Memory of the Holocaust in Maus

Memory of the Holocaust in Maus It is considered a sacred Jewish practice for kids to listen to and conserve their parents’ stories because it is a way to understand and relate to their history. But what happens when most of your family and relatives are suddenly marked for death? What happens when they are confronted with the horrific reality of the massive structured and organized extermination of countless numbers of Jews known as the Holocaust?For the second generation survivors, how can one even find any means to relate to their parent’s miraculous experience of surviving in a place that could be called hell on earth? Art Spiegelman’s Maus: A Survivor’s Tale confronts this issue, by revealing the psychological and physical damage which one Holocaust survivor, Vladek went through as he fought his way to live and to tell his story to his son. Vladek’s experience in Auschwitz renders him almost as a ghost, devoid of any emotion which puts a strain on his relationship with his son, Art, who in turn is living his parents’ shadows of their survival.In Maus, the narrative of the tragedy and tribulation the Holocaust survivors experienced reveals how memories can have a negative and damaging impact on the present for the survivors and later generations, suggesting that it is best to avoid the recollection of the traumatic past. Vladek Spiegelman appears a brave, valiant figure in his account of the time he endured in Auschwitz. From his interpretation, the reader gets this perception of him as an indestructible hero, similar to the Superman.We see him as a clever, bright, and determined man as he negotiates and barters his way in the camp to win a better chance of surviving. Although he constantly asserts it was due to good fortune, the majority of it came through his personal undertaking. However, in contrast to the fearless Vladek we are told about, the aged one who shares his memories is only a white ghost. The severe p hysical torture he has undergone has weakened his body and mind to the point where he becomes a neurotic who’s obsessed with the littlest details, such as counting pills and money.When Art asks him if everything is okay as he’s sorting his nails, Vladek replies â€Å"Nu? with my life now, you know It can’t be everything okay. † (I. 5. 98) All the massive strength he used to endure the pain has turned him into an paranoid and temperamental old man. His strange obsession to keep everything fine stems from the constant need to continue fighting for his life after the events of Auschwitz. It reveals how difficult it is for a survivor to let go and move on from the past since his obsessive sorting of his things in a way represents his sorting of his painful memories.As Vladek narrates his story to Art, he always stressed the importance of surviving, such as the time where he persuades a depressed Anja to not commit suicide once she learns the death of their so n, Richieu. Vladek tells her â€Å"No, darling! To die, it’s easy†¦ But you have to struggle for life! † (I. 5. 122). This hopeful young Vladek seems false since the reader and Art never get to know what his feelings were at that time. Vladek’s difficulty with communicating his emotions to his son demonstrate the damaging psychological effect that Auschwitz has left on him.Therefore it is best to only tell the facts since doing so brings back all the sorrow and grief. Maus is told from two first person narrative and so as an audience, we are allowed to see both Vladek and Art’s personal viewpoint. Spiegleman does this for the audience to form a rather deep connection with both characters. Arts’ relationship with his father, Vladek is volatile and there is a rift between the Holocaust survivor and his son. Vladek’s narration of his story is not in chronological order at all because he jumps from place to place and even forgets to mention other possibilities with what might occur in Auschwitz.Vladek’s memory fits in James Young definition of â€Å"deep† memory in â€Å"The Holocaust as Vicarious Past. † In it, Young describes it â€Å"as that which remains essentially inarticulable and unrepresentable, that which continues to exist as unresolved trauma just beyond the reach of meaning† (667). It is memory that can not be recalled at will, and for some people such as Vladek who suffered a traumatic event like Auschwitz, can’t be integrated into a storyline. His recollection of his experience in the camps is unreliable at most times so Art has the responsibility of keeping it true according to historical sources.The reader also sees Arts’ failed attempt to put it in a logical order in order to create some meaning out of it. Art’s recording of his father’s history and drawings of the events assists him in connecting to Vladek’s mind and behavior, but only t o an extent. At the end of the story, Vladek’s fading from consciousness is a type of closure and is â€Å"deep† memory in the sense that it does not offer reconciliation of the narrative. Instead, the narrative turns into anti-redemptive and more wounds open up as after Art’s father mistakes him for his first dead son.Art Spiegelman is the second generation of the Holocaust survivor and tries to represent this event by recording his father’s history. In Maus, he is seen as the observer and is sort of removed from his parent’s history. Since he is unable to access their experience or identify with them, he lives under their shadow and also his unborn brother, Richieu. Vladek transfers his survivor’s guilt onto his son and places desires on Art that he would never can achieve. Therefore Art will always feel remorse over his failure and a certain responsibility to please his dad.As a result, Art resorts to his therapist, Pavel, who also is a s urvivor of the Holocaust, as a father figure. â€Å"Somehow my arguments with my father have lost a little of their urgency†¦ and Auschwitz just seems too scary to think about†¦ so I just lie there†¦ No matter what I accomplish, it doesn’t seem like much compared to surviving Auschwitz† (II. 2. 44). Art was the son who survived but because he wasn’t an actual witness, he can’t empathize with his parents’ scars.All he can do is only acknowledge and attempt to understand it, but at times he also resents managing with their trauma. This is shown when he accuses his mother of her suicide and not letting him take the blame for their grief and heartache. Art can’t stand his dad’s overwhelming grief and in turn writes another comic, â€Å"Prisoner on Hell Planet† to express his frustration and shame. Vladek soon discovers this comic and all the emotions and grief comes back as he relives the traumatic memories of the Ho locaust.This demonstrates how influential the Holocaust survivor’s history is on the second generation, leading to a mixture of compassion and resentment regarding their relationship with the event. Art’s vexation over his inability to relate personally to his parent’s tragedy and his tenacious attempt to record his father’s past reveals the personal difficulties and stress one goes through to represent accurately the painful memories of the Holocaust. Continuing the conversation with the therapist, Pavel tells Art â€Å"Anyway, the victims who died can never tell their side of the story, so maybe it’s etter not to have any more stories. † Art replies â€Å"Uh-huh. Samuel Beckett once said: â€Å"Every word is like an unnecessary stain on silence and nothingness† (II. 2. 45). This is an example of Peter Weiss’ My Place, where he discusses fearful anticipation of the attempt to form an authentic connection with the suffering th e victims experienced during the Holocaust. Weiss talks about how being in Auschwitz and touching the rooms to try to reconnect his body to the space, including the concrete blocks, the Black Wall, the washroom, etc.Weiss comments â€Å"Thoughts, none. No impressions, except that I am alone here, that it is cold†¦ † (22). Despite reading about this place in books before, there is a lack of knowledge of what actually occurred since being there almost destroys all his preconceived notion of the event. Weiss’ visit to the camps to try to place himself in the minds of both the victims and perpetrators only leaves him with an overwhelming feeling of survivor’s guilt. Everything he learned about this place, he can’t learn more even when he’s here.The more he tries to confront the reality of Auschwitz by walking around from place to place, the more disconnected he feels. Likewise, the more Art tries to describe and narrate his dad’s story to e xpress this catastrophic event, the less the words mean because it is insufficient to address it this way. Weiss learns this lesson when he mentions that â€Å"yet after a while everything is silent and unmoving even here. A living man has come and what happened here hides itself from him† (28). He realizes that â€Å"he is only standing in a vanished world.Here there is nothing more for him to do†¦ Then he knows that it has not ended yet† (28). There is a questioning on the entire relationship between father and son, revealing the complexities attached with the lessons one learns and tries to understand involving a survivor’s memory of the Holocaust. The kids of Holocaust survivors can’t truly relate to the horrors their parents were subjected to. The past can’t be retrieved because of Pierre Nora’s identification of the third type of memory in the modern era, â€Å"distance-memory,† which are distorted versions of the past memo ry.It is â€Å"no longer a retrospective continuity but the illumination of discontinuity† (16). It is a past that that’s a world apart from us due to the â€Å"births† of new ideas and events rather than speaking of â€Å"origins. † There’s a discontinuity with distance memory because what happened was lost in remnants of the person’s mind. It changes every time they try to recollect it. All one can do is be a witness to their testimony and the answer lies in the attempt to learn from it.

Contemporary Research on Parenting

Contemporary Research on Parenting: The case for Nature and Nurture W. Andrew Collins, Eleanor E. Maccoby, Laurence Steinberg, E. Mavis Hetherington and Marc. Bornstein Current findings on parental influences provide more sophisticated and less deterministic explanations than did earlier theory and research on parenting.Contemporary research approaches include: (a) behavior-genetic designs, augmented with direct measures of potential environmental influences; (b) studies distinguishing among children with different genetically influenced predispositions in terms of their responses to different environmental conditions; (c) experimental and quasi-experimental studies of change in children’s behavior as a result of their exposure to parents’ behavior, after controlling for children’s initial characteristics; and (d) research on interactions between parenting and nonfamilial environmental influences and contexts, illustrating contemporary concern with influences bey ond the parent-child dyad.These approaches indicate that parental influences on child development are neither as unambiguous as earlier researchers suggested nor as insubstantial as current critics claim. Although the use of donor sperm to enable couples with an infertile male partner to have children has been practiced for many years, it is only since 1983, following advances in reproductive technology, that infertile women have been able to conceive a child using a donated egg (Lutjen et al. , 1984; Trousin, Leeton, Beasanka, Wood, & Conti, 1983). This procedure involves fertilization of the donated egg with the father’s sperm in the laboratory, followed by the transfer of the resulting embryo to the mother’s uterus. Thus, it is now possible for children to be born to, and raised by, mothers with whom they have no genetic link.A number of concerns have been expressed regarding the potential negative consequences of gamete donation for children’s psychological well being, the most common of which is that the practice of keeping information about genetic origin secret from the child may have and adverse effect on the quality of parent-child relationships and consequently on the child (Daniels & Taylor, 1993; Schaffer & Diamond, 1993). As few children are told that a donated sperm of egg had been used in their conception, the large majority grow up not knowing that their father or mother is genetically unrelated to them. Findings suggestive of an association between secrecy about genetic parentage and negative outcomes for children have come from research on adoption.It has been demonstrated that adopted children benefit from knowledge about their biological parents, and that children who are not given such information may become confused about their identity and ar risk for emotional problems ( Hoopes, 1990; Sants, 1964; Schechter & Bertocci, 1990; Triseliotis, 1973). In the field of assisted reproduction, parallels have been drawn with th e adoptive situation and it has been suggested that lack of knowledge of, or information about, the donor may be harmful for the child (Clamar, 1989; Snowden. 1990; Snowden, Mitchell, & Snowden, 1983). From a family therapy perspective, secrets are believed to be detrimental to family functioning because they create boundaries between those who know and those who do not, and cause anxiety when topics related to the secret are discussed (Karpel, 1980).In examining the particular case of parents keeping secrets from their children, Papp (1993) argued that children can sense when information is being withheld due to the taboo that surrounds the discussion of certain topics, and that they may become confused and anxious, or even develop symptoms of psychological disorder, as a result. A further concern raised by the use of gamete donation is that parents may feel or behave less positively toward a nongenetic than a genetic child. It has been argued that the child may not be fully accept ed as part of the family, and that the absence of a genetic tie to one or both parents may have an undermining effect on the child’s sense of identity (Burns, 1987). It has also been suggested that whether or not gamete donation has been used in thechild’s conception, the stress of infertility may lead to dysfunctional patterns of parenting, which may result in negative outcomes for the child (Burns, 1990).In spite of the expectations that children conceived by gamete donation may be at risk for psychological problems, a previous study of assisted reproduction families by the present authors (Golombok, Cook, Bish, & Murray, 1995) foud a greater involvement in parentiong aoun donor insemination parents than among a control group of parents with a naturally conceived child, with no differences in the quality of parent-child relationships between donor insemination parents and either adoptive parents or parents with a genetically related child conceived by in vitro fertil ization. The children in these different family types were functioning well and did not differ with respect to their emothions, behavior, or relationships. It was concluded that a strong desire for parenthood seemed to be more importand than genetic relatedness for fosteringtive outcomes may be expected in families where the child and the father are genetically unrelated compared with families where genetic link exists between the father and the child.

Meeting the psychological needs of teaching staff Essay

Meeting the psychological needs of teaching staff - Essay Example In April 2000, Pamela Relf, a teacher with over 36 year’s experience, took her life after an Ofsted inspector criticised her teaching at Middlefield Primary School in Eynesbury, Cambridgeshire. For a teacher of her experience to be criticised like this, was more than a rebuke. Pamela, the school’s senior most teachers left behind a note echoing the sentiments of many teachers, saying "I am now finding the stress of my job too much. The pace of work and the long days are more than I can do." Similarly, three other teachers have also been linked to stress, bullying and Ofsted inspections. They are Janet Watson (33) of Northwick, Cheshire, Jenny Knibb (47) of Exeter, and James Patton (29) of Birmingham. Though the numbers of casualties are unknown and definitely much more, the above cases alone characterise the heat teachers undergo in the face of prolonged stress and bullying. Though these teachers took their lives because of the workload and pressure to perform, it is ar gued that their suicide was because of mental health problem. But this can also come about due to the result of psychiatric injury caused by prolonged negative stress. Psychiatric injury is not the same as mental illness (Tim Field, 2006). The cases of stress and strain are numerous and would go beyond many, many pages. In order to understand the impact of stress and strain on teachers, the above cases were quoted. To overcome the negative thoughts of leaving the profession, teachers had to be offered perks and cordial work environment for retention.

The Ideal Method of Studying Textbook Material Essay

The Ideal Method of Studying Textbook Material - Essay Example After repeated pairings, the conditioned stimulus (the tone) was enough on its own to elicit the conditioned response. However, when the tone was repeatedly presented without the unconditioned stimulus (food), the conditioned response (salivation) became progressively weaker and eventually disappeared altogether, a process called extinction. Classical conditioning can best be described as associative learning. The simplest form of classical conditioning is what Aristotle would have called the law of contiguity, which states that: "When two things commonly occur together, the appearance of one will bring the other to mind." ("Classical Conditioning") Similarly, John B. Watson, an early American psychologist, presented an 11-month old child, Albert, with a loud, frightening bang and a rat at the same time. After being subjected to six or seven repetitions of this paired stimulus over the period of a week, the child became afraid of the rat although he had not been afraid of it before being subjected to the pairings. ... Thorndike formed this theory while observing the behavior of cats trying to escape from homemade puzzle boxes. When the cats were first placed in the boxes, they took a long time to escape. With experience, however, successful responses occurred more frequently. This enabled the cats to escape in less time over successive trials. In his Law of Effect, Thorndike theorized that successful responses were "stamped in" by experience and thus occurred more frequently while unsuccessful responses were "stamped out" and subsequently occurred less frequently. In simple terms, what he learned is that some consequences strengthen behavior while some weaken behavior and that learning occurs through trial and error. Learning strategies involve techniques ranging from improving memory by association to better studying by behavior modification. Examples of behavior modification that have proven helpful and aid in learning are: Eliminate the environmental cues that interfere with studying. Set aside study time and adhere to the schedule. Reward yourself for starting on time or penalize yourself for starting late. Visualize the consequences of not studying, such as failing an exam. Beware of avoidance mechanisms. Beware of preparation overkill. The main ideas are to avoid procrastination and to practice discipline. Memory Memory is one of the most important concepts in learning. If you cannot remember anything, no learning can take place. A distinction is often made between short-term and long-term memory. Short term memory is brief and transient. Sort of like when you look up a phone number in the phone book to make a call. You remember it long enough to make the call but you do not recall it later. Your short-term memory holds a small

Should legal immigration be stopped Essay Example | Topics and Well Written Essays - 750 words

Should legal immigration be stopped - Essay Example It is important to understand the value placed on immigrating to America, especially in the developing countries and even some European nations. The value is so great that these people are sometimes willing to go to all lengths to secure a move. There are many shortcomings of illegal immigration, for example, it results in human trafficking and modern day slavery. Therefore, if the presence of legal immigration contains illegal immigration, then it should not be stopped because its presence reduces suffering. However, there are still cases of illegal immigration despite the presence of legal procedures (Dvorak, 2009). This implies that the problem has to be solved in another way (Egendorf, 2006). Some sources attribute the illegal immigration to hard immigration procedures and limited opportunities, which in turn suggest that the problem can be solved my making immigration easier (Egendorf, 2006). There is also an economic argument for the presence of legal immigration. Due to the procedures that the applicants have to follow, only the best professionals and students make it. This implies that the country gains skilled manpower, which in turn boosts production and creativity (Graham, 2004). Therefore, legal migration is important because it strengthens the American position as a global leader. Attracting the best workers and students from less developed nations leads to ‘brain drain’. These countries will remain stagnated because their best minds migrate overseas instead of contributing to development in their own countries (Williams, 2004). The result is that their homelands remain reliant to international aid. Therefore, it has been proposed that legal migration increases the burden on the United States because the country is forced to make humanitarian contributions to the countries. The only flaw in this proposal is that it has not been tested. It

Lord Binghams Dicta on the Principle of Legality Case Study

Lord Binghams Dicta on the Principle of Legality - Case Study Example It applied to persons who ‘cannot be deported because there is no ‘safe’ country to which they can be sent’. The detainees were able to challenge their detention under s25 and s30 ATCSA. S25 allowed an appeal to the Special Immigration Appeals Commission (SIAC) against the Home Secretary’s decision and Section 30 ATCSA allowed the SIAC to hear appeals against the validity of the UK’s derogation from Article 5 ECHR .Lord Bingham’s Dicta on the Principle of Legality.The House of Lords had to decide whether the Special Immigration Appeals Commission (SIAC) could rely on evidence obtained under torture by a foreign power - without UK complicity - during an appeal hearing. Evidence had been obtained from third parties by agents of the United States using methods known as ‘interrogation by extraordinary rendition’ . The SIAC and the Court of Appeal (CA) held that the evidence was admissible . The CA majority decision was based on Rule 44(3) of the SIAC procedural code which allows the SIAC to review evidence which would not be admissible in a court of law . Laws LJ expressly excluded evidence obtained with the complicity of the Home Secretary or any English authority regardless of the contingency The appellants argued that:ï‚ ¾ The common law position is firmly against torture which is enshrined in s76 of the Police and Criminal Evidence Act 1984

Drawing on evidence from Japanese companies operating in the UK, Essay

Drawing on evidence from Japanese companies operating in the UK, critically evaluate the extent to which contextual factors (such as local labour markets, indus - Essay Example Management practices in UK and Japan are different because of differences in cultural, social and historical development of these countries. Wider social, political and economic conditions, incorporating enterprise unions, buyer-seller relationships, government support and economic structures cause the main differences between two models of management. In the era of globalization and internalization companies become dynamically evolving entities operating within a dynamically evolving environment, and some means of evaluation of the way in which the two interact has to be found to enable them to be better matched. Some contextual factors including local labour markets, industrial and HR relations mediate the transfer of "Japanese" management principles (Armstrong, 2003). The main techniques which was transferred include: Total Quality Control, Quality Circles, In-Process controls such as Statistical Process Control, Just-in-Time delivery and management systems and Continuous improvement. It should be noted that Japanese manufacturing techniques constitute the most tangible elements of the Japanese business system. They are essentially concerned with quality and efficiency and the improvement of competitiveness and thus it is unsurprising that it is these, more than any other aspects of Japanese management, which are now being adopted by UK firms. As increased global competition is placing more emphasis on local responsiveness, market segmentation, differentiation and product quality firms need to develop more flexible manufacturing systems and quality programmes to respond to the new demands. The manufacturing techniques were partially transferred taking into account cultural differences and strategy. Today, many companies tend to use a preventive TQM approach that overhauls procedures in every function from R&D to marketing and service to avoid errors, while cutting costs anywhere from 10% to 50%. The idea is to get products to a market faster, with fewer defects, and at a lower cost. According to Hill (1991) "top management determines quality priorities, establishes the systems of quality management and the procedures to be followed, provides resources and leads by example" (Hill, 1991). Manufacturing methods abound with references to teamwork and creative thinking. By focusing on the costs of poor quality, it saves money. It encompasses the notion of continuous improvement and, as such, it is essentially long-term. In Japan, TQM and Quality Circles are a core philosophy of a firm, but in UK they treats as management techniques. The industrial relations and manufacturing methods are not culturally based and serves as a useful methods of errors reduction and achieving customers satisfaction. Employee relations is another sphere of Japanese management principles. It should be noted that organisational structures are more ephemeral and difficult to replicate. They are reflective of family values and the country's national identity. It is often assumed that Japanese organisations are flat, with management being by consensus. Many Japanese organisations exhibit hierarchical characteristics, with decision-making coming from the top. Much resistance towards this principle has been displayed by UK employers in the adoption of employee involvement despite the apparent quality and productivity payouts.

Public relations model Research Paper Example | Topics and Well Written Essays - 750 words

Public relations model - Research Paper Example They are utilized until today for they are successful in passing on a specific message from the sender to the receiver within the public. They are utilizing these models so as to accomplish their targets of setting their message in media. This essay offers an analysis into how Saudi Telecommunication Company is using social media platforms such as Twitter to converse and build relationships with their key publics. It will extend the existing knowledge of how social media, such as Twitter, is utilized in a dialogic public relations context. Furthermore, it will offer insight on how social media platforms can be used in partnership with the four public relations models. Saudi Telecommunication Company has utilized these models greatly to communicate to the public. One of the noticeable public relations model is the public information model. Most of the tweets by this company are aligned to this model because the medium interactivity is featured in the tweets. In addition, the tweets that are made by the enterprise target the general public while self-promotion is featured in the tweets. It is evidenced by various tweets made October covering the Hajj season. The tweets also covered various topics such as those of religion and holiness; hence, creating awareness to the public. Through the tweets, the company stresses on maintenance of its public image by circulating various relevant information to the public such as the Hajj season. Under this model, the company also seems to be creative in its tweets because it delivers them with respect to the period of the year hence putting the thoughts of the audience into these meaningful tweets that later inf luence them. Messages sent through this model flow from the sender to receiver, in this case, the company’s clients and so on. Hence, it is a one-way communication (Grunig, 2013). Elsewhere, the company has incorporated the press agentry model that is also a one-way model that allows flow of information from the

The topic can be proposed by the writer Assignment - 2

The topic can be proposed by the writer - Assignment Example This is the reason for having proficient computer skills in Microsoft office. Derrick has excellent leadership skills from his ability to handle issues step-by-step; that is, prioritizing urgent and most important issues first. This he has proven from his capacity to balance school and work while ensuring that efficiency is not compromised. His leadership skills surpass his organization skills. For this reason, he acknowledges that job delegation is part of the working environment. He appreciates that everyone should create a suitable working environment to maximize their capabilities. His ability to handle difficult situations is an indication that he can work in a team and has team leadership skills. His knowledge on how to handle difficult situation in the working environment indicates that he can work under minimum supervision while maintaining a high level of discipline and professionalism. Derrick understands how to perfectly perform tasks. He explains that he once surpassed his supervisor’s requirements by adding value to an assignment that involved contacting customers using a spreadsheet. Derrick attributes his diverse skills to his educational background. He acquired an Associate Degree of Business Administration as he was working at a full-time job: Again, an indication of his capacity to balance school and work. He agrees that combining school with work can be a hectic undertaking. However, that does not deter him from doing so. He has proven to apply effective techniques on how to handle pressure. He attests that he is slow to react and ensures that he is calm when prioritizing tasks. This ensures that important tasks are carried out first, and meet the required standards. Such a technique is an indication of his ardent leadership skills. Derrick’s attitude is built around patience, honesty, and humility. Such qualities are what

Critical Appraisal of Business Plan Process Towards the creation of a Essay

Critical Appraisal of Business Plan Process Towards the creation of a successful entrepreneurial venture - Essay Example Because it is contained in a tangible document, it is open to critical examination by important third parties such as possible co-investors, creditors, venture capitalists, or banks which may be considering extending a loan towards the business (BC Ministry of Small Business, 2011, p.2). Elements The business plan is comprised of several elements, which may be described as follows: Idea generation, while not a tangible part of the business plan proper, is a vital phase of the planning process. It is the germination of the business intention, the idea that combines a perceived need in the environment with a recognized capability in the business proponent. Idea generation is the most difficult stage of developing a new product or service, whether it be for a new or existing business (Crane, 2010, p. 104). This is because it involves the creative process and is not defined according to any established procedure, but often occurs as a flash of inspiration or unique insight as to how a pa rticular need may be fulfilled. When an idea is first generated, there is usually no indication as to whether it will be successful or even feasible, thus embarking on a course of action on the bases of new ideas always involves a great deal of conviction and a leap of faith. Strategic objectives are set subsequent to the generation of the idea. Strategic objectives provide the overall mission or purpose of the business (i.e., a â€Å"philosophical† purpose, according to Piotrowski, 2011, p. 174), as against the operational objectives. Strategic objectives relate to the definition of four elements of the business profile, namely products, customer groups, market segments, and geographic markets (Robert, 1998, p. 234). As with all statements of intention, however, the statement of strategic objectives is always couched in general terms that may admit of many varied interpretations. As a guide, therefore, the strategic objectives are at best advisory, but cannot be held as defi nitive as promises or commitments for which the business may be held answerable. Therefore, the effectiveness of strategic objectives will only be as meaningful as the best intentions of the business proponents may hold them to be. Market analysis and research is the process of gathering information about the prospective market of the business and drawing important insights and observations about future prospects. Information about the market’s size, its location, its history, the competitive profile, and likely profitability, as well as its general strength and health, are described and assessed. The information gathered during this stage provides the foundation for forecasting sales volumes and revenues, for determining the capacity of the business, and consequently the amount of financing required (Ehmke & Akridge, 2005, p.3). Market research analysis has its limitations. Ideally, accurate knowledge of markets is very important, but such knowledge does not serve to reduce knowledge of the business into a single solution that solves all possible problems. It is a myth that a business cannot fail if it completely knows its market; this is because the market is just one aspect of the business, the others being the financial, technical operations, accounting control, and human resources aspects (Brown, 2008, p. 464). Furthermore, the market has too many factors that could not be forecast with certainty, that any feeling of possessing complete knowledge of the market is a certain

Personal Statement Essay Example for Free

Personal Statement Essay I am a young person who finds education very significant to man’s life. I set goals for myself in order to be successful in everything I do. I am active both in academics and social works. I have joined in numerous extra curricular activities such as in organizations including clubs and excel on my academic subjects at the same time. Lending a hand to our fellows is such a noble and satisfying experience. I have an amazing experience that is really worth remembering for. Life is all about giving and making others happy. Extending an arm to someone in need is one way of saying thank you to God for the blessings I have received each day. I been blessed abundantly and I want to share what God has entrusted to me. There is no such joy when you see someone being blessed and joyful because of what you have done for him or her. I believe that Nursing is caring, it is an art, a science, client centered, holistic, adaptive, concerned with health promotion, health maintenance, and health restoration and most of all I firmly agree that Nursing is a helping profession. It is the nurse’s responsibilities to take care of the client who are in need of health attention. We should be able to help the client relieve his feelings of pain or in other words to alleviate the sufferings of the client but not to the extent that they will be too dependent on us for all activities they will do. They should also be responsible enough to look after themselves and do care for their own bodies like in terms of hygiene, taking of home medications or prescribed medications and to follow the orders of the health team. Most adults care for themselves, whereas infants and people weakened by illness or disability require assistance with self-care activities. To assist those who are incapable of doing self care needs. To help them recover from their illness in order for them to regain their strength and return to their well fit bodies. Clients should be responsible to provide themselves with their personal care needs that sometimes nurses cannot take track due to other responsibilities. Because nursing theory was used primarily to establish the profession’s place in the university, it is not surprising that nursing theory became more firmly established in academia than in clinical practice. It is much advisable to be theoretically competent, that is to excel in the education of nursing, before one can render great service to those who are in health need. One should be able to provide emotional support to those individuals who are ill not just physically but as well as emotionally, nurses should also provide spiritual environment towards the clients so as to give light to their emotions and also guidance. This passion started way back my childhood days. I have seen how horrible the health care system was and witnessed a lot of people who have poor health conditions and my heart really went out with them. I could not believe of what I have witnessed so after witnessing such heart failing scenario, I started dreaming to be a nurse. When I was in my elementary and high school years, I always cracked my books and studied hard, especially in science related subjects, and that determination made me a competent student. Thus, learning the science concepts will transport me to a higher level of science studies that would fulfill my dream to be a nurse. In addition, I know deep in my heart that I am not equipped enough in this area however I am more than willing to learn and spend more time than traditional nurse students in order to build my science foundation. I will not give up this dream of mine until I will achieve it. Moreover, I am a diligent student and never give up easily. I really work hard to achieve my goal. Whatever the people might think of me I believe it is never too late as long as I am sure and motivated that this is the path I want to take in. Moreover, my dream to be a nurse motivated me to involve in science experiments and investigations. I indulged and exposed myself in these studies, so I can gain knowledge and be equipped. The laboratory research exposure has strengthened my investigative and organizational abilities while also becoming familiar with the functions of a medical research department. While the clinical exposure have taught me what it is like to become a nurse, their daily routine, the problem and issue encounter and most importantly how to interact with patients with warmth and encouragement.

Average Age of First-time Homeowners Essay Example for Free

Average Age of First-time Homeowners Essay The U.S. homeownership rate fell to the lowest level in 15 years in the first quarter of 2012, as borrowers lost homes to foreclosure and tighter inventory and credit kept buyers off the market. (Gittelsohn, 2012). The Census Bureau reported a rate dropped to 65.4 percent from 66 percent in the fourth quarter of 2011. According to the Census Bureau in June 2004 there was a record of 69.2 rates for homeownership. In 1960 the average age of a first-time homeowner was 24-25, according to David Berson in the journal Business Economics (Edwards, 2011). Now, the ages at which people purchase homes are higher. The average age for homeowners was 34, according to the most recent American Housing Survey data collected in 2009 (Edwards, 2011). There has been a trend toward renting among the younger generation. A study by the John Burns Real Estate Consulting firm predicts the homeownership rate for people between 25 to 34-years-olds will continue decreasing though 2015 (Walsh, 2012). According to this study the number of first-time home buyers has dropped 20 percent since 2009. There is a variety of reasons why young people are not buying homes anymore. People aged 25 to 34 is averaging 8.2 percent unemployment rate (Walsh, 2012). This generation is also getting higher-than-ever student loan debt and low wages. Many young people, who have a decent job, are trying to pay down debt instead of getting more. Federal student loans have bloated 360 percent since the beginning of the recession, with the average student debt held by someone who graduate in 2010 at $25, 250 (Walsh, 2012). Homes prices are still relative high to pay. The interest for mortgages are as low as 3.87 percent (reported in February 2012), the lowest levels in the last four decades, but due to the countless loans default in 2000s it made the banks stricter and increased the requirements for mortgages when compared to previous years. (Edwards, 2011) Also, young people don’t see buying a home as investment anymore, they are afraid that their home won’t be worth what they paid for in the future. A lot of people used to use terms such as â€Å"starter home†, to buy their first home, own it for a few years, resell it and make a profit out of it, then to move into their â€Å"dream home†. Due to the economy crash and the employment rate so high on younger ages, younger people no longer see purchasing a home as a good investment. They are afraid that they might lose their job and have to relocate or not be able to afford their home anymore. As time keeps moving on, young people are more afraid in buying, they are afraid that their property will lose its value and unable to get any type of money back if they decide to sell. According to the research done by Grace Bucchianeri, Homeowners are not happier because of financial stress. Other reasons such as the average age of marriage may influence a decision of purchasing a home. The average age of marriage is currently 26.1, according to the U. S Bureau of Census. This is a huge jump compare to 1960 which the average marriage age was 20.3. The young generation seems to be more focus in other things that making a family and settle down. The U.S. apartment vacancy rate fell to 4.9 percent in the first quarter of 2012. In 2011 the rate was 9.7 percent for vacancy rate. There has been a dramatic increase on rentals according to the Census Bureau. With this big growth in apartment rentals, the multifamily housing development in June 2012 was up 63 percent from a year earlier. The industry is expected to hit over 1 million new apartments by 2015 (Walsh, 2012). Young people opt in to do short leases because they want and like the flexibility to pick up if a job arises or in the worst case scenario move back home if their job is eliminated. Some people believe that buying a house is a waste of time and money. People think that renting a period of 30 years you might save the money you are putting down for the house and all the money for the closing cost, maintenance and so on. It could save you up to $90,000 in a 30 years lap if you only rent a property (Stoffel, 2012). For some people there is stuff that money can’t buy such as stability or emotional benefits. At the end it depends on the person and the type of life they decide to have. Some people hate commitments other people have a dream of having a house and owning a piece of territory. In a recent study done by Brian J. McCabe from New York University, shows that people that own their home are more likely to vote compare to renters. Homeowners feel stronger ties to their communities. They are willing to participate more in organizations that could benefit their community. It shows that the homeownership is mediated by both stability and income. It is possible that citizens most likely to become involved in civic affairs are also those most likely to become homeowners. According to some researchers, the market will turn around—eventually. The young people will start getting older and will settle down. They will start getting married and forming a family and would like to be part of a community. When the house buying market starts increasing the back requirements will start loosen up. Banks will be more flexible when making loans. Works Cited Bucchianeri, G. W. (2011). The American Dream of The American Dilusion? The Private and External Benefits of Homeownership , 1-38. Edwards, E. (2011, October 11). The Universe. Retrieved August 2, 2012, from http://universe.byu.edu Gittelsohn, J. (2012, April 30). Bloomberg. Retrieved June 2, 2012, from Bloomberg News: http://www.bloomberg.com McCabe, B. J. (2011). Are Homeowners Better Citizens? 1-47. Stoffel, B. (2012, March 8). DailyFinance. Retrieved June 2, 2012, from http://dailyfinance.com Walsh, M. (2012, July 16). Business Week. Retrieved July 2, 2012, from http://businessweek.com

Age assessments for unaccompanied asylum seeking

Age assessments for unaccompanied asylum seeking DISSERTATION Age assessments for unaccompanied asylum seeking children: Policy, law and implications for social work. Abstract Methodology Literature Review Chapter One – Introduction Chapter Two – Unaccompanied Asylum Seekers Chapter Three – Age Assessment Policy, Legislation and Practice Chapter Four – Conclusion and Recommendations. Unaccompanied asylum seeking children arrive in the UK seeking refuge from often-horrific events in their home countries. The response of both national government and local authorities to this influx has been largely unsatisfactory with campaigners arguing that the focus has been on cutting costs and removing young asylum seekers rather than providing them with the care that they are entitled to. This study suggests that policy and practice around age assessment is central to this argument. There is significant evidence that local authorities are pressurising social workers to age assess children as older than they are in order to save them money. The haphazard way in which age assessments have usually been carried out only serves to encourage this behaviour. Even without financial pressure, the lack of a standard approach to age assessment is also leading to inconsistencies when age assessments are put into practice The focus of this dissertation has been to analyse how, why and when age assessments are used in processing unaccompanied asylum seekers and examine whether the process is fair and consistent. The methodology has primarily to adopt secondary sources and evaluate evidence from as wide a range of viewpoints as possible. The dissertation has been aimed towards a conclusion that the current process is unsatisfactory and has attempted to deliver recommendations that could improve the process. Literature for this dissertation has been gathered from a combination of academic books and journals, government publications, reports produced by independent agencies and articles from newspapers and magazines including The Guardian and Community Care. One of the most detailed reports on the subject of assessment is the 2007, When is a child not a child? Asylum, age disputes and the process of age assessment by Crawley. Much of the factual detail about the actual mechanics of age assessment has been gathered from this source. Of academic journals, the articles written by Kohli have been most useful as they delivering the results and analysis from a wide range of studies around unaccompanied asylum seekers. Each year, approximately 3000 unaccompanied children and young people arrive in the UK to seek asylum.[1] Many of these are subject to age assessment to clarify that they are entitled to services available to vulnerable children in the UK. The age of people claiming to be children can be disputed by a range of professionals, from immigration officers to police and social workers. It is important to define what an age assessment actually is at the beginning of this study. An age assessment is he method used by either the UK border and Immigration Agency or local authority social services departments to assess the age of an asylum seeker.[2]There is currently no method that is capable of defining the exact age of a child and the accuracy of the assessment will often be produced within a range of two years over or below the assessment age.[3] Some commentators have argued that many local authorities have proactively looked to avoid the cost of looking after young asylum seekers in need and have set up control measures to keep children aged 16-18 out of the territory.[4] One of the mechanisms for doing this has been attempts by social workers to stop classifying unaccompanied minors as children. There have been suggestions that many social workers became preoccupied with attempting to assess the age of applicants rather than providing services and that such an assessment was crude exercise based on the individual opinion of a single social worker. As Kohli writes â€Å"studies reported a growing disbelief in respect of those claiming to be under 18 and the treatment of anyone over 16 years as a de facto adult allowed access to food and shelter but little else.†[5] Professionals working in the highest echelons of childcare have expressed similar concerns, for example the Children’s Commissioner Sir Al Aynsley Green has stated: â€Å"Although Home Office Policy is for the immigration officer to apply the ‘benefit of the doubt’ in favour of the applicant in borderline cases, the evidence suggests that in practice this is frequently not adhered to. The result is that a substantial number of asylum seekers who are in fact unaccompanied children are excluded from the protection of domestic care regimes†¦Ã¢â‚¬ [6] Government policy from the early part of the decade has been to work in partnership with local authorities and disperse asylum seekers of all ages around the country. The Home Office negotiated contracts with a number of authorities to receive and accommodate asylum seekers.[7] There also is evidence to support this. Central government has since 2005 looked to change the role of social work teams at ports of entry to work practically as adjuncts to the Border and Immigration Agency, deliberately narrowing the gap between immigration and social services functions. There is clearly a financial motivation for this – in 2005 the 6000 unaccompanied asylum seeking children offered services by local authorities comprised less than 10% of cases yet used up approximately 25% of the Home Office budget.[8]Social work teams have been set targets in terms of turning away age disputed asylum seekers and assessing clients claiming to be 15 as older.[9] This study looks at how the UK deals with unaccompanied asylum seekers and in particular examines policy and practice around age assessment. Chapter two focuses on the legislation in place and policy around it whilst chapter three looks more specifically at the age assessment processes and the general failings of the system in the UK. Chapter four concludes with recommendations on improving the system Unaccompanied asylum seeking children arrive in the UK for a number of reasons. A recent study of 218 arrivals found that half came from countries undergoing armed conflict or serious disturbances and over two fifths were victims of direct or indirect persecution. Deprivation, poverty or trafficking for exploitation were other primary reasons for seeking asylum.[10] Dealing with asylum seeking children, either with or without their families is a growing area of social work practice yet one in which there is relatively little understanding of the needs or circumstances of such children.[11] In legislative terms, legislation such as The Children’s Act 1989 and The Framework for the Assessment of Children in Need and their Families remain central to issues around assessment and care for asylum-seeking children and they should also be included under the remit of the Every Child Matters agenda. The Children and Young People’s Plan 2005 for example makes reference to joint working between housing and social care bodies to meet the housing needs of unaccompanied asylum seekers. [12] For local authorities, there is a duty to provide services necessary to safeguard and promote the well-being of any children deemed to be in need under the Children Act 1989. Due to the absence of their parents, unaccompanied children are classed as vulnerable and therefore in need. The Nationality, Immigration and Asylum Act 2002 also reinforces the local authority duty to support unaccompanied minors. It is helpful to have a clear definition of what an unaccompanied asylum seeker actually is. The Immigration and Nationality Directorate definition is a young person under the age of 18(or who appears to be if there is no proof); who is applying for asylum in his or her own right; and who has no adult relative or guardian to turn to within the UK.[13] The age of an unaccompanied asylum seeker has historically been an important factor in respect of the Special Grant that the Home Office made available to unaccompanied minors. Prior to 2004 there were two levels of support available, with those supported under the age of 16 receiving a higher level and those first supported at age 16 or 17 receiving half that amount.[14] However, a judicial review – the Hillingdon Judgement – carried out in 2004 has significantly increased the impact on local authorities. The judgement ruled that, except in exceptional cases, all asylum-seeking children must be treated under section 20 of the Children’s Act 1989 which classes them as looked after children. [15] There is clearly an impact on service provision for both national and local government. Watters writes that â€Å"the arrival of significant numbers of unaccompanied asylum-seeking children through the port of Dover thus presented very significant challenges to social care, health and education providers in the south east.† [16] Asylum seekers who after the assessment process became looked after children would be entitled to foster or residential placements, an allocated social worker and financial support. They may also have qualified for the benefits of leaving care status up to the age of 21, a further financial burden on local authorities. The question of age then is a crucial issue for local authorities. Many young people seeking asylum do not have official papers or documentation confirming their age so practitioners in both social services and immigration have difficult decisions to make. It can be difficult to draw information from asylum seeking children – research shows that when they are asked about reasons for their asylum request, they try and fit their stories into the narrow format that they believe are acceptable in their given country.[17]This in turn can lead to scepticism amongst officials and social workers, the same research reported instances of social services personnel being cynical about young Kosovan and African males claiming to be younger than they looked and thus worrying that their services were being exploited and their resources drained.[18] Ultimately, age assessment is a crucial tool for immigration officials and social workers. There are asylum seekers who try to abuse the system, so a method of asserting age is required. When the current practices serve this purpose will be discussed in chapter three. When and Why Most age disputes in asylum cases occur when an asylum seeker first applies for asylum, normally at their port of entry.[19]There is little in the way of formal assessment at this point, age disputes will be lodged primarily based on the basis of appearance, demeanour and documentation. Another issue of contention is the range of individuals or professionals that might dispute the age of an asylum seeker – this can include immigrations officials, social workers or police officers. Social workers may even dispute the age of a child who had not been queried by immigration officials. Age disputes may happen several months or even years after a child has entered the country. Crawley quotes a case study of a young girl who had been brought into the country at a young age to be used as a domestic slave. When immigration officials became aware of her five years later – still under the age of 16 – she was age disputed before eventually taken into the care of a social services department.[20] In contrast, many young people, perhaps some who are over 18, slip through the net and are classed as minors. Many social services departments simply do not have the resources to undertake formal age assessments and have concerns about the impact of multiple interviews and assessment on young asylum seekers. As such, decisions are made not to query age. Policy and Legislative framework Home Office policy in terms of unaccompanied minors is set out in policy documents including Policy bulletin 33, Guidance from processing applications from children and Guidance on age disputed cases 3rd ed which lays out specific procedures for professionals who dispute a claimant’s age and believe that it is an adult claiming to be a child. One of the most interesting aspects of policy and perhaps the most controversial in the light of what appears to be happening is that the INDs guidance on age disputed cases states clearly that when there is an age dispute â€Å"a claimant must be given the benefit of the doubt with regards to their age unless their physical appearance strongly suggests that they are aged 18 or over†.[21]It seems that this is not the case currently in practice – local authorities certainly are encouraging social work team to dispute age more regularly. Other aspects of the IND guidance can be confusing and it is not surprising that there are inconsistencies in practice. For example there is no actual duty for immigration officers to refer age disputed cases to the appropriate local authority, rather this is something that should be done in principle, a situation that can only complicate things for social workers further down the line. Overall, the current system seems disjointed and variable. As Crawley writes: â€Å"There is evidence of a significant gap between what is supposed to happen and to what happens in practice†[22] and some of the issues involves at age assessment units around the country highlight this: A general lack of care, including a lack of food and water, for young people waiting to be screened A failure to use the privacy of separate interview rooms Difficulties with microphones meaning conversations held through the glass screen in the public area are either overheard or not heard at all No responsible adult being present to support young person[23] Clearly age assessment is not a simple matter. All children vary in development, maturity and natural growth and there can be a wide range of supposed ‘normal findings’ at various ages. It is extremely difficult to accurately gather a young persons age and things such as race, ethnicity and local conditions such as disease and malnutrition have to be considered in any assessment. Whether children’s social workers are qualified to do this is questionable The organisation Youth Support which assists young refuges reports that in its own age assessment process it includes as many factors as possible including â€Å"height, weight, body mass, shoe size, developmental factors such as skin care and teeth, sexual development; mental and emotional age estimates including thought processes and general concepts. Also of great importance is the history and social milestones which the young person might have experienced – again talking culture and religion into consideration.†[24] There is clearly inconsistency in the process nationwide. Michie argues that one of the problems in the UK has been that a diversity of systems and guidelines has developed in assessing the age of unaccompanied minors, involving a combination of history collection, physical anthropometry and radiographs. He writes: â€Å"Their lack of uniformity identifies an underlying difficulty: there is no method by which chronological age can be precisely estimated in this age group. Paediatricians in the United Kingdom care for small numbers of individuals in late adolescence and early adulthood in graduate outpatient services, but often have little experience in this area.†[25] There are some success stories. At Heathrow Airport for example, Hillingdon Social Services have used a number of strategies to deal with large volumes of unaccompanied asylum seekers. These have included use of a dedicated police officer for child protection, a specific questionnaire for staff working at terminal 3 and the development of a specifics age assessment tool combined with specific training,.[26] Guidance for Social Work Practice Age assessment is clearly a difficult area for social work practitioners. There is little experience in this type of work and relatively little in the way of practice guidelines. The guidance drawn up by the Children’s Legal Centre is perhaps the most useful document for social workers to refer to when carrying out age assessments. Some of the points included are: Taking account of ethnicity, culture and customs of the person being assessed and well as the level of trauma, tiredness, anxiety and bewilderment present The asylum seeker may have had coaching prior to arrival. It is important for the social work to engage with the person in a process sometimes known as ‘joining’. The assessment framework should be led by open, non-leading questions The practitioner should note the verbal and non-verbal (body language) behaviour of the person A useful indicator is if the person seems uncomfortable talking to an adult A detailed family tree with ages of parents and siblings can help assessing likely age Questions about the activities and roles a person was involved in prior to entering the UK can be a good indicator Social workers may consider arranging for the person to be put in a social situation with people of the age stated and observing interaction Gaining detailed accounts of educational history can be a valuable source of information in making an accurate age assessment Assessment of life skills is useful – does the person have any experience of living independently, managing money etc[27] All of the above can be done in conjunction with opinion and input from other sources including foster carers, teachers, doctors, interpreters and residential workers. It is useful also to have input from paediatricians, dentists or optician although a social worker should take into account advice from paediatricians that there can be a five year error in age assessments.[28] Just as important is information and best practice sharing between professional involved in this type of work. A uniform approach to age assessment across the UK should be a shared objective. There are clearly huge improvements necessary in the way that social service departments across the country deal with unaccompanied asylum seekers. This includes both the process for age assessment and the subsequent services provided. Evidence shows that staff in the various agencies dealing with these children lack knowledge about the services available and how to deal with the emotional trauma that many of these children will have experienced.[29]Social workers dealing with age assessments are clearly lacking in the skills to do so accurately. One reported when surveyed: â€Å"We do them (age assessments) but we can be wrong five years either side – it matters a lot doesn’t it? They can end up with many dates of birth – social services, Home Office, their own..†[30] Practitioners need such understand the vulnerability of the young people they are dealing with and avoid taking a cynical approach. As Michie concludes: â€Å"The fairness, legality and ethical base of any national framework for age assessment has to take into account legal history, jurisprudence as well as the paediatric wisdom, â€Å"What if this were my child?†, Although it may be difficult to quantify the inadequacies of the current system, it clearly compounds abuse to a vulnerable group of children. We must do better.†[31] The are some positives in examining the UK response to unaccompanied asylum seekers . The more holistic approach developed in recent years seems to be more efficient are more aware of the sensitivities of the issues than for example the US and Australian governments. Bhaba et al write of the UK: â€Å"It has made extensive efforts to identify children in genuine need at the earliest possible stage and to institute programmes to target trafficking in children through training of in country border officials and the instigation of research. [32]This is a pleasing sign, yet problems still occur when age is disputed. Recommendations: There are a number of steps that can be taken to improve the way in which young asylum seekers are treated to ensure consistency. Protection of vulnerable children is crucial, yet it is also important that age assessments can be used to identify asylum seekers over the age of 18 who seek to abuse the system. The EU’s reception directive states that unaccompanied children seeking asylum should be appointed a legal guardian[33] and this should be adopted by the UK Helping vulnerable children through the process would be a welcome improvement. Trained, skilled age assessors should be employed at ports of entry. These may well be social workers, experienced in dealing with this age group, accountable to a child protection team with paediatric expertise open to them in some form. Another option would be to establish fully trained multi agency teams based in regional assessment centres, something that would produce holistic and better-informed outcomes. Ideally age assessors should be financially independent of local authority social services – this would limit the chance of pressure being put upon assessors to reach targets for the number of age assessments found to be 18+. The lack of statutory guidance on the process of age assessment should also be addressed – this would help alleviate some of the inconsistencies in the process. A final recommendation, supported by Crawley, would be for the age assessment process to be overlooked by an independent age assessment panel which could provide support and guidance, help with the auditing process and make it less likely that decisions could be challenged or influence by those holding the local authority purse strings. The most important thing is that age assessment is done fairly and consistently, and that young asylum seekers are treated in the same way, regardless of port of entry or the local authority overseeing them. At present this is not the case and there is work for legislators, policy makers and practitioners to do if this is to be rectified. Bibliography Bhaba J, Finch N, Crock M Schmidt S, Seeking Asylum Alone, Themis Press 2006 Chase e, Emotional Well-being of asylum seeking children, http://www.communitycare.co.uk/Articles/2008/07/29/108994/well-being-of-asylum-seeking-children.html accessed 15 October Children’s Legal Centre, Practice Guidelines for age assessment of young unaccompanied asylum seekers, http://www.childrenslegalcentre.com/NR/rdonlyres/BAA6E134-7810-42C1-9634-2AC500D326DE/0/PracticeNotesKarenGoodman.pdf accessed 15 October Crawley, H, When is a child not a child? Asylum, age disputes and the process of age assessment, Immigration Law Practitioners Association, May 2007 DFES 2005, Guidance on the Children and Young People’s Plan, Hayes D, Humphries B, Cohen S, Social Work, Immigration and Asylum, Jessica Kingsley Publishers 2004 Kelly A, Minors Conflict, The Guardian Jan 31 2007 http://www.guardian.co.uk/society/2007/jan/31/asylum.guardiansocietysupplement1 accessed 16 October Kohli R, The Comfort of Strangers: social work practice with unaccompanied asylum-seeking children and young people in the UK, child and Family Social Work ,vol 11 2006 Kohli R, The Sound of Silence: Listening to What Unaccompanied Asylum-seeking Children Say and Do Not Say, British Journal of Social Work vol 36 2006 Michie CA, Age Assessment: time for progress? Archives of Disease in Childhood, 90(6) June 2005 Mitchell F, The social services response to unaccompanied children in England, Children and Family Social Work, vol 8 August 2003 Watters C, Refugee Children, Routlege 2008 http://www.guardian.co.uk/uk/2007/jan/05/immigration.immigrationandpublicservices accessed 15 October Asylum seekers and unaccompanied minors, http://www.guardian.co.uk/uk/2007/jan/05/immigration.immigrationandpublicservices accessed 16 October http://www.ind.homeoffice.gov.uk/sitecontent/documents/policyandlaw/asylumprocessguidance/specialcases/guidance/disputedagecases.pdf?view=Binary accessed 15 October www.everychildmatters.com accessed 14 October http://www.ilpa.org.uk/infoservice/Info%20sheet%20Age%20Disputes%20%20Age%20Assessment.pdf accessed 16 October 1 [1] Chase e, Emotional Well-being of asylum seeking children, http://www.communitycare.co.uk/Articles/2008/07/29/108994/well-being-of-asylum-seeking-children.html [2] http://www.ilpa.org.uk/infoservice/Info sheet Age Disputes Age Assessment.pdf [3] http://www.ilpa.org.uk/infoservice/Info sheet Age Disputes Age Assessment.pdf [4] P2 Kohli R, The Comfort of Strangers: social work practice with unaccompanied asylum-seeking children and young people in the UK, child and Family Social Work ,vol 11 2006 [5] p2 Kohli 2006 [6] p4 Crawley 2007 [7] p85 Watters 2008 [8] p84 Watters C, Refugee Children, Routlege 2008 [9] p84 Watters C, Refugee Children, Routlege 2008 [10] p179 Mitchell F, The social services response to unaccompanied children in England, Children and Family Social Work, vol 8 August 2003 [11] p132 Hayes D, Humphries B, Cohen S, Social Work, Immigration and Asylum, Jessica Kingsley Publishers 2004 [12] p22 Guidance on the Children and Young People’s Plan, DFES 2005 [13] P179 Mitchell 2003 [14] p179 Mitchell 2003 [15] Kelly A, Minors Conflict, The Guardian Jan 31 2007 http://www.guardian.co.uk/society/2007/jan/31/asylum.guardiansocietysupplement1 [16] p85 Watters 2008 [17] p711 Kohli R, The Sound of Silence: Listening to What Unaccompanied Asylum-seeking Children Say and Do Not Say, British Journal of Social Work vol 36 2006 [18] p718 Kohli 2006 [19] p14 Crawley 2007 [20] p16 Crawley 2007 [21] p43 Crawley 2007 [22] p44 Crawley 2007 [23] p47 Crawley 2007 [24] Asylum seekers and unaccompanied minors, http://www.guardian.co.uk/uk/2007/jan/05/immigration.immigrationandpublicservices [25] p612 Michie CA, Age Assessment: time for progress?Archives of Disease in Childhood, 90(6) June 2005 [26] p613 Michie 2005 [27] Childrens Legal Centre, Practice Guidelines for age assessment of young unaccompanied asylum seekers, http://www.childrenslegalcentre.com/NR/rdonlyres/BAA6E134-7810-42C1-9634-2AC500D326DE/0/PracticeNotesKarenGoodman.pdf [28]

Hackers Essay -- Hacking Computers Technology Security Essays

Hackers It is the weekend you have nothing to do so you decide to play around on your computer . You turn it and than start up , calling people with your modem , conneciting to another world with people. This is all fine but what happens when you start getting into other people’s computer files , then it becomes a crime and who are the criminals. To begin i will start with hacking and hackers. Hacking is the act of breaking into computers and network of other poeple’s with out any permission . Hacking is like drugs or any other substance , its an addiction for the mind and once started it is diffucult to stop . Hacker is a person who enjoy learning details of a programming language or system , who tries to break into computer systems .There is two types of hackers. On is the benign hackers , who likes get into his or her own computer and understand how it works . The malicious hackers is the person who likes getting into other people’s system . Black hat is used to discribe a hacker who break into a computer system or network with malicious intent . Unlike white hat , the black hat takes advantage of the break in perhaps destroying files or stealing data for some future purpose. White hat hackers describes a hacker who identifies a security weakness in a computer system or network but instead of taking malicious advantage of it . They will allow the system‘s owners to fix it before can be taken advantage by others . But U.S law does not see differences between black hat hacker and white hat hacker. Many of the poeple in our society today often think that computer hackers are very smart individuals who have special talents and abilities and enabiling them to crack passwords , send viruses , cancel your cable tv , raid your social security and crash computer systems. Most people in our society do not spend the time to break into computer systems but all studies indicate that hackers are genarlly young and not haave full time jobs or own property kaygusuz2 They have so much time and energy to break into computers. Hackers learn hacking from reading different kind of computer books , they find many available tools on the internet , they spend so much time on the computer to learn the techniques of hacking . Some of the hackers hack for to gain highest pre... ...entality work and their lifestyle and also goverment regulations against these smart indivuduals. à nformation security professions must be more visible in a way that get children before the hackers community gets them . They get together to teach parents and schools and also they must teach children about hacking and hackers before somebody else does. And also goverment takes to find a way to stop hackers. If the goverment does not hurry up they are going to get buried by hackers and when that happens the world will not be a fun places to live in and aslo the cyberspace WORKS CITED Cert Coordination Center Computer Crime in today’s Society Retrieved: November 10, 2000 from the World Wide Web: http:// www.cert.org// Choas Computer Club ( januvary 05 , 1995 ) Hacker Bible The New Hackers Dictionary ( online education ) Retrieved November 10 , 2000 from the Worl Wide Web A non-technical artical from business web zine about Distrbuted Denial Service Attacks: http://www.cert.org/advisories /Ca-99-17-denial-of-service-tools.html Tool from the FBI’s National Infrastructure Protection Center : http://www.nipc.gov/

George Orwell :: essays research papers

George Orwell was born Eric Arthur Blair on June 25, 1903 in Motihari in India, which was at that time part of the British Empire. His family was not very wealthy and like most middle-class English families of that time, their livelihood depended on the Empire. In 1907, his family returned to England. His parents managed to send him to a private school in Sussex and when he was thirteen, he won a scholarship to Wellington. Soon after that, he won another scholarship to the well-known public school, Eaton. After being forced to work very hard at preparatory school, Blair lost interest in any further intellectual exertion that was not related to his personal ambition. In his book Why I Write he says that from a very young age he had known that he must be a writer. But, he also realized that in order to become a writer, he had to read literature. However, in Eaton, English literature was not a major subject and he spent his five years reading works by the masters of English prose includ ing Jonathon Swift, Laurence Sterne and Jack London on his own. He failed to win a university scholarship after the final examinations at Eaton and, in 1922, he joined the Indian Imperial Police. This decision was not the usual path that most Eaton students would have taken. Blair preferred a life of travel and action and he served in the force in Burma (now known as Myanmar) for five years. He resigned from the police force for two main reasons: firstly, being a police officer was a diversion from his real ambition of being a writer; and secondly, he felt that as a policeman in Burma, he was supporting a political system in which he could no longer believe. Even at this time, his political ideas and his ideas about writing were closely related. In his book The Road To Wigan Pier he wrote that he wished to "escape from†¦ every form of man's dominion over man", and he felt that the social structure of British Imperialism was that "dominion" over the English working class. After he returned to London at the age of twenty-four, he began to teach himself how to write. He spent most of his time writing in very poor living conditions because he felt that the poor in London and Paris represented the people of Burma under British rule.

France Essay -- essays research papers

France is a beautiful and captivating country full of art, culture, and an important historical background. It is in the heart of Europe and is sometimes called "The Hexagon", Because of it’s shape. It is the largest country in Western Europe and covers about 211,200 square miles. Four different waters surround the French coastline, this includes; the North Sea, the English Channel, the Mediterranean Sea, and the Atlantic Ocean. The capital of France is Paris, on the banks of the Seine River. Sometimes called the "The City of Lights", Paris has been admired and loved by millions for centuries. It is an industrial center as well. Paris is world renowned as a cultural and intellectual center which holds many masterpieces. The Eiffel Tower was built in 1889, and today is 1,052 ft. high. It welcomes tourists from all over the world. The revolution of 1789 was a very important part of history. The people could be divided into three groups, the Nobles, the Clergy, and the rest. At this time the peasants owned 80 percent of the land, but had no rights at all. To add to their misery, the food was in short supply. It is estimated that on the eve of the French Revolution one-fifth of the population had no resources at all. World War I broke out August 1914, setting France, Russia, Britain, Belgiumand Serbia at war with Germany and the Austro-Hungarian Empire. Everyone assumed the war would be over in a few months. Instead, the war lasted for four years. Germany finally agreed to sign an armistice on November 11, 1948. (A kind of peace agreement). The death toll had been the largest of any previous wars. France had lost over 1.4 million men and in all of Europe over 8.5 million were killed. People said it was the war to end all wars. Only twenty years later France was plunged into another war with Germany. On June 22, 1940 France was forced to sign an agreement with Germany. By 1942 France was totally occupied by the Nazi army. This was a very hard time, Jews were persecuted and thousands were sent off to concentration camps. Eventually, in the summer of 1944 France was freed, and the occupation was over. The President is head of the government and is elected by the ... ...s developed a number of ways of producing energy. Such as dams, Solar energy, hydroelectricity or "white coal", hot springs, and tidal energy. France has had an important nuclear power program since 1967. Two-thirds of the country’s electricity is produced by atomic energy. France’s transportation system centers on Paris which is the heart of a network that stretches to all parts of France. Trains are an important source of transportation throughout France. The latest in a line of new fast trains, which includes the mistral and the Turbo trains, is the high-speed TGV. This train averages 133 miles per hour. The French railway of SNCF has a reputation for being fast, efficient, and reliable. It is also punctual. So much emphasis is placed on punctuality that is an engineer does not keep on time, he is fined. Also roads, air, and water travel is important to France. Communications are expanding widely in France. Mainly in ways such as telephone, television, radios, and newspapers. The national language of France is French. French was once the language used by diplomats all over the world. In this study, I have learned a lot about France and I hope to visit there someday.

Literary Genre Essay

Literature (from Latin litteraetantri (plural); letter) is the art of written works, and is not bound to published sources (although, under circumstances unpublished sources can be exempt). Literally translated, the word literature means â€Å"acquaintance with letters† (as in the â€Å"arts and letters†). The two major classification of literature are poetry and prose. â€Å"Literature† is sometimes differentiated from popular and ephemeral classes of writing. Terms such as â€Å"literary fiction† and â€Å"literary merit† are used to distinguish individual works as art-literature rather than vernacular writing, and some critics exclude works from being â€Å"literary†, for example, on grounds of weak or faulty style, use of slang, poor characterization and shallow or contrived construction. Others exclude all genres such as romance, crime and mystery, science fiction, horror and fantasy. Pop lyrics, which are not technically a written medium at all, have also been drawn into this controversy. POETRY A poem is a composition written in verse (although verse has been equally used for epic and dramatic fiction). Poems rely heavily on imagery, precise word choice, and metaphor; they may take the form of measures consisting of patterns of stresses (metric feet) or of patterns of different-length syllables (as in classical prosody); and they may or may not utilize rhyme. Relaxation Through Poetry is a tool used to help someone relax in times of stress. One cannot readily characterize poetry precisely. Typically though, poetry as a form of literature makes some significant use of the formal properties of the words it uses – the properties of the written or spoken form of the words, independent of their meaning. Meter depends on syllables and on rhythms of speech; rhyme and alliteration depend on the sounds of words. Arguably, poetry pre-dates other forms of literature. Early examples include the Sumerian Epic of Gilgamesh (dated from around 2700 B. C. ), parts of the Bible, the surviving works of Homer (the Iliad and the Odyssey), and the Indian epics Ramayana and Mahabharata. In cultures based primarily on oral traditions the formal characteristics of poetry often have a mnemonic function, and important texts: legal, genealogical or moral, for example, may appear first in verse form. Some poetry uses specific forms. Examples include the haiku, the limerick, and the sonnet. A traditional haiku written in Japanese relate to nature, contain seventeen onji (syllables), distributed over three lines in groups of five, seven, and five, and should also have a kigo, a specific word indicating a season. A limerick has five lines, with a rhyme scheme of AABBA, and line lengths of 3,3,2,2,3 stressed syllables. It traditionally has a less reverent attitude towards nature. Poetry not adhering to a formal poetic structure is called â€Å"free verse† Language and tradition dictate some poetic norms: Persian poetry always rhymes, Greek poetry rarely rhymes, Italian or French poetry often does, English and German poetry can go either way. Perhaps the most paradigmatic style of English poetry, blank verse, as exemplified in works by Shakespeare and Milton, consists of unrhymed iambic pentameters. Some languages prefer longer lines; some shorter ones. Some of these conventions result from the ease of fitting a specific language’s vocabulary and grammar into certain structures, rather than into others; for example, some languages contain more rhyming words than others, or typically have longer words. Other structural conventions come about as the result of historical accidents, where many speakers of a language associate good poetry with a verse form preferred by a particular skilled or popular poet. Works for theatre (see below) traditionally took verse form. This has now become rare outside opera and musicals, although many would argue that the language of drama remains intrinsically poetic. In recent years, digital poetry has arisen that takes advantage of the artistic, publishing, and synthetic qualities of digital media. An essay consists of a discussion of a topic from an author’s personal point of view, exemplified by works by Michel de Montaigne or by Charles Lamb. ‘Essay’ in English derives from ‘attempt. ‘ Thus, one can find open-ended, provocative and/or inconclusive essays. The term â€Å"essays† first applied to the self-reflective musings of Michel de Montaigne–even today he has a reputation as the father of this literary form. Genres related to the essay may include: †¢the memoir, telling the story of an author’s life from the author’s personal point of view †¢the epistle: usually a formal, didactic, or elegant letter. †¢works by Lady Murasaki[citation needed], the Arabic Hayy ibn Yaqdhan by Ibn Tufail, the Arabic Theologus Autodidactus by Ibn al-Nafis, and the Chinese Romance of the Three Kingdoms by Luo Guanzhong[citation needed]. Early novels in Europe did not count as significant litera perhaps because â€Å"mere† prose writing seemed easy and unimportant. It has become clear, however, that prose writing can provide aesthetic pleasure without adhering to poetic forms. Additionally, the freedom authors gain in not having to concern themselves with verse structure translates often into a more complex plot or into one richer in precise detail than one typically finds even in narrative poetry. This freedom also allows an author to experiment with many different literary and presentation styles—including poetry—in the scope of a single novel. Other prose literature Philosophical, historical, journalistic, legal and scientific writings are traditionally ranked as literature. They offer some of the oldest prose writings in existence; novels and prose stories earned the names â€Å"fiction† to distinguish them from factual writing or nonfiction, which writers historically have crafted in prose. Natural science As advances and specialization have made new scientific research inaccessible to most audiences, the â€Å"literary† nature of science writing has become less pronounced over the last two centuries. Now, science appears mostly in journals. Scientific works of Aristotle, Copernicus, and Newton still possess great value, but since the science in them has largely become outdated, they no longer serve for scientific instruction. Yet, they remain too technical to sit well in most programmes of literary study. Outside of â€Å"history of science† programmes, students rarely read such works. Philosophy Philosophy, too, has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history—Plato, Aristotle, Augustine, Descartes, Kierkegaard, Nietzsche—have become as canonical as any writers. Some recent philosophy works are argued to merit the title â€Å"literature†, such as some of the works by Simon Blackburn; but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics. History A great deal of historical writing ranks as literature, particularly the genre known as creative nonfiction. So can a great deal of journalism, such as literary journalism. However these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result the writing in these fields often lacks a literary quality, although it often and in its better moments has that quality. Major â€Å"literary† historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures. Law Law offers a less clear case. Some writings of Plato and Aristotle, or even the early parts of the Bible, might count as legal literature. The law tables of Hammurabi of Babylon might count. Roman civil law as codified in the Corpus Juris Civilis during the reign of Justinian I of the Byzantine Empire has a reputation as significant literature. The founding documents of many countries, including Constitutions and Law Codes, can count as literature; however, most legal writings rarely exhibit much literary merit, as they tend to be rather garrulous. Drama A play or drama offers another classical literary form that has continued to evolve over the years. It generally comprises chiefly dialogue between characters, and usually aims at dramatic / theatrical performance (see theatre) rather than at reading. During the 18th and 19th centuries, opera developed as a combination of poetry, drama, and music. Nearly all drama took verse form until comparatively recently. Shakespeare could be considered drama. Romeo and Juliet, for example, is a classic romantic drama generally accepted as literature. Greek drama exemplifies the earliest form of drama of which we have substantial knowledge. Tragedy, as a dramatic genre, developed as a performance associated with religious and civic festivals, typically enacting or developing upon well-known historical or mythological themes. Tragedies generally presented very serious themes. With the advent of newer technologies, scripts written for non-stage media have been added to this form. War of the Worlds (radio) in 1938 saw the advent of literature written for radio broadcast, and many works of Drama have been adapted for film or television. Conversely, television, film, and radio literature have been adapted to printed or electronic media. Oral literature The term oral literature refers not to written, but to oral traditions, which includes different types of epic, poetry and drama, folktales, ballads. However the use of this oxymoron is controversial and not generally accepted by the scientific community. Some prefer to avoid the etymological question using â€Å"oral narrative tradition†, â€Å"oral sacred tradition†, â€Å"oral poetry† or directly using epics or poetry (terms that no necessarily imply writing), others prefer to create neologisms as orature.

History of Special Education Essay

It was not until the middle decades of the ordinal hundred that Europe turned, for the introductory time, towards the rearing of persons with disabilities. The spirit of reform, crystallized in the ism and precepts of the European Enlightenment, created new vistas for handicapped persons and the pi iodiners who ventured to give lessons them. Although special bringing up emerged in a number of national contexts, France was the crucible where advanced(a) pedagogies to assist those deaf, silver screen, and intellectually change emerged and flourished (Winzer, 1986). followers the cut initiatives, movements to provide assistants for those in the normative categories of deaf, projection screen, and intellectually disabled were synchronal in continental Europe, Britain, and North America. forward to the mid-eighteenth light speed, individual deviations were rargonly tolerated and little was do for those who in some(a) way disrupt the norms of a society. Disability was no t an virtuous boundary rather, it was a liability in complaisant and economic participation.People comprehend as disabled whatever the face or degree were lumped together under the broad categorization of idiot, scorned as inferior beings and deprived of rights and privileges. This early full story is replete with innumerable stories of healing, umteen imbued with an Indeed, many special educators seem curiously open-hearted in the engraftations of the field historical friendship is learned incidentally and unintentionally (Mostert & Crockett, 19992000 Winzer, 2004).To some, archives becomes increasingly selective, with the past made oer to suit present intentions differents speak to the wish of history (Renzaglia, Hutchins & Lee, 1997, p. 361). At the homogeneous time, some contemporary writers disparage earlier events, programmes, and pioneers in favour of contemporary models. Some point to fossilized traditions new(prenominal)s hold that if todays comprehensive movement embodies the best ideals of social justice then the past, by extension, had to be unjust (Winzer, 2004).Implicit to this position is a steadfast unwillingness to learn from the wisdom of the accumulated past. The middle decades of the eighteenth century witnessed the pervasive influence of the European Enlightenment. date the intellectual project of the Enlightenment was to shape up a sound body of noesis some the world, its gentlemans gentlemanitarian philosophy prompted ideas about(predicate) the commensurateity of all people and the human responsibility to take care of others, peculiarly individuals outside the private circle of the menage and the family.Reform movements sprang up, aimed at the improvement of the worldly concern assistance of groups of individuals, varying from poor people and slaves to prisoners, the insane, and disabled people. In France, the Abbe Michel Charles de lEpee (sign lecture) assimilated Enlightenment ideals of equality, as well as novel concepts about language and its development. He joined these to the sensationalist philosophy of John Locke and the French philosophers to go on ripe approaches to the cultivation of deaf persons.If de lEpees doctrine promoting a profound language of the hands was not unprecedented, it was even so revolutionary in the context of the times. In devising and instructing through a language of signs, the Abbe gave notice that speech was no longer the apex of instruction in the bringing up of deaf persons. Simultaneously, he influenced and guided innovations for other groups with disabilities, specifically those blind, deaf blind, and intellectually disabled. following(a) de lEpees successful bursting charge with deaf students, Valentin Hauy in 1782 initiated the instruction of blind persons using a raised write method.Somewhat later, in 1810, Edouard Seguin devised pedagogy for those considered to be mentally retarded. The French educational initiatives travelled the Atlantic to be follow by pioneer educators in US and Canada. Rejection of French innovations did not imply that British advances were minor. On the contrary. Building on the prerogatives of earlier pioneers, teachers and clergy such(prenominal) as Thomas Braidwood and John Townsend promoted education for deaf persons. Schemes to assist other groups before long followed.By the close of the eighteenth century in Europe and Britain, the instruction of disabled persons was no longer confined to uncaring cases or regarded merely as a subject of philosophic curiosity. Permanent facilities were found, staffed by a cadre of teachers experimenting with novel and innovative pedagogical methods. The French endeavors formed the inwardness of systems and methods follow in the United States and much of British North America (Canada). In the latter, however, the Maritime provinces of Nova.Scotia and New Brunswick initially adopted British pedagogy (see Winzer, 1993). Founded on a humanitari an philosophy, evangelical commitment, and unbounded philanthropy, they established from 1817 onwards a complex of institutions k immediatelying to cater to the unique needs of colossal individuals. Pedro Ponce de Leon(1578) in Spain created the first authenticated experience about education of deaf children (from nobility) AbbeCharles Michel de lEpee(1760) in Paris created the Institutpour sourds(Institute for deaf) Louis transcribe invented Braille script(1829).Pioneers in picky reproduction Jean-Marc Itard pic DECS Order No. 1, s. 1997 presidential term of A Regional SPED Unit and surname of Regional Supervisor in-charge of particular tuition -DECS Order No. 14, s. 1993 Regional special domesticateing Council -DECS Order No. 26, s. 1997 Institutionalizing of SPED Programs in All enlightens -DECS Order No. 5, s. 1998 Reclassification of incessant Teacher and of import Items to special training Teacher and Special School Principal Items DECS Order No. 11, s. 2000 Recognized Special grooming (SPED) Centers in the Filipinos.-REPUBLIC ACT no. 7277 AN ACT PROVIDING FOR THE REHABILITATION, SELF DEVELOPMENT AND assumption OF DISABLED PERSONS AND THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND FOR otherwise PURPOSES http//www. deped. gov. ph/default. asp SPED teachers to sharpen tools in a national assembly PASIG urban center Teachers and nurture administrators handling children with special culture needs are stick outed to bring forward hone their skills during the 2013 national gathering on Special Education (SPED) being localize together by the Department of Education (DepEd).We are opening the conference to public and private school teachers and administrators and other SPED service providers in line with our policy to comprehend to create a culture of inclusive education, said Education escritoire Br. Armin A. Luistro FSC. The conference aims to engage teachers and school administrators in the discourseions of the evolving practices in handling SPED learners with the end-view of producing inclusive policies. Preparations are now underway for the conference to be held in November in Iloilo which carries the theme Special Education A Bridge to Inclusion. One of the conference highlights is the awarding of prizes to the winners of the Search for the Most big Receiving Teachers, as well as capital SPED Teachers and SPED Centers. The national finalists will be awarded certificates dapple the national winners will receive plaques of clench and cash prizes. The conference will also be a venue to discuss current trends, skills and practices on the management of inclusive education schools. We can also expect presentations on researches on inclusive education which others may adopt or adapt, added Luistro. The Philippines, as a signatory of the Salamanca Statement of carry through on.Special Needs Education, recognizes the principle of equal educational opportunities for all children regardless of their physical, intellectual, social, emotional, lingual or other conditions (Salamanca Statement, 1994). This framework was adopted in the Philippines through the Department of Education Culture and Sports (now DepEd) Order no. 26 which institutionalized inclusive education. The order requisite the organization of at least one SPED center in each form and implementation of SPED programs in all school districts where there are students with special needs.Special education started in the Philippines in 1907 with the presidential term of the Insular School for the desensitize and Blind. The school started with 92 deaf persons and one blind person. Today, DepEd serves 11 types of children with special needs in public schools. As of school course of study 2006-2007, there were 162,858 students with special needs at the elementary level, 51% or 83,231 of whom are in the gifted program. The remaining 49 % were students with various disabilities such as audience impairment, visua l impairment, education disability, mental retardation, appearance problem, autism, and cerebral palsy.Students with learning disabilities comprise 25% of students with special needs. However, up to this date, many children with learning disabilities, mental retardation, and autism remain unidentified in public schools (DepEd, 2006a). The inclusion of children under these terzetto categories of special cases were among the major concerns of the TEEP-SBM-Inclusive Education (IE) project. historic Foundation of Inclusive Education base on the book of Teresita G. Inciong, Yolanda S. Quijano, Yolanda T. Capulong, Julieta A. Gregorio, and Adelaida C.Jines entitled presentation To Special Education, it was during the twelvemonth of 1902 and under the American regime that the Filipino children with disabilities were given the aspect to be educated. Mr. Fred Atkinson, General Superintendent of Education, proposed to the Secretary of Public Instruction that the children whom he found de af and blind should be enrolled in school like any other ordinary children. However, the countrys special education program formally started on 1907. Mr. David Barrows, Director of Public Education, and neglect divert Rice, an American educator, worked hard for this program to be possible.Mr. Barrows worked for the establishment of the Insular School for the deafen and Blind in Manila and Miss Rice was the administrator and at the same time the teacher of that school. Today, the school for the deafen is located at Harrison Street, Pasay City and the Philippine National School for the Blind is adjacent to it on Polo Road. During the year 1926, the Philippine draw for the Deaf (PAD) was composed of hearing damage members and special education specialists. The following year (1927), the Welfareville Childrens Village in Mandaluyong, Rizal was established. In 1936, Mrs.Maria Villa Francisco was appointed as the first Filipino principal of the School for the Deaf and the Blind (SD B). In 1945, the National orthopedic Hospital undefended its School for stultify Children (NOHSCC) for young patients who had to be hospitalized for long periods of time. In 1949, the Quezon City Science High School for gifted students was inaugurated and the Philippine Foundation for the reclamation of the Disabled was organized. In 1950, PAD opened a school for children with hearing impairment.