Sports and Society - Examples of Each Category of Violence in Sport Assignment

Sports and Society - Examples of Each Category of Violence in Sport - Assignment Example Players can use body contact during tackling by using the upper body to push and shove opponents during a football game and this can qualify for borderline violence since it is not explicit in its nature. Using the hands to push other players when trying to control the ball. Sometimes, players will go all out and actually, assault another player defiantly qualifies as a brutal body contact. Quasi-criminal violence can come in the form of unprofessional conduct between players and can come in the form of threat, insults or other means that degrade the dignity and honour of a player, players or clubs. Criminal violence is organized violence against a player, group of players or a club where another player, players or club willfully connive to bring harm to the other in order to stop them from performing. (Hechter, 1977) 2. If we want to understand violence in sports, we must understand gender ideology and issues of masculinity in culture. How is masculinity related to violence in sports and how do issues of masculinity take on different meanings among men from different backgrounds? Give examples from the course material and from your own experiences as you discuss this issue. Sports have from time immemorial, been relegated to the domain of men. Aggression, displays of power and dominance, drivenness, and the male physic in all its powerful glory. Any sign of weakness, empathy and kindness were regarded as a sign of weakness. The Greek culture is the one that sport was birthed in and that is why it influenced many sporting worldviews. The Greeks were obsessed with power and its display in all its form for glory’s sake. The Greco-Roman culture idolized war and aggression as an expression of masculinity and this was seen in sports. Sporting events of the medieval times were gory events filled with real-life killings of wild animals and slaves who were called gladiators. The sole purposes of the gladiators were to fight and die in the arena for the sake of glory and entertainment.  Ã‚  

Shifting Trends in Special Education Essay Example for Free

Shifting Trends in Special Education Essay The Thomas B. Fordham Institute. is. the. nations. leader. in. advancing. educational. excellence. for. every. child. through. quality. research,. analysis,. and. commentary,. as. well. as. on-the-ground. action. and. advocacy. in. Ohio.. It. is. affiliated. with. the. Thomas.. B.. Fordham. Foundation,. and. this. publication. is. a.. joint. project. of. the. Foundation. and. the. Institute For. further. information,. please. visit. our. website. at. www. edexcellence. net. or. write. to. the. Institute. at.. 1016. 16th. St.. NW,. 8th. Floor,. Washington,. D. C.. 20036 The. Institute. is. neither. connected. with. nor..sponsored. by. Fordham. University. A. big. thank. you. goes. out. to. the. whole. Fordham. team. for. their. assistance. on. this. project,. especially. Michael. Petrilli. and. Chester. E.. Finn,. Jr.. for. their. project. guidance. and. astute. feedback,. to. Daniela. Fairchild. for. production. management,. to.  ©istockphoto. com/ AnithaCumming. for. the. snappy. cover. image,. and.. to. Amy. Fagan. for. dissemination.. The. smart. layout. design. is. the. work. of. Alton. Creative. and. the.. â€Å"Ed. Shorts†. logo. of. Laura. Elizabeth. Pohl. Conclusion.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Appendix A.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Figure. A1:. Proportion. of. the. National. Student.. Population. with. Disabilities,. 1976-77. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Table. A1:. National. Number. of. Students.. with. Disabilities. by. Category,. 2000-01. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Table. A2:. Students. with. Disabilities. by. State,.. 2000-01. to. 2009-10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18. Appendix B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Federal. Disability. Definitions.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Endnotes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21. SH I FTI NG TREN DS I N SPECIAL EDUCATION EXECUTIVE SUMM ARY Executive Summary Special. education. is. a. field. in. flux.. After. decades. of. steady. increases,. the. population. of. students. with. disabilities. peaked. in. 2004-05. with. 6. 72. million. youngsters,. comprising. 13. 8. percent. of. the. nation’s. student. population.. The. following. year. marked. the. first. time. since. the. enactment. of. the. Individuals. with. Disabilities. Education. Act. (IDEA). that. special-education. participation. numbers. declined—and. they. have. continued. to. do. so,. falling. to. 6. 48. million. students. by. 2009-10,. or. 13. 1. percent. of. all. students. nationwide. This. report. examines. trends. in. the. number. of. special-education. students. and. personnel. at. both. the. national. and. state. levels. from. 2000-01. to. 2009-10.. It. finds. that. the. overall. population. of. special-education. students,. after. decades. of. increases,. peaked. in. the.2004-05. school. year. and. has. declined. since.. But. within. this. population,. individual. categories. of. students. with. disabilities. differed. markedly. in. thei r. trajectories:  ». . he. population. of. students. identified. as. having. â€Å"specific. learning. disabilities,†. the. most. prevalent. of. all. T dis. bility. types,. declined. considerably. throughout. the. decade,. falling. from. 2. 86. million. to. 2. 43. million. a students,. or. from. 6. 1. to. 4. 9. percent. of. all. students. nationwide.  ». . ther. shrinking. disability. categories. included. mental. retardation,. which. dropped. from. 624,000. to. 463,000. O students,. or. from. 1. 3. to. 0. 9. percent. of. all. pupils,. and. emotional. disturbances,. which. fell. from. 480,000. to. 407,000. students,. or. from. 1. 0. to. 0. 8. percent.  ». . utism. and. â€Å"other. health. impairment†. (OHI). populations. increased. dramatically.. The. number. of. autisA tic. students. quadrupled. from. 93,000. to. 378,000,. while. OHI. numbers. more. than. doubled. from. 303,000. to. 689,000.. Even. so,. autistic. and. OHI. populations. constituted. only. 0. 8. and. 1. 4. percent,. respectively,. of. all. students. in. 2009-10. In. addition,. state-level. special-education. trends. varied. dramatically:  ».. hode. Island,. New. York,. and. Massachusetts. reported. the. highest. rates. of. disability. identification. in. 2009R 10;. Rhode. Island. was. the. only. state. with. more. than. 18. percent. of. its. student. body. receiving.. special-education. services.  ». . exas,. Idaho,. and. Colorado. reported. the. lowest. rates. of. disability. identification. in. 2009-10.. Adjusting.. T for. overall. population. size,. Texas. identified. just. half. as. many. students. with. disabilities. as. Rhode. Island:. 9. 1. percent. of. its. total. student. body. States. also. varied. in. their. special-education. personnel. practices,. so. much. so. that. the. accuracy. of. the. data. they. report. to. Washington. is. in. question.. Nationally,. schools. ostensibly. employed. 129. special-education. teachers. and. paraprofessionals. for. every. thousand. special-education. students. in. 2008-09,. up. from. 117. per. thousand. in. 2000-01.. At. the. state. level,. this. ranged. from. a. reported. 320. per. thousand. in. New. Hampshire,. to. thirty-eight. per. thousand. in. Mississippi.. (We. appreciate. the. implausibility. of. these. numbers,. which. come. from. the. only. available. official. source. ) 1 SH I FTI NG TREN DS I N SPECIAL EDUCATION I NTRODUCTION  Introduction Last. summer,. New. Jersey’s. Star-Ledger. ran. a. hard-hitting. piece. about. the. condition. of. education. finance. in. the. Garden. State.. It. bemoaned. a. dismal. school-system. budget. in. which. teachers. had. been. laid. off,. extracurricular. activities. scrapped,. and. free. transportation. curtailed.. But. one. budgetary. category. had. been. spared:. special. education. â€Å"This. is. an. area. that. is. completely. out. of. control. and. in. desperate. need. of. reform,†. said. Larrie. Reynolds,. superintendent. in. the. Mount. Olive. School. District,. where. special-education. spending. rose. 17. percent.this. year.. â€Å"Everything. else. has. a. finite. limit.. Special. education—in. this. state,. at. least—is. similar. to. the. universe.. It. has. no. end.. It. is. the. untold. story. of. what. every. school. district. is. dealing. with. † 1 And. so. it. is.. Special. education. consumes. a. hefty. slice. of. the. education. pie,. comprising. an. estimated. 21. percent. of. all. education. spending. in. 2005.. That. slice. is. growing,. too.. Forty-one. percent. of. all. increases. in. education. spending. between. 1996. and. 2005. went. to. fund. it. 2 As. Superintendent. Reynolds. indicated,. special. education. is. a. field.in. urgent. need. of. reform.. Not. only. is. its. funding. widely. seen. as. sacrosanct—due. to. federal. â€Å"maintenance. of. effort†. requirements,. strong. special-education. lobbies,. nervous. superintendents,. entrenched. traditions,. and. inertia,. as. well. as. a. collective. sense. that. we. should. do. right. by. these. kids—but. America’s. approach. to. it. is. also. antiquated.. Despite. good. intentions. and. some. reform. efforts,. the. field. is. still. beset. by. a. compliance-oriented. mindset. that. values. process. over. outcomes.. Thirty-six. years. after. Congress. passed. the. Education. for. All. Handicapped. Chil dren. Act. (now. the. Individuals. with. Disabilities. Education. Act. or. IDEA),. the. rigidities. and. shortcomings. of. yesterday’s. approach. have. become. overwhelming,. as. have. the. dollar. costs.. There. has. to. be. a. better. way. We. at. the. Thomas. B.. Fordham. Institute. seek. to. help. chart. a. different. path,. doing. right. by. children. with. special. needs. while. recognizing. both. that. every. youngster. is. special. in. some. way. and. that. the. taxpayer’s. pocket. is. not. bottomless.. This. is. the. first. of. several. special-education. eye. openers. that. we’re. undertaking. 3. Ten. years. ago,.we. dipped. our. toes. into. the. turbid. waters. of. special-education. policy. via. a. set. of. thought-provoking. papers. in. a. volume. titled. Rethinking Special Education for a New Century. 4. The. fundamental. shift. from. compliance. to. outcomes. that. we. advocated. in. that. volume. has,. for. the. most. part,. not. come. to. pass. (though. we. may. see. a. glimmer. of. hope. in. the. implementation. of. Response. to. Intervention. [RTI]. programs).. Still,. someday—probably. after. the. delayed. reauthorization. of. the. Elementary. and. Secondary. Education. Act—Congress. will. again. take. up. IDEA.. Methodologypecial-education. student-population. data. (referred. to. in. federal. reporting. requirements. as. â€Å"child. count†). and. personnel. data. were. drawn. from. the. Data. Accountability. Center,. funded. by. the. Office. of. Special. Education. Programs. in. the. U. S.. Department. of. Education. and. located. at. ideadata. org. 5. Child-count. totals. are. reported. each. year. by. states. and. include. all. children. ages. three. to. twenty-one. identified. with. disabilities. 6. Thus,. the. term. â€Å"students. with. disabilities†. in. this. report. refers. to. the. number. of. students. that. the. education. system. recognizes.as. having. disabilities.. Variation. among. the. states’. disability. incidence. rates. almost. surely. has. more. to. S do. with. how. a. state. defines. and. identifies. special-needs. students. (i. e. ,. whether. a. state. over-. or. under-identifies. disabilities). than. with. the. true. population. of. disabled. children. in. that. state. . To. calculate. each. state’s. disability. incidence. rate,. child-count. numbers. were. divided. by. total. state. enrollment. figures. 7. State. enrollment. data. were. drawn. from. the. Digest of Education Statistics.. Total. student. enrollment. data. for. the. 2009-10. school. year.had. not. been. released. as. of. publication;. thus. 2009-10. figures. are. based. on. projections. published. in. the. Digest. 2 SH I FTI NG TREN DS I N SPECIAL EDUCATION I NTRODUCTION It’s. our. hope. that. the. next. iteration. of. that. law. will. benefit. from. fresh. thinking. amid. changed. realities. But. that. day. has. not. yet. dawned.. And. before. we. can. seriously. re-imagine. the. field. of. special. education. and. how. it. should. be. funded,. we. need. a. basic. understanding. of. the. state. of. special. education. today—and. how. it’s. changed. over. the. past. decade.. Many. are. aware,. for. instance,.that. the. number. of. students. who. received. specialeducation. services. rose. steadily. between. IDEA’s. enactment. in. 1975. and. the. turn. of. the. century.. But. is. this. population. still. growing?. Are. particular. types. of. disabilities. responsible. for. overall. trends?. What. types. of. personnel. do. schools. employ. to. teach. these. students?. Accurate. descriptive. data. on. questions. like. these. are. a. scarce. commodity. (more. on. that. later),. but. we. desperately. need. them. if. we’re. to. wrestle. with. the. more. complex. questions. that. vex. the. field,. such. as:. Have. rising. numbers. of.special-education. students. driven. up. costs?. Which. states. are. spending. more. and. which. are. spending. less. per. special-education. student. than. others?. Are. states. correctly. identifying. students. and. providing. them. with. appropriate. services?. What. types .of. interventions. are. most. effective. with. special-needs. children? This. report. sets. forth. the. number. of. children. identified. with. disabilities. in. our. nation’s. schools. by. disability. type,. nationally. and. by. state,. examining. how. those. patterns. have. changed. over. the. past. decade.. It. also. addresses:  ». Which. states. have. the.largest. and. smallest. proportions. of. children. judged. to. have. disabilities;  ». The. extent. to. which. the. numbers. of. students. with. specific. learning. disabilities. have. changed. over. the. last. ten. years;. and  ». The. number. of. special-education. personnel. employed. nationally. and. how. this. varies. by. state. We. also. dig. into. a. couple. of. outliers—Massachusetts. and. Texas—and. attempt. to. explain. why. their. data. look. like. they. do.. We. close. with. a. few. takeaways. and. next. steps.. 3 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Findings Students with Disabilities across America. After. decades. of. steady. increases,. the. population. of. students. with. disabilities. peaked. in. 2004-05. with. 6. 72. million. youngsters,. comprising. 13. 8. percent. of. the. national. student. body. (see. Figure. 1).. The. following. year. marked. the. first. time. since. the. enactment. of. IDEA. in. 1975. that. special-education. participation. numbers. declined.. (For. a. long-term. trend. analysis. of. the. special-education. population,. see. Appendix. A. ). Since. then,. the. number. and. proportion. of. students. with. disabilities. has. decreased. steadily,. falling. to. 13. 1. percent. of. the. national. student.body. by. 2009-10,. or. 6. 48. million. students.. 1 13. 8 13. 6 13. 4 13. 2 13. 0 Proportion of the National Student Population with Disabilities, 2000-01 to 2009-10 This. national. trend. is. driven. by. shifting. populations. of. particular. disability. types.. The. federal. government. requires. all. states. to. report. studentpopulation. numbers. across. twelve. categories. of. disability. (the. reporting. of. a. thirteenth,. termed. â€Å"developmental. delay,†. is. optional):. autism;. deafblindness;. emotional. disturbance;. hearing. impairments;. mental. retardation;. multiple. disabilities;. orthopedic. impairments;. other.health. impairments;. specific. learning. disabilities;. speech. or. language. impairments;. traumatic. brain. injuries;. and. visual. impairments.. (For. the. full. federal. definition. of. each. category,. see. Appendix. B. ). 1 2 4 6 7 3 5 8 9. Much. of. the. recent. decrease. in. the. overall. specialeducation. population. can. be. attributed. to. the. shrinking. population. of. students. identified. with. specific. learning. disabilities. (SLDs).. After. decades. of. growth,. the. proportion. of. students. with. SLDs. peaked. in. 2000-01. and. declined. thereafter,. falling. from. 2. 86. million. to. 2. 43. million. students.between. 2000-01. and. 2009-10,. or. from. 6. 1. to. 4. 9. percent. of. the. national. student. body. 8. -0 -0 -0 -0 -0 07 -0 -0 -0 00 -0 04 02 06 03 05. Other. disability. categories. declined. as. well.. The. population. of. students. with. mental. retardation. dropped. from. A Caveat on Disability Types T he. federal. government. requires. states. to. report. child-count. numbers. across. twelve. disability. categories. each. year. (a. thirteenth. category. is. optional),. but. does. not. require. that. states. actually. use. those. categories. for. their. own. within-state. identification. and. data-collection. purposes.. Thus,.state-specific. nuances. in. disability. definitions. abound.. For. example,. many. states. employ. their. own. unique. definitions. for. each. of. the. thirteen. categories. and/or. combine. and. eliminate. categories.. At. least. one. state. goes. so. far. as. to. identify. no. individual. categories,. opting. instead. for. a. single. â€Å"eligible. individual†. classification. for. students. with. disabilities. (see. Iowa’s SLD Trend: True or False? ).. To. meet. federal. reporting. requirements,. these. states. must. estimate. the. number. of. students. with. disabilities. within. each. federal. category.. And. in. some. cases,.federal. reporting. requirements. allow. states. to. report. one. category. within. another—for. example,. seven. states. report. students. with. multiple. disabilities. in. their. primary-disability. categories. rather. than. in. the. â€Å"multiple. disabilities†. 08 09 01 -10 category.. The. lack. of. consistency. in. defining. and. reporting. data. across. all. fifty. states. renders. any. state-level. comparison. of. students. with. disabilities. inherently. imprecise. . Take,. for. example,. recent. categorization. changes. in. Ohio.. Prior. to. 2007-08,. preschoolers. (three-. to. five-yearolds). with. disabilities. in. the. Buckeye. State. were. lumped. together. in. a. single. disability. category.. In. that. year,. however,. Ohio. first. required. preschoolers. to. be. sorted. into. distinct. categories.. To. ease. the. transition,. districts. classified. all. existing. preschoolers. with. disabilities. as. having. developmental. delays;. thereafter,. all. new. preschoolers. with. disabilities. were. to. be. categorized. by. disability.. As. could. be. expected,. the. number. of. students. with. developmental. delays. reported. to. the. federal. government. suddenly. grew. from. 0. to. 19,000. in. 2007-08,. and. then. fell. by. half. in. 2008-09.and. again. slightly. in. 2009-10. 9. Such. inconsistencies—this. is. just. one. example. of. myriad. state. eccentricities. and. idiosyncrasies—confuse. trend. analyses. at. both. the. state. and. national. level. 4 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 624,000. to. 463,000. in. that. time,. or. from. 1. 3. percent. to. 0. 9. percent. of. all. students.. The. number. identified. with. emotional. disturbances. fell. from. near. 480,000. in. 2000-01. to. 407,000. by. 2009-10. (after. peaking. at. 489,000. students. in. 2003-04),. or. from. 1. 0. to. 0. 8. percent. of. all. students.. Offsetting. a. portion. of.the. decline. in. these. disability. categories. were. sharp. increases. in. the. populations. of. students. with. autism. and. other. health. impairm ents. (OHIs). over. the. last. decade.. The. number. of. autistic. students. quadrupled. between. 2000-01. and. 2009-10,. rising. from. 93,000. to. 378,000,. while. the. number. of. OHI. students. more. than. doubled. from. 303,000. to. 689,000.. Still,. the. autistic. and. OHI. populations. constituted. only. 0. 8. and. 1. 4. percent,. respectively,. of. all. students. in. 2009-10. The. category. of. developmental. delay,. which. often. serves. as. a. general. disability. category.for. young. students. (typically. ages. three. to. five. or. three. to. nine),. grew. as. well,. from. 213,000. students. in. 2000-01. to. 368,000. in. 2009-10,. or. from. 0. 5. to. 0. 7. percent. of. all. students. The. incidence. of. other. disability. types. (which,. other. than. speech. or. language. impairments,. comprise. a. small. fraction. of. the. total). either. remained. stable. or. declined. slightly. during. this. time.. Figure. 2. shows. in. â€Å"pie. chart†. form. how. the. composition. of. the. special-education. population. has. changed. over. the. past. decade.. While. SLD. students. constituted. 45. 4. percent. of.all. students. with. disabilities. in. 2000-01,. that. percentage. had. shrunk. to. 37. 5. percent. by. 2009-10.. Autism,. on. the. other. hand,. increased. from. 1. 5. percent. of. all. identified. disabilities. to. 5. 8. percent.. OHI. identifications. doubled. from. 4. 8. to. 10. 6. percent,. while. cases. of. both. emotional. disturbance. and. mental. retardation. decreased. relative. to. other. identifications. 2 Special-Education Population by Disability 2000-01 and 2009-10 3. 4% 1. 5% 4. 8% 5. 3% 7. 6% 9. 9% 5. 1% 5. 8% 21. 8% 5. 7% 10. 6% 6. 3% 37. 5% 7. 1% 22. 0% 45. 4% n = 6. 30 million students ? ? ? ? ? ? ? ? 1. 5% 3.4% 4. 8% 7. 6% 9. 9% 45. 4% 22. 0% 5. 3% Autism Developmental Delay Other Health Impairment Emotional Disturbance Mental Retardation Specific Learning Disability Speech or Language Impairment Other Disabilities ? ? ? ? ? ? ? ? 2000-01 n = 6. 48 million students 5. 8% 5. 7% 10. 6% 6. 3% 7. 1% 37. 5% 21. 8% 5. 1% Autism Developmental Delay Other Health Impairment Emotional Disturbance Mental Retardation Specific Learning Disability Speech or Language Impairment Other Disabilities 2009-10 Note:. The. special-education. population. in. 2009-10. was. slightly. larger. in. raw. numbers. than. it. was. in. 2000-01,. but. the. proportion.of. students. with. disabilities. among. all. students. declined. from. 13. 3. percent. in. 2000-01. to. 13. 1. percent. in. 2009-10.. 5 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Students with Disabilities by State The. national. figures. mask. stark. variation. among. the. states.. As. Figure. 3. shows,. Rhode. Island,. New. York,. and. Massachusetts. topped. the. list. with. the. highest. rates. of. disability. identification. in. 2009-10;. Rhode. Island. was. the. only. state. to. have. more. than. 18. percent. of. its. student. body. enrolled. in. special. education.. At. the. other. end. of. the. spectrum. were. Texas,. Idaho,. and. Colorado.. Texas’s. rate. of. disability. identification. was. less. than. half. of. Rhode. Island’s,. at. just. 9. 1. percent. (see. Figure. 4. for. complete. state. identification. rates).. These. vast. disparities. call. into. question. the. extent. to. which. true. incidences. of. disability. vary. among. state. populations,. or. to. which. some. states. over-identify. or. under-identify. students. with. disabilities. 10 3 Identification Rates of Students with Disabilities, by State 2009-10 WA MT OR ID WY NE NV CA UT CO KS IA IL MO TN AR MS TX LA FL AL GA SC IN OH WV KY NC AZ NM OK VA SD ND MN WI NY MI PA. VT ME NH MA RI CT NJ DE MD D. C. ? 9. 0? –? 10. 99% ? 11. 0? –? 12. 99% ? 13. 0? –? 14. 99% ? 15. 0? –? 16. 99% ? 17. 0? –? 18. 99% AK US AVERAGE HI About. half. of. the. states. saw. increases. in. their. rates. of. special-education. identification. between. 2000-01. and. 2009-10,. while. the. other. half. saw. decreases. (see. Figure. 5).. The. national. proportion. of. students. with. disabilities. rose. and. fell. over. that. time. period,. landing. 0. 2. percentage. points. lower. in. 2009-10. (at. 13. 1. percent). than. in. 2000-01. (at. 13. 3. percent).. Texas’s. rate. of. identification. fell. from. 12. 1. percent. to. 9. 1. percent—in. raw. numbers,. a. decrease. of. about. 47,000. students.. Pennsylvania,. on. the. other. hand,. saw. an. increase. in. students. with. disabilities. from. 13. 4. percent. of. the. student. body. in. 2000-01. to. 16. 7. percent. in. 2009-10—or,. in. raw. numbers,. an. increase. of. 52,000. students. 6 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 4 Identification Rate of Students with Disabilities, by State 2009-10 18. 68 17. 80 17. 36 17. 25 17. 16 Massachusetts Maine Rhode Island New York 5 Percentage-point Change in Identification Rate, by State 2000-01 to 2009-10 3. 29 2. 39 2. 05 1. 80 1. 80 1.76 1. 35 1. 16 1. 14 1. 12 1. 72 2. 53. Pennsylvania Wyoming Vermont West Virginia Vermont Pennsylvania Indiana New Jersey Wyoming New York Minnesota Ohio 16. 66 16. 84 16. 55 16. 52 15. 60 15. 55 15. 57 15. 74 South Dakota North Dakota Kentucky New Hampshire Delaware Kentucky Illinois New Hampshire Michigan Massachusetts Nebraska South Dakota Oklahoma Wisconsin Missouri Ohio 14. 80 14. 75 14. 71 14. 97 15. 04 Oklahoma Indiana Alaska Delaware Kansas 0. 99 0. 98 0. 71 0. 71 1. 10 Minnesota 14. 66 Mississippi Washington Oregon Illinois D. C. 14. 64 14. 34 14. 15 14. 58 0. 46 0. 52 Wisconsin Arizona Utah 0. 39 0. 38 0. 14 0. 42. North Dakota Oregon Kansas 14. 26 14. 12 Nebraska California New Jersey Maine 0. 09 0. 08 0. 03 0. 07 South Carolina Michigan Alaska Iowa Florida 14. 09 14. 06 13. 98 13. 79 13. 55 13. 14 13. 99 13. 94 United States -0. 04 -0. 26 -0. 28 -0. 53 -0. 61 -0. 61 -0. 20 New Mexico Arkansas Virginia Montana Nevada Arkansas Colorado United States Mississippi Louisiana 13. 42 13. 03 12. 53 12. 30 12. 25 11. 94 11. 28 11. 28 11. 13 11. 17 12. 21 12. 41 12. 57 Maryland Missouri Virginia Iowa Louisiana -0. 60 Washington Connecticut Tennessee Maryland -0. 70 -0. 74 -0. 85 -0. 85 -1. 03 -1. 03 -1. 43 -1. 43 -1. 54 -1. 72 -1. 41 -0. 75 -0. 72 D. C. North Carolina Hawaii Utah Montana West Virginia Georgia Florida Rhode Island Connecticut Alabama Arizona Nevada California 10. 67 Colorado Georgia 10. 45 10. 27 9. 89 9. 13 10. 58 South Carolina Hawaii Idaho North Carolina Tennessee Idaho Texas 0 5 10 15 20 New Mexico Texas Alabama -2. 32 -2. 98 -3. 5 -1. 75 0 1. 75 3. 5 -2. 52 -2. 01 DISABILITY IDENTIFICATION RATE (%). PERCENTAGE-POINT CHANGE IN IDENTIFICATION RATE 7 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Specific Learning Disabilities As. the. most. prevalent. of. all. disability. types,. the. category. of. specific. learning. disabilities. (SLDs). provides.a. unique. look. into. shifting. disability. populations.. The. nationwide. population. of. students. with. specific. learning. disabilities. shrank. at. a. notable. rate. over. the. decade. leading. to. 2009-10:. SLD. numbers. fell. from. 2. 86. million. students. and. 6. 1. percent. of. the. national. student. body. in. 2000-01. to. 2. 43. million. students. and. 4. 9. percent. of. the. student. body. in. 2009-10. 11. Some. of. this. drop. was. likely. due. to. an. increasing. national. awareness. of. autism. and. a. subsequent. shift. from. incorrect. SLD. identification. to. autism. identification.. A. few. other. hypotheses.are. worth. mentioning.. First,. growing. populations. of. students. with. developmental. delays,. which. may. in. some. states. substitute. for. autism. diagnoses. of. three-. to. five-year-olds,. and. with. OHIs,. which. has. become. somewhat. of. a. â€Å"catch. all†. category,. may. be. responsible. for. some. of. the. SLD. decrease,. in. addition. to. growth. in. autism.. Second,. SLD. numbers. may. have. dropped. due. to. the. proliferation. of. Response. to. Intervention. (RTI)—a. method. of. providing. targeted. assistance. to. young. children. who. have. difficulty. learning—and. other. early-reading. interventions. (see. Response to Intervention).. Lastly,. the. identification. of. SLDs,. though. strictly. outlined. in. policy,. appears. more. subjective. and. prone. to. human. error. than. the. identification. of. most. other. disabilities;. thus,. SLD. identification. is. perhaps. more. affected. by. related. changes. in. policy,. budget,. personnel,. etc. Rates. of. SLD. identification. varied. across. the. fifty. states. in. 2009-10.. As. shown. in. Figure. 6,. just. 2. percent. of. the. student. body. in. Kentucky. was. labeled. SLD. in. 2009-10,. while. over. 8. 4. percent. o f. Iowa’s. student. body. was. classified. as. such.. Similarly,. in.2009-10,. Kentucky’s. SLD. students. comprised. only. 13. 1. percent. of. the. state’s. entire. special-education. student. body,. while. in. Iowa. they. accounted. for. 60. 4. percent.. Across. the. entire. United. States,. SLD. students. comprised. 4. 9. percent. of. all. students. and. 37. 5. percent. of. all. students. with. disabilities. in. 2009-10.. Massachusetts. saw. the. greatest. percentage-point. decrease. in. its. SLD. population. between. 2000-01. and. 200910.. There,. SLD. students. fell. from. 9. 8. to. 5. 9. percent. of. all. students. during. that. time.. As. a. slice. of. the. specialeducation. pie,. in. fact,. Massachusetts’s. SLD. students. went. from. 58. 7. percent. of. all. special-education. students. to. just. 33. 3. percent.. Despite. this. declining. proportion,. however,. Massachusetts. still. identifies. the. second. overall. highest. rate. of. disability. in. the. nation. (see. Behind the Numbers in Outlier States. on. page. 13). Response to Intervention esponse. to. Intervention. (RTI). is. a. method. of. providing. targeted. and. increasingly. intensive. assistance. to. young. children. who. have. difficulty. learning.. RTI. began. to. gain. ground. with. the. enactment. of. the. No. Child. Left. Behind. Act. (NCLB). in. 2001,. which. provided. schools. with. Reading. First. grants. to. introduce. it. and. other. early-reading. strategies. into. general. education.. But. the. program. spread. more. rapidly. in. the. aftermath. of. the. 2004. reauthorization. of. IDEA,. which. allowed. districts. to. spend. 15. percent. of. the. law’s. Part. B. funds. on. RTI. and. other. early-intervening. services,. and. to. use. RTI. as. one. part. of. a. comprehensive. evaluation. process. for. identifying. students. with. SLDs.. In. 2007,. just. 24. percent. of. R districts. reported. that. they. had. implemented. or. were. in. the. process. of. implementing. RTI;. by. 2010,. this. had. risen. to. 61. percent. of. districts. 12 . Indeed,. SLD. may. be. the. disability. population. most. affected. by. early. interventions. like. RTI,. because. such. interventions. can. help. prevent. the. misidentification. and. mislabeling. of. struggling. students—who. may. simply. learn. better. with. enhanced,. tailored. instruction—as. students. with. SLDs.. At. the. same. time,. modifications. in. pedagogical. approach. and. lesson. planning. can. help. to. offset. the. challenges. faced. by. those. students. with. true. but. mild. SLDs.. 8 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS 6. SLD as a Proportion of All Students and All Students with Disabilities, by State 2009-10 ALL STUDENTS Iowa 8. 42 7. 63 7. 41 STUDENTS WITH DISABILITIES Nevada Iowa 60. 37 47. 47 45. 06 42. 92 42. 78 42. 73 42. 11 42. 74 44. 25 45. 81 48. 11 Pennsylvania Rhode Island New Jersey Delaware Oklahoma New York 6. 43 6. 29 6. 17 6. 85 Pennsylvania Alabama Arizona Delaware Iowa’s SLD Trend: True or False? New Hampshire South Carolina D. C. 6. 05 5. 99 5. 96 5. 92 5. 85 5. 73 5. 95 5. 97 South Carolina Oklahoma California Texas Utah I Florida Massachusetts Illinois Florida 42. 40 42. 09 41. 87 41. 21 Alaska Ohio Hawaii Montana Alaska D. C. New Mexico South Dakota Alabama Nevada Indiana 5. 48 5. 36 5. 13 5. 11 New Mexico New Hampshire United States New Jersey Ohio Illinois 40. 92 38. 88 38. 46 38. 16 37. 51 38. 87 39. 76 Michigan Montana 5. 03 5. 03 4. 97 5. 01 5. 05 Wyoming United States Arizona Oregon Utah Kansas Maine Rhode Island Tennessee New York Colorado 36. 68 Nebraska Hawaii 4. 89 4. 92 4. 93 4. 95 36. 43 36. 28 35. 53 36. 11 Michigan Washington 4. 82 4. 82 4. 75 Virginia South Dakota Oregon Kansas 34. 94 34. 53 33. 25 32. 06 31. 93 31. 36 31. 51 33. 16 34. 15 34. 57 35. 07 35. 22 West Virginia Vermont Virginia 4. 69 4. 59 4. 61 Massachusetts North Carolina Indiana. North Dakota Washington Wisconsin Missouri Tennessee California 4. 50 4. 38 4. 11 4. 47 4. 52 4. 31 North Dakota Mississippi Wisconsin Arkansas Vermont Georgia Maine Idaho Connecticut Maryland Nebraska North Carolina Connecticut Mississippi Maryland Arkansas 4. 08 4. 00 3. 99 3. 85 3. 70 3. 74 3. 87 4. 04 29. 99 29. 94 29. 36 29. 02 29. 15 29. 81 30. 63 Minnesota Colorado Texas Wyoming Louisiana Georgia Idaho 3. 60 3. 07 2. 97. West Virginia Minnesota Kentucky Louisiana Missouri 28. 69 28. 66 27. 86 13. 10 28. 94 owa. was. a. notable. exception. to. the. general. SLD. trend,. as. one. of. only. four. states. that. reported. an.increase. in. its. proportion. of. SLD. students. from. 2000-01. to. 2009-10.. The. Hawkeye. State. illustrates. the. extent. to. which. data. reporting—rather. than. actual. shifts. in. disability. incidence—may. affect. the. numbers. reported. to. the. public.. . At. 8. 4. percent,. Iowa. had. the. highest. rate. of. SLD. in. the. nation. for. 2009-10.. However,. the. state. does. not. assign. particular. disability. categories. to. its. specialeducation. students;. instead,. it. uses. a. single. â€Å"eligible. individual†. designation. for. all. students. with. disabilities.. To. meet. federal. disability. reporting. requirements,.which. call. for. population. counts. disaggregated. by. disability. category,. Iowa. examines. a. random. sample. of. Individualized. Education. Programs. (IEPs). each. year.. Reviewers. decide,. based. on. the. services. described. therein,. which. type. of. disability. is. likely. being. served. 13. Thus. Iowa’s. high. rate. of. SLD. relative. to. other. states. may. result. from. judgment. errors. made. by. IEP. reviewers,. who. examine. student. services. rather. than. symptoms.. Further. inaccuracy. could. arise. from. outdated. expectations. that. SLD. students. should. comprise. a. large. proportion. of. all. students.with. disabilities:. Beyond. Iowa’s. high. SLD. rate,. the. state. also. reports. low. rates. of. autism. and. OHI,. and. each. of. these. rates. has. remained. relatively. stable. in. the. state. over. the. last. decade.. Given. that. national. SLD. numbers. have. been. dropping. considerably,. while. autism. and. OHI. numbers. are. rising. quickly,. Iowa’s. incidence. rates. may. simply. be. based. on. old. assumptions. Kentucky 0 2 4 6 8 10 2. 04 25. 25 0 20 40 60 80 SLD IDENTIFICATION RATE (%) SLD IDENTIFICATION RATE (%) 9 SH I FTI NG TREN DS I N SPECIAL EDUCATION FI N DI NGS Personnel As. special-education. numbers. have.increased. over. the. last. few. decades,. only. recently. declining. for. the. first. time,. the. cost. of. educating. these. students. has. continued. to. increase. at. a. fast. rate. 14. Because. 85. percent. of. special-education. spending. supports. personnel,. special-education. staff. is. obviously. the. main. source. of. swelling. expenditures. 15 Schools. employ. a. diverse. range. of. professionals. to. teach,. support,. and. assist. their. students. with. disabilities.. In. addition. to. special-education. teachers. and. paraprofessionals—employees. who. might. provide. one-on-one. tutoring,. assist. with. classroom.  management,. conduct. parental-involvement. activities,. or. provide. instructional. support. under. the. supervision. of. a. teacher—a. school. might. retain. a. number. of. more. specialized. professionals. such. as. Audiologists,. speech. and. language. pathologists,. psychologists,. occupational. therapists,. physical. therapists,. social. workers,. and. more. 16. Because. shifts. in. these. populations. are. difficult. to. trace. over. time. (mostly. due. to. changes. in. federal. reporting. requirements),. this. analysis. focuses. on. teachers. and. paraprofessionals,. which. together. constitute. over. 80. percent. of. all.  special-education. personnel. 17 The. ratio. of. teachers. to. students. fluctuated. over. the. last. decade,. reaching. its. peak. in. 2005-06. and. declining. quickly. thereafter. (see. Figure. 7).. Public. schools. employed. sixty-five. special-education. teachers. per. thousand. special-education. students. in. 2000-01—or. 412,000. teachers. overall;. that. ratio. rose. to. seventy. per. thousand. in. 2005-06,. and. then. fell. to. sixty-three. per. thousand—or. 405,000. teachers. overall—by. 2008-09.. (Personnel. data. were. not. available. for. 2009-10. as. of. publication. ) In. contrast,. the. number. of. special-educati.

Help Remember The 1980s :: essays research papers

You're an '80s child if... 1) Snap bracelets were always getting you in trouble at school. 2) You played with "My Little Ponies". 3) Friendship bracelets were ties that couldn't be broken. 4) You’ve ever read Nancy Drew, The Hardy Boys, The Babysitters Club, or Sweet Valley High. 5) You know all the words to "Ice Ice Baby". 6) You wanted to be The Hulk for Halloween. 7) You had a crush on one of the New Kids on the Block members. 8) You wanted to be on Star Search. 9) You can remember what Michael Jackson looked like before he had Plastic surgery. 10) Heaven forbid you wore one of those T-shirt rings or a scrunchi on one side of your shirt during your youth. 11) You were styling with your French rolled pants. 12) You wore multiple pairs of socks in the middle of the summer just so you could Be "hip" 13) You had puff painted your own shirt at least once. 14) You owned a doll with 'Xavier Roberts' signed on its butt. Cabbage Patch Kids! 15) You knew what Willis was "talkin' 'bout." 16) You know the profound meaning of "Wax on, Wax off" 17) You were upset when She-ra, Princess of Power, and He-Man cancelled. 18) But the commercials in between were for Barbie and the Rockers and you knew all the words to all their songs. 19) You can remember watching Full House and Saved by the Bell for endless hours, back when they were new episodes. 20) You have seen at least 10 episodes of Fraggle Rock. 21) You hold a special place in your heart for "Back to the Future." 22) You know where to go if you "wanna go where everybody knows your name." 23) You wanted to be a Goonie. ("Goonies never say die.") "Yes!" 24) You remember Madonna in her cone stage. 25) You knew "The Artist" when he was humbly called "Prince." 26) You even wore fluorescent-neon clothing... 27) You could break dance, or wished you could. 28) You remember when ATARI was a state of the art video game system. 29) You remember M.C. Hammer. 30) You can still sing the rap to "Fresh Prince of Bel Air". 31) You own any cassettes. 32) You owned a pair of LA Gear, Keds, or Converse tennis shoes. 33) You carried your lunch to school in a Gremlin or an ET lunchbox.

Ethics and Morality

â€Å"In philosophy we have a problem knowing the origin of right and wrong, there are various theories and ideas but we do not seem to have a definite answer to this question. † By Jamee Ford In life people are brought up in different homes, surrounded by different people and are taught different ways of life. As we grow up we are taught the difference between what is considered right and what is considered wrong, which is based on what is socially acceptable.We learn from a young age how we are expected to behave, the rules we have to abide by given from family and the morals we should have and grow up with. In this society it is difficult to find the origin of right and wrong for there are so many theories and ideas, but yet there is no definite answer. I believe morality comes from us citizens, the law, our feelings and our religion can give a certain indication to how we set our values, but I belive it is an objective fact that what is said to be wrong is wrong and what i s said to be right is right.A minority of people believe that morality comes from God. These people have a lot of faith and get their morals and understanding of right and wrong from their belief in god and their bible. For example in the Bible, there are the 10 Commandments, a list of what is acceptable and unacceptable according to God. But what if we don’t believe in god, where would our sense of right and wrong come from? If we can’t change people’s options and feelings on what is right and wrong just by saying that it is acceptable or unacceptable, then why is it okay to say God can.Without god, would their still be morality? Because if god made it acceptable to kill other people, that still wouldn’t make it okay, so I believe this theory is unproven and morality and our right and wrongs can’t come from this theory. Another theory that has brought to the attention of the origin of right and wrong is The ‘Feeling Theory’ and the â €˜Boo-hoorah’ theory. The feeling theory is an example of how morality does come from us. We make things right or wrong by approving or disproving of them. If a person has certain feelings about another person’s actions, it is saying something about them.If they disprove of an action, it is considered morally wrong to that person. This theory is people making a claim about what they think; they are claiming whether the action is right or wrong. The ‘Boo-Hoorah Theory’ is another example of how morality comes from us but involves expressing what we think is right or wrong rather than making a claim about it. Something is neither true nor false and according to this theory there is no fact of the matter just an expression of what the person observing thinks.The feeling theory and the boo-hoorah theory are both wrong for everyone is different and raised differently with different beliefs (everyone has different feelings). So technically one person can trul y believe that it is okay to kill while another says it’s not okay, these two people are contradicting one another which rules out both theories. Some children are brought up in an abusive home environment; does this mean that morally they think its okay to treat people differently based on how they were raised?All people are raised in a different environment, under different circumstances so if morality comes from us then morality would have to include a whole lot of different views. Another important theory is that morality and our right and wrongs come from the law. Morality and the law often correspond, our morals are what we consider right and wrong, While the law is what has been decided as right and wrong for us. Both murder and stealing are things we consider morally wrong and are also against the law. In the perfect world we all want the law to coincide with morality, but in reality most likely will never be like that.For example drugs are illegal and the law will no t accept any sort of behaviour involving drugs, but in some cases people justify that is morally acceptable to deal drugs use it for personal use because of financial situations and pleasure. So they morally justify it in their own head for it to be okay. Even though morality can be guided by the law, helping us understand the differences between right and wrong, morality can’t come from the law, for there are a lot of things the law accept but us civilians see it as wrong.As we can see morality cannot come from the above theories, for they all leave the question of the origin of right and wrong UN answered. I believe that morality comes from us and that things are right and wrong anyway. I believe G. E Moores theory of the extra fact (the six sense) that can detect wrongness. I truly believe this for it is true that there is that something inside of us, guiding us and helping us know what is right and wrong. We on’t necessarily have to be taught about all the wrongs i n life to just get that gut feeling that mugging an elderly person is just wrong, why do we feel that? Why don’t we do it? It is because it is something that is just there. Also everyone in the world is different, we all come from different backgrounds and everyone has been brought up differently, in different environments. So therefore we all have different feelings and beliefs, for someone can truly believe that stealing is acceptable, when another thinks it is wrong.Morality is based on how you feel and how you treat people, expecting the same in return; you wouldn’t want someone to hurt you, so why would you want to hurt them. There are no proven facts to where right and wrong comes from but it is something that is just there. It changes over time, and things that were once believed as right are now seen as wrong. So therefore we cannot place judgements for we don’t know what morality and right and wrong will be seen as in ten years time, it’s based y ou as a person.

A Long Way Gone

Ishmael Beah’s work â€Å"A Long Way Gone† captures the essence of the situation in war-stricken Sierra Leone. It tells us how a young boy was forced to become a soldier to preserve his life and live to tell his story. Although Beah was from an underdeveloped nation, he had the dreams and thoughts of any normal teenager from the West.He speaks about his family, his friends, his rap band and his love for music. All these things tell us that no matter how far apart we live and how different we believe we are, we are all essentially the same at the core of our beings.It is heartbreaking to learn that such dreams of millions of children like Beah are crushed down and ripped apart by the institution of war. Beah, after being captured, was trained to kill without any regrets. His circumstances also forced him to be addicted to drugs at a tender age. His mind was made so numb that he could no longer consider the value of human life. It took him a lot of courage, determination and several years of his life to become a normal person, while being forced to undergo the trauma of being doubted and feared by the people around him.Beah’s book gives voice to the innumerable number of children around the world that have been reduced to weapons of war. It makes us further realize that war not only kills human life, but also crushes the soul of the surviving. He was eventually rehabilitated by the UNICEF, but the plight of several other Beahs around the world still trapped in wars sends an uneasy, chilling feeling down my spine. We all go through childhood only once, which happens to the most unadulterated and exciting part of our lives. Nothing that the Governments around the world and welfare agencies do will restore the childhood of thousands of children like Beah.Although many experts might not consider it as accurate history, I feel that Beah’s work portrays the rape of childhood innocence. Many of these critics are from developed countries that have had secure childhoods and have no idea whatsoever of being in the middle of a war zone. Beah mentions that he himself had no idea of the scope of horrendousness that war could bring, when people from nearby towns told him about it. Hence, it is naturally hard for a person who has just seen war on television to understand Beah’s situation in its entirety.Some critics question Beah’s integrity as they feel that is impossible for a grown-up to remember his past in great detail. However, I feel difficult and painful incidents in one’s life can leave behind a deep, lasting scar for life. Hence, it is my opinion that Beah could have very well remembered his dark past vividly, even if he had tried hard to forget it. I perceive Beah’s story as a tribute to many innocent children whose stories are seldom heard It is my opinion that it is extremely insensitive to disregard the tears of another human being, which goes to show the cynical nature of our lives tod ay.If we ourselves cannot have empathy for a child deeply tortured by war, we are not so different from the tyrants mentioned in Beah’s narrative. Moreover, no work of history can be completely accurate and does suffer from unconscious bias of the historian. Hence, I consider Beah’s book as a reasonably accurate time capsule that depicts the how war makes good people do bad things and also reminds us of the fact that ‘war has no winners’. Reference: Beah, I. (2007). A Long Way Gone: Memoirs of a Boy Soldier. Farrar, Straus and Giroux.

The Great Gatsby-Tom and Gatsby Comparison Essay Example

The Great Gatsby The Great Gatsby-Tom and Gatsby Comparison Paper The Great Gatsby-Tom and Gatsby Comparison Paper Tom and Gatsby are the same in the aspect of their values, but they differ in their life styles. Both Gatsby and Tom was adulteress because Gatsby wanted Daisy who was married and Tom was cheating on Daisy. But in contrast Tom was the big strong guy and Gatsby was smaller and not as well built. Tom and Gatsby were both rich and thought that money could buy anything and everything they wanted, both Gatsby and Tom used their money to impress people. Gatsby uses his for parties to get Daisy to come, and on other people for example when Lucille tore her gown on a chair, Gatsby paid for it to be replaced. Gatsby used his money to get what he wanted and Tom used his money and his strength to get what he wants. Gatsby wanted to be perceived as an intellectual person by telling them all that we went to Oxford when he really went to Oggsford, where as Tom was an athletic person and he was smart and we know this because he went to Yale. Toms athletics can be seen because he is always ridding and the strength he shows when Daisy knuckle was black and blue and then she says, You did it, Tom. I know you didn t mean to but u did do it. That s what I get for marrying a brute of a man, a great big hulking physical specimen of a-. Gatsby tries to be perceived as an intellectual with the huge library of books that he has. Tom and Gatsby have in common that they both want something the other has, Tom wants Gatsbys fancy car and this is seen when Tom ask Gatsby to borrow his car, on the other side Gatsby wants Daisy, who Tom sees as his property, and this is seen throughout the whole book with the parties Gatsby through to impress Daisy, and with all the things he does for her, like buying her things. Both Tom and Gatsby think money can buy everything. Tom unlike Gatsby uses racial slurs and comments to define people. Gatsby respects Daisy and wants her to have everything, but Tom just uses her like when he would go off and cheat, and he also mistreats her, because sometimes he hits her, or hurts her. He thinks of Daisy as property not as a person, and does not think he needs to treat her well since she is his. Tom and Gatsby both share the trait of being dishonest; Tom shows this when he sends Wilson to kill Gatsby instead of telling him that it wasn t Gatsby driving the car that it was Daisy, and Gatsby is dishonest in the way that he made his money and what he did to do what he was. Tom and Gatsby both had things in common and things that were different but I would say that they are more alike.

Biography of Winslow Homer essays

Biography of Winslow Homer essays Winslow Homer is widely regarded as one of the forerunners of the great nineteenth-century American Painters. Homer was a New Englander by birth and long ancestry. Circa 1636, Captain John Homer, an Englishman living in the west of England and active in maritime shipping, immigrated to America. He settled in Massachusetts where, almost two centuries later, his descendant Winslow Homer was born in Boston on February 24th 1836. Winslow grew up in the nearby village of Cambrige, a short walk from Harvard University. His mother was, like his father, of old New England Yankee stock, and he undoubtedly inherited her artistic talent. She encouraged him as a child, when he started to show an aptitude for drawing, she was a skillful amateur watercolorist. Around the age of eighteen Homer became apprenticed to a Boston lithographer, John H. Bufford, here he learned to copy other peoples drawings onto printing stones, he also produced sheet-music covers and other commercial works. His o nly form of training was at local art classes, where he learned the basic principles and styles of art. He also studied under Frederick Rondel, a well-known painter in Boston. This lasted for roughly two to three years until he grew tired and set himself up as a freelance illustrator at the age of 21. Much of his work was published in the newly popular pictorial weeklies including Harpers Weekly, which was one of the most popular magazines in its day. His illustrations almost always focused on the life he observed around him in the city and country. He drew his illustrations on wood blocks that were then engraved by others, following the usual practice of the time. In 1859 he moved from Boston to New York to be closer to the Harpers office and also because he was now determined to become a painter. New York was the center of the American art world. He took a few lessons at the National Academy but soon discontinued them, finding t...

How to Attack Paired Passages in ACT Reading

How to Attack Paired Passages in ACT Reading SAT / ACT Prep Online Guides and Tips Paired passages on the ACT have been around since 2013, and they can make the Reading section seem a lot more difficult than it really is. After all, you're required to answer multiple questions to two whole reading passages! But there are ways to do this effectively. How should you go about attacking ACT Reading paired passages? Read on for our best strategies. Feature Image:Randy Robertson/Flickr Paired Passages on ACT Reading: A Brief Rundown Paired passages are two short passages (40-50 lines each) that are related in some way (usually by topic). There is only one set of paired passages per ACT.I've only seen them in literary narrative or humanities sections, but that doesn’t mean they can’t pop up elsewhere. The set of paired passages will have 10 questions altogether; the first few questions will be about passage A, while the next few will be about passage B.The final three to four questions(I’ve only seen three, but I’m using a range to be on the safer side) will ask about both passages. The presence of paired passages on ACT Reading allowsACT, Inc. to test students' abilities to "use evidence to make connections between different texts that are related by topic." Attacking Paired Passages on ACT Reading: 4 Strategies There's no one surefire strategy that'll let you power through questions on paired passages. Why? Depending on how you approach ACT reading passages, certain strategies simply might not work as well for you. I've gathered together my top four strategies for mastering paired-passage questions on ACT Reading.I recommend trying all of them out and then using the one that works best for you! Strategy 1: Start by Answering Questions on Individual Passages For paired passages,I highly recommend answering all the questions about each individual passagebefore moving on to the multi-passage questions. Even if you're planning to guess on questions that ask about multiple passages (more on why you might want to do that later), it’s still worth it to take time to answer questions dealing with individual passages. But why?The advantage of answering questions that refer to a single passage before moving on to multi-passage questions is twofold. For one, each passage that's part of a pair of passages is shorter and less complicated than the standalone long passages. This is because you're comparing two separate passages and not just focusing on one. As a result, it's usually easier to answer questions on one or the other of the set of paired passages, compared with questions on the longer, unpaired passages- each of the paired passages has fewer words after all, making it easier to find details in them. Secondly, the questions the ACT asks about each individual passage will help you with the multi-passage questions. For example, take a look at the two questions below about individual passages (adapted from official ACT sample questions): 2. In Passage A, the narrator’s descriptions of Alsop suggest that she sees her as ultimately: F. self-confident and triumphant.G. isolated and alone.H. awe-inspiring and heroic.J. stiff and ceremonial. 5. Passage B indicates that compared to the narrator’s expectation about how the first woman to conduct a major orchestra would be treated in print, the articles themselves were: A. similar; the narrator had expected the newspapers to prolong the event with preliminary material leading up to Alsop’s first performance.B. similar; the narrator had expected Alsop would be announced as the next conductor of the Baltimore Symphony Orchestra.C. dissimilar; the narrator had expected there would be more coverage of male conductors of color before a woman conducting would be written about.D. dissimilar; the narrator had expected to be able to read about Alsop’s performance in the papers shortly after it occurred. Now, here’s a question that asks about both passages: 7. Which of the following statements provides the most accurate comparison of the tone of each passage? A. Passage A is fondly nostalgic, while Passage B is impersonal and scientific.B. Passage A is optimistic and exuberant, while Passage B is sarcastic and cynical.C. Both passages begin by conveying some sense of the narrator’s wonder but conclude with a note of disenchantment.D. Both passages begin by conveying the narrator’s doubt but conclude with some sense of lasting pride. If you’ve answered questions 2 and 5, you already know a little bit about the tones of the passages (the answer to question 2 tells you how the narrator of passage A views Alsop, while the answer to question 5 tells you a little about the expectations of passage B's narrator). This informationisn’t necessarily enough to give you the answer to question 7 (the one about both passages),but it might help you eliminate some answers. Strategy 2: Guess on Multi-Passage Questions If you’re aiming for an ACT Reading score around or below 26, my recommendation is to not even bother with trying to answer questions that ask about two passages. W-w-w-w-whaaaaat? (Hamner_Fotos/Flickr) I know- this strategy sounds like it could be risky. But based on the small sample size of ACTs with paired-passage questions, I have been able to glean the following: the questions that ask you to compare aspects of two passages are (unsurprisingly) far more complex than those that ask you to answer questions about one passage. Take this sample question (modified from a sample question on the ACT, Inc. website): "It can reasonably be inferred that after seeing the first woman conducting a major orchestra, compared to the narrator of Passage B, the narrator of Passage A felt ..." Answering this question requires you togo back to passage Ato determine how the narrator felt after seeing a woman conduct a major orchestra. You must then do the same for passage B. There are some strategies you can use to help with eliminating answers (which I’ll discuss later in this article). But if you're aiming for a 26 on ACT Reading, you can afford to guess on the multi-passage questions. The proof can be found in the sample scoring chart below, taken from the most recent official ACT practice test. As a reminder, a raw score is equal to the number of questions you got right. (For more information, check out our in-depth guide to ACT scoring.) Note that althoughthis scoring chart does not apply universally to every ACT Reading section, it should give you a general idea of how many questions you'll need to answer correctly in order to get a certain scale score on Reading. Raw Score Reading Score Raw Score Reading Score Raw Score Reading Score 40 36 27 24 9-10 12 39 35 25-26 23 8 38 34 24 22 6-7 10 37 33 22-23 21 - 9 35-36 32 21 20 5 8 34 31 19-20 19 4 7 33 30 18 18 3 6 32 29 17 17 - 5 31 28 15-16 16 2 4 30 27 14 15 - 3 29 26 12-13 14 1 2 28 25 13 0 1 As this chart indicates,if you’re aiming for a 26 on ACT Reading, you only need a raw score of about 29 out of 40 questions. If you guess on the three or four multi-passage questions, you: Can still miss another five to six questions on the Reading section and get a 26 Will now have 35 minutes to answer 34-35 questions, giving youmore time per question Pick your favorite answer choice (A/F, B/G, C/H, or D/J) and fill it in for all the multi-passage questions. If there are three multi-passage questions, you'll have a 75% chance of getting one of them right ... and you won’t have to spend more than a few seconds on any one of them! Strategy 3: Use the Process of Elimination This tip is partially related to strategy 1. Questions that ask about both passages have to meet the same standard as questions about a single passage: there must be one unambiguously correct answer. But what does this mean for multi-passage questions? If part of an answer is wrong, then you can immediately eliminate that answer choice. For instance, take the ACT Reading example I used earlier: 7. Which of the following statements provides the most accurate comparison of the tone of each passage? A. Passage A is fondly nostalgic, while Passage B is impersonal and scientific.B. Passage A is optimistic and exuberant, while Passage B is sarcastic and cynical.C. Both passages begin by conveying some sense of the narrator’s wonder but conclude with a note of disenchantment.D. Both passages begin by conveying the narrator’s doubt but conclude with some sense of lasting pride. Let’s say you’ve just finished answering questions about passage B when you get to this question about both passages, so it’s clear in your mind. You can tackle two of the answers right away. Look at answer A: A.Passage A is fondly nostalgic, while Passage B is impersonal and scientific. Ask yourself: was Passage B impersonal and scientific? Let’s say no (for the sake of argument). It doesn’t matter, then, whether the part in this answer choice about passage A is correct or not- since the part about passage B is wrong, that whole answer is wrong. What about answer choice B? Let's take a look: B.Passage A is optimistic and exuberant, while Passage B is sarcastic and cynical. My thinking: for answer choice B, passage A does start out exuberant, and passage B does end with something sort of sarcastic or cynical. On the other hand, answer choice C, C. Both passages begin by conveying some sense of the narrator’s wonder but conclude with a note of disenchantment, ... isdefinitely correct.Passage A starts out with the sentence, "I was amazed to see a woman on stage," while passage B starts with, "I’d been hoping so long to read about someone like me doing something I wanted to do that I couldn’t stop my foot from nervously jiggling."Both of these intro sentencesconvey a sense of wonder. Moreover, passage A ends with, "I guess it was too much to expect the newspapers would ignore her sex and focus on her musicianship," while B ends with, "In the end, I didn’t feel bolstered by the performance; I felt more discouraged than ever." Both of theseconvey disenchantment. A common recommendation for using the process of elimination is to cross out any answers that suggest that the passages are the same (the ACT wants you to compare passages, so what would be the point in comparing two nearly identical ones?). As you can see from the example above, though, eliminating answers that point out the passages' similarities might cause you to get rid of the right answer, too.So read carefully! Don’t make Marin Alsop come after you for accidentally eliminating the right answer. (Governo do Estado de So Paulo/Flickr) Strategy 4: Practice With Official SAT Paired-Passage Questions Honestly, this feels like a bit of a cop-out. It’s weird to advise students to prepare for one test by using questions from another one. Unfortunately, ACT Inc. doesn’t leave students much choice. The only official (and free) paired-passage questions availableare the three on theACT, Inc. websiteand the three in the most recent official ACT practice test. This means that, in total, there aresix multi-passage questions you can use for practice(19 paired-passage questions altogether). This lack of practice questions is partly what makes preparing for ACT paired passages so difficult. Luckily, recentchanges to the SAT have made the test strongly resemble the ACT- and both have paired-passage questions on their respective Reading sections. SAT paired passages involvelong (approximately 45-line) passages with a few questions about each passage followed by some questions about both passages. In total, there are about 10- questions per paired passage set on the SAT.Because this format is so similar to that on the ACT, SAT paired passages are quite useful for ACT Reading practice. Every official SAT practice testcontains a set of paired passages with 10- questions (for a total of more than 80 questions). That's about four times as many paired-passage questions as ACT, Inc. currently provides for practice (bonus math practice if you want to check that ratio). This will also give you a chance to figure out what the most difficult question types are for you when it comes to paired passages. Since ACT, Inc. only has six multi-passage questions available, it's hard to know if there's a particular type of multi-passage question you struggle with more than others. Use the SAT paired-passage questions to hunt down your weaknesses and overcome them. How to Attack Paired-Passage Questions: A Summary As you can see, paired passages on ACT Reading can be tricky- but they're certainly not impossible to master. To wrap up, let's briefly go over the four best strategies you can use to attack paired passages: Answer single-passage questions first:Answering questions about individual passages will often give you clues you can later use to answer questions that deal with both passages. Guess on multi-passage questions:Figure out which type of question you tend to get wrong and then focus on improving that skill. Use the process of elimination:If even just part of an answer is wrong, you can eliminate that answer choice immediately. Remember the rule: there is only ever one unambiguously correct answer. Practice with official SAT paired-passage questions:Since not many ACT paired-passage questions are available for practice, it's a good idea to use SAT paired-passage questions so you can get more used to answering questions that address multiple passages. What’s Next? For more reading strategies, take a look atmy article on SAT paired passages. What about answering questions on non-paired passages? Learn more about how to approach passages on ACT Readingwith our in-depth guide. Wondering what will the ACT Reading passages be about? Read my article on the four types of ACT Reading passagesto learn everything you need to know. Dig into your ACT prep by studying each skill the Reading section tests, starting with vocab-in-context questions. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Assignment Essay Example | Topics and Well Written Essays - 1000 words - 7

Assignment - Essay Example The symbolic interaction theory â€Å"looks at how people interact with one another and communicate with symbols and gestures† (Strong, DeVault, and Cohen, 2007). A good example of symbolism in my family is the setting arrangement at our dinner table. My father who is considered as the head of the family sits at the head of the table, my mother sits at his right side while my eldest sibling sits on his left side. I consider this arrangement as very symbolic since this order defines the powers and influence that each members of my family has. Note that the most powerful figure in my family sets at the head of the table while the second most powerful and perhaps the most influential one which is my mother sits on the right side which denotes that she is second in command. My eldest sibling on the other hand has the privilege of sitting on the left side of my father which apparently made him third in command. Technically, this means that he has authority over me and my younger si ster. The symbolic distribution of power among members in my family defines the roles of each family member. As the head of the family, my father has the responsibility to provide for us while my mother who is second in command takes on the role of a homemaker. Our roles in the family often affects our interaction with society in the sense that our actions are guided by the extent and the limits of the powers that we have in the home. For instance, since my mother is the homemaker, she controls the family budget and she is often the one who gets to decide what things to buy for the house. Since she has control over the family budget, she has more purchasing power as compared to us. As it is, her interaction with the other members of society takes on a different dimension as compared to the other members of the family. When it comes to gestures, my family uses familiar expressions and gestures to convey

Note making portfolio Essay Example | Topics and Well Written Essays - 1250 words

Note making portfolio - Essay Example Manufacturers would tie different price tags to their products depending on these indicators The potential for small market segments to order and acquire the applications using online approach makes it possible to run the technology on small productions hence applicable to many areas of economy. Accessibility during this time when most of the transactions can be done online is an important phenomenon especially for the small businesses. The purchase of 3D printing model is possible using the online hence giving the small businesses easy accessibility to the technology The 3D printing technology has superiority over most alternative technologies because it is friendly to small businesses. In fact, such businesses can make their purchases for the 3D printing technology using online resources. The use of 3D printing technology give value of money to both the consumer and the customer because the product manufacturers would be able to satisfy their customers and build the confidence on their

Eaarth book Essay Example | Topics and Well Written Essays - 750 words

Eaarth book - Essay Example The author begins by exploring environmental problems in the current earth or changes that people have caused on the planet. Global warming is a direct consequence of human activity. However, people deal with the problem as a future problem instead of considering it as a modern problem. This makes them to lack seriousness or emphasis on the problem and possible solutions. The phenomenon has also contributed to the abnormalities and misplacement of priorities in the modern earth. For instance, it is only in the eaarth where people will import more oil than food. In addition, in eaarth the largest company deals with production of fossil fuels and manufacture of cars instead of food production (McKibben 25). The misplaced priorities are the determinant of our modern economies. The author argues that most countries are concerned with economic growth than the effects that environmental growth has on their economies. According to the author, the different methods used to measure economic growth are invalid. This is because the different measures of economic growth do not indicate the actual economic position of a country. For instance, measures of economic growth in a country do not capture the effect of economic activities on the environment. â€Å"Therefore, we need to re-define the term growth in our new planet† (McKibben 48). In the second chapter, the author combines scientific findings and political aspirations to create political economics. This indicates that people have left the responsibility of the environment to global politicians. According to the author’s argument, politicians cannot provide solutions by themselves. As wealthy countries such as the US plan for a n unlimited economic growth, poor nations are struggling with problems that have resulted from environmental degradation. This indicates that we are moving towards a dark future. These problems nullifies the claims that people in developed have over

Technological Advancements and the Rise of Western Civilization Essay

Technological Advancements and the Rise of Western Civilization - Essay Example In particular, the creation of more effective weapons, and the advancement of maritime equipment meant that Western Civilizations could be more easily spread to outlying regions, most of which still are marked by Western culture today. Before it was known as Western Civilization, the culture we are familiar with now was referred to as the 'Occident', as a way of separating it from the 'Orient'. In the 16th century, Western culture was generally defined as those societies which had sprung up from Roman and Greek settlement and, to varying degrees, decided to adopt Christianity and to engage in close trade with one another. The nations participating in these activities included Italy, Greece, England, Scotland, Ireland, Portugal, France, Spain and several other Western European nations (Carrier 79). The Western World in the 16th century was marked by radical religious ideologies, mass revolt, the exploitation of European slave markets and ultimately the unification of the Occident into a tightly-knit economic, political and religious unit. Although during that time the citizens of each individual Western country would not have imagined themselves as part of one rising dominant culture, it was the fact that these European countries were geographically forced to deal with one another than made this early Occident the basis for modern Western Civilization. ... s own position in the region but to embrace those fundamental ideals of democracy and Christian morality and from a powerful standpoint, spread them into further reaches of Europe and eventually across the Atlantic Ocean (Ibid 85-95). Technology and Economic Advancement Technological advancements in early Western nations were not only fundamental to the spread of Western culture, but they were the tools by which the slave trade, the primary aspect of Western expansion (Kamen 235-250). Most European countries were involved in the slave trade to some degree, however it was the aggressive tactics of the Portuguese, the Spanish and then the English that fully opened up African countries for slave exploitation and subsequently built their economies and spread their culture. The two major technological advancements for Western Civilization in the 16th century were based on maritime equipment and weaponry. To build a strong economy, based largely on the slave trade, Western European countries needed to update their maritime technologies for better, safer seafaring. Two inventions that helped tremendously with this effort were the mariner's astrolabe and the magnetic compass, both of which were in use for a few hundred years prior to any major Western expansion but that had not been fully adopted by European sailors. The mariner's astrolabe allowed sailors to navigate more accurately by using the stars, sun and moon, while the magnetic compass was a much more reliable version of earlier direction-seeking instruments. With these tools, as well as better ship-building techniques, sailors from Portugal, Spain, England and many other Western nations were suddenly employed in the slave trade to bring workers to their growing countries (Burwash 13-14). Simultaneously,

Case Study (Master Degree in Health Psychology) Essay

Case Study (Master Degree in Health Psychology) - Essay Example The onset of this disease therefore is during childhood. Patients suffering from this type of diabetes are prone to the development of ketoacidocis and therefore insulin therapy is essential for the survival of the patient. It arises due to the loss of beta cell of the islets of Langerhans of the pancrease that are responsible for the production of insulin leading to reduction in insulin production. In some instances the term Insulin Dependant Diabetes Mellitus (IDDM) can be used interchangeably with type I diabetes. Diabetes type I consists of almost 10% of all diabetic patients. Life adjustments programs including exercises and change of diet don't improve the condition because damage has already been caused. Type II diabetes is also referred to as non-insulin dependent diabetes mellitus often abbreviated as (NIDDM) it is often commonly reported in African Americans, Asian Americans and the aged populations. This type is often associated with obesity in this case the deposition of fat around the abdominal organs that are around the waste without subcutaneous fat make patients prone to development of insulin resistance. The onset of this condition is during adulthood and is characterized by hyperglycemia (increased blood glucose) as a result of low production of insulin from the pancrease and insulin resistance or overproduction of glucose for example during breakdown of glycogen. Insulin is important in the body as it enables the body to use the glucose obtained from diet to produce energy thus in most diabetic patients there is a general feeling of weakness due to lack of energy for the body. Lack of insulin can cause two main effects in the body first the body cells are starved of ener gy and secondly the increase in concentration of blood glucose may lead to damage of eyes and heart muscles. During insulin resistance the body cells do not respond to the presence of insulin in the blood. In a normal individual once food is taken in through the gut the macromolecules in the food are broken down by intestinal enzymes into small micro molecular units for example glucose that can be readily absorbed in the body. Diabetes is often as a result of lack of exercise and therefore in most cases associated with countries from the western or developed world. Normally type II diabetic patients are less prone to development of ketoacidosis however they are likely to develop non-ketoacidonic hypoglycemia which is quite dangerous. Type II diabetes can lead to organ damage an most notably the cardiovascular system. Diabetes type II often remain unnoticed for several years because its conditions are commonly mild however its long-term effects may be lethal and therefore necessitating frequent clinical checkups to detect the disease at an early stage and most importantly is important to make sure that the body is maintained healthy by doing lots of exercise. Analysis of the problem Imran, a middle aged man of forty years who recently went for a medical checkup, was found to be diabetic. He was diagnosed of having non-insulin depended diabetes which is commonly referred to as type II diabetes. As a

Business Ethics Essay Example | Topics and Well Written Essays - 2250 words - 5

Business Ethics - Essay Example However, the fact is that when she received a harassing message from a prospective employer on a professional networking site, she finally reached her tipping about online sexual harassment. A portion of the message read that â€Å"I think you are beautiful and I and interested to hear more about your modelling experience. Have you ever thought about being an executive assistant? I make a lot of money and travel to some amazing places. I would take good care of you. One question though, are you single?† Quite clearly, for a professional networking, which people used to build business connections, this message did not only cross the limit of acceptability but also creepiness. There are no doubts about the fact that sexual harassment (Ferrell, Fraedrich, & Ferrell, 2012, pg. 74) is a serious issue and that even before the advent and mass proliferation of social media, employers and managers had always been facing a difficult time in combating with ever increasing sexual harassme nt at workplace. Now that social networking sites have become an imperative aspect of the lives of people, it appears that they have provided a new medium and breeding ground for harassers (Trevino & Nelson, 2010, p. 42; Ferrell, et al., 2012, p. 74). This paper makes an attempt to understand the issue of sexual harassment as discussed in the article Casserly (2013) from the perspective of business ethics, provide recommendations for combating with this problem and identify its impact on the stakeholders. Discussion Dynamics of Sexual Harassment and Online Sexual Harassment Much of the online sexual harassment on is â€Å"quid pro-quo† in nature (Devettere, 2002, p. 467). Quid Pro-Quo refers to an arrangement of giving something in return for something else. In most cases, the victims are likely to receive a message from someone with a higher position, authority and influence with a dreamy but conditional offer; the condition being their willingness to provide sexual favours or entering into a sexual relationship with that person. The immorality of these messages is massively apparent as it coerces the subject into doing something that he or she would not have done in normal circumstances (Trevino & Nelson, 2010, p. 42; Ferrell, et al., 2012, p. 74). As mentioned earlier that the business ethics issue highlighted in this article is that of online sexual harassment as faced by Hatcher, the case in focus, and several other women highlighted in the article from LinkedIn, specifically and several other online networking sites as well. There are several definitions of sexual harassments. In fact, legislators, experts, researchers and policymakers from different parts of the world have taken different approaches to define sexual harassment. Furthermore, sexual harassment might take different forms but one singular, common and defining element of sexual harassment is when the victim feeling being excessively â€Å"uncomfortable†. This is exactly what ha ppened in the case of Hatcher, as argued in this article, that this invitation or message from Marcus was so disturbing and stressful for her that she no longer felt safe and comfortable regarding the same. Although, the data about the victims of sexual harassment (Ferrell, Fraedrich, & Ferrell, 2012, pg. 74) reveals that both the genders have been

Case Study (Master Degree in Health Psychology) Essay

Case Study (Master Degree in Health Psychology) - Essay Example The onset of this disease therefore is during childhood. Patients suffering from this type of diabetes are prone to the development of ketoacidocis and therefore insulin therapy is essential for the survival of the patient. It arises due to the loss of beta cell of the islets of Langerhans of the pancrease that are responsible for the production of insulin leading to reduction in insulin production. In some instances the term Insulin Dependant Diabetes Mellitus (IDDM) can be used interchangeably with type I diabetes. Diabetes type I consists of almost 10% of all diabetic patients. Life adjustments programs including exercises and change of diet don't improve the condition because damage has already been caused. Type II diabetes is also referred to as non-insulin dependent diabetes mellitus often abbreviated as (NIDDM) it is often commonly reported in African Americans, Asian Americans and the aged populations. This type is often associated with obesity in this case the deposition of fat around the abdominal organs that are around the waste without subcutaneous fat make patients prone to development of insulin resistance. The onset of this condition is during adulthood and is characterized by hyperglycemia (increased blood glucose) as a result of low production of insulin from the pancrease and insulin resistance or overproduction of glucose for example during breakdown of glycogen. Insulin is important in the body as it enables the body to use the glucose obtained from diet to produce energy thus in most diabetic patients there is a general feeling of weakness due to lack of energy for the body. Lack of insulin can cause two main effects in the body first the body cells are starved of ener gy and secondly the increase in concentration of blood glucose may lead to damage of eyes and heart muscles. During insulin resistance the body cells do not respond to the presence of insulin in the blood. In a normal individual once food is taken in through the gut the macromolecules in the food are broken down by intestinal enzymes into small micro molecular units for example glucose that can be readily absorbed in the body. Diabetes is often as a result of lack of exercise and therefore in most cases associated with countries from the western or developed world. Normally type II diabetic patients are less prone to development of ketoacidosis however they are likely to develop non-ketoacidonic hypoglycemia which is quite dangerous. Type II diabetes can lead to organ damage an most notably the cardiovascular system. Diabetes type II often remain unnoticed for several years because its conditions are commonly mild however its long-term effects may be lethal and therefore necessitating frequent clinical checkups to detect the disease at an early stage and most importantly is important to make sure that the body is maintained healthy by doing lots of exercise. Analysis of the problem Imran, a middle aged man of forty years who recently went for a medical checkup, was found to be diabetic. He was diagnosed of having non-insulin depended diabetes which is commonly referred to as type II diabetes. As a

Ethics Philosophy Essay Example | Topics and Well Written Essays - 3000 words

Ethics Philosophy - Essay Example Second, Mill considers the possible grounds of justification for this mindset: the higher party's position, he says, could be attributed to pride, love of freedom, love of autonomy, or to the love of power or excitement. But, he returns, justification of holding onto one's position, refusing to trade places regardless of the degree of happiness of the pig/fool that surpasses his/hers, rests in human dignity. This, Mill reasons, is so imperative to intelligent, superior beings, that they would for no reason outside it compromise it. Further, Mills admonishes anyone contesting his approach as one who is confusing the definitions/conditions of happiness and contentment. He concedes that 1) a higher being has higher (and/or greater) needs-he/she needs more to make him/her happy; and 2) a lower being with a lesser range of (and thereby need for) the capacity for happiness will have a better chance of complete happiness, whereas one with greater needs is at risk for having a smaller percentage of his/her needs fulfilled. If a person has only one bucket to fill as opposed to twenty, for example, the person with only one bucket will have a better likelihood of walking away from the fountain of happiness and saying, "I have successfully filled all of my buckets." But after conceding, Mill returns to the higher party's ability to tolerate more, and therefore to bear greater burdens. Such is the opinion of the higher, intelligent being-with the capacity to tolerate, appreciate, and understand that to be a superior being who is momentarily unhappy is far better than to be an inferior being with constant happiness. And, he claims, if the other party does not agree, it is only because he/she is incapable of understanding Mill's position and is therefore basing his/her [inferior] contention on a lack of information. That is, the lower being cannot fully comprehend the options of both sides, does not have the capacity or range to choose, even, and does not, therefore, understand what it is to have the dilemma of choosing in the first place: if you are not smart enough to understand the difference in stations (the higher and the lower's stations in life), then you have not the ability to choose between the two-and do have, as Mills does, the grounds upon which to base your opinion. 2. For Nietzsche, anything which intrudes upon or impedes one's will to power is suspect. In this case, two select characteristics threaten this will to power-weakness and humility. Nietzsche grants the possibility that within a collective, it might be good and possible to not hurt others and protect oneself from being hurt, if everyone in the group "mutually" "refrains from injury, from violence, from exploitation." (Solomon, 392) But, Nietzsche notes, the moment the practice is made a principle, a law, the effort becomes one of a kind of anarchy, of "dissolution and decay"-what he calls a "Will to Denial." (392) This is for him in direct

A history of Latin America Essay Example for Free

A history of Latin America Essay It was during the European colonial expansion that Brazil fell under Portugal as a colony. Colonization in Brazil spanned the period between 1500 to year 1815. Portugal was interested in Brazil for a number of reasons that included the hope of getting minerals, raw materials as well as slave trade and labor to among other interests. The colonization of Brazil had some effect on the native way of life, with most of these effects having had a lasting effect to date. It’s worth noting that from the history of Brazil, France also had an interest in Brazil but could not stand up to Portugal which had taken the control of this part of the world through the signing of a treaty. The Portugal king known as king Manuel 1 who was reigning then wanted the colony to be ruled under a system of 15 hereditary captaincies- a fit that failed to work due to large-scale failure. The system gave way to royal enterprise in 1549. The following essay describes the causes and the effects of the Portuguese colonialism in Brazil. Causes of colonialism There are a number of things that preceded the Portuguese entry into and colonization of Brazil. Following the signing of the treaty of Tordelsillas in the year 1494 that facilitated the division of the world between Spain and Portugal, all land falling to the east was taken up by Portugal while Spain took up the land on the western side. In the year 1500, a navigator, Captain Pedro Alvares Cabral in charge of a fleet of 13 ships trailing the route taken by Vasco da Gama to India, landed in Brazil. He possessed this land for king Manuel 1 as an overseas colonial land for Portugal. His possession of the land made it a colonial land for Portugal (Sweet 2007p233). The Portuguese expressed their interest in Brazil due to the presence of raw materials that proved to be valuable for Portugal. One of the raw materials that Portugal got from Brazil includes the Brazilwood tree from which dark wood and red dye could be extracted. The Brazilwood was readily available in the Brazilian rainforest where it grew naturally. The red dye was exported to Europe where it was useful in staining luxurious textile for trading. The dark wood was sought for commercial purposes as well- specifically for sale within the European markets. The Portugal colonial system was also interested in growing sugar cane from Brazil for use in making of wine and for exporting to Portugal. An interest in other agricultural products of the nature of cash crops also interested the Portugal royal government that was reigning under the king Manuel 1 to take up Brazil as a colony. The cash crops drawn from Brazil included cotton and tobacco. These two cash crops were exported to Europe for sale in the European market. Portugal was interested in Brazil due to the prospect of getting slaves for labor and trade. The plantations in Europe required free labor that slaves could provide. Portugal marked Brazil as a potential area where for getting slaves for their plantations in Europe or for trading them. Even though the Portugal authorities had managed to transact some of the slaves with a Brazilian origin, the coming of the Jesuits in Brazil greatly led to the fall of the trade since they were opposed to the trade. This forced the Portugal authorities to embark on importing slaves from West Africa. At the same time, labor was greatly needed in the sugar plantations in Brazil. The natives provided this labor in exchange of scissors, axes, mirrors and knives while some were captured and forced to provide the labor as slaves (Morris 2006p34). Another reason why Portuguese had an interest in Brazil was because they were hoping to get minerals that they could use for their industries in Portugal or sell them in the European market. Though initially no minerals were found, some deposits of gold and later diamonds were found in the 18th century in the interior of Brazil by the bandeirantes. The area where gold deposits were found is known as the Minas Gerais mines. Deposits of diamond were found in 1729 in a village known as the Tujico village- the present day Diamantina. The French had expressed an interest n the land of Brazil as it was attracted to the Brazilwood and the prospect of mining some minerals from the land. This forced Portuguese to take up the land for establishing colonial rule in it before the French powers could take it over. Even though Portuguese had already possessed the land of Brazil, the heavy presence of the French military along the cost of Brazil forced the Portuguese to set the colonial powers and use military power to evacuate the French from the Brazilian coast (Leftwich 1999p156). Effects of Portuguese colonialism in Brazil The presence of the Portuguese colonial power in Brazil affected a number of the native life of the people in Brazil. Colonialism led to the widespread and adoption of the catholic faith in worship. This was a result of the coming of the Jesuits, who were led by the first governor, Tome de Sousa. The Jesuits made a great representation of the religious enterprise, setting missions within Brazil and actively converting the natives into the catholic faith. Another consequence of the Portuguese colonial powers in Brazil is the death of a great number of people due to wars that pervaded the colony. The natives were opposed to the colonial powers and therefore staged resistances that led to the death of many natives. An example of the native revolts is the Guarani war of the year 1756 where the native were fighting the Portuguese authorities as a protest against slave trade. The native guaranis were assisted by the Jesuits who also opposed slave trade and labor (Chasteen 2001 p251). The colonial era in Brazil also played a great role in the proliferation of the people of the African origin in Brazil. Since Brazil drew a lot of slaves from the West African region to work within the plantations in Brazil, a very large number of Africans settled within the Brazilian land after the slave trade was abolished since they had no way of going back to Africa even when they were set free (Freyre 2008 p458). There was a proliferation of infectious diseases that were brought by the colonialist from Europe to Brazil. The natives had no natural immunity against these diseases and this led to the death of a great number of natives from these foreign diseases. The colonial powers also led to the embrace of the sugar cane growing in agricultural sector for export. Since sugar cane had such a high demand within the European market, the expansion of the sugar cane sector drew great profits. This sector however received a blow and fell once the Dutch and the French started cultivating and exporting sugarcane to the European market. Since Antilles- the area where Dutch and the French produced the sugar was much closer to Europe, the sugar prices fell drastically towards the end of the 17th century and the beginning of the 18th century during which time the sugar industry on Brazil fell. The colonial powers within Brazil also led to the founding of the Rio de Janeiro city in the year 1565 by the governor general Estacio de Sa’. He established Rio de Janeiro as the capital of Brazil in the year 1763 from Salvador. At the same time, a number of changes took place with the cities in Brazil. The estados – states- in Brazil had been divided and separated so that they were headed by the city council prior to the year 1763. The city councils were composed of top figures within the Brazilian land including the merchants, land owners and business men. Since Brazil was to big to be administered by the royal government, there arose a need to divide this area into smaller estates. The states of Brasil, Maranhao, and Grao-para were unified into Brazilian viceroyalty in the year 1763 and Rio de Janeiro was set as the capital of these cities. This helped to destroy the divisions that were created in the early days of the colonial invasion (Freyre 2008 p457). There was the creation of a number of towns in south Brazil. Some of the towns created include Colonia de Sacramento, Alores islands, and Porto Alegre among other towns. As essay shows, there are a number of major changes that took place with the expansion of the Portuguese power in Brazil. The native Brazilians abandoned their cultural way of life and adopted the life that the Portuguese were living in terms of dress code, food eaten, and the religion adopted (Keller 2006p517). Conclusion Expansion of the European powers into the rest of the world during the colonial era led to major changes and experiences into the areas that these countries set their colonial power. In the case of Brazil, changes that took place were experienced over the whole range of the living including their social living, political life and religion among other areas. The effect of the colonial powers is still felt in Brazil to the present day. References Chasteen J (2001) Born in blood and fire: a concise history of Latin America, Norton p251 Freyre G (2008) The masters and the slaves (Casa-grande senzala) Brazilian civilization, University of Texas p457, 458 Keller (2006) Colonization study, founding of new societies. Ginn Company p517 Leftwich A (1999) Redefining politics; populace, property, and power, Taylor Francis p156 Morris H (2006) History of Colonialism from the Earliest Times Present Day, University of Michigan p34 Sweet W (2007) A history of Latin America. The Abingdon Press p233