Search For My Tongue and Presents From My Aunts In Pakistan :: Poems Poetry Essays

Search For My Tongue and Presents From My Aunts In PakistanThe first poem Search focuses on less visual effects such aslanguage. She writes the beginning and of the poem in English but themiddle is made up of Gujerati. Even though we cannot tell what thewriting means it doesnt matter because we still charm the same effectfrom it, the almost angriness and distress from the poet, Sujata Bhatt. The other poem Presents uses visual items like frock to show thedifference in cultures my costume clung to me I was aflame. MonizaAlvi sees her Pakistani clothes as a costume rather than normalclothes. She calls it this because they are so different to Englishclothes that when she wears them its like she is place on a playand she is an actress at the weekends. I longed for denim andcorduroy. Most people see Pakistani clothes as beautiful creationsbut she doesnt like them and would prefer to wear boring Englishclothes such as jeans. All through the poem presents the poet talksabout the differen ce in the two cultures and explains that she feelsshe has no fixed nationality and like the other poet wants empathyform the contributor and wants the reader to know how it feels to have twoseparate parts of your life. Moniza Alvi calls her Pakistani clothesher weekend clothes this shows that she doesnt see them as clothesshe wants to wear but clothes she is forced to wear by her parents andrelatives so that she remembers her culture in Pakistan.Both poets feel as if they dont belong in either culture they long tojust have a simple footing from one country although other peoplewho have that wish that they had different exciting backgrounds.Both poems are autobiographical and talk to you as a the reader notto a group of people. You ask me what I mean is the first line ofSearch for my Tongue Sujata Bhatt uses the first line to show thatshe is answering a question, not that anyone has directly asked butthat she knows people are thinking. Unlike Presents from my auntswhich uses a lot of similes throughout the poem this poem is one bigmetaphor. If you had two dialects in your mouth, and lost the firstone. The poet describes her language all through the poem like shehas two tongues in her mouth and Gujerati is her mother tongue andEnglish is her foreign tongueIn each poem the poets both want to get rid of their original cultures

A Better Understanding of Major Characters :: Essays Papers

A Better Understanding of Major Characters(1) In gentlemany a(prenominal) plays, the minor characters only mathematical function is to establish a main aspect of a major character. A foil is a minor character in literary work who by the similarities and differences in what he or she does (as compared to a more Copernican character). Frag - 1 It is to help the audience and reader get a better understanding of the more important character. In the play Hamlet , sic foils are used to establish a major point that would be hidden if they were not used. There are many foils, but Hamlet/Laertes and Hamlet/King Hamlet will be the only ones explored in this essay. Very weak thesis -- What point is this essay going to savour to make about them? (2) King Hamlet and Hamlet, father and son, not only share the same last name, but also hold up many opposite similar characteristics. Both workforce share the belief that King Hamlet was hurt so terribly by Cladius that it ruined a nd ended his life in the living world. This suggests that he had a life in some other world. As I think about it, I guess he did -- in the world of ghosts. But then, do ghosts have a life? As I think about these things, my eyes have kept reading, and now I am lost. Had the writer gone on to explain, I couldnt complain, but the writer dropped the topic. The cause of both(prenominal) of their deaths was due to poisoning, by this horrid man. These two loving men are very well liked by everyone around them. The similarities of the King and his heir to the throne puts SV Agr - 1 into perspective the fact that Cladius is a horrible man who both of them were terribly wronged by. Perspective needs more explanation -- what perspective? Or do you simply mean emphasizes? (3) Not only do these two have very similar characteristics, but they are very different in many ways to. H 50 King Hamlet was a very serious man who always went through with deeds that needed to be done. Examples? O n the other hand, Hamlet is a very indecisive man. This is proved by the fact that he was very hesitant to fallow sic H 50 through with his fathers request to avenge his death.

Gimpel :: Essays Papers

Gimpel In the short stories Gimpel the Fool and Death of a Traveling Salesman we meet two characters that are vastly divergent and yet very similar. One is Gimpel, a nave Jew living in Russia that is the joke of the town, Frampol. The other is R.J. Bowman, a traveling salesman, who is judgmental and rather suspicious about(predicate) most things. Bowman in the story is very sick and has had a car accident where he needs to retrieve his car from a toss and receives help from a couple that lives in the area. The two are very similar in that they both change in personality, Bowman becomes less misanthropic and suspicious by cosmos helped, while Gimpel becomes much less nave by being neglected and mistreated. Gimpel is portrayed by Singer as a role model, while is sharp contrast Welty depicts Bowman as the opposite, who realizes his inequities too late. In the Gimpel story, Singer presents the main character in a fashion that the reviewer is very sympathetic for him. T he stereo typical nerd, an outcast that is rejected society. Gimpel is troubled by the hecklers that antagonize him and often seeks help. I went to the rabbi to get some advice. He said, It is written, better to be a fool all your days than for one hour be evil. (Singer 197) The rabbis are the only ones in the story who dont deceive Gimpel. Gimpel is forced into a marriage to with Elka a sinful woman, with a nasty mouth. They were afraid to start anything with Elka. Her mouth would open as if it were on a hinge, and she had a fierce tongue. (Singer 197) Gimpel is quite aware of her notoriety. I cried, youre wasting your time. Ill never marry that whore. Gimpel sees marriage as an escape in being the towns joke so he weds Elka. He loves Elka though she neglects him and cheats on him his love stands. This is a possible allusion to the book of Hosea. His character is also transparent in the fact that he loves children that he knows are not his. Though he is treated bad he i s still thankful for his family, showing his humbleness. I am a man, the husband of a fine wife, the father of promising children.

Andro & Steroids :: essays research papers

In the passed few years there has been an increase in the popularity ofperformance-enhancing supplements that atomic number 18 used by athletes. Some of the mostpopular of these supplements are creatine and androstenedione. They are used bysome rattling famous athletes in professional sports. There are m whatever problems thatgo along with employ these supplements that are not only health-wise, but also themessage that is being sent to children involved in youth athletics. Athletes todayare not view of what kind effects will happen to them in the long run. However, they are looking for easier ways of training and enhancing theirperformance. They are under a great fight of pressure to succeed and win all thetime that it must be easier to find a short cut to being an elite athlete. In this accountI will explore the risks with these supplements, some regulations that are placed onathletes to, and if they truly work. Also I will give an overview of what bothcreatine and androstene dione are.For as long as I can remember I have been involved in athletics of all kindsand have always loved the aureole that sports provide. Being involved in bothhigh school basketball and golf and now finally playing golf for Xavier, I havebeen subjected to stringent training and conditioning. Never once did I have theaid of any type of artificial supplement or performance-enhancing drug helping mecondition or build muscles faster. However, when I was in high school I wasGriffith 2aware of may guys who were taking these supplements such as creatine andandrostenedione and getting very muscular, extremely fast. Creatine andandrostenedione were common words used around the halls of my school. Hearing these words made me curious about what exactly they were, what theeffects they had on athletes, and if they were illegal. I found it very interestingthat these supplements were somehow all over the news and that some reallyfamous athletes had used them. I wondered if they were safe to use and if theyhad any side effects. In exploreing this topic of artificial supplements andperformance-enhancing drugs, I had many mixed feelings about how I felt abouttheir use by athletes. However, after my research was completed I have a firmopinion that these supplements should be banned from athletics all together.Many questions came up during my research of these performance-enhancing supplements. Among one of my outset questions was, What exactly are creatine and androstenedione? This and many of the other questions I had about the supplements

Impressionism Essay -- Impressionists Art Artists Essays

Impressionism Early in the twentieth century, Impressionism brought about the fraudistic revolution, which included the worlds finest painters. The art of Impressionism strives to create a sensation or evoke a mood that is significant to the artist. Although, developed chiefly in France during the late nineteenth and early twentieth centuries, the impressionistic movement was not merely French artists. Eugene Boudin, Jongkind, and Stanislas Lepine were among the forerunners of the Impressionistic movement. Eugene Boudin, one of the founders of the art, held a major role in the maturation of Impressionism. Through the many influences of Eugene Boudin, artists expressed themselves through the utilization of color and light, a technique still utilize today. World famous Impressionists were inspired by Monet, Manet, and Renoir. Through the advancements of the Realists, Impressionism became a state of mind, in which artists could convey their personal visual human being s through the effects of color and light.The post-renaissance period is largely considered one of the most influential precursors to Impressionism. The founders of the Impressionistic society were animated by the will to break outside(a) from the traditional style of art. The influence was great out of France, especially in Germany, Liebermann, Corinth, and in Belgium. Impressionists were largely responsible for a major shift in the development of western art, influencing other artists who admired their work. Eugene Boudin began teaching artists such as Monet, Manet, Courbet, Bazille, Sisley, and Renoir how to observe the changing lights. Distinctive atmospheres in France that were afforded by the constantly changing nature of the landscape painting made ... ...rances. It was around this time that Impressionists were becoming appreciated. Monets famous Impressions soleil levant is generally thought to have prompted the naming of the whole genre (Tucker, 1995, p.4). I t was first used as a name of an exhibition, Exposition des Impressionnistes. Then impressionniste was printed in the Charivari after the exhibition. Through both many influences of Eugene Boudin and the advancements of the Realists, Impressionism became, not only an art form, but a state of mind. Through Impressionism, artists could convey their personal visual reality with the use of color and light. Among the inspired were Monet, Manet, and Renoir, who later became artists of world famous Impressions. salvage utilized today, Impressionism strives to create a sensation or evoke a mood significant to each artist, and capture the audience.

Impressionism Essay -- Impressionists Art Artists Essays

Impressionism Early in the twentieth century, Impressionism brought about the maneuveristic revolution, which included the worlds finest painters. The art of Impressionism strives to create a sensation or evoke a mood that is significant to the artist. Although, developed chiefly in France during the late nineteenth and early twentieth centuries, the impressionistic movement was not exclusively French artists. Eugene Boudin, Jongkind, and Stanislas Lepine were among the forerunners of the Impressionistic movement. Eugene Boudin, one of the founders of the art, held a major role in the development of Impressionism. Through the many influences of Eugene Boudin, artists verbalized themselves through the utilization of color and light, a technique still used today. World famous Impressionists were divine by Monet, Manet, and Renoir. Through the advancements of the Realists, Impressionism became a state of mind, in which artists could convey their personal visual reality through the effects of color and light.The post-renaissance period is largely considered one of the most influential precursors to Impressionism. The founders of the Impressionistic society were sprightly by the will to break away from the traditional style of art. The influence was great out of France, especially in Germany, Liebermann, Corinth, and in Belgium. Impressionists were largely responsible for a major shift in the development of western art, influencing other artists who admired their work. Eugene Boudin began teaching artists such as Monet, Manet, Courbet, Bazille, Sisley, and Renoir how to observe the changing lights. Distinctive atmospheres in France that were afforded by the constantly changing nature of the landscape made ... ...rances. It was around this time that Impressionists were becoming appreciated. Monets famous Impressions soleil levant is generally thought to have prompted the naming of the whole genre (Tucker, 1995, p.4). It was first use d as a name of an exhibition, Exposition des Impressionnistes. Then impressionniste was printed in the Charivari after the exhibition. Through some(prenominal) many influences of Eugene Boudin and the advancements of the Realists, Impressionism became, not only an art form, but a state of mind. Through Impressionism, artists could convey their personal visual reality with the use of color and light. Among the inspired were Monet, Manet, and Renoir, who later became artists of world famous Impressions. Still utilized today, Impressionism strives to create a sensation or evoke a mood significant to each artist, and beget the audience.

CQ3 level 3 unit 8 health & safety Essay

relieve how to access additive support & cultivation relating to wellness & safety? in that respect be m each ways to access different sorts of support and information in relation to the health and safety if it is needed. You could seek additional support and information by talking to the manager within the home or you could talk to your supervisor. You could discuss these matters with more experienced work colleagues who could give you extra information on health and safety. Outside organisations will also military service with understanding of the correct to adhere to the rulesdefine a hazard.A hazard is something that foot cause harm, eg electricity, chemicals, working up a ladder, noise, a keyboard, a bully at work, stress. Basically, a hazard privy cause harm or adverse effects condition a RiskA bump is the medical prognosis, high or low, that any hazard will actually cause somebody harm Risk is the chance or probability that a person will be harmed or experience an adverse health effect if exposed to a hazard. Explain why it is important to assess health and safety risks. A risk assessment is an important step in protecting your workers and your business, as well as complying with the law. It helps you focalization on the risks that really matter in your workplace the ones with the possible to cause real harm. In many instances, straightforward measures shag readily control risks, for physical exercise ensuring spillages are cleaned up promptly so mass do not slip, or cupboard drawers are kept closed to ensure people do not trip.Risk assessments are important as they wilduce the risks of accidents and ill health to you and your employees that could be very costly both physically and financially.Explain the steps to carry out a risk assessment.Identify the hazards.Consider how people may be injured in the workplace. Be pro-active and examine the potential hazards, whether they are short or long-term. Also ask for the views of employees a nd their representatives, and read the accident book and the sick records for anything related to a work-based danger.Establish who might be harmed and how.in the beginning managing a risk, discover the affected groups, and determine the ways in which they might suffer injury. For example, the companys data input team might pitch problems with eye strain from staring at computer monitors all day. Evaluate the risks decide on precautions.At this stage, it is acceptable to work to a standard that is fairly executable. To make the task easier, however, find out what the industry regards as good normal. By comparing a workplace to good practice benchmarks, it scrams easier to flout precautions to risks Record and implement findings.Write down the results of risk assessments and communicate these to staff. Employees are then more likely to understand and support any necessary changes. suss out the assessment and update if necessary.Ideally, review risk assessments annually. Also c onsider revising an assessment whenever there is a significant change to any potentially barbarian procedures.Write a risk assessment for the use of a hot solid food trolley when it is brought out of the kitchen to the dining area before meals.How to reduce risks victimisation the guide of 5 steps? (pretty much answered in the previous question Explain how to address potential health and safety risks that you nurture place in your workplace ( involve records).2.1 Explain why it is important to assess health and safety risks A. Reasons may include to comply with legislation to continue risks or reduce risks to a minimum to protect self, individualists and others from danger, harm or unsoundness 2.2 Explain the steps to carrying out a risk assessmentA Steps to carrying out a risk assessment include identify hazards evaluate risks take precautions review risks report and record outcomes2.3 Explain how to address potential health and safety risks identified A Addressing potent ial risks may include identifying associated hazards considering what safety measures are required to eliminate or reduce the risks considering whether new or additional safety measures can be put in place communicating these measures to others informing others of any serious risks co-operating fully with outside agencies2.4 Explain how risk assessment can help address dilemmas between an individuals rights and health and safety concernsA Risk assessment can help address dilemmas by e.g making the individual aware of the risks making the individual aware of the responsibilities employees and the employer have being used as the basis for safe working arrangementsQ. 2.4 joe wants to smoke in his bedroom in the care home2.5 Explain how to promote health and safety within the cordial care setting A Promoting health and safety by e.g fetching reasonable care for own and others health and safety reporting and recording potential and actual hazards and risks participating in health and safety training complying with health and safety instructions and procedures3.1Describe the common types of accidents and sudden illnesseswhich may occur in your workplace.Accidents may include falls burns and scalds slips and trips swallowing a unsettled ticker3.2 Explain procedures to be haped if an accident or sudden illness shouldoccur Procedures to be followed may include recording and reporting of accident or illness with full details must be made registered person must submit notification to CQC and HSE individuals next of kin must be informed3.2 rootage aid etcReport the accident or sudden illness to the line manager. Record in log book and give full details in an accident/incident form to be submitted to branch manager.3.3 Explain why it is important for emergency first aid tasks only to be carried out by qualified first aiders Reasons may include to comply with health and safety legislation to preserve life to minimise the consequences of injury and illness to tr eat injuries and illnesses effectively3.4 Explain the consequences of failing to follow emergency first aid procedures Consequences may include possible fatalities could delay recovery injury or illness could become worse failure to comply with legislation and workplace procedures41 transmittal control sectionThese are the routes of transmission for diseases the air Down the respiratory tract into the lungs. Coughs, cold, influenza and other common airborne contagious diseases are contracted in this fashion. urine and fecesUp the urinary and reproductive systems. The infectious cistron may remain localized or may enter the blood stream. Sexually transmitted diseases most commonly infect the genitals. HIV, the AIDS computer virus, is carried in bodilyfluids and can be transmitted in saliva, seminal fluid, or blood. blood saliva Down the digestive tract. Food, drink or other infected products can be swallowed and infect the stomach or bowels. Most people have experienced an ups et stomach, which reveals itself in the form of diarrhea and or vomiting. discase Breaks in the skin. One of the many functions of the skin is to act as a barrier against infection. Anything that penetrates the skin, or for that matter the mucous membrane that lines the mouth or nose, provides a route for infection to enter. Typically, bites, scratches, puncture wounds by needles etc increase the risk of infection. drainage, such as nasal mucus or pus from open soresPerson-to-personA cold can be caught by shaking the hand of a person who has a cold and who has just used their hand to wipe their dribble nose. The mucus from the nose will be teeming with cold virus particles such as the rhinovirus, which causes one third of colds in adults. Once the cold virus particles are on the hands of the second person they are bemire and the virus can be expatriationred into their nose by their fingers. Contaminated blood or other bodily fluidsHepatitis B and HIV can be dispel through sexu al intercourse or sharing used syringe needles contaminated with infected blood. SalivaA cold or the flu can be caught from the saliva of an infected person when you kiss them. AirMeasles, mumps and terbium can be spread by coughing or sneezing. A cough or a sneeze can release millions of microbes into the air in droplets of mucus or saliva which can then infect somebody else if they breathe in the infected particles. FoodMicrobes need nutrients for growth and they like to imbibe the same foods as humans. They can get into our food at any point along the food chain from plough to plate. Therefore outstanding care must be taken at every stage of food production to ensure that harmful microbes are not allowed to survive and multiply. If they do they can cause the unpleasant symptoms of food poisoning such as sickness and diarrhoea, when the contaminated food is eaten. Microbes can be spread from one food to another during the preparation process, for example by unclean hands, or di rty kitchen utensils, and cause illness when those foods are eaten. This is known as cross-contamination. WaterSome diseases are caused by drinking water that is contaminated by human or animal faeces, which may contain disease-causing microbes. Clean water, hygiene and good sewerage systems prevent the spread of water-borne diseases such as typhoid and cholera. InsectsInsects are responsible for spreading many diseases. Malaria is spread from person to person by certain species of female mosquito carrying the protozoic Plasmodium falciparum. The parasite enters the human host when an infected mosquito takes a blood meal. Bubonic plague (Black Death) is a bacterial disease of rodents caused byYersinia pestis. It can be spread to humans and other animals by infected rat fleas. People usually get plague from being bitten by a rodent flea that is carrying the plague bacterium. Insects can also transmit pathogens to food house flies are very good at spreading Salmonella and E.coli O157 . They feed on faecal waste and transfer microbes from their feet and other body parts to food. The microbe does not invade or multiply inside the fly. FomitesThis is a non-living object such as bedding, towels, toys and barbed equip that can carry disease-causing organisms. The fungus Trichophyton that causes athletes foot can be spread indirectly through towels and changing room floors. The fungus thrives in the bring out warm environment found between the toes. The skin between the fourth and fifth toe is usually affected first. A flaky itchy red rash develops. The skin becomes cracked and sore and small blisters may appear. If the infection is left untreated it canspread to other parts of the body. Entry of infection into human bodyA human with an infection has another organism inside them which gets its sustenance (nourishment) from that person, it colonizes that person and reproduces inside them. Organisms may enter the body in one of three ways. The digestive tract swallow ed in food or water. The respiratory tract breathed in the air. The skin and mucus membranes through a wound, weakened surface or injection. Explain the following prevention methods A) Hand washingB) Own individualised hygieneC) Encouraging the individuals personal hygiene Types of PPE Used inHealthcare Settings Gloves protect hands Gowns/aprons protect skin and/or clothing Masks and respirators protect mouth/nose Respirators protect respiratory tract from airborne infectious agents Goggles protect eyes Face shields protect face, mouth, nose, and eyesExplain own role in supporting others to follow practise that reduce the spread of infection.It is my responsibility, together with my colleagues to protect ourselves from the risk of infection according to the Health & Safety at bleed Act 1974. Everyday practice would include being aware of and implementing policies & procedures, reporting hazards & potential risks, maintaining clean & safe working environments, attending trai ning updates, keep up to date with necessary immunisation and maintain our own personal hygiene. As someone who has direct, day-to-day contact with patients, carers, relatives and other staff, you have a crucial part to play in infection control in your workplace. Identifying when a patient is at risk of acquiring an infection and knowing how to prevent it are key roles for you. To do this effectively, you need to have the necessary knowledge and skills concerning infection control and prevention and the competence to implement them in practice.Describe the main points of the legislation which relates to moving and handling.Main points may include avoiding hazardous manual of arms handling conducting a full risk assessment of load, task, environment and individual Manual Handling Operations Regulations (MHOR), 1992 reporting immediately any difficultiesThe Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) adhering to agreed working practicesManage ment of Health and Safety at Work Regulations 1999 using equipment correctlyLifting Operations and Lifting Equipment Regulations (LOLER) 1998 Provision and Use of Work Equipment Regulations (PUWER) 1998The employers dutiesAvoid the need for hazardous manual handling as far as is reasonably practicable. Assess the risk of injury from any hazardous manual handling that cant be avoided. Reduce the risk of injury from hazardous manual handling, as far as reasonably practicable The Employees dutiesFollow appropriate systems of work laid down for their safety. Make proper use of equipment provided to minimise the risk of injury. Co-operate with the employer on health and safety matters. If a care assistant fails to use a hoist that has been provided, they are putting themselves at risk of injury. The employer is unlikely to be liable. Apply the duties of employers, as appropriate, to their own manual handling activities. Taking care to ensure that their activities do not put others at ris k.Explain how following principles for safe moving and handling protects those in the social care setting from injury or harm. Protection may include reducing the risk of injury identifying whether there is a hazard or risk giving an opportunity for alternative working practices e.g. use of a different type of moving and handling aid Explain situations that may require additional supportsnecessary for moving and handling.Situations may include if working environment is cramped if an object or load is heavy if an object or load is impermanent or awkward

Accredited Preschools VS Non-Accredited Preschools Essay

While both true and non- legitimate preschools have similar ideas on structure and environments, entirely an accredited preschool prepares the squirt for school-like program. What is an accredited preschool? To be accredited, a twenty-four hours like or preschool essential prove that it actu in ally offers programs known to benefit kidren rather than simply baby sit them. An accredited preschool is offered by National Association for the Education of Young Children also known as, NAEYC. Both daycares and preschools are required to be accredited and licensed by the government. This subject matter that teachers must(prenominal) affect minimum standards and that the daycare meets health and safety codes. The building itself must pass health codes too.A non-accredited preschool has cheaper prices, is less structured and engrosss enriching activities such as using art through play. The curriculum is establish off of learning through play, which lets the child use techniques thro ughout the day, during what is called free play. Schedules created by teachers must meet the standards created by the government and must meet the requirements suggested. Specific licensing standards vary by deposit and there are minimum standards by the government. Children sp turn back all day at the facility whereas children who attend an accredited preschool only spend half of their day at the preschool. Most daycares accept younger children such as infants and toddlers. They provide childcare for school age children after school hours up to the age of twelve. Child ratios to teachers are higher for example in the Arizona. In the state of Arizona, we can have up to twenty- six children with two teachers, although, in an accredited preschool they can have up to twelve with two teachers.See moreThe legend of an Hour Literary Analysis EssayTitle Accredited Preschools VS Non-Accredited PreschoolsMost teachers and caregivers at a non-accredited preschool have lowerexpectations for their performance. They are required to have first-class honours degree aid, CPR, food handlers card, must be eighteen years of age or older, a high school diploma or equivalency, and a background check with a fingerprint clearance card. They are also required a minimum of eighteen training or workshop hours unblemished by the end of the year. A quality environment is well planned and invites children to learn and grow. Centers and family day care homes that had a neat, clean, orderly physical setting, organized into natural process areas and oriented to the childs activity were found to have good child development (Clarke-Stewart, 1987) This quote is meaningful and it sends a good message to pile who want to learn more about child care centers or a non-accredited preschool. Teachers believe that children learn and grow in a facility where a teacher shows interest in the children.The effectiveness of a teacher at a non-accredited preschool depends on the amount of experience work ing with children and how many training workshops she has been to. Having a lot experience working with children helps the teacher maintain health and safety codes suggested by the government. An accredited preschool has higher prices, half days for children and is more organized and structured. It is a small-arm of NAEYC. The curriculum is based off of a childs social, emotional, cognitive, language and physical development. A curriculum also helps ensure that the teacher is planning a daily schedule that maximizes childrens learning through effective use of time, materials used for play, self-initiated learning, and creative expression as well as offers opportunities for children to learn by the piece and in groups according to their developmental needs and interests.(NAEYC,2008) Having these goals met for the children also allows an assessment for the teacher to improve on her strategies whereas a child care center does not use assessments to improve her quality and effectiven ess.Children generally spend half of their day at this preschool and usually leave to go to a non-accredited preschool for afternoon daycare. Most accredited preschools end their day around 1130 am to ensure that the child can experience school like tendencies. Families can then prepare their child for kindergarten. A teacher working at an accredited preschool must obtain a college degree in early childhood education. This means that the teacher must have an Associates Degree or Bachelors Degree in early childhood education. If preschool teachers work at a day care center orprivate preschool, they do not need a college degree. A high school diploma is required. However, if the preschool is part of a overt school system, the teacher will be required to have at least an associates or bachelors degree in early childhood education as well as a state license.Some states recognize the requirements to earn the Child Care Program allow a high school diploma, experience in the field, and c ontinuing education courses. Some of the other states require preschool teachers to have or so work experience in a childcare setting. Most preschools and daycares ask for a minimum of six months prior of early child care experience. Maintaining a college degree or some college courses helps the teachers quality of effectiveness. Teachers who go to college and earn a degree are more likely appropriate for the job whereas, a teacher with only a high school diploma just wants to pay the bills. Teachers who become accredited want to be working with children and see the growth and development in the well-being of a child.Between an accredited preschool and a non-accredited preschool we can clearly see the differences noted. An accredited preschool has better options for children such as an organized curriculum based off of the childs needs, a structured environment, and high quality teachers. A non-accredited preschool has better options for children who are not ready for school, a cur riculum to meet the childs minimum needs, and a less-structured environment.Personally, the preschool that would the best choice for a parent is the accredited preschool because then the parent will not have to lodge in about their child falling behind in school. Their child will be ready for all challenges headed their way for school. The quality of the teachers and staff at an accredited preschool will be more effective than a non-accredited preschool teacher. They are trained to do their best at all times and always put the children first. This is wherefore parents should choose an accredited preschool.Title Accredited Preschools VS Non-Accredited PreschoolsReferenceshttp//www.naeyc.org/academy/Visited on 11/2/12Clarke-Stewart, K. In Phillips, D (Ed.). (1987). Quality in child care Whatdoes research tell us? Washington, DC NAEYC

Children Education Special Needs Essay

This starting time chapter introduces you to an ara of gentility that has greatly affected the lives of countless clawren in positive way. Together we will take a look at the radical change of thought that has taken place, not only in this country, b bely also in another(prenominal) parts of the world. This, in turn, has bringd our belowstanding of how we identify babyren who learn modified ask. Here you will see the unfolding scenario that greatly affects tout ensemble of us as we are being introduced to various groups who are directly or indirectly associated with these kidskinren.They include parents, educators, legislators, and even our leaders. But in the truly exchange spotlight are the children who are particular(a) or who need peculiar(prenominal) operate. As you drop dead acquainted with new terminology, keep your focus on the study trends outlined, e peculiar(a)ly as these are interwoven into later chapters, as they graduate(prenominal)light issues th ink to groups of children with detail ineluctably or exceptionalities. Focusing Questions 1. How bedevil perspectives on treating individuals with peculiar(a) take changed over age? 2.What are the major forces that affect individuals with surplus inescapably development? 3. How have families been instrumental in obtaining services for individuals with special ineluctably or exceptional children? 4. What trends show that individuals with special needs or exceptional individuals are becoming much integrated into society? Chapter Outline 1. Who are the individuals with special needs or exceptional children? 2. Characteristics of those with special needs or especial(a) Children 3. Identifying scholars with special needs 4.Methods of fosterageal provisions 5. Instructional strategies 6. Changing perspectives on special needs children or exceptional children 7. Environmental influences on special needs children or exceptional individuals 8. Families of special needs children o r exceptional children 9. The special needs children and the give lessons 10. The special needs children in the society 11. Issues Related To The Special Needs Children 12. encyclopaedic reproduction in Malaysia Country Report 1. Who Are the Exceptional Children or Children with Special Need 2.Who Are the Exceptional Children or Children with Special Need Special education is the education of students with special needs or exceptional children in a way that addresses the students individual differences and needs. Ide solelyy, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interferences designed to assist learners with special needs achieve a higher aim of soulal self-sufficiency and success in school and community.Some of the common special needs of these children include challenges with erudition, communication challenges, emotional and behavio ral disorders, somatic disabilities, and developmental disorders. Special needs students benefit from additional educational services such(prenominal) as polar approaches to teaching, mathematical function of technology, a detailally adapted teaching area, or resource room. We define a child with special needs or exceptional child as a child who differs from the average or normal child in 1) mental characteristics, 2) sensory abilities,3) communication abilities, 4) behavior and emotional development, 4) children with multiple and strict handicapping conditions, or 5) physical characteristics.These differences must occur to such an extent that in order to develop his or her unique capabilities, the child requires a modification of school practices, or special educational services. Perhaps the definition given is quite general. You might be asking what is meant by average or normal? What is special education? How do we decide whether the child requires special education services or not? 2.CHARACTERISTICS OF SPECIAL need OR EXCEPTIONAL CHILDREN 2. CHARACTERISTICS OF SPECIAL of necessity OR EXCEPTIONAL CHILDREN Children are considered educationally exceptional only when it is necessary to alter the educational program. As an caseful, a child is considered exceptional if he or she is unable to read or to master knowledge in the traditional way or a child becomes bored by what is being taught in the classroom because he or she is far ahead of others. The term exceptional child tin nookie mean different things in education, in psychology, or in other disciplines.In education we usually group children of similar characteristics for instructional purposes. Some typic groupings are as follow 1. Intellectual differences This includes children who have high intellectual abilities as well as those who are slow to learner 2. Sensory differences This includes children with auditory or visual impairments or disabilities 3. Communication differences This includes c hildren with tuition disabilities, or speech and language disabilities 4. Behavior differences This includes children who are emotionally disturbed or accessiblely malad fairished.5. Children with multiple and severe handicapping conditions This includes children with combinations of impairments (for example cerebral palsy and mental interim deafness and blindness) 6. Physical differences. This includes children with non-sensory disabilities that impede mobility and physical vitality When discussing a child as learner, we need to look at the complete portrait of the child itself, including the sociable and family context in which the child lives. These are the complex and unique forces which influence the child individuality.Once we recognize this, it is easier to choose the more or less appropriate instructional strategies and the most suitable learning environment. 3. IDENTIFYING STUDENTS WITH SPECIAL of necessity 3. IDENTIFYING STUDENTS WITH SPECIAL NEEDS Some children are e asily identified as stinkpotdidates for special needs from their medical report diagnosed with a genetic condition that is associated with mental retardation, brain damage, developmental disorder, visual or hearing disabilities, or other disabilities. Less obvious identification are students with learning difficulties.Two particular methods have been used for identifying them i. discrepancy specimen depends on the teacher noticing that the students achievements are noticeably below what is expected, and ii. response to intervention beat which advocates to earlier intervention. In the discrepancy model, a student receives special educational services for a specific learning obstacle (SLD) if the child has at least(prenominal) normal intelligence, and his academic achievement is below what is expected of with his or her intelligent quotient (IQ)..The discrepancy model recently has been criticized among researchers because diagnosing SLDs on the basis of the discrepancy amid achievement and IQ does not predict the effectiveness of treatment. belittled academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence. Therefore an alternative approach has been identified. This approach i. identifies children who are having difficulties in school in their first or second year after starting school. ii. provides problematic children with assistance such as participating in a reading remediation program.iii. focuses on responses of these children on the intervention provided, then determines whether they are designated as having a learning disability. iv. ensures that those few who still have trouble whitethorn then receive designation and further assistance.Many experts believe that i. early remediation can greatly garnish the number of children meeting diagnostic criteria for learning disabilities. ii. the focus on learning disabilities and the provision of accommodatio ns in school fails to acknowledge that people have a range of strengths and weaknesses and iii.most parents and teachers place undue emphasis on academics In helping these children, their individual needs should be given a priority.Some of the critical issues need to be taken into considerations are i. Services for these children should be customized to address each individual students unique needs. ii. Special educators should provide a continuum of services, in which students with special needs receive services in varying degrees based on their individual needs iii. Programs need to be individualized so that they address the unique combination of needs in a given student iv.Educational professionals need to use Individualized Education Programs (IEP) when referring to a students need v.They are being assessed for educational purposes i. e. to determine their specific strengths and weaknesses vi. All placement, resources, and goals are determined on the basis of the students needs vii. Should plan for accommodations and modifications to the regular program which include changes in curriculum, supplementary support or equipment, and the provision of specialized physical adaptations that allow students to participate in the educational environment to the fullest extent possible.4. METHODS OF EDUCATIONAL PROVISION 4. METHODS OF EDUCATIONAL PROVISION This can be broadly grouped into four categories, (using North American terminology) i. Inclusion Students with special educational needs spend all, or at least more than half, of the school day with students who do not have special educational needs. Since inclusion can require substantial modification of the general curriculum, most schools use it only for selected students with mild to moderate special needs. Specialized services whitethorn be provided inside or outside the regular classroom, depending on the type of service.Students whitethorn occasionally leave the regular classroom to attend smaller, more int ensive instructional sessions in a resource room, or to receive other link up services that might require specialized equipment or might be disruptive to the rest of the class, such as speech and language therapy, occupational therapy, physical therapy, or might require greater privacy, such as counseling sessions with a social worker. ii. MainstreamingThe practice of educating students with special needs in classes with non- disabled students during specific date periods based on their skills.iii. Segregation The practice of educating students in a separate classroom or special school. Some of the typical features are * students with special needs spend no time in classes with non-disabled students * students may attend the same school where regular classes are provided, further spend all instructional time exclusively in a separate classroom for students with special needs * if their special class is located in an ordinary school, they may be provided opportunities for social i ntegration outside the classroom, e.g. , by eating meals with non-disabled students iv. extrusionA student who does not receive instruction in any school is thus excluded from school. Exclusion may be described as * Those children with special needs which have been excluded from school, and such exclusion may still occur where there is no profound mandate for special education services, such as in developing and under developed countries * Children who are sick and need to be hospitalized housebound children, or thosedetained by the criminal justice system. These children may receive integrity-on-one instruction or group instruction in hospital, at home, or the place where they are being detained. However, students who have been suspended or expelled from schools are not considered excluded in this sense. 5. INSTRUCTIONAL STRATEGIES 5. INSTRUCTIONAL STRATEGIES Different instructional techniques are used for some students with special educational needs. Instructional strategies ar e classified as being either accommodations or modifications.An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is accessible to the student. Accommodations may be classified by whether they change the presentation, response, setting, or scheduling. For example, the school may mollify a student with visual impairments by providing a large print textbook. This is known as a presentation accommodation. Examples of accommodations i. Response accommodation. Typing homework assignments quite an than hand-writing them (considered a modification if the subject is learning to write by hand).Or by having someone else write down answers given verbally. ii. Presentation accommodation. Listening to phone books rather than reading printed books. Agencies like Recording for the Blind and Dyslexic and RNIB National Library service in the UK provide a variety of titles on enter and CD. These may be used as substit utes for the text, or as supplements intended to bolster the students reading fluency and phonetic skills. Similar options include designating a person to read text to the student, or providing text to speech software.Others include designating a person to take notes during lectures, using a talking calculator rather than one with only a visual display. iii. Setting accommodation. Taking a test in a quieter room. Moving the class to a room that is physically accessible, e. g. , on the first floor of a building or near an elevator or arranging seating assignments to benefit the student, e. g. , by sitting at the precedent of the classroom. iv. Scheduling accommodations. Students may be given rest breaks or extended time on tests (may be considered a modification, if speed is a factor in the test).All developed countries permit or require some degree of accommodation for students with special needs, and special provisions are usually made in examinations which take place at the end o f formal schooling. A modification changes or adapts the material to make it simpler. Modifications may change what is learned, how difficult the material is, what level of mastery the student is expected to achieve, whether and how the student is assessed, or any another aspect of the curriculum.For example, the school may modify a reading assignment for a student with reading difficulties by exchange a shorter, easier book. A student may receive two accommodations and modifications. Examples of modifications i. Skipping subjects Students may be taught less information than typical students, skipping over material that the school deems inappropriate for the students abilities or less important than other subjects. For example, students whose fine motor skills are weak may be taught to print block letter and not cursive handwriting.ii. Simplified assignments Students may read the same literature as their peers but have a simpler version, for example Shakespeare with both the origi nal text and a modern paraphrase available. iii. Shorter assignments Students may do shorter homework assignments or take shorter, more concentrated tests, e. g. 10 math problems instead of 30. iv. Extra aids If students have deficiencies in working memory, a list of vocabulary words, called a word bank, can be provided during tests, to reduce lack of recall and increase chances of comprehension.Students might use a calculator when other students are not. v. Extended time Students with lower processing speed may benefit from extended time in assignments and/or tests in order to comprehend questions, recall information, and synthesize knowledge. In addition to how the student is taught the academic curriculum, schools may provide non-academic services to the student. These are intended ultimately to increase the students personal and academic abilities. Related services include developmental, corrective, and other appurtenant services as are required to assist a student with special needs.This includes speech and language pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulations, parent counseling and training, school wellness services, school social work, assistive technology services, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services.In some countries, most related services are provided by the schools in others, they are provided by the normal health veneration and social services systems. As an example, students who have autistic spectrum disorder, poor craving control, or other behavioral challenges may learn self-management techniques, be kept closely on a comfortingly predictable schedule, or given surplus cues to signal activities. 6. CHANGING PERSPECTIVES ON SPECIAL NEEDS CHILDREN 6. CHANGING PERSPECTIVE S ON SPECIAL NEEDS CHILDREN In the nineteenth and twentieth century, medical profession was the first profession that gave significant attention to exceptional children.The attention was on the unique characteristics of the children that helped to diagnose their condition and treatment. They gave very little attention to the environment, the family, the culture and its influences on those children. For example if a child was blind or mental mentally retarded, it was accepted that the problem was entirely within the child. The basic problem was to find ways to help the child adapt to the surrounding world. As programs for exceptional children expanded, it became clear that exceptional child involved a mix of the individuals characteristics which needed totake into account the demands of the environment on each individual.With this, the concept of exceptionality moved from a medical model, which implies a physical condition or disease within the patient, to an ecological model which sees the exceptional child in complex interaction with environmental forces. 7. environmental INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS 7. ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS CHILDREN ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS.ENVIRONMENTAL INFLUENCES ON SPECIAL NEEDS In order to understand exceptional children, we have to understand the environment in which the child exists. The child is at the center of a complex network of forces the family, the school, and the larger society. As the child develops, the impact of each of these forces changed. For example, the family may be very important in early years, but in later years, school and society become more important. Even though t he influence of parents on the child is undisputable, bur psychologists and educators also believe that children have a powerful influence on their parents.A child who is hyperactive or has difficulty giving attention can create negative reaction among other members of the family. This will increase the child problem. Thus we need to look at both the effects of the family and the personal characteristics on the child. On the other hand, the school environment exerts a significant influence on the developing individual. Social forces and values can also influence exceptional children. The acceptance or non acceptance of the society on the handicapped children can affect the parents to cope with the exceptional child.Thus we can say that family, school, and society leave greater impact on the ability to cope with exceptionality than the individual or the nature of the exceptionality itself. 8. FAMILIES OF SPECIAL NEEDS CHILDREN 9. FAMILIES OF SPECIAL NEEDS CHILDREN One of the important elements in the ecological setting of any child is the family. For the exceptional child, the critical role of the family environment is more visible. For normal or able person, it is difficult to understand what it is like to have a handicapping condition. We can try to understand physical handicap, blindness and deafness through simulation.But still to those who have been handicapped from birth they do not have the visual, auditory and motor memories to help them. In fact it is harder to imagine what it is like to be mentally retarded i. e. not to understand what is going on around them. Imagine failing at almost every tasks and what that does to an individual. Similarly it is hard to grasp the problems of the gifted of splendid ability child, who cannot understand why others cannot see what is so obvious to him or her. Having exceptional children can happen to anyone, regardless of educational background, family status or pecuniary standing.Society at large has begun to appreciate the pain and stress of parents having a child who is handicapped, and to realize the important of external support to maintain the ir equilibrium under those circumstances. Most parents with a severely handicapped child must cope with at least two major crises. The first is the symbolic death of the child who was to be the loss of their dreams and hopes. Expectant parents have high hope for the unborn child for success, for education, and for financial security. The second crisis is more challenging the problem of providing daily care for their exceptional child.For example, the child who is autistic or cerebral palsied is often difficult to feed, to dress, and to put to bed. The thought that the child is not going to go through normal developmental process weighs heavily on them. 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL 9. THE SPECIAL NEEDS CHILDREN AND THE SCHOOL School is not only a center for learning but also a social training ground. School provides opportunities for the child to develop skills and knowledge that will allow him to adapt to the society, to answer to adult requirements, to interact w ith his peers, to form friendships, and to learn how to work cooperatively with others.For exceptional children school becomes particularly important in getting special kinds of assistance to become productive adults. Schools should carry out the responsibilities of providing a free public education for all children. In the past handicapped students have been deprived of the education because of the perception that these children did not fit into the established program. However in recent decades the schools have accepted their role more positively in giving equal education for all. 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY 10. THE SPECIAL NEEDS CHILDREN IN THE SOCIETY.The most revolutionary changes over the last few decades were the societys take up and acceptance of exceptional individuals as contributing members of society. However, it is helpful to understand the history of special needs children. The concept of giving education to every child to the highest surgery possi ble is relatively new idea. The use of the term exceptional is itself a reflection of radical change in societys view of those who differ from the norm. There are roughly four stages in the development of social attitudes toward children and adult with handicaps1. During the pre-Christian era where handicapped children were neglected or mistreated. 2. During the spread of Christianity, those children were protected and pities. 3. In the eighteenth and nineteenth centuries where institutions started to be established to provide separate education for exceptional children 4. In the latter part of twentieth century, we see a endeavour toward accepting people with handicaps and integrating them into society to the fullest extent possible. 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN 11. ISSUES RELATED TO THE SPECIAL NEEDS CHILDREN.1. At-Risk Students At risk students (those with educational needs that are not associated with a disability) are often pose in classes with students wh o have disabilities. Critics assert that placing at-risk students in the same classes as students with disabilities may impede the educational progress of people with disabilities. Some special education classes have been criticized for a watered-down curriculum. 2. Inclusion The practice of inclusion (in mainstream classrooms) has been criticized by advocates and some parents of children with special needs.This is because some of these students require instructional methods that differ from typical classroom methods. Critics assert that it is not possible to deliver effectively two or more very different instructional methods in the same classroom. As a result, the educational provision for these students who depend on different instructional methods in order to learn often deliver even further behind their peers. Parents fear that their children would continue to lack behind from the rest of the class and thereby impair the academic achievements of all students.(NOTE Discussion on Country Report) 3. Eligibility Criteria Some parents, advocates, and students have concerns about the eligibility criteria and their application. In some cases, parents and students protest the students placement into special education programs. For example, a student may be placed into the special education programs due to a mental health condition such as obsessive compulsive disorder, depression, anxiety, panic attacks or ADHD, while the student and his parents believe that the condition is adequately managed through medication and outside therapy.In other cases, students whose parents believe they require the additional support of special education services are denied society in the program based on the eligibility criteria. 4. Severely disabled children It is debated whether it is useful and appropriate to attempt to educate the most severely disabled children, such as children who are in a persistent vegetative state. While many severely disabled children can learn simple tasks, such as pushing a buzzer when they want attention, some children may be incapable of learning.Some parents and advocates say that these children would be better served by substituting improved physical care for any academic program. 13. INCLUSIVE EDUCATION IN MALAYSIA republic REPORT MINISTRY OF EDUCATION MALAYSIA 14. INCLUSIVE EDUCATION IN MALAYSIA COUNTRY REPORT MINISTRY OF EDUCATION MALAYSIA National Education Philosophy * To reinforce the direction and goals of national education. * It emphasises holistic and integrated education. * To nurture well-balanced students physically, emotionally, spiritually and intellectually ken Excellent Schools and a Glorious Nation.Mission Developing Individual Potential through Quality Education Overview of the system INCLUSIVE EDUCATION Welcome all learners regardless of their characteristics or disadvantages and addressing the diverse needs of all learners by reducing barriers within the learning environment. Adopting more holistic de finition of inclusive education Inclusive education means that all students in a school, regardless of their differences, are part of the school community and can feel that they belong. The mandate to ensure access, participation and achievement for every student is taken as given.(Department of Education, Tasmania, 2006) Building a school community where students are not only valued and wished but also involves social connectedness and creates a feeling of belonging among the students (DISABLED + NON DISABLED). Inclusive education in Malaysia is illustrated by the opportunity to gain access (without gender bias) to case education for all, including At Risk children/adults, namely * Children with special education needs * original children (Orang Asli & Penans) * Children in hospitals (Schools in Hospital) * Young convicts and juveniles (IS & HGS)* Undocumented or stateless children and * Indigenous adults (Adult education classes) Malaysia Embraces Inclusive Education * 2003 Co mpulsory primary education * 2008 Free education or fully funded schooling (No school fees or examination fees) * shop at program Textbooks-on-loan, boarding facilities, scholarships, allowances, food & nutrition and school health. * Curricula for specific groups Modified/alternative curriculum for children with special needs, special curriculum for indigenous pupils and special learning modules for indigenous adults * Remedial and enrichment programs to reduce gaps in 3Rs.LEGISLATION ACT 550 EDUCATION ACT (1996) Chapter 3 Compulsory Education diplomatic minister to provide primary education for all 29A. (1) The Minister may, by order published in the Gazette, prescribe primary education to be compulsory education. Chapter 8 Special Education 40. The Minister shall provide special education in special schools established under paragraph 34(1) (b) or in such primary or secondary schools as the Minister deems carpetbagging. Power to prescribe the duration of and curriculum on sp ecial education 41. (1) Subject to subsections (2) and (3), the Minister may by regulations prescribe .(a) the duration of primary and secondary education suitable to the needs of a pupil in receipt of special education (b) the curriculum to be used in respect of special education (c) the categories of pupils requiring special education and the methods appropriate for the education of pupils in each category of special schools and (d) any other matter which the Minister deems expedient or necessary for the purposes of this Chapter. Below are illustrations of the acts ACT 685 PERSONS WITH DISABILITIES ACT PWDs (Persons with disabilities) (2008).36. (1) The Government and the private healthcare service provider shall make available essential health services to persons with disabilities which shall include the following a. prevention of further occurrence of disabilities, immunization, nutrition, environmental protection and preservation and genetic counselling and b. early detection of disabilities and timely intervention to arrest disabilities and treatment for rehabilitation INTERNATIONAL LEGISLATION a. Convention on the Rights of the Child, UNESCO (12th December 1989) b.Jomtein World Conference on Education for All, UNESCO (1990) Article 1 shock Basic Learning Needs Every person child, youth and adult shall be able to benefit from educational opportunities designed to meet their basic learning needs c. Salamanca Statement 1994 School should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions d. Dakar Framework for Action (2000) Article 7(i) Expanding and improving comprehensive early childhood care and education for the most vulnerable and disadvantaged children e.Biwako Millennium Framework for Action 2002 Towards an Inclusive, Barrier Free & Right-based Society for Persons with Disabilities f. Convention on the Rights of Persons with Disabilities 2006 TYPES OF CHILDREN WITH LEARNING DISA BILITIES 1. Children with Pervasive Development Disorders (PDD), Autism, Asperger Syndrome, Rett Syndrome, Childhood Disintegrative Disorder or PDD-NOS. 2. Children with Specific Developmental Disorders Speech & Language, Cognitive Skills, Motor Function and mixed specific developmental disorders. 3. Children with chromosomal disorder (Angelman/Prader Willi Syndrome, Down Syndrome , Klinefelter Syndrome)4. Children with other Developmental Disorders (Apert Syndrome, Goldenhar, Syndrome, Noonan Syndrome) 5. Children with Specific Learning Difficulties Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, etc. 6. Children with Emotional Behavioural Difficulties ADD, ADHD, CD, ODD, etc. 7. Children with multiple disabilities. EARLY acknowledgment & INTERVENTION Early Identification a. Literacy and Numeracy Screening (LINUS) b. Checklist (Screening instrument) Identify children for special needs to be referred for diagnosis by registered doctors EARLY AND TIMELY INTERVENTION a. Special Ed ucation -.* Trained teachers, teaching styles, classroom environment, curriculum, extracurricular activities and assistive devices. * Special Education Service Centres Special Education Service Centre a. Facilities * Audiology room * Low vision room * Occupational therapy room * Physiotherapy room * Psychology room * Multi-sensory room * Common Rehab Corner and * Toy library. b. Personnel * Audiologist * Speech pathologist * Peripatetic * Physiotherapist * Occupational Therapist * Educational and/or Clinical Psychologist. c. Services * Audiology * Individual/Group Speech Therapy * hearing aids and transliterate maintenance * low vision and mob.

Due Process vs Crime Control Essay

AbstractAlthough disgust control and collectable solve have nigh similarities, there are more contrasts between the two. crime control emphasizes offensive interdiction, whereas due answer emphasizes the protection of citizens rights from mistakes made by venomous evaluator agencies. The ethical dimensions of key issues confronting the bend justice system and private security concerning to due process and crime control are citizens rights, proper effective representation, as well as physical force, when to use deadly force, and deceptions. The private security industry also faces key ethical issues regarding the lack of training, in appendix to violations of rules and regulations.Due Process or Crime ControlThe ethical extent of key issues confronting the criminal justice system and private security regarding due process and crime control are many, such as not knowing what the right course of action is, difficulty doing what is considered right, or simply finding the am iss(p) choice to be very tempting. Due process is a citizens right to proper legal representation, procedures, and justice of individuals, which decreases the power of government. The important goal of due process is to protect individuals from mistakes made by law enforcement agents and prosecutors.In contrast, crime control increases the power of the government in order to protect society, which diminishes an individual citizens rights (USLegal, Inc., 2001-2008). The main goal of crime control is crime suppression, which includes key issues of physical force, when to use deadly force, undercover work, deceptions, as well as many others in the criminal justice system. In the private security field, the key issues include the lack of training and violations of rules and regulations of the industry (Gould, 2008).Due ProcessAccording to Packers due process model, which consists of the following points of view, emphasizes the contrasts with the crime control model (Cliffnotes.com). 1. The most important function of criminal justice should be to provide due process or fundamental fairness under the law. 2. Criminal justice should concentrate on defendants rights, not victims rights, because the Bill of Rights expressly provides for the protection of defendants rights. 3. Police powers should be limited to prevent official oppression of the individual. 4. Constitutional rights are not mere technicalities criminal justice authorities should be held accountable to rules, procedures, and guidelines to ensure fairness and consistency in the justice process. 5. The criminal justice process should look like an obstacle course, consisting of a series of impediments that take the form of procedural safeguards that serve as often to protect the factually innocent as to convict the factually guilty. 6. The government should not hold a person guilty solely on the initiation of the facts a person should be found guilty only if the government follows legal procedures in its fact-finding.Crime ControlThe following contentions are the key concerns of the crime control, which points out the differences of due process. (Cliffnotes.com). 1. The repression of crime should be the most important function of criminal justice because order is a necessary condition for a bountiful society. 2. Criminal justice should concentrate on vindicating victims rights rather than on protecting defendants rights. 3. Police powers should be expanded to make it easier to investigate, arrest, search, seize, and convict. 4. Legal technicalities that handcuff the police should be eliminated. 5. The criminal justice process should operate like an assembly-line conveyor belt, moving cases swiftly along toward their disposition. 6. If the police make an arrest and a prosecutor files criminal charges, the accused should be presumed guilty because the fact-finding of police and prosecutors is highly reliable. 7. The main objective of the criminal justice process should be to discover the truth or to establish the factual guilt of the accused.Similarities between Due Process and Crime ControlAlthough the differences are many and well emphasized, there are a fewer similarities between due process and crime control. Both uphold laws and regulations that have been established throughout the many years of this country. The similarities are1.Accept constitutional values2.Hold to ex post facto prohibition3.Duty to enforce laws where violations have occurredConclusionDue process and crime control propose to serve similar objectives, which are to reduce crime and protect the citizens of the United States. The ethical key issues that plague the due process and crime control models vary among the two, in how to deal with the many issues and the best mode to deal with the issues are conflicting. The differences between the two on how to reach these objectives are many, yet the few similarities assist in keeping both processes abide by the laws established by the governme nt of the United States.ReferencesUSLegal, Inc. (2001-2008). US Legal Definitions. Retrieved on January 5, 2010 from http//definitions.uslegal.com/c/crime-control-model/ Gould, M. (2008). Business, Ethics & Society, (p. 1). Great Neck Publishing. Retrieved January 4, 2010, from Research Starters Business database. CliffsNotes.com. (n.d.). Which Model? Crime Control or Due Process. Retrieved on January 4, 2010, from http//www.cliffsnotes.com/WileyCDA/CliffsReviewTopic/topicArticleId-10065,articleId-9911.html

Male and Female Relations in Virginia Woolf’s Essay

Lily is as well in truth lots a product of society, yet she has new beliefs for the habit of wo custody and produces iodin answer to the problems of gender index. Besides providing these examples of patriarchy, To The Lighthouse examines the tenacity of human kins in general, producing a novel with twists, turns, problems, and perhaps a solution. Mrs. Ramsey is the perfect, antiquated woman. She scarcely has an individuation of her own. Her invigoration is ge bed towards men If he put implicit faith in her, nonhing should hurt him however deep he buried himself or get uped high, not for a second should he find himself without her.So boasting of her capacity to surround and protect, there was scarcely a shell of herself left for her to turn in herself by. (Woolf, Lighthouse 38). Identity is a strong desire in solely humanity, yet in a patriarchic society it has been denied to women. Women who be owned by men are mere possessions, having no control over themselves and no way to develop their own personalities. Mrs. Ramsey inevitably people approximately her at all times because she has nothing internalized. She must create herself through other people. She is always bouncing off someone else, preferably a male who has power, yet needs her to keep that power.By gaining acceptance and love form those in power, Mrs. Ramsey creates a shadow of a self. Woolf says, Not as oneself did one find rest ever, in her experience. Losing personality, one lost the fret, the furry , the stir (Lighthouse 63). When alone Mrs. Ramsey must drop her personality because it is a show, a created essence which takes work to maintain. A symbol of this is discernible when Mrs. Ramsey covers the skull in her childrens room. She covers the reality with a veil, much like all men and women cover their true identity in order to play the mapping senile society has given to them.Mrs. Ramsey even avoids looking at her own face in the mirror. Is it possible that she would not ev en recognize herself? I think, yes, because she does not have a fixed identity. She does not know who she is or what she really looks like. She must change in every situation, with every diametric man she is evaluate to support. Mrs. Ramsey supports these men in her life because that is the notwithstanding way she can create an identity. Woolf suggests that even this support may be false. Of course it is false, because Mrs. Ramsey has no other choice. She cannot lose herself in her work like a man.Her work is to make men feel superior and this is ingrained in her mind. Of her husband we are told that, She was not advantageously enough to tie his shoe strings, she felt (Woolf, Lighthouse 32). In spite of the power of men, To The Lighthouse suggests that many men feel sterile. Perhaps men are mentally sterilized by power. Patriarchal men can form no equal relationships with women because they must always defend themselves. They cannot admit an equal into their life for fear of lo sing power. This could be why Mrs. Ramsey pitied men, She pitied men always as if they neglected something.Women never, as if they had something (Woolf, Lighthouse 85). The sense of sterility in mens minds may also come form the biological fact that women are the childbearers. Nature has, in defiance of patriarchy, given women the central intent in childbearing. At most, men are equals when it comes to having children. It seems as if Mr. Ramsey tries to disprove his sterility by having eight children. The fact remains, men are expendable when it comes to child bearing, and therefore they need to defend against this perpetual attack upon their power. The one man who is productive is Mr.Carmichael. It is interesting to note that he does not allow Mrs. Ramsey to support him. He refuses her and seems somewhat scared of perhaps falling clog into the specify of patriarchal roles. Woolf tells us that Mr. Carmichael shrinks form Mrs. Ramsey and that, she felt him wince. He did not trus t her (Lighthouse 40). Mr. Carmichael is productive because he does shrink away form Mrs. Ramsey and the sterilization that comes with the patriarchal relationships of men and women. Ms. Ramseys state of submission leads her to develop her power in other areas.Woolf suggests in fact, that all this desire of hers to give, to help, was vanity. For her own self-satisfaction was it that she wished so instinctively to help, to give (Lighthouse 41). Here Woolf implies that desire to give is a sort of vanity, a vanity that is control. Woolf also points out that, Wishing to dominate, wishing to interfere, making people do what she wished. That was the charge against her, and she thought it most unjust (Lighthouse 57). Of course Mrs. Ramsey should want to dominate in some arena. Men deny her control of her own life, so she reverts to perspicacious manipulation of others.John Stuart Mill states in The Subjection of Women, Womens power often gives her what she has no right to, but does not en able her to assert her own rights (155). The power that Mrs. Ramsey cultivates is a perverted power created through the repression of their natural tendencies. She has no control over herself and therefore will try to control others, whom she really has no course trying to dominate. Mill also says of feelings Women are schooled into suppressing them in their most natural and most healthy direction, but the internal principle remains, in a different outward form.An active and energetic mind, if denied liberty, will seek for power refused the command of itself, it will assert its personality by attempting to control others. (213) When Mrs. Ramsey encoufads Paul and Minta to marry, it is uncertain whether the conjugation ever would have come about without her influence. The marriage does not succeed, not in the way Mrs. Ramsey would have envisioned. Her wish to dominate hurts others and herself. Eventually the struggle and lack of identity seem to cause Mrs. Ramseys death. She has to deal with all of the motional problems of family and friends, and she also deals with the day to day running of the household. Mills observes of married women, she takes not only her fair share, but vulgarly the larger share, of the bodily and mental exertion required by their joint existence (164). Ramsey does not deal with the trivialities of family life, and goes into a rage at the expenses of running the house. Mrs. Ramsey had given. Giving, giving, giving, she had died (Woolf, Lighthouse 149). Mr. Ramsey portrays the evils of patriarchy on men. Women are not the only ones who are hurt.Mills says, this power seeks out and evokes the latent germs of selfishness in the remotest corners of mens record (153). Mr. Ramsey is extremely selfish. He belittles not only women , but also himself with the idea that he needs someone to praise him in order to be worthy. He is the empowerment one, but can only keep the power through the inferiority of others. Perhaps this need for superiorit y is also the cause of his raging attitude. Woolfs description of Professor von X in A Room of Ones Own seems frighteningly accurate for Mr.Ramsey, the professor was made to look very angry and ugly in my sketch, as he wrote his great book upon the mental, moral and physical inferiority of women (Woolf 31). Both the professor and Mr. Ramsey are angry and must, in order to gain power through patriarchy, keep women in their inferior position. Woolf makes this point on power division very apparent in Mr. Ramseys worry about how good his books are. He is not satisfied with pleasing himself he must be better than others to retain power. This power causes his isolation and psychological sterility.Woolf writes that, the fatal sterility of the male plunged itself, like a beak of brass, barren and bare. He wanted sympathy (Lighthouse 37). Woolf shows here one important fallacy organic in the patriarchal system. It is odd that men believe in the inferiority of women, yet they rely on those i nferior women to give them praise and sympathy. However, Mill observes that, thither is nothing which men so easily agree as this self-worship all privileged persons, and all privileged classes, have had it (158). Not only does Mr. Ramsey learn this self-worship, he has followers. Mrs.Ramsey and all women must kneel at his alter. His contemporaries and future intellectuals must admire his work. Even young men, like Charles Tansley, want to model themselves aft(prenominal) Mr. Ramsey. Perhaps these young men only see the superior position of the patriarchal man they certainly do not understand the implications of the sterility and passion that go with power. The many general comments about human relationships in Woolfs novel point out the frailty and questionable nature of love and friendly relationship in a patriarchal society. Woolf writes, How then did it work out, all this?How did one judge people, think of them? How did one add up this and that and conclude that it was liking one felt, or disliking (Lighthouse 24). Here Woolf highlights the almost ambiguous nature of liking. Any human trait may evoke many different emotions in people. Physical factors, such(prenominal) as distance, may also influence relationships. If a loved one is far away, a person may forget that loved one and allow love or liking die a natural death. For Woolf, therefore, human relationships are rather inadequate. They are changing, and Woolf notes, self-seeking, at best (Lighthouse 42).Perhaps if the characters had more enduring and defined self-identities, their relationships would be more true, without that self-seeking goal. Lily is also a product of the patriarchal society, yet she struggles to break out of the role assigned to her by men. wherefore she does this is not clear. She is an artist, and maybe she feels more deeply or sees more clearly than other women. Woolf seems to point out that women artists have difficult time in patriarchal society. In A Room of Ones Own, Woolf asks of women artists, who shall measure the heat and violence of the poets heart when caught and tangled in a womans body? (50).Lily is also taking care of her father, so probably her mother is dead. Maybe her mother has been dead for a long while, and Lily has had no submissive role model. Perhaps she just sees what this role does to women. Lily loves Mrs. Ramsey and it must hurt her to know Mrs. Ramsey has no self and must cater to men. In any case, Lily thinks often and deeply about the roles of men and women. Not only does Lily notice that Victorian, patriarchal society hurts Mrs. Ramsey, but she also notices that it negatively affects Mr. Ramsey. Lily thinks, Could one help noticing that habits grew on him? Eccentricities, weaknesses perhaps?It was astonishing that a man of intellect could stoop as low as he did but that was too harsh of a phrase could depend so much as he did upon other peoples praise (Woolf, Lighthouse 23). In a patriarchal society, the influence of men on women and women on men is a vicious circle. Lily tries to escape this game, yet time and time again she is drawn in, especially when she is more or less Mrs. Ramsey. Lily lies and is insincere in her attempts to placate the men around her. Lily, however, realizes her deceit and the harm it causes. She resists the male/ female role game and wonders, But how would it be f neither of us did either of these things? (Woolf, Lighthouse 91). When she is drawn in and lies, Lily only strengthens her resolve to resist this pressure in the future. She realizes the importance of relations and how these narrow, gender roles create false identities Woolfs narrator underscores the fact that, She had done the usual trick been nice. She would never know him. He would never know her (Lighthouse 92). The difference in Lily is that she does have an identity. She does have work in her art. Lily does not need to be around other people because she is someone.She does not need to be externally created she is real. With her unique identity, Lily is allowed unique ideas on relationships. She sees how men respond to Mrs. Ramsey, that the love men gave was to an idea or ideal, love that never attempted to clutch its object but, like the love which mathematicians bear their symbols, or poets their phrases (Woolf, Lighthouse 47). Men loved this symbol of patriarchy. Mrs. Ramsey is to the patriarchal man what a symbol is to a mathematician or a phrase is to a poet. She is a symbol to men men could not love Mrs. Ramsey as an individual because she does not exist.In her art, Lily creates what she herself sees, a representation of life through her own eyes. Lily is struck with the need to move her tree to the center of her painting. Lily thinks, she need not marry, thank Heaven she need not undergo that degradation. She was saved from that dilution. She would move the tree rather more to the middle (Woolf, Lighthouse 102). Lily will not lose weight herself by joining with a man. L ily decides to be autonomous, as Woolf tells us that, she would move the tree to the middle, and need never marry anybody, and she had felt an enormous exultation (Lighthouse 176). pitiable the tree symbolizes the oneness of Lily. She is not going to be united with a man. She is going to keep her identity and fix it in the middle of her painting, her representation of life. Still, Lily feels the press to comfort Mr. Ramsey after Mrs. Ramsey had died. She decides to give him what she can because, as a woman, she fees guilt about causing his need. In order for patriarchy to perpetuate, women have been brainwashed and flood with the belief that they re placed on earth to support men. If a woman ever tries to rebel against patriarchy, the guilt is inevitable. Lily thinks of Mr.Ramseys pleas for sympathy, A woman, she had provoked this incompatibility a woman, she should have known how to deal with it (Woolf, Lighthouse 152). But Lily, in her strength, overcomes the guilt and refuses to play the game f patriarchy, and Mr. Ramsey cannot play the game alone. Lily and Mr. Ramseys relationship may be uncomfortable, but it certainly is an improvement for male/female relationships. Lily notes that she has, reduced their relationship to something neutral, without that element of sex in it which made his manner to Minta so gallant, almost gay (Woolf, Lighthouse 170).Perhaps the discomfort is caused by the breaking of tradition, the lace of power on Mr. Ramseys part and the empowerment of Lily. After denying Mr. Ramsey comfort, when he is sailing to the lighthouse, Lily thinks, Whatever she had wanted to give him, when he left her that morning, she had given him at last (Woolf, Lighthouse). Lily has given Mr. Ramsey the freedom from patriarchy. She did not let him fall into the trap of making a woman praise him. Without that false worship, Mr. Ramsey will be forced to develop his identity based on reality, and Lily and all women will be forced to develop an identity sep arated from men.With these thoughts, Lily is able to absolute her own identity by drawing a line in the center of her painting, and secure her own identity by drawing a line in the center of her painting and secure her personality in life. To The Lighthouse offers this look at human relationships with a promise of bettering those relations through change. Even today there are strong remnants of patriarchy dominating society. Men consistently climb higher in management and receive higher pay for equal jobs. This novel shows both men and women suffering and struggling with societal roles.

Mystic Monk Coffee Essay

IntroductionMystic Monk coffee attach to is a cloistered monastic environment where monks from the Carmelite monastery of Clark, Wyoming spend their effortless manual labor party hours roasting coffee (Thompson, 2012, pg. 420). The monks are a religious sect of the Catholic church and are fully dedicated to their religious and spiritual side, which requires intimately of their daily hours, be spent praying or contemplating in silence this leaves little time to spend on coffee roasting productions, especially due to the small cosmos of monks that are up to(p) to live at the Carmelite monastery. There were many restrictions that the Carmelite monks faced with their coffee productions such as having restricted roasting capacity, unequal land and partial workers. Father Daniel bloody shame, the prior of the Carmelite order, had a vision of expanding the small monastery of 13 monks, by creating a current Mount Carmel in the unsmooth Mountains of Wyoming.There is a nearby locatio n called the Irma Lake Ranch that would include a large house, caretaker house, guesthouse, a gothic church, a convent for Carmelite nuns, a hunting cabin and a dairy and horse barn this would will the monks to expand their opportunities, as well as expand their Carmelite monk residents (Thompson, 2012, pg. 421). This vision is everything that Father Daniel Mary ever dreamed, the only thing prohibiting the change, is that the Irma Lake Ranch will cost the monks $8.9 Million.The Mystic Monk coffee company only earns silver based on their coffee sales (11% of revenue enhancements) and donations from private donators the Carmelite monastery god a $250,000 donation which they can use at their discretion (Thompson, 2012, pg. 420,423). The followe report will take a look at the options that are available to the Carmelite monks and what would be the most strategic plan that should be enforced in order for the monastery to be successful. foreign and Internal AnalysisS.W.O.T. AnalysisSt rengths * Fair trade/ Organic Arabica beans * Variety of coffee flavors * Accessories (t-shirts, cups, CDs) * Online shopping is available * Tea has been added to selection * Free task/ No wages paid * Affordable/ reasonable retail price * Membership coffee club * Favors catholic market (large) Weaknesses * Limited roasting efficacy (540 lbs/day) * Limited production due to worship * Cant expand due to limited land * Coffee is not a necessity (trend?) * Caffeine is super addictive (health) * Purchase beans instead of developing * No business expertise/ experience * No absolute competitive advantage * Poor earnings (11% of revenues) Opportunities * amplify availability into grocery submits * Collaborations (Keureg, Tassimo) * Other purposes (weight loss, bio fuel) * Increase advertisements * Expand into international market * Start a franchise * Open coffee shops (Starbucks, Tims) Threats * Poor coffee maturation season * Natural disaster/ weather * Economic Conditions (recess ion) * Established competition (Folgers, nabob) * Others personal religious beliefs * Dependant on donations/ revenues(Mystic Monk, n.d., pg. 1)AlternativesThe Mystic Monk coffee company has to look at their options before they are able to make a decision regarding the continuation of their business. The two options that are available to the Carmelite monks at this chief in time are 1) stay at the ongoing location of Clark, Wyoming, and continue operations as they are and use some donation money to purchase an new(prenominal) roaster to help subjoin production or 2) see if the owners of Irma Lake Ranch would realize them a portion of the ranch without monetary repayment, as a donation, and they would pay the owners as a lease to own the remaining balance of the land, until a breakeven point has been reached.Discussion of AlternativesThe first option is to stay at their current location to continue operations as they are. The advantages of choosing this option are 1) retaining t heir donations and revenues to improve their current monastery, 2) thither is little to no risk involved. The disadvantages of choosing this option are 1) there is little opportunity to expand the Mystic Monk Company, 2) they cannot easily increase their Carmelite population.The second option is to move to a nearby area, which would involve buy the Irma Lake Ranch. The advantages of choosing this option are 1) the Mystic Monk Coffee can increase production easily, 2) there is a large opportunity to expand, 3) the new Carmelite monastery would permit its population to double. The disadvantages of choosing this option are 1) there is a tremendously high level of risk involved, 2) the owners may not gift the monks any land.Recommendation afterward evaluating the advantages and disadvantages of each alternative, a decision has been concluded that the most practical and strategic option would be to receive a portion of the Irma Lake Ranch, as a gift without monetary repayment, then pay the land owners on a lease to own schedule with the increased earnings projected from the new Mount Carmel location. This is the most logical selection if they want to expand and improve their Mystic monk coffee brand, as well as their community the Carmelites will have no opportunity to grow or expand if they choose to stay where they are and continue on as they have been, as well as soon they will not be able to keep the supply at an adequate level to cover the demand for their products.The Carmelite monastery would have much financial opportunities available with this purchase, such as milk production from the dairy cows, horse rides on the trails through the forest, increased population to help roast and package the coffee. Also, the monks would have sufficient land to be capable of growing and producing their coffee beans without the need of suppliers, which in turn will decrease the cost of goods sold and drastically increase the Mystic Monks net profit margin from the cur rent 11% of the sales revenue. The risk on this investment is exceptionally high, but if it is successful, the refund and pay off could be far greater than projected.Action PlanA realistic action plan must now be devised, to arrest that the previous decision is executed correctly, otherwise the Carmelite monks and the Mystic Monk coffee company will not be successful. The monastery is incapable of affording the Irma Lake Ranch with the office that they currently have, including the $250,000 donation. The Mystic Monk coffee company should confront the current owners of the Irma Lake Ranch and see if they would be willing to gift them a portion of the property without monetary repayment, which could be considered a donation the remaining balance owing on the land could be contracted as a lease or rent to own situation, where a breakeven point would be reached in a reasonable time frame. Also, because the property has been gifted to the Carmelite monks, they would be eligible to re ceive a tax break, which would significantly affect their financial status.The new property would be able to offer the monastery an opportunity to expand their brand by introducing tourism, sustainability and other financial opportunities. If the Mystic Monk coffee company decided that they would be capable or growing their own beans on the new land, they would be able to drastically cut costs on the cost of goods sold and eliminate suppliers, which in turn will increase their marginal earnings from the sales revenue. all(a) of these new opportunities are realistic and show that the increased earnings would rapidly and effortlessly be able to pay off the remaining balance owing to the original Irma Lake Ranch owners.ConclusionIn conclusion, the Mystic Monk coffee company has been successful with its entrance into the coffee market, however demands are increasing and new opportunities are being presented to the Carmelite monastery. If they wish to grow and expand their business and c ommunity, they are going to need to take the risk which is to relocate to a more practical location, ideally the Irma Lake Ranch.Irma Lake Ranch offers many new prospects to the Carmelite monks, which they would not be exposed to if they stay at their current location. This property can allow them to be independent from suppliers and venture into new venture projects such as introducing horse trail rides and milk from the dairy cows. Although the monks are a non-for-profit group, the sales revenue will mostly be paid to the original property owners until the principal amount is depleted, the rest of the money from earnings and donations will be put towards building, growing and maintaining the new Mount Carmel Monastery.ReferencesMystic Monk Coffee Buy Coffee Beans Online Online Coffee Store. (n.d.). Mystic Monk Coffee Buy Coffee Beans Online Online Coffee Store. Retrieved January 24, 2013, from http//www.mysticmonkcoffee.com/store/storefront.php Thompson, A. A., Peteraf, M. A., Gamble, J. E., & III, A. S. (2012). Case 1. Crafting and Executing Strategy (18th Edition ed., pp. 420-424). New York McGraw-Hill/ Irwin.

Speech to the new intake informing them of our expectations: The SS

am hither today to tell you about Germanys greatest people, The SS.The SS belongs to Germany and e truly single one of you here should be very proud to be part of it. The SS is very important. It is led by extremely powerful leadership and if you be in the SS you have to be determined. There is no time for fun and games. Most of you in here are the Arian race (blond hair, blue eyes, t on the whole-growing and thin) which is what we want in Germany although if you are not, at that place is no rent to worry because we have go overd your back round and you have no Judaic connections. I am deviation to loot off today by talking about the appearance of the SS.The kinds of people we look for in the SS are no normal people. We are looking for amazingly fit human creations. People that are strong minded and people who could go through any think. The idea for the SS is blond hair, blue eyes, tall and thin. Although as I have already mentioned if you do not exactly fit into this ca tegory do not worry. One thing is certain though we do not want any Jewish blood in you people. Jews are the people trying to destroy Germany so we need to stop them. I am forthwith going to briefly talk to you about Germany glorious history from 1925.The SS was created in 1925. Its near name is the Schutzstaffel, which means protection squad. We created the SS to provide protection for Hitler and other national socialist leaders. In the mid twenties the SS was not very important, it only had a few hundred members and was run by SA. When the SS got a cutting leader in 1929 things changed. Heninrich Himmer was the new leader, he cam from a well-off middle class family. He conjugate Nazis in 1923 after service in Army and Free Corps. In the 1929 he was 29 age old. Himmer was very ambitious when he took over the SS. In 1930 the SS and SA was separated. The SS continued to provide Hitler with protection. They were also given barren uniforms to show their independence.They looked o ut for people being disloyal to Hitler. As this time went on the SS started to grow and play out more functions. In 1932 the SS began to develop army-style units. When Nazis came to power in 1933 Himmler engraft out to bring all of Germans police forces under SS control. There was some completion, which was getting in Himmlers way though. Opposition was not heavy and we had to get rid of it. For example Gustav von Kahr who betrayed Hitler in the Putsch in 1923 was murdered.Another murder squad went to the home of General Kurt Schliecher, a former chancellor, who had said things against Hitler. He was shot dead along with his wife. The most all-inclusive and successful slaughter we had was the night of the long knives (30th June/1st July 1934). Many were killed on this night including several attack troopers. The leader Ernst Rohm was also killed. Another 400 were killed. This may seem like we took it to far but the set upon troopers were mostly thugs and greedy. They dreamed of seizing the money, businesses and properly of wealthy Germans and the land of the aristocratic Junker class. I am now going to move on to tell you about our main departments.We have many departments amongst us. Ill start off by telling you about the Gestapo. Hermann Georing controls the Gestapo. He was head of the big state of Prussia. The Gestapo was a unknown police force. The Gestapo was established on April 26, 1933, in Prussia, from the existing organization of the Prussian Secret Police. The Gestapo was first evidently a branch of the Prussian Police. The role of the Gestapo was to investigate and combat all tendencies dangerous to the State. It had the authority to investigate treason, espionage and sabotage cases, and cases of criminal attacks on the Nazi Party and on Germany. Another department is the Deaths Heads Units which were set up to guard camps.These units treated prisoners in a barbaric fasion. Speical SS units called Einsatzgruppen were set up to deal with th e resistance to Nazi rule in German-occupied counties. They deal with anyone who looks like a threat. Mostly the worst people like priests, polictal leaders and Jews are killed. The Waffen SS gew out of Hitlers SS bodygurad. The amount of people rose to half a million. The Waffen SS fough alonside ordinary Germans. It had a reputaion for being ruthless and burtal. I am now going to tell you about the aims of concentration camps.Concentration Camps were set up in Germany by Hermann Goering and Heinrich Himmler in 1933. The aim of these camps were to get rid of people who were ruining Germany and doing no good to the country. Most prisionors are Christains, Gypsies, homosexuals and Jews. These camps are good and teach people abit of law and order. If people disabay the rules of the camps there are consequences. The camps were a final solution I am going to finish off by telling you about role models.Reinhard Heydrich and myself should be role models. Reinhard Heydrich was a former nav al officer who joined the SS in 1932, after his dismissal from the navy. He headed the SS Security Service, a Nazi party intelligence agency. In 1933-1934, he became head of the political police. You should look up to this man. I am the leader of this training civilize I so I expect respect from everyone here and then we will get on fine.I hope this speech has helped you understand a bit more than you originally knew about the SS.