES IN TWENTY YEARS Mortality studies show that social inequalities in health include, but are not confined to, worse health among the poor. There is a social gradient; mortality rises with decreasing socio-economic status. Three large sample studies, one British and two American, brought together for their complementarity in samples, measures, and design, all show similar social gradients for adult men and women in physical and mental morbidity and in psychological well-being. These gradients are observed both with educational and occupational status and are not explained by parents social status or lack of an intact family during childhood. They are also not accounted for by intelligence measured in school. This suggests that indirect selection cannot account for inequalities in health. Possible mediators that link social position to physical and mental health include smoking and features of the psycho-social environment at work and outside. Increasing social inequalities in health in the United States and elsewhere, coupled with growing inequalities in income and wealth, have refocusedShow MoreRelatedSocial Inequalities By Jonathan Kozal Essay1570 Words   |  7 Pagessimultaneously believe that schools are places where social inequalities should be equalized, where the advantages or disadvantages that children experience in their homes and families should not determine what happens to them in school-in essence, that school is a place where children should have equal chances to make the most of their potential.† (Inequality) The 1991 article Savage Inequalities written by Jonathan Kozal highlights the fact that every person is entitled to the right to receiveRead MoreSocial Inequality : Inequality And Inequality3119 Words   |  13 Pages Core Assessment Paper Carrie Bailey Park University Social Inequality in My Life Social inequality is described by the presence of unequal opportunities and rewards for various social positions or statuses inside a society or group. It contains organized and repetitive examples of unequal distributions of goods, riches, opportunities, prizes, and disciplines. Racism, for instance, is comprehended to be a wonder whereby access to rights and resources is unreasonably disseminatedRead MoreInequality : Global And Social Inequality1330 Words   |  6 PagesInequality has been shown throughout American history and has affected various countries including the United States. The two forms of inequality this paper will address are global and social inequality. Social inequality refers to the distribution of resources based on socially defined characteristics, while global inequality is the systematic differences in wealth and power between countries. Children living in poverty don’t have the same opportunities as those who live in a higher income countyRead M ore Social inequality in 1820s Essay1385 Words   |  6 PagesSocial inequality in 1820s Social equality has been a goal of America since its very beginning. However, it was only an intention to be socially equal, but not a goal. Social equality or the fact that all men were created equal only applied to the white man. There was no intention in meaning that the blacks and Indians or even the women were equal. In the eyes of the delegates, and the common white majority, blacks, indians, and women were not an issue. To them, it was apparent that blacks wereRead MoreSocial Inequality And Gender Inequality Essay2091 Words   |  9 PagesSocial inequality is defined as the set of unequal opportunities for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages, and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequ ality based on race, gender, and other social characteristics . AmericansRead MoreSocial Inequality And Gender Inequality Essay2163 Words   |  9 Pagesn AmericaSocial inequality is defined as the set of unequal for different social classes or statuses for various individuals within a group or society. It usually refers to people of distinct genders, ages and ethnicities. Many American’s have experienced some type of social inequality throughout their lifetime. America’s gaping inequality is seen everywhere from education to the workforce. Society tends to oversee inequality based on race, gender, and other social characteristics believe that racialRead MoreSocial Inequality1778 Words   |  8 PagesSocial inequality  refers to a situation in which individual groups in a society do not have equal  social status,  social class, and  social circle. Areas of social inequality include  voting rights,freedom of speech  and assembly, the extent of  property rights  and access to  education,  health care, quality  housing,  traveling,  transportation,  vacationing  and other social goods and services. Apart from that it can also be seen in the quality of family and neighbourhood life, occupation,  job satisfactionRead MoreEssay on Social Inequality Between Men and Women1102 Words   |  5 PagesThere are many forms of social inequality that can be analyzed in the study of anthropology. One of these is the social inequality between men and women. Though gender is studied relatively commonly in the field of anthropology, it is not often looked at through the lens of social inequalit y. The observations of Sarah Lamb and Deborah Tannen in their articles, The Politics of Dirt and Gender: Body Techniques in Bengali India, and Whos Interrupting?: Issues of Dominance and Control, respectivelyRead MoreSocial Inequality : A Part Of Sports1080 Words   |  5 PagesThesis: Social inequality is a part of many issues other than sports, but it is a part of sports to do several issues such as gender roles, salary and stereotypes. The Significance: The significance of this topic of inequality in sports is that it does not just occur in sports. It happens all around us, you see social inequality happening at work places, schools, restaurants and many other places. Many people don’t see if because they don’t know what it is. Population: Many people think it onlyRead MoreThe Social Issue Of The Income Inequality Essay1433 Words   |  6 PagesThe social issue of the income inequality In today’s modern world, as the technology has developed better daily, whereas the gap referred to income inequality between rich and poor still has not solved but has widened. Income inequality simply refers to the extent to which income is unevenly and unreasonably distributed in manner among a population. The inequality brings economic instability, but sadly most people are not relatively concerned about the wide inequality between classes. Ever since

Legalizing Marijuana Help or Hindrance Essay - 1009 Words

There is no denying that there are problems with the marijuana laws currently in place in the United States. Left and right, there are people using marijuana with blatant disregard to the fact that it is, in fact, prohibited. The black market for marijuana is surging out of control. As a result of this, drug-related street crimes have become more prevalent, which, in turn, has increased the number of offenders in prison for those crimes. This is very costly to the United States government. Also, there are personal dangers involved with buying drugs on the black market. By legalizing marijuana, the government could help solve the problems caused by the laws that are currently in place. Several effects of marijuana prohibition have to do†¦show more content†¦Only the drug users would be forced to pay the extra taxes, but everyone in the country could reap the benefits. The deficit is a huge problem; another major problem that has arisen because marijuana is illegal is the increase in the number of drug-related street crimes. Since marijuana is so expensive, drug users often don’t have the means to pay for it. A large number of drug buyers come from low-income families, which only enforces that inability to afford the drugs they use. Also, an article on WebMD points out that although marijuana is not considered a physically addictive drug, it is psychologically addictive and often causes the same symptoms (â€Å"Marijuana Use†). Users’ rational thought is sometimes impaired by the intense need to fulfill their drug addictions. This leads to increased levels of violent crimes such as robbery, assault, even murder. Legalizing marijuana would allow the government to control the market, which would decrease the drug-related crime rates. It would also completely eradicate the number of marijuana-related crimes, such as trafficking and possession. Today, almost sixty thousand people are incarcerated for marijuana-related offenses at a time. The combined number of arrests for the most violent crimes (murder, manslaughter, rape, robbery) still does not exceed the number of people incarcerated for disobeying marijuana laws. At an expense of over twenty thousand dollars each per year, the yearly cost

Race Class and Gender in Learning Free Essays

Race, Class, and Gender in Learning Strayer University There is no simple definition or answer when one asks the question, â€Å"What is the purpose of education in adult learning. † To justly answer or define this question one most first ask one definitive question that will provide three important variables. Ultimately, we must ask â€Å"Who is asking this question? † simply, what is this person’s background, are they a WASP or a minority? What is their social class? Are they male or female? The answers to these questions will provide a contextual framework and starting point in which can genuinely begin to answer our original question, â€Å"What is the purpose of education in adult learning? † The values and norms developed in institutions such as education are authored by the dominant culture. We will write a custom essay sample on Race Class and Gender in Learning or any similar topic only for you Order Now In American society, White Anglo Saxon Protestants (WASPS) are the authors of the dominant culture. Unfortunately, there are major disparities between White European Americans and other minorities. These inequalities are prevalent in every American institution, including education. Blacks and other people of color are underrepresented in all types of adult education (Merriam, Caffarella, Baumgartner, 2007). Traditionally, statistics show that minorities do not participate in adult education. Some researchers cite racism as a barrier to adult education. Adult educators have examined how the invisibility/norm of Whiteness has affected adult education, curriculum, theories, evaluation criteria, and instructional practices (Manglitz, 2003). Researchers found that racism in adult education was not intentional; many adult educators were unaware of the extent to which theories and research reinforce White racist attitudes and assumptions, thus sustaining the perpetuation of inequalities ( Colin Preciphs, 1991). Some researchers have contended that socioeconomic status not race is the major barrier in adult education. Socioeconomic status is America is highly stratified; only a very small percentage of the population owns all of the wealth, power and influence in American society. In adult education, when social class is the focus, the aim of the analysis and subsequent action is to bring about a change from a capitalist political economy to a classes socialist form of government (Merriam, Caffarella, Baumgartner, 2007). Some researchers argue that a classless society would result in more participation in not only adult education but in education in general. Usually those categorized in classes lower than middle class tend to have limited educational experiences. When considering race and class we must examine the inequality of gender in adult education. Feminist have placed gender, and gender as it intersects with race and class (Merriam, Caffarella, Baumgartner, 2007). Statistics have shown that women are increasingly participating in adult education, despite this women still experience inequality in the classroom. Some argue that content knowledge, theories and research encountered in the classroom is still heavily influenced by American patriarchal dominance. Along with addressing the questions of Race, Class and Gender one most also account for the theories of Critical Theory, Postmodernism and Feminist Pedagogy. These 3 theories will give us a clue into how educators can contextualize the learning experience for each variable (race, gender and class). Each theory offers its own explanation on how the adult learning process should be conducted or imporved. First we will examine critical theory and its context to education. Critical Theory’s aim is to transform and improve society through the use of criticism (Henslin, 2008) Critical Theory defines its social critique through the use of social problems often citing â€Å"systems† as part of the problem. The â€Å"system† in a critical theory analysis is an institution (such as government or education) that functions to reproduce the status quo (Merriam, Caffarella, Baumgartner, 2007, p. 253). Social institutions exist to positively regulate, order and control members of its society ( Henslin 2008), the institution of education seeks to do the same. Although ideally the institution of education is supposed to improve society, critical theorists often cite the â€Å"status quo† of education as hindering a learner’s experience. Critical Theorist argue that in adult learning there needs to be a paradigm shift in the status quo. Should learning be centered around technology or should more attention be given to emancipatory learning? Essentially critical theorist desire critique the status quo in hopes of developing one that is appropriate and equal to all learners. Postmodernism is a term that is widely used in many fields, such as literature, art, architecture, history, and philosophy. By definition, postmodernism resists definition (Kerka 1997). Postmodernism like Critical theory questions the status quo. Technically one cannot define postmodernism as a theory. According to Kerka postmodernism is a (Kerka, 1997)â€Å"form of questioning, an attitude, or perspective. † Postmodernism never accepts the truth as absolute and sees truth as ever changing. One can make the contention that postmodernism is part of the foundation of adult learning. Concepts popular with adult learning such as transformative learning or narratives urge learners to question their own â€Å"truth† thus by definition, inviting the learner to practice postmodernism. As one would suspect, Feminist Pedagogy is derived from feminist theory. The feminist theory is based in liberation and the feminist pedagogy seeks to create a liberatory learning environment and it also focuses on the concerns of women in the teaching-learning transaction (Merriam, Caffarella, Baumgartner, 2007). Traditionally a woman is characterized as a docile nurturing human being but rarely as an authority or as assertive. Feminist pedagogy seeks to liberate a woman from this role in the classroom and urges her to be assertive and firm as a learner and to â€Å"find acceptance for her ideas in the public world† (Belenky, Clinchy, Goldberger, Tarule, 1986, p. 20). The liberatory classroom allows for this sort of transformation. As potential adult educators we have to consider â€Å"what is the purpose of education? † for learners and how that question should be answered individually. As we have seen, that answer varies for each learner. We must be vigilant considering each learners diverse background and constantly examine and revamp the status quo to ensure that each learner’s background is included. Works Cited Henslin, J. (2008). Sociology : A Down To Earth Approach. Upper Saddle River: Prentice Hall. Kerka, S. (1997). Postmodernism and Adult Education. Trends and Issues Alerts. ERIC Clearing House on Adult, Career and Vocational Education. Manglitz, E. (2003, Feb). Challenging White Privilege in Adult Education : A Critical Review of Literature. Adult Education Quarterly , p. 119. Merriam, S. B. , Caffarella, R. S. , Baumgartner, L. M. (2007). Learning in Adulthood : A Comprehensive Guide. San Francisco: Jossey-Bass. How to cite Race Class and Gender in Learning, Papers

Case Study Analysis for Vanuatus Broken Dreams - myassignmenthelp

Question: Discuss about theCase Study Analysis for Vanuatus Broken Dreams. Answer: Ethical and governing issues presented in Vanuatus broken dream video The government of Vanuatu is corrupt, involved in the theft of money that is supposed to be used in improving the life of the community and misappropriation of funds. The ferry services in Vanuatu are extremely expensive and unreliable. The local people are exploited by carrying heavy loads such as cement. This is human labor that benefits only the politicians and the civil servants in the government. The politicians in Vanuatu are maximizing the opportunity of money that is brought by tourists for their benefit (Mellor and Jabes, p. 112). Even the prime minister points out that corruption has become endemic since everyone including the civil servants is corrupt. Theft of cash brought in by the tourist is public knowledge to the local community. However, the people of Vanuatu are scared to say who has the money, where the money is or what the money is being used for. Finding out how much money has been squandered and stolen is hard for the investigators since there are no financial r ecords or explanations from the people. It is evident that islanders are scared of pointing fingers at the politicians and civil servants. There is also an unequal distribution of resources and services. Improved facilities such as toilets have been set up on the island. Unfortunately, these facilities are off-limits for the local community; only tourists have access to the toilets that have a septic system and running water. The government of Vanuatu lacks an integrated system to ensure development that will lead to economic and social improvement of the people of Vanuatu (Friel et al., p. 251). The people in Vanuatu keep wondering where the thousands of dollars that come in as a result of tourists coming to the port goes. Misappropriation of development funds is an issue that has been addressed by the European Union in May 2017 as stated by the Pacific island report. The local communities hoped for good health, electricity, good water system and proper sanitation in the rural areas due to the thousands of dollars that were flowing into the island. However, the money is not properly used, and the lives of the people of Vanuatu is barely changed (Lambach, p. 408). Tourism governance involves; making policies, planning and regulating the delivery and use of services. Tourism policies ensure that the tourism sector is efficient and delivers benefits to the community, sets an administrative framework for tourism, makes sure the tourism sector works properly and remains competitive and makes sure there is interaction with other policies such as the environment or transport policies. The government represents the whole system, the right processes and also controls the management both internally and externally ensuring that the interests of all the stakeholders are protected. The governance of Vanuatu does not have proper tourism policies. The people in the local communities are just farmers with no experience of dealing with cash flow. Politicians and civil servants have therefore taken advantage of the peoples ignorance for their benefit. For instance, the financial reports of 2004 to 2012 have never been published or documented (Bramwell and Lane , p. 415). This is a clear cover-up of corruption and theft of government funds. Unaccountability due to lack of records of the use of finances encourages the embezzlement of funds. Tourism planning ensures that the society, the environment, and the economy are beneficiaries of the tourism sector. The planning involves maximizing the benefits while the costs are minimized to ensure social and economic development by regulating the system. Vanuatus hope for better living where improved facilities and services are accessible remains a dream. The government does not have a proper tourism planning strategy. The money that could be used to promote the development of basic water systems, electrification and infrastructure is stolen (Roe et al., p. 14) by the people in the government. Ethical issues of PO cruises The PO cruises did not act ethically in this case. Tourism is one of the sectors that contribute to fast regional and economic development of any country because it contributes greatly to national income. Unfortunately, this is not the case for the local communities of Vanuatu because the PO cruises do not bring sustainable tourism. Sustainability means permanence, and therefore tourism that is sustainable ensures minimum social, ecological and cultural impacts while maximizing the use of resources. There is no improvement of the life of the people due to the arrival of the cruise liners. In fact, improved facilities such as toilets are constructed just for the tourists. Even the basic water system that is the only symbol of development is used to supply water for toilets that are used by tourists only. When they leave the island of Vanuatu, these toilets are locked until the next season the tourists are on the island. Responsible entities in addressing the presented issues The local government is also responsible for ensuring sustainable tourism. The government has the expertise of dealing with cash inflow and the ability to set up projects that benefit the whole nation. It will, therefore, ensure equal distribution of resources and social amenities to all the communities. Setting up of improved and accessible facilities (Ritchie, p 290) for the people of Vanuatu across the communities should be a priority for the government. The government should ensure transparency in the expenditure of funds and disbursement of government property. This transparency should involve proper and clear documentation of financial reports every year. This will help the government and citizens in identifying corrupt practices in all the sectors and hence national accountability of the finances in the country. Appropriate punishment should be administered to individuals and corporates that engage in corruption and misuse of government property. Publishing financial reports will provide clear explanations and answers to the people on how the money is spent and ensure accountability on the government. The government should regulate prices of commodities and services to ensure that they are affordable and accessible to the local communities. This will improve the economy and hence the lives of the people. The people are poor and cannot afford expensive items such as cooking gas. The policies of the local bank are also too hard for them to bank their cash. The local community also has a role in dealing with corruption and theft of money acquired from tourism. The knowledge they have about who steals the money and where the money is being used should be exposed without fear. The people of Vanuatu are scared of mentioning the names of the people who are responsible for the corrupt practices. However, they have begun fighting back against corruption by taking the future into their own hands. This is an important step as the people have the power to elect leaders, who are not corrupt (Shkabatur, p 180) and have the interests of the people at heart. The role of the Australian and Vanuatus government The Australian government provides a huge amount of aid to Vanuatu. The interest of the government of Australia is to promote economic growth and reduce poverty on the island. The Australian government aid program could work towards stabilizing the economy of the island since for most Australians; Vanuatu is a place for their holidays. However, Vanuatu is a developing country and implementation of a successful development goal can face a lot of challenges. The Australian government could, therefore, work closely with the government of Vanuatu towards a development goal. The accountability of Vanuatus government would involve proper documentation of financial reports especially those that come as aid from Australia. This assessment of the effectiveness of the process will help reduce corrupt practices and theft of money in Vanuatu (Wainwright, pp. 490). There should also be constant evaluation of the performance and progress of the program. The government of Vanuatu could have helped resolve issues and heal their land. It is sad to point out that the leadership of Vanuatu is wanting since the levels of corruption are high within the government. However, individuals within the government who could even point out that corruption has become endemic have a role to fight for the country and the rights of the people. They could pass policies that could ensure resources are accessible to the people. For instance, banking policies that are favorable to the people will improve the economy significantly. The government could also build up trust with the people and other governments that provide aid to the country. Recommendations to overcome such issues in the future The people of Vanuatu should elect corrupt free leaders in the future. Human poverty, poor sanitation, and poor public health are among the issues that affect the local communities directly. This could change in the future since the people have the power to choose leaders who have the interests of the people at heart during the next elections. Establishment of international interventions is also crucial. Corruption has a cross-border dimension in an economy that is globalized. A legal framework for dealing with corruption internationally is therefore important. Transparency of the expenses by the government and access to information to everybody will help in mitigating corruption and theft of money. The allocation and use of public facilities and services will be public knowledge to all the citizens thus restoring their trust in the government. A good relationship between the government and the citizens will be healthy for economic growth. References Bramwell, B. and Lane, B., 2011. Critical research on the governance of tourism and sustainability.Journal of Sustainable Tourism,19(4-5), pp.411-421. Friel, S., Chiang, T.L., Cho, Y., Guo, Y., Hashimoto, H., Jayasinghe, S., Loring, B., Matheson, D., Nguyen, H.T. and Rao, M., 2011. freedom to lead a life we have reason to value? A spotlight on health inequity in the Asia Pacific region.Asia Pacific Journal of Public Health,23(2), pp.246-263. Lambach, D., 2006. Security, development and the Australian security discourse about failed states.Australian Journal of Political Science,41(3), pp.407-418. Mellor, T. and Jabes, J., 2004. Governance in the Pacific: Focus for Action: 2005-2009 (Pacific studies series). Ritchie, J.B. and Crouch, G.I., 2003.The competitive destination: A sustainable tourism perspective. Cabi. Roe, D., Ashley, C., Page, S. and Meyer, D., 2004. Tourism and the poor analysing and interpreting tourism statistics from a poverty perspective. Shkabatur, J., 2012. Transparency with (out) accountability: Open government in the United States. Wainwright, E., 2003. Responding to state failurethe case of Australia and Solomon Islands.Australian Journal of International Affairs,57(3), pp.485-498.

Hernando Cortes And Charlemagne Essay Research Paper free essay sample

Hernando Cortes And Charlemagne Essay, Research Paper In this paper I am traveling to compare and contrast the lives of Hernando Cortes and Charlemagne. The common point I am traveling to turn out in my paper is that they were both work forces who had other functions to play, besides suppressing lands, but at the terminal of their clip their most influential undertaking was the enlargement of their lands for their well-thought-of parts, and they besides defeated many strong imperiums to make so. Carolus or in Latin Carolus Magnus which means Charles the Great ( Encarta, Charlemagne, 1 ) was king of the Franks and emperor of the Romans who led his Frankish ground forcess to triumph over many other peoples and states. He chiefly ruled most of western and cardinal Europe. Charlemagne came from a really baronial household. He was the grandson of Charles Martel, and was the boy of Peppin the Short, or Peppin III who was the first Caroline male monarch of the Franks. We will write a custom essay sample on Hernando Cortes And Charlemagne Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ( The Middle Ages, 170 ) He has a boy by the name of Louis the Pious ( Dictionary of Medieval Civilization, 182 ) and a brother Carloman. Carloman shared the regulation of the Franks with him from 768 until his decease in 771. Peppin was highly devoted to Pope Stephen II for he had crowned him, every bit good as both his boies after he died, emperor in 754. Because of his great devotedness he rushed to the Catholic Pope? s assistance for military aid many times. He took Charlemagne with him on most of these expeditions, which rather perchance could hold sparked Charlemagne? s involvements for suppressing native lands. ( The Middle Ages, 170 ) Peppin died in 768 and the Carolus and his brother took over the land from their. Three old ages subsequently, in 771, Carloman had an unexpected decease and the land was all Charlemagne. In 770 Charlemagne had sought an confederation with the Langobards by get marrieding the girl of their male monarch. After a little longer than a twelvemonth Charlemagne got ill of his married woman and divorced her, and her male parent, Desiderius, was no longer friendly. In 772 the Catholic Pope pleaded for aid to Charlemagne against the Lombards and Desiderius. So he fled to Italy and despised of Desiderius and claimed himself as the emperor in 774. ( Encarta, Charlemagne, 1 ) He returned back to Rome in order to maintain his promise with his male parent to protect the papel powers. Between 771 and 804 he conquered Lombardy, Saxony, Aver, and Bao and christianized them. He extended his regulation to about all of western-Europe. ( Middle Ages, 170 ) Charlemagne? s conquerings gave him wealth and independency for the Frankish Lords. He left his conquered peoples most of their same Torahs and regulations but arranged them to do certain that he would hold an influence on the manner they lived, particularly in their faith, Christianity. He strengthened his place as swayer by directing personal representatives to all his captured lands to do certain that they were populating the manner he wished. He even demanded for bookmans to come to his capital, Achen, and learn him and his disposal to increase cognition in his lands. ( The Middle Ages, 170 ) On Christmas Day, in 800 Charlemagne was crowned by Pope Leo III in Saint Peter? s Basilica. This act claimed Charlemagne as the great, Pacific emperor of the Romans. ( Encarta, Charlemagne, 2 ) Many people felt that Charlemagne was really annoyed when Charlemagne was crowned by the Catholic Pope. Even though Charlemagne kept the Catholic Pope in highest fear, he still considered him as one of his topics. He feared future Catholic Popes would utilize this as a case in point for their right to coronate. ( Dictionary of Medieval Civilization, 184 ) in 813 he crowned his lone lasting boy as emperor to be sure that the Catholic Pope would non hold the power to coronate. Charlemagne spent much money on the defence and enlargement of his lands while besides being the exclusive swayer of the Franks. Caroluss biographer best depict his life by the followers: ? Charlemagne was one of the great military leaders of the in-between ages. he devoted his reign to the enlargement of the Frankish land and became swayer of most of western Europe. He helped to resuscitate instruction and the humanistic disciplines in his land and convey them approximately in new kingdoms. ? ( The Middle Ages, 171 ) Hernando Cortes, besides known as Hernan Cortes, was born in Medellin, Extremadura. He studied jurisprudence at the University of Salamanaca, but cut short his university calling to see if he could do a life in the Americas. ( Encarta, Cortes, 1 ) In the spring of 1504 he decided to sail for Santa Domingo to get down his journey to America. There he met a Spanish soldier and decision maker Diego Velazquez. He told Cortes of his programs of assailing Cuba and suppressing it. In 1511 the two joined with a little force and took over Cuba. Velazquez became the alcalde, or city manager, of Santiago de Cuba. ( Encarta, Cortezs, 1 ) Cortes had persuaded Velazquez to give him the bid of an expedition to Mexico. The mainland had been discovered the twelvemonth before by the Spanish and they found wealth? that was merely beyond their ranges, ? so Velazquez agreed for Cortes to research, trade, and hunt for Christian prisoners at that place. ( European Voyages of Exploration, 1 ) Velazquez wasn? t certain if Cortes was the right adult male because of his aspirations, his personal precedences, and for fright of him declining to acknowledge authorization when he established a place at that place he went to call off Cortes? permission, but it was excessively late, on February 19, 1519 with a force of around 600 mean, fewer than 20 Equus caballuss and 10 field pieces Cortezs sailed from Cuba towards Mexico. Cortes sailed along the seashore of the Yucatan peninsula and landed in Mexico in March of 1519. He took over many towns on his manner and renounced Velazquez? s authorization in many of them. He looted a town of Tobasco and at that place he learned of the wealths of the Aztecs and their swayer, Montezuma. ( Encarta, Cortes, 1 ) Cortezs so ordered his little fleet to carry those under his bid to accept his authorization. He wrote to king Charles V and told him of the wealths of the Aztec imperium and how he wanted to suppress them and convey back the wealths for this would be a? merely war. ? ( European Voyages of Exploration, 2 ) The male monarch allowed for Cortes to continue on, and he did so. His end was now to suppress Mexico, non to research, trade, and hunt for Christian prisoners. He took legion prisoners, one of which was Malinche, who finally became an translator, usher, and counsellor for the Spaniards. Cortezs realized that there was no manner he could suppress the Aztec imperium entirely. So on his March there he found as many enemies of the Aztec as he could and they became Alliess to the Spanish. The Cempoalans and the Tlaxcalans were the most helpful Alliess. ( European Voyages of Exploration, 2 ) It took them about 3 months to make the outskirts of the capital metropolis of the Aztec, Tenochtitlan. When they foremost arrived there the Aztec idea that Cortes was Quetzalcoatlin, a white-skinned God of the Aztec prophesy. At foremost the Aztec welcomed the Spaniards to take as much gold and gems as the felt like at random throughout the town, but shortly after Montezuma and his work forces weren? Ts so friendly. For fright of being captives to the Aztecs Cortes took Montezuma as surety and demanded more gold for his ransom. While Cortes was nobbling Montezuma he heard that Velazquez was directing military personnels in to capture the rebellious Cortes. When Cortes heard this he left a 3rd of his work forces with the Aztec and the other two-thirds went with him. They captured Narvaez, the individual sent by Velazquez, and killed him. ( Encarta, Cortes, 3 ) Most of Velazquez? s work forces went back with Cortes to the Aztec imperium. While Cortes was gone he had left, Pedro de Alvarado in charge. His rough regulation sparked a rebellion of the Aztec when Cortes came back. Cortezs demanded that Montezuma told his people to stop the rebellion, and when he did he was stoned and died. The Aztec were to strong for the Spaniards at foremost so they had to withdraw to the Tlaxcalan? s land until they were healthy once more. In 1521 the Spaniards and their Alliess blockaded the metropolis so that nil could acquire out, and a serious eruption of variola and other diseases broke out, the Aztec were non immune to such disease so they could non defend themselves. Finally Cortes pushed into the metropolis and destroyed everything including the staying subsisters. Cortezs? hoped that his direction of Spanish land in the Americas would decide him of the rebellion against Velazquez harmonizing the Spanish Crown. He was right, and had received many wealths, a rubric of aristocracy, and celebrity. After the licking of the Aztecs Cortezs pushed the boundaries of that imperium and Spanish power spread quickly through the imperium. His action was one of the individual largest add-ons of land and hoarded wealth to the Spanish Empire of all time secured by an person. ( European Voyages of Exploration, 3 ) The common nexus I found between these two work forces are that they both had other undertakings in head, but in the terminal they both ended up spread outing land in a immense manner for their states and they were besides great vanquishers. Charlemagne? s chief desire was to be the exclusive swayer of the Frankish land. By the terminal of his calling he was the exclusive swayer of the Roman Empire and of about all of western-Europe. Cortes merely wanted to travel to the United states to get down a new life, but alternatively he met up with Velazquez and ended up suppressing the full Aztec imperium about single-handedly. These two work forces had performed some singular undertakings. The sum of lands they captured was impossible. They both conquered their lands with really small aid from any other foreigners. Charlemagne had aid from the Lombards, and Cortezs from other Alliess that were enemies of the Aztec, but they both did non hold a great figure of work forces to assist them do it. I believe that both work forces used their encephalon, non strength, to get the better of their enemies and take over their lands. Charlemagne figured there was no manner that his conquered lands could acquire away with anything they shouldn? Ts so he decided to direct representatives to his conquered lands to do certain everything was traveling swimmingly. Besides, Charlemagne was ever holding bookmans come to his land to learn him and his people to increase their cognition. Cortes tricked the Aztecs into believing that he was a God and as a consequence they gave him many wealths. One of the biggest similarities I see between the two me are that their conquerings earned them celebrity and wealths. Cortezs? conquering of the Aztecs was one of the greatest achievements for the Spanish of all time, ( Encarta, Cortes, 3 ) and Charlemagne? s conquerings gave him chief celebrity in his calling. ( Dictionary of Medieval Civilization, 182 ) The accomplishments are highly singular for adventurers and conquers, but it seems to be even more singular for these to work forces sing Charlemagne was merely supposed to regulation the Franks, and Cortes was merely supposed to merchandise and research in the Americas. Bibliography Mentions ? Charlemagne, ? Microsoft Encarta 98 Encyclopedia Microsoft Corporation: New York, 1993-1997. ? Cortezs, Hernan, ? Microsoft Encarta 98 Encyclopedia Microsoft Corporation: New York, 1993-1997. Dahmus, Joseph. Dictionary of Medieval Civilization. pgs. 182-184. Macmillan Printing Company ; New York, 1984. The European Voyages of Exploration. University of Calgary Department of History: The Applied Research Group, 1997 ; www.acs.ucalgary.ca/hist/tutor Jordan, William. The Middle Ages. Vol. 1. Simon and Schuster Macmillan ; New York, 1996.

buy custom BlackBerry Phone essay

buy custom BlackBerry Phone essay BlackBerry is a line of smartphone and mobile-email devices designed and developed by Research In Motion Company (RIM) based in Canada since 1999. BlackBerry devices include smartphones which are mostly designed and operated as internet browsers, portable media players, personal digital assistants, and gaming devices. The phones are best known for their outstanding ability to receive and send instant messages and push e-mail while at the same time maintain high security levels using its encryption on device (Waxer, 2005). The phones devices support a wide range of instant messages features with the most common one being the BlackBerry Messenger. BlackBerry features have enabled it to command more than 11.7% of the worldwide smartphones sales shares, coming fourth among the most popular devices manufactures behind, Apple, Sony Ericson, and Google. BlackBerrys consumer Internet Service covers approximately 91 nations with more than 500 mobile operators making use of its various mobile technologies. The latest statistics have it that the phone enjoys more than seventy million subscribers all over the world (Waxer, 2005). The first BlackBerry phone was the 850 device that was introduced as a two way paper in 1999 in Munich. The BlackBerry smartphone was released in 2003, included with mobile phone, Internet faxing, push email, and Web browsing features. Its email inclusion is what helped the phone make headway in the world market (Waxer, 2005). To compete with other competitors in the market, BlackBerry devices have been included with special features which include; BlackBerry Messenger The BlackBerry Messenger commonly referred to as the BBM is an Internet based proprietary for instant messenger application in BlackBerry devices allowing instant messaging among BlackBerry users. The feature was developed by Research in Motion Company allowing messages to be sent through the Blackberry Messenger over the Internet and applying the BlackBerry PIN system. The feature thus allows communication to be possible only across two BlackBerry devices. The service operates in such away that the BlackBerry Internet Service communicates and functions over its Internet connection using a wireless LAN or the mobile phone network. This enables the users to exchange messages eve in situations where BlackBerry network coverage is not provided (Ballew, 2010). The LAN accessible makes it possible for the phones to still access the Internet. Exchange messages are possible also through chat groups and dedicated discussion allowing several BlackBerry devices to connect in one session. BlackBerry Messenger also permits the users to send files, voice notes, send pictures, find locations on maps, and emoticons over its network. The BlackBerry Messenger features include; personal BBM display status and picture, receiver and sender messages of unlimited length, videos and share photos multiple contacts at an instant, contacts add by sharing PINS or QR Codes scanning and messages real time confirmation when read and delivered (Ballew, 2010). BlackBerry Internet Service The main alternative to using the phones Enterprise Server is the BlackBerry Internet Service. The internet service, also referred to as the BIS is present in 91 nations worldwide. The service was developed, mainly to serve the average consumer and not the business consumer. This Internet Service allows IMAP and POP3 email integration and accesses 10 email accounts. BlackBerry Internet Service also allows the push capabilities functions in several other BlackBerry Applications (Sandler, 2011). Black Berry PIN The Black Berry PIN a hexadecimal identification number that has eight characters assigned to every BlackBerry device. These PINs cannot be manually changed on the BlackBerry device and are locked to a specific device. BlackBerrys phones can message each other with the PIN directly or through the Messenger Application. The PINs can be easily tracked using the Internet Service and Enterprise Services. The BlackBerry PINS are also used to have massages directed to BlackBerry devices. Other messages and emails like the ones from the Push Service are directed typically to a BlackBerrys PIN (Sandler, 2011). TMobile BlackBerry Service TMobile BlackBerry Service has been preferred by many users for its myFaves plans that allow the user to call five numbers unlimited. It has remained to be the leading wireless service national carrrier including, voice, data and messaging. The service assures its users of the best coverage. It offers few voice minutes that can be used whenever and wherever as well as unlimited email across 10 accounts, instant massaging, unlimited web browsing, and domestic texting, and no roaming or long distance charges. In addition to the good prices, its enterprise plan offers unlimited BES access. The TMobile BlackBerry Service also offers international services although the user is expected to have additional credit check. The service allows Caller Tunes, making the callers enjoy sound effects, hear music, and spoken clips in place of ringing. The Web Guard allows the user to restrict access to over-18 material on their phones (Myers and Stull, 2008). Competition BlackBerrys primary competitors are smartphones running iOS, webOS, Andriod, and Windows Phone 7. Users of BlackBerry have successfully defended its utility over iPhones, supporting its secure email, physical keyboard, and applications like the BlackBerry Messenger. The Company recorded a sale of more than 100 million phones by June 2010. By the end of the year 2010, the RIM Company had sold approximately 47.5 million phones. This was an increase by 38 percent compared to the previous financial year. Its Q4 performance was strongest in United Kingdom, Indonesia and Netherlands (Rizk, 2009). Use The encryption features included in BlackBerry phones make them extremely safe and suitable for use even by state forces. A good example is increased use of the BlackBerry phones by the British police allowing more of the officers to be along the streets and that has helped in checking public spending. This is possible as every member of the work force can easily perform his or her desk work directly using the mobile devices as well as many other situations and areas. In United States, President Barack Obama is remembered for his dependence on this device especially during his campaign in the 2008 presidential campaign. Despite the security matters that came up, he still insisted on using the BlackBerry phone even after he was elected as the president making him the firsts American President to use mobile email. This was seen as a good celebrity endorsement in the phones market worth 50 million dollars (Rizk, 2009). Buy custom BlackBerry Phone essay

Marketing management 8 Essay Example | Topics and Well Written Essays - 1000 words

Marketing management 8 - Essay Example 99). Consumers generally spend much more time and efforts in taking buying decision for high-involvement purchase rather than in the low- involvement decisions for routine purchases. The marketing manager who has to take high involvement purchase decision has many responsibilities. The promotion to the target market should be informative as well as extensive. Depending on a good advertisement may give necessary information for making the decision and also to know specific benefits and distinctive advantages of buying it (Lamb and Hair, 2008, p. 148). When taking decision for buying cruise line, the marketing manager is more concerned about the ultimate outcome of weighing up process and thus he has to think about how much weight to give to each one feature of the product. How much it s cost effective, profitable and how much dollars it is worth paying for the future are some of the basic thoughts of the manager. Data collection is an expensive marketing program especially when it comes to international level. The internet based data collection and research methods are useful and cost effective to the household detergent company that plans to conduct a research among women aged 21 from all over the world. Hague (2002) suggested that internet can be used in several ways for the primary data collection for the marketing research. Self-administered questionnaire, mail and survey methods are common methods of internet based data collection (p. 151- 153). Conducting a random sample survey from various countries will be time consuming and expensive task. Any other forms of surveys and interviews will cause the company to spend more on the data collection as it is to be done from various countries and the attitude of public may from country to country. Creating specific software to be posted on the website or conducting online survey in association with premium online survey companies can be much effective way of data collection than other methods. It

The Restoration of Michelangelos Sistine Chapel Essay

The Restoration of Michelangelos Sistine Chapel - Essay Example Although there had been numerous problems in determining just how to decorate the ceiling of this structure as well as problems in stabilizing this same ceiling, the primary question for many was in whether or not to trust Michelangelo, a sculptor, with something at once so important and so degrading. For while Michelangelo is widely celebrated today for his work on the chapel, ceiling work such as what he was requested to perform was typically the work of lesser artists. Once the details had been ironed out and egos soothed, Michelangelo went to work demonstrating his artistic genius. Original descriptions of the chapel indicated that the paintings were alive with brilliant color, stunning imagery and mastery of technique, but visitors to the chapel in the centuries since have felt the images must have lost some of this vigor. As the previous century discovered, this has indeed been the case as almost 500 years of soot, smoke and pollution have accumulated over the faces of the imag es while the underlying structure has been assaulted by the ravages of decay and erosion. While some hailed this move as a much-needed preservation effort, others argued any attempts at restoration would necessarily destroy the artistry and originality of its creator. The purpose of this document is to explore some of the controversy surrounding the Sistine Chapel, beginning with the problems of its original creation and then jumping forward to the issues involved in attempting to restore such an irreplaceable international treasure, finishing with an analysis of the outcome of the restoration efforts.

Community Development & Social Work Assignment Example | Topics and Well Written Essays - 3750 words

Community Development & Social Work - Assignment Example This essay highlights that one of the principles of social work is treating people with respect and dignity. Intimidation must not form part of social work and cultural differences should be duly recognised. Protection from harm and fair share in resources must be promoted. Any form of discrimination must not be practised; options must be made available; and obstacles must be lessened. In social work, the needs of others must be prioritised and social workers must make use of their skills and abilities in resolving conflicts among the members of the community. Trust and confidence in the exercise of duties must be practised and people should be given the highest quality of service. As the paper declares community development is centered on the values of social justice, self determination, working and learning together, sustainable communities, participation and reflective practise. Some underlying principles that strengthen social justice are showing respect for individuals’ civic and human rights; being sensitive to cultural diversities, differences in beliefs and ideologies; promoting equal career opportunities; and discouraging discrimination. Self-determination can be shown by identifying first and foremost, the root of the problem currently experienced by the community. Developing a sustainable community is one of the goals of a community development worker. The right of the community must be fully respected by community workers in deciding what is beneficial for them. ... Making people aware of the alternatives available and conferring with them about the repercussions and other concerns related to the wide variety of possible choices given; upholding the right perspective that other communities should not be regarded as inferior; and properly addressing clashes within the community are also some ways of exhibiting self-determination (Ontario Healthy Communities Coalition 2011). Another principle essential for the development of a community is the value of working and learning together. This principle can be promoted by establishing that collaborative working is better and more efficient than doing tasks individually. This entails a shorter period of time and less effort for the task to be done, encouraging people to contribute for the welfare of the whole community and urging them to work as one. Moreover, this assures people that all views or suggestions are considered and making them feel that they are essential members of the community, and lastly by trying to build up a culture of knowledgeable and responsible decision makers (Ontario Healthy Communities Coalition 2011). Developing a sustainable community is one of the goals of a community development worker. This can be made by encouraging self-sufficiency among the members of the community, developing the abilities of the people to be productive citizens; upholding the value of independency; learning from past mistakes and by using few resources from the environment while generating less waste and pollution (Ontario Healthy Communities Coalition 2011). The right of the community must be fully respected by community workers in deciding what is beneficial for them. The needs of the community, the

Inclusion of Students with Autism Spectrum Disorders

Inclusion of Students with Autism Spectrum Disorders Abstract The purpose of this study is to examine attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs) and self-efficacy beliefs of preservice teachers. Background factors will be explored in relation to both attitudes towards inclusion and self efficacy beliefs. ASDs are becoming the fastest growing developmental disabilities with 1 out of every 150 births being diagnosed as having one of these disorders. ASDs are typically defined as developmental disorders and can range in symptoms from mild to severe. They are identified by abnormal or impaired development in social interaction and communication combined with a restricted repertoire of activities and interests. As a result, more children with ASDs are in need of educational services. Preservice teachers will be surveyed for their level of efficacy as well as attitudes towards inclusion of children with autism spectrum disorders. Preservice Teachers Efficacy: A Correlate of Attitudes towards Inclusion of Students with Autism Spectrum Disorder Chapter 1: Introduction This study will focus on self-efficacy beliefs preservice teachers’ and their attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs). Historically, inclusion studies have broadly focused on students with general disabilities without differentiation of the 13 disability categories as listed in the Individuals with Disabilities Education Act of 2004 (IDEA). It is necessary to briefly address special education law in order to understand how students with exceptionalities are placed and serviced within the education system (either in special education, general education, or a combination of classes). IDEA is the federal legislation that regulates the education of students with disabilities (Woolfolk, 2010). It was originally enacted by Congress in 1975 to ensure that children with disabilities had the same opportunity as students without disabilities (Woolfolk, 2010). The law has seen many revisions throughout the years. The most recent amendments to IDEA were passed by Congress in December 2004. The final regulations were published in August 2006 and termed the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) (Public Law No. 108-446). IDEIA 2004 guides how states and school districts identify and provide special education and related services to children with disabilities (http://www.nichcy.org/idea.htm). IDEIA 2004 specifically addresses where students with disabilities should be educated and also requires schools to provide a free and appropriate education (FAPE) for all students (Woolfolk, 2010). Although the law does not specifically use the terminology inclusion, it does use the term least restrictive environment (LRE) when speaking of placement for students with disabilities (Inzano, 1999). The law regarding placing students within the LRE has generated many questions as to exactly what constitutes an LRE. According to the law, in an LRE, the student is to be placed with non-disabled peers as much as appropriate throughout the school day (IDEIA, 2004). In addition, the student can only be separated from nondisabled peers if the nature or severity of their disability impedes upon their education (IDEIA, 2004; http://www.findcounseling.com/journal/sped/least.html). Based upon this law, there appears to be a push to teach children with disabilities within the regular education classrooms (Villa, Thousand, Nevin, Liston, 2005 Liston, 2005). As a result of this, there will be a paradigm shift moving away from segregation to integration where students with and without disabilities will be taught together (Giddens, 2001). Inclusive education is identified by the integration of all students, including those with disabilities, into the general education classroom (Avramidis Norwich 2002; Woolfolk, 2010). Inclusion is often confused with the notion of mainstreaming. Schnorr (1990) indicated that mainstreaming and inclusion each deal with students with disabilities in the regular classrooms, the responsibilities of the general education teacher is different for both. In mainstreaming, the regular class teacher is responsible for some of the instruction of the student with exceptionalities while the special education teacher is primarily responsible for the student’s instruction (Lipsky Gartner, 1989). This is quite different than inclusion. Through inclusion, the regular class teacher is responsible for nearly all of the instruction of the student with special needs. The special education teacher serves as a support to the regular education teacher (Salisbury et al., 1995). For the purposes of this study, inclusion will be defined as full term placement in mainstream general education classes with appropriate special education support services. By studying disability categories under a broad umbrella, it is difficult to differentiate attitudes towards inclusion of specific disability categories. Inclusion of students based on specific disability categories is limited and has not been fully analyzed in current research studies. Research has largely focused on teacher attitudes towards inclusion of students with learning disabilities (Avramidis, Bayliss, et al 2000; Bender, Vail, et al, 1995; Bradshaw Mundia 2006; Buell, Hallam, et al 1999; Burke Sutherland 2004; Campbell, Gilmore et al 2003; Clough Lindsay 1991; Elhoweris Alsheikh 2006; Hammond Ingalls 2003; Jobe, Rust, et al. 1996; Kadell Wiebe 2001; Kalyva, Gojkovic, et al 2007; Kwapy 2004; Reasons 2005; Romer 2004; Ross-Hill 2007; Sebesta 2002; Shade Stewart 2001; Walpole 2006). There have been some studies focusing on emotional and behavioral difficulties within the general education classrooms (Avramidis, Bayliss, Burden 2000; Clough Lindsay 1991; Hastings Oakford 2003; Soodak et al. 1998; Stoiber et al. 1998); cognitive impairments (Center Ward 1987; Thomas 1985), and mild physical disabilities (Center Ward 1987; Forlin 1995). The remaining special education categories have not been the focus of much research (Autism Spectrum Disorder, Blind or Low Vision; Deaf or Hard of hearing; Deaf-Blind; Developmentally Delayed; Language or Speech impairment; Multiple Disabilities; Other health impairment; Orthopedic impairment; and Traumatic brain injury). This study will investigate the attitudes of pre-service teachers toward inclusion of students with ASDs. ASDs fall within the Pervasive Developmental Disorders based upon the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV, p. 14; 2005). The terms ASDs and Pervasive Developmental Disorder (PDD) are often used synonymously (Pieranagelo Giuliani, 2007). Pervasive Developmental Disorder is a general term that refers to a spectrum of disorders that differ with respect to the number and type of symptoms or age of onset (DSM-IV, pg. 69). Pervasive Developmental Disorders include Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder, and Pervasive Developmental Disorder Not Otherwise Specified (DSM-IV, p. 14; 2005). ASDs are typically defined as developmental disorders in which behavior characteristics range in syndrome expression and the symptoms change as the child develops on a continuum from mild to severe (Volkmar, Paul, Klin, Cohen, 2005). â€Å"They are typically characterized by severe and perva sive impairment in several areas of development that include reciprocal and social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities†(DSM-IV, pg 69; 2005). Four million children are born in the United States every year and of these four million children; 560,000 individuals between the ages of 0-21 have an ASD (http://www.cdc.gov/ncbddd/autism/faq_prevalence.htm). Based on prevalence statistics from the Centers for Disease Control and Prevention (CDC) from 2007, one out of every 150 children in the United States has autism (http://www.autism-society.org/site/PageServer?pagename=about_whatis_factsstats). Due to the increase in diagnosis of ASDs, more children are in need of specialized education programs. In 2006, the CDC reported 484,299 individuals between the ages 3 through 21 received services under the ‘autism’ classification for special education services (https://www.ideadata.org/tables30th/ar_1-3.htm). Additional data from the CDC reported the state of Indiana serviced 159,679 students under IDEA in 2006 between the ages of 6 and 21. Of these students, 7,391 were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). Illinois reported serving 289,611 students under IDEA in 2006 between the ages of 6 and 21. Of these students, 9,398 students were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). Michigan reported serving 217,673 under IDEA in 2006 between the ages of 6 and 21. Of these students, 9,723 were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). The needs of students with ASDs vary and should be identified and addressed within their educational programming. As stated earlier, ASDs are a group of developmental disabilities that are defined by significant impairments in social interaction, communication, and unusual behaviors (DSM-IV, pg. 69). This is of particular concern when looking at the best learning environment for students with ASDs. Researchers and educators agree that children with ASDs benefit from early intervention services (National Research Council, 2001; Rapin, 1997; Rogers, 1996; Strain, Wolery Izeman, 1998). It has been found to be beneficial to place students with ASDs in the general education classroom so they have early interventions as well as appropriate role models of social skills (Klinger Dawson, 2005). At the same time, this presents a problem because students with ASDs are often not accepted into the general education class. Rejection increases with the students’ age and severity of their symptoms which increases their tendency to become socially isolated (Burack, Root, Zigler, 1997 as cited in Volkmar, Paul, Klin, Cohen, 2005). Parents, teachers, and students need to work together to determine which educational services are needed and specifically, to afford them with the greatest possibilities for future transitions (Bock Myles, 1999; Crowley, 2000; Bowe, 2005 as cited in Volkmar, Paul, Klin, Cohen, 2005). Educational placement options for students with ASDs need to be a place where they receive the most benefit as well as keeping in accordance with the law requiring LRE. The increase of students with special needs within general education classrooms has spurred changes in attitudes of teachers, parents, and students regarding the appropriate placement for students with disabilities to receive an education. Research has shown that teacher attitudes towards inclusion have a significant impact upon whether or not inclusion is a success or failure within the classroom (Avramidis Norwich 2002; Bacon Schultz 1991; Barton, 1992; Barton Wiczenski 1993; Bishop, 1986; Carroll, Forlin, Jobling 2003; Chow Winzer, 1992; Coates, 1989; Cook, 2001; Cook, Semmel, Gerber 1999; Good Brophy 1997; Hannah Pliner, 1983; Hayes Gunn, 1988; Idol, Nevin Paolucci-Whitcomb 1994; Roa Lim, 1999; Salend 2001; Schumm et al. 1994; Semmel, Abernathy, Butera, Lesar, 1991; Shade Stewart, 2000; Wiczenski, 1993; Van Reusen, Shoho, Barker 2001; William Algozine, 1977; Wood, 1989). Attitude research pertaining to inclusion of students with disabilities has provided widely var ied results (Bennett et al, 1997; Garriott, Miller, Snyder, 2003; Leyser Tappendorf, 2001; Rea et al. 2002; Shier, 2002). Professional groups vary considerably in their perceptions of which children are most likely to be successful with the inclusion process (Bochner Pieterse 1989). There are educators who support the inclusion of students with disabilities and indicate it has positive benefits for students (Avramidis et al, 2000; Chalmers, 1991; Frederickson, Dunsmuir, Lang Monsen 2004; Leyser Tappendorf 2001; Rodgers, 1987; Rojewski Pollard, 1993; Ward et al, 1994; Villa et al, 1996; York, Vandercook, MacDonald, Heise-Neff Caughey, 1992). If teachers’ attitudes toward inclusion are positive, then the experience of their students will also be positive (Anderson, Chitwood, Hayden 1997; Alexander Strain, 1978). Conversely, many educators are not as accepting of inclusion and hold negative attitudes towards inclusion (Alghazo, Dodeen, Algaryouti, 2003; Berryman, 1989; Bradshaw, 2004; Buell, Hallam, Gamel-McCormick, 1999; Center Ward, 1987; Coates, 1989; D’Alonzo, Giordano Cross, 1996; D’Alonzo Ledon 1992; Dixon, 1999; Forlin, Douglas, Hattie, 1996; Gersten, Walker Darch, 1988; Hammond Ingalls 2003; Hayes Gunn, 1988; Horne Ricciardo, 1988; Jamieson, 1984; Jobe, Rust, Brissie, 1996; Larrivee Cook, 1979; Leyser Tappendorf, 2001; Luseno, 2000; Minke et al, 1996; Murphy, 1996; Reiter et al, 1998; Schumm Vaughn 1991; Semmel et al, 1991; Thomas, 1985; Vaughn, Schumm, Jallad, Slusher Saumell, 1996). If the teachers’ attitudes towards inclusion are negative, then the experience of their students will be unsuccessful (Anderson, Chitwood, Hayden 1997; Alexander Strain, 1978). Forlin et al (1999) indicated that teachers’ attitudes towards individuals with disabilities suggest that negative attitudes lead to lower expectations of that student. Research has also shown teachers attitudes toward inclusion were strongly influenced by the nature of the student’s disabilities (Avramidis, Bayliss, Burden, 2000; Bradshaw and Mundia 2006; Center Ward, 1987; Dean, Elrod Blackbourn, 1999; Jobe, Rust Brissie, 1996; Mak, 2003; Scruggs Mastropieri, 1996; Soodak, Podell, Lehman, 1998). Several studies have shown that specific disability areas negatively affected teacher attitudes towards inclusion. Thomas (1985) studied teachers in England and found they opposed integration of students with intellectual difficulties. This opposition has been replicated in several subsequent studies (Avramidis, Bayliss, Burden, 2000; Center Ward, 1987; Clough and Lindsay, 1991; Forlin, 1995; Hayes Gunn, 1988; Kwapy, 2004; Soodak et al., 1998; Stoiber et al., 1998). Research also shows that teachers had difficulty with children who had emotional and behavioral difficulties (Avramidis et al, 2000; Bowman, 1986; Clough Lindsay, 1991; Forlin, 1995; Hastings Oakford, 2003; Hayes Gunn, 1988; Heflin Bullock, 1999; Kwapy, 2004; Soodak et al., 1998; Stoiber et al, 1998). Center and Ward (1987) found that teachers within their research study were reluctant to include students with more severe physical disabilities or students with intellectual disabilities; however, they were willing to accept the inclusion of students with mild physical disabilities. As a result of the mixed results of research on inclusion, it is important to identify attitudes towards inclusion of students, specifically with ASDs, within the general education classroom. To date, there has been a lack of research on ASDs and teacher attitudes towards inclusion. With the movement within the educational system to integrate all students with disabilities into regular education classrooms, it is going to be important to evaluate teacher attitudes toward inclusion of students with ASDs as the prevalence rate for this specific disability is on the rise. Multiple factors have been found to affect teachers’ attitudes (Salend Duhaney, 1999). These factors primarily relate to the child, teacher, and school. Several factors seem to consistently arise in research regarding attitudes towards inclusion of students with disabilities and include teacher efficacy, the type of disability, and the individual’s teacher preparation program. These areas will be the focus of this research study. Teacher efficacy has been a focus in many research studies (Allinder, 1994; Allinder, 1995; Ashton, 1984; Ashton Webb, 1986; Brownell Pajares, 1999; Gibson Dembo, 1984; Pajares, 1992; Soodak, Podell Lehman, 1998). Teacher efficacy is a teacher’s individual beliefs in their capabilities to reach all of their students, regardless of disability and teach all types of students (Armor et al., 1976; Ashton, 1984; Ashton Webb; 1986; Berman McLaughlin, 1977; Coladarci Breton, 1997; Gibson Dembo, 1984; Tschannen-Moran, Woolfolk-Hoy, Hoy, 1998; Woolfolk, 2010). Many studies have noted that a teacher’s sense of efficacy can have a direct positive affect on student achievement (Anderson, Greene, Loewen, 1988; Ashton, 1984; Midgley, Feldlaufer, Eccles, 1989; Woolfolk, 2010) and is a principal factor impacting classroom effectiveness (Allinder, 1993; Ashton Webb, 1986; Brownell Pajares, 1999; Gibson Dembo, 1984; Pajares, 1992). There has been limited research as to the effect teacher efficacy has upon the students with ASDs. Research on general disability areas has shown that as a teacher’s personal efficacy increases, they become less anxious about including students with disabilities into their classrooms (Allinder, 1994; Soodak, Podell Lehman, 1998). Other research studies have found that teachers often lack confidence in their instructional skills when dealing with a student with a disability (Buell, Hallam, Gamel-McCormick, 1999; Center Ward 1987) thus decreasing their self efficacy. By identifying links between teacher efficacy and teacher attitudes towards inclusion of students with ASDs; more information can be provided to teachers to help them feel confident as well as successful in teaching students with ASDs within their classrooms. Another factor affecting teacher attitudes towards inclusion stems from their teacher preparation programs. Much of the current research on inclusion of students with disabilities has shown that general educators often feel confused when asked to make accommodations for students with disabilities within their classes (Lombard et al., 1998). Educators have indicated that they feel unprepared to implement inclusion as a result of a lack of preparation in education programs (Avramidis, Bayliss Burden, 2000; Bender Ukeje, 1989; Bender, Vail, Scott 1995; Betancourt-Smith 1994; Bruneau-Balderrama, 1997; Buell et al, 1999; Center Ward, 1987; Creal, 2000; Edelen-Smith, Prater, Sileo 1993; Evans, Townsend, Duchnowski, Hocutt, 1996; Ferguson, 1995; Forlin et al. 1999; Garfinkle Schwartz, 2002; Glass 1996; Grbich Sykes, 1992; Hammond Ingalls, 2003; Hastings, Hewes, Lock Witting, 1996; Johnston, Proctor, Corey 1994; King-Sears Cummings, 1996; Kwapy, 2004; Lanier Lanier 1996; Mastrop ieri Scruggs, 2000; Minke, Bear, Deemer Griffin, 1996; Nevin, Cohen, Salazar Marshall, 2007; Olson, 2003; O’Shea O’Shea, 1997; Pugach Seidl, 1995; Reber, Marshak, Glor-Scheib, 1995; Reed Monda-Amaya, 1995; Reitz Kerr, 1991; Salend, 2001; Schumm et al. 1994; Schumm Vaughn, 1992; Schuum Vaughn, 1995; Scruggs Mastropieri, 1996; Shanker, 1994; Sindelar, 1995; Singh, 2001; Slusher Saumell 1996; Snyder, 1990; Soodak, Podell Lehman, 1998; Swoboda, 2000; Tait Purdie 2000; Taylor, Richards, Goldstein, Schilit 1997; Vaughn, Schumm, Jallad, Wang, Reynolds, Walberg, 1994; Vaughn, Schumm, Jallad, Slusher, Saumell, 1996; Wang, Reynolds Walberg, 1994; Wanzenried, 1998). Currently, many educators remain insufficiently informed about the practice and theory of inclusion as well as the effect it has on all students within the classroom. Part of teacher preparation programs includes instilling a sense of knowledge and experience of working with students with disabilities. Those with experience working with students with disabilities tend to have more positive attitudes toward inclusion (Beh-Pajooh, 1991; Forlin, Fogarty Carroll, 1999; Gallagher 1985; Gregory, 1997; Hastings et al., 1996; Hastings Graham, 1995; LeRoy Simpson 1996; Pernell, McIntyre, Bader 1985; Sack 1998; Rees, Spreen Harnadek, 1991; Shoho, Katims, Wilks 1997). If teachers feel as though they are unprepared to accommodate students with disabilities; there needs to be a change in teacher preparation programs to ensure that all teachers feel confident and prepared to teach students with exceptionalities. By changing teacher education programs and adding more required coursework regarding students with exceptionalities, teachers should be better equipped to make accommodations and interventions for exceptional students. It is important to account for preservice teachers’ attitudes and beliefs in order to rectify any ill conceived notions about inclusion of children with ASDs. By identifying attitudes towards inclusion of students with ASDs, the inclusion process can be improved. By identifying factors that lead to negative attitudes towards inclusion and dispelling any myths associated with inclusion of students with ASDs, these students may be better served within the general education classroom. In addition, the attitudes towards inclusion may pinpoint weaknesses within teacher preparation programs. By identifying weaknesses, teacher education programs may be able to change or revise classes and curriculum to better meet the needs of future educators. Due to the increase in students identified with ASDs, laws mandating students be taught in the LRE, more general education teachers will have to make accommodations for students with ASDs within their classrooms. By identifying teacher attitudes towards inclusion of students with ASDs, teacher curriculum can be changed and in-services can be added to programming to improve teacher attitudes towards inclusion. Statement of the Problem This study will focus on self-efficacy of preservice teachers and their attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs). Current research shows a range of attitudes towards inclusion of students with disabilities. There is a lack of research regarding teacher attitudes towards the various disability categories; specifically ASDs. Inclusion of students based on specific disability categories, ASDs, has been limited. With the increase in diagnosis of children with ASDs; there will likely be an increase in the placement of students with ASDs into general education classrooms. As a result, general education teachers will likely be responsible for teaching students with ASDs within their classrooms. By identifying attitudes towards inclusion of students with ASDs, the inclusion process can be improved. By identifying factors that lead to negative attitudes towards inclusion, such as teacher efficacy beliefs, and dispelling any myths associated with inclusion of students with ASDs, these students may be better served within the general education classroom. In addition, the attitudes towards inclusion may pinpoint weaknesses within teacher training programs. By identifying weaknesses, teacher education programs may be able to use this information to implement changes or revisions to classes and curriculum to better meet the needs of future educators. Purpose of the Study The primary purpose of this study is to investigate preservice teachers’ sense of efficacy and their attitudes towards inclusion of students with ASDs. Relationships between teacher attitudes towards inclusion, teacher efficacy, the type of student disability, teacher preparation programs, and demographic information will be explored. This study aims to identify preservice teacher attitudes toward inclusion of students with ASDs and their level of teacher efficacy. Additionally, it will explore factors that influence attitudes of preservice teachers toward inclusion of students with ASDs. By understanding the factors that influence preservice teacher attitudes, teacher preparation programs can better prepare teachers for students with exceptionalities, particularly ASDs within the classrooms. Research Questions What are preservice teachers’ attitudes towards inclusion of students with ASDs within the general education classroom? Secondary Questions: What is the relationship between teacher efficacy and teacher attitudes towards inclusion of students with ASDs? What factors are related to preservice teachers’ attitudes towards inclusion of students with ASDs? What is the relationship between the amount of college preparation courses and teacher attitudes towards inclusion of students with ASDs? Is there a relationship between having a special education background and attitudes towards inclusion of students with ASDs? Is there a relationship between having a special education background and teacher efficacy? Rationale Inclusive education integrates all students, regardless of disability, into the general education classroom. Integration of students with disabilities requires teachers to make accommodations and modifications for students in order for them to be successful within the general education classroom. The teacher’s level of efficacy has been found to affect their willingness to make modifications and accommodations for students with disabilities and thus affect their attitudes toward inclusion. This study will investigate preservice teachers’ sense of efficacy and its correlation with attitudes towards inclusion of students with ASDs. Current studies focus on the integration of students with disabilities without differentiating specific disability categories. This study will allow for differentiation of ASDs from the remaining disability categories. Findings from this study will be beneficial for teacher preparation programs. Bandura (1986, 1994, 1997) suggested that predications about behavior outcomes affect the individual’s goals, effort, and motivation to complete a task. Predications of behavior are highly influenced by a person’s self-efficacy (Woolfolk, 2010). Self-efficacy has been defined as the belief in one’s capabilities to organize and execute the course of action required to manage prospective situations (Bandura, 1995). As a result, people are more likely to engage in behaviors that they believe they are capable of completing successfully. If a person believes they are able to complete an activity with success, they have high self-efficacy; conversely, if they do not feel they are able to complete certain behaviors successfully, they have low self-efficacy. Individuals tend to seek behaviors that they have success with and will put more effort and persistence to activities that they consider to be successful. Self-efficacy is also influenced by a person’s previou s successes or failures with an activity, feedback from others regarding their performance, and success or failure of other people around them (Woolfolk, 2010). For inclusion to be successful, teachers will need to observe a successful implementation of inclusion. In addition, they will have to feel confident in their own abilities to implement inclusion. This confidence will likely come from their teacher education training as well as role models indicating a successful implementation of inclusion. If a teacher does not believe he or she is able to implement inclusion within their classroom, the inclusion process is likely to fail. This has implications for the students within their classrooms. Students without disabilities are likely to model the teacher’s negative attitude towards inclusion and imitate behavior; at the same time, if the teacher has a positive attitude toward inclusion, the children would imitate that behavior. The self-efficacy of the teacher and their resulting actions has a large impact for the successful inclusion of students with ASDs within the general education class. Conceptual Framework This study is rooted in the theories of Albert Bandura, a cognitive theorist. His theories on social learning, social cognition, and self-efficacy have an influence this study. Bandura’s social cognitive theory and his construct of self efficacy (Bandura 1977) help explain how teacher’s attitudes towards inclusion would potentially have an effect upon the students within their classrooms. Bandura’s (1977) theory of self-efficacy is closely tied with teacher sense of efficacy. Teacher sense of efficacy is the belief that a teacher can reach all of his or her students, regardless of disability and teach all types of students (Woolfolk, 2010). Teacher sense of efficacy has a major impact upon the students within a teacher’s classroom. A high sense of teacher efficacy would indicate a teacher believes that he or she is capable to teach their students. Teachers with a high sense of teacher efficacy believe they can teach all of their students, regardless of disability (Woolfolk, 2010). Significance of the Study Due to revisions of federal regulations regarding placement of special education students within the LRE, children with disabilities are spending a majority of their day in the general education classroom. This study is an investigation of preservice teachers’ sense of efficacy and attitudes regarding inclusion of students with ASDs. It is valuable to determine attitudes of preservice teacher regarding the placement of students with ASDs due to research currently citing teacher attitudes strongly effect the success of students (Avramidis Norwich, 2002; Bacon Schultz, 1991; Chow Winzer, 1992; Coates, 1989; Cook, Semmel, Gerber, 1999; Good Brophy, 1997; Hayes Gunn; 1988; Idol, Nevin, Paolucci-Whitcomb, 1994; Roa Lim, 1999; Salend, 2001; Semmel, Abernathy, Butera, Lesar, 1991; Shade Stewart, 2000; Silberman, 1971; Van Reusen, Shoho, Barker, 2001; William Algozine, 1977). Previously, students who needed modifications or adjustments within the classroom were separated from the non-disabled students and placed in special education classrooms. Changes in the law have provided a directive that all students must be educated in the LRE, part of the Education for All Handicapped Children Act (PL 94-142). This law states that individuals, regardless of the severity of their disabilities, are entitled to receive services from the public school systems at no cost to the parents (Public Law No. 94-142). With more students being placed in general education classrooms, it is important for future educators to have positive attitudes towards successful inclusion of students with ASDs. The results of this study may help in the development of effective educational curriculum at universities and colleges with teacher education programs. Education programs need to be committed to producing highly qualified and prepared future educators. This means being prepared to teach and understand the unique needs required by students with ASDs within the classroom. Results from this study may help preservice teachers to gain insight into their attitudes towards inclusion and their efficacy beliefs. Definitions and Terminology Accommodation: â€Å"A change in testing materials or procedures that enables students to participate in assessments in ways that reflect their skills and abilities rather than their disabilities† (Salvia, Ysseldyke Bolt, 2007, p. 682). Americans with Disabilities Act (Coladarci Breton): Public Law No. 10-325 (1 January 2009). â€Å"Prohibits discrimination against persons with disabilities in employment, transportation, public access, local government, and telecommunications† (Woolfolk, 2010, p. 129). Autism: â€Å"Developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 and ranging from mild to major† (Woolfolk, 2007, p. 613). Autism Spectrum Disorders (ASDs): A group of five related developmental disorders that share common core deficits or difficulties in social relationships, communication, and ritualistic behaviors; differentiated from one another primarily by the age of onset and severity of various systems; includes autistic disorder, Asperger syndrome, Rett syndrome, childhood

Nuclear Power And Its Uses :: essays research papers

Nuclear Power and Its Uses At first nuclear power was only seen as a means of destruction but after World War II a major effort was made to apply nuclear energy to peacetime uses. Nuclear power if made when a nucleus of an atom is split to release a powerful burst of energy. Though technological advancements nuclear power now supplies us with new medical aids, a new power source and new ways to do scientific research. New medical advancements are being produced rapidly due to nuclear power. Nuclear material is now being used to treat diseases. Pacients suffering from cancer can then be exposed to the healing effects of the radiation under controlled conditions. The radiation of the nuclear energy can help in medical tests. Radioactive phosphorus is an important diagnostic aid. It is injected into the veins of a patient, it concentrates in the cells of certain brain tumors. Thyroid gland strongly attracts iodine. Radioactive iodine is used both in diagnosing and in treating diseases of the thyroid. Nuclear power is changing the face of medicine with new cures and tests that will cure millions.. Nuclear power can be converted into strong and efficient nuclear energy and be used for many purposes. Nuclear power reactors generates heat that is converted into steam. The steam can be used directly for energy. This energy is used in transportation. Most military subs are now ran by nuclear energy. The most used purpose of nuclear energy can also be used to generate electric power for example in a commercial nuclear power plant. Another way to produce nuclear energy is by gas-cooled reactors with either carbon dioxide or helium as the coolant instead of water. This method is used mainly in commercial nuclear plants in the United Kingdom and France due to the lack of freshwater. With growing popularity nuclear energy will definitely of the future with new ways to use this energy in a positive manner. Scientists can now use nuclear power for biological research to help understand life more. Radioactive isotopes have been described as the most useful research tool since the invention of the microscope. Physiologists use them to learn where and at what speed physical and chemical processes occur in the human body. Isotopes are also used for agricultural Biologists use radioactive isotopes to see how plants absorb chemicals as they grow. With radioactive cobalt, botanists can produce new types of plants. Structural variations that normally take years of selective breeding to develop can be made to occur in a few months. Many believe that nuclear power is too destructive and as such should be