Working with Children with Special Educational Needs

Working with Children with Special Educational Needs Alison Carr Children with Disabilities or Specific Requirements Today, mainstream schools educate numerous children with specific educational needs or disabilities. For some time it has been enshrined in our domestic law that children with such needs should not be discriminated against and have the right to be treated fairly. Every child has the right to an inclusive education. The Legal and Regulatory Requirements The United Nations Convention on the Rights of the Child applies to all children and sets out basic entitlements and rights for example; Article 12 – the views of the child should be taken into account. Along with The United Nations Convention on the Rights of Persons with a Disability, the Conventions also set out specific rights for disabled children underscoring promoting equality of treatment and more specifically, Article 24- Education requires that children with disabilities are entitled to be educated within an inclusive educational system, receive support accommodating individual requirements to facilitate an effective education and so to maximise academic and social development. Article 7 specifies that the best interests of the child must be a primary consideration and Article 9 requires that children with disabilities have equal access, without barriers, within a school to the physical environment including communication, information and technology. The various rights and entitlements under these conventions underpin our domestic legislation in the areas of special educational needs. The most recent legislation is the Children and Family Act 2014 (â€Å"the 2014 Act†) which places schools under a duty to make arrangements for supporting children with medical conditions and in meeting this duty schools must have regard to the statutory guidance – Supporting Pupils at School with Medical Conditions. Further to this there is additional provision in relation to children with a disability defined under The Equality Act 2010 †Ã¢â‚¬ ¦a physical and mental impairment that has a substantial long term and negative effect on your ability to do normal daily activities†. The relevant part of this Act is that schools must have reasonable adjustments in place to prevent children with disabilities being treated differently or at a disadvantage to other children. Further children with disabilities must not be victimised , harassed or discriminated against. The 2014 Act also introduces Education, Health and Care Plans. These plans have come into place in September 2014 and will make a statutory assessment of that child’s special educational needs then also communicating with the relevant health and social care teams to bring all the information together into one plan. The difference between a statement and an Education, Health and Care plan are overall family centred, gathering information from all services involved at the point of referral. The aim is to help improve outcomes and this will replace Statements of Special Educational Needs. Children who currently already have a statement will go through the transition process to achieve an Education, Health and Care Plan. Inclusive Practice It is our duty to children with disabilities and special educational needs who are placed in a mainstream educational setting to fulfil a positive developing experience in an inclusive practice. Where the Special Educational Needs Code of Practice (June 2014) focuses on inclusive practice, it states that the government in the United Kingdom have a commitment to inclusive education of disabled children and young people, progressively removing barriers to learning and the participation of pupils in mainstream education. For settings to succeed in achieving this, adults will need to work together closely as a team to ensure appropriate education and care for such children. It is important for children with a disability or special educational needs that they are given the same expectations to succeed as their peers. This will promote and develop social skills to enable positive confidence and transition into adulthood. Therefore leaders of educational settings must undertake the correct training and collaborate the right support aiming towards successfully including all children with disabilities and special educational needs in mainstream schools. Settings will need to take into account extra-curricular activities, school visits and trips. ‘It is through this inclusive ethos that all children feel secure and able to contribute and in this way stereotypical views are challenged and pupils can learn to view differences in others in a positive way.’ OFSTED Report 2003 Partnership with Parents and Other Professionals. The Children’s Act 2014 aims to ensure the welfare of the child is paramount having a greater emphasis on parental involvement. Subsequently the Children’s Act 2014 states each local authority is responsible in setting out a ‘local offer’ available to Early Years settings and schools for families to access easy-to-understand information with options available to help support children who are disabled or have special educational needs and their families who need additional help. This provision will include transport services and leisure facilities. If parents or carers cannot access the internet for any reason this must be available in another format. Inevitably the goal is to ask the child and their family what assistance they feel that they need and receive feedback on their ‘local offer’ so this can then improve even further. Within the ‘local offer’ parents and children will receive a greater choice and control over their support in their provisions and home life, this includes personal budgets. Parent forums set up in local areas are a great way for discussing contacts and communicating with other parents who may be in similar situations. Early Years professionals, Teachers along with the provisions Special Educational Needs Co-ordinator and in some cases any other professionals involved must take part in structured conversations with each child and their parents. Individual Pupil Profiles and Individual Educational Plans must be signed by all parties with participation and involvement in all areas of the profiles and plans. Parents can play a great if not essential role at all stages of their child’s education helping immensely in improving achievement. Parents can aid a learning community and help by positively engaging their child with staff and peers. Parents will then begin to understand the role they play in their child’s learning and development. There will undoubtedly be hurdles but with an excellent inclusive practice with a strong professional team in place, barriers will be resolved. These hurdles from parents contributing to and who are which supporting their child’s education may consist of a high level of educational aspirations for their child in which case settings need to ensure practical obstacles and professional attitudes are addressed alongside measures to support parents goals. Every local authority must guarantee that everyone is involved in discussions and any decisions which support provision and learning for the individual child. The ultimate result in an inclusive practice is for a best and positive outcome, making sure the child’s and family’s needs are met and for the child to prepare for adulthood. Existing Practice Every existing educational practice should have a designated teacher holding the role of Special Educational Needs Co-ordinator (SENco). This teacher should be trained in this area to be able to manage and support specific children and the staff team. It is vital that all teachers throughout the school and support staff have valuable training in all special educational needs areas. This training should be of a high quality and where necessary staff may have personalised training for each individual child to be able to achieve the best positive outcome for that child with their specific needs. Each practice should be concentrating on four areas of development: Communication and interaction Cognition and learning Social, Emotional and mental health difficulties Sensory and/or Physical These areas should then transfer into regular assessments for each individual child. ‘Once a potential special educational need is identified, schools should take action to remove barriers to learning and put effective special education provision in place. This SEN support should take the form of a four part cycle- assess, plan, do, review. This is known as the graduated approach’ SEND Code of Practice 2014 0-25yrs Chapter 6- Schools. All teachers educating a child with a disability or a special educational need should have termly meetings with the parents and the Special Educational Needs Co-ordinator to discuss their child’s individual educational plan making sure positive targets are being met for the child. Also a meeting with the child present at certain points throughout their academic year to discuss their Pupil Profile to make sure everything is up to date and that the child is happy in their learning. Ofsted will need to see evidence of individual pupil progress in every school from children with special educational needs. Clearly showing positive outcomes graduating into ongoing effective monitoring and finally evaluation of their special educational needs support. When adapting an educational practice for a visually impaired child considering the surrounding environment for that child will be main priority. Around the classroom setting staff need to consider lighting, colour/tone and contrast. When the individual child moves between rooms will a dark room going into a light room or light room going into dark room affect the child? Will signage around the room need to be adapted? Risk assessments will need to be carried out underlining the physical environment for example stairs, steps, fixtures and fittings. Most educational settings now have interactive white boards. Seating positions for individual children will need to be taken into account. In relation to adapting the setting, the position of the teacher’s chair is very important this should not be in front of an outside window as this will cause the teacher to become shadow like for the child. When the child is navigating around the environment edges need to be highlighted and activity areas need to be well defined. Movement around the setting needs to flow clearly and effectively. Staff need to be aware of how adapting the environment will affect other children. Personal, social and educational development issues can be shared during circle times with every child included in the setting. Learning tools such as braille books, Load 2 Learn reading books and treasure chests which focus on sensory learning will help support and encourage positive fun education. Some visually impaired children may suffer with behavioural issues, this may need extra staff support and training and will need to be regularly monitored. Other reservations in an educational setting to consider will be the child’s personal care, school assemblies, school trips, physical education lessons including sports day and hand over times both in the morning and after school pick up time. With all special educational needs children there needs to be a contingency plan in place, in regards to a visually impaired child for example this may involve their glasses getting accidentally broken. When staff are assessing each individual child’s progress they need to ensure the child has the correct resources for their target level making sure activities are not too easy or too challenging which may result in a barrier towards that child’s learning or participation. Conclusion In conclusion to this, inclusion is essential for each and every child under the special educational needs umbrella and we must adopted this ethos by working closely with parents to help support their child’s education and collaborating with all other professionals involved. Working together and having a flexible supportive team is the key to achieving an inclusive education for all children. Unfortunately in some cases lack of knowledge and training from early year’s practitioners and teachers is one of the main barriers to inclusion. The special educational needs umbrella has helped professionals understand that training and support for children with disabilities and special educational needs is vital for every individual child’s positive progress and to reach their full potential in an inclusive mainstream school. Finally underpinning the United Nations Convention Rights of the Child and the Children’s Act 2014 working with teaching strategies which are presently being used in mainstream schools can be adapted to assist pupils with disabilities and special educational needs therefore creating an inclusive practice throughout the school. Alison Carr [Type text] Working with Children with Special Educational Needs Working with Children with Special Educational Needs Joanne Boyden There are a number of regulations and requirements in place to protect children with special educational needs or disabilities. It was originally believed that children with needs should be sent to a special school and therefore choice for parents and children was very limited. However, with the implementation of laws and regulations this has very much changed, with children with needs attending mainstream schools of their parents’ and their choice wherever this is possible. The onus is very much on the setting being adapted for the child rather than the child being unable to fit in with the mainstream setting. The laws regarding children start with the Education Act 1970 which saw the transfer of the responsibility to educate children with special needs from the health service to the local authority. As a result of this special schools were built. Around this time the medical model of disability was frequently used. This model labelled the child as somehow having a fault. The focus was very much on what the child could not do rather than their skills and aptitudes. This model focused on the perceived need for segregation hence the need for separate special facilities. Opinion suggests this model puts a great deal of anxiety and stress upon the parents of the child and limits the choices and opportunities they can give the child. The Warnock report looked into SEN and from this report a number of suggestions were consequently made. Suggestions looked at how the child could access the curriculum and how to adapt the environment to meet the needs of the child thus enabling them to do this. The Education ACT 1981 took a lot of its claims from the Warnock report and gave power to the parents. It also outlined in detail the legal responsibilities of the LEA. The Education reform Act 1988 saw the introduction of the National Curriculum. This ensured consistency of teaching across schools. However this could still be adapted to meet the needs of children with SEN and Disabilities. The Children’s Act 1989 states that the needs and wishes of the child are paramount and should be considered when at all possible in all decision making processes. This again gives more power to children with SEN in where and how they are educated. The Education Act 1993 brought about the need for specific guidance on the identification of children with SEN. The SENCo was introduced and again gives more power to the parents and in a way gave them a voice through the SENco. The disability discrimination Act 1995 brought in such laws as it being illegal to discriminate against disabled people in relation to employment housing etc. It could be argued that the most important law of all regarding children with disabilities or specific requirements is the SEN code of practice 2001. This is the Act that gives the power to the child and their parents. Most importantly this act gave rise to the law that children with SEN have the right to a mainstream education. There was an immense focus on inclusive practise and the adaption of the environment to fit the child and not the other way around as previous. This act fully encompasses the social model of disability. This act gives upmost power to the parent to choose where their child is educated and how. The Act is embodied by seven key principles. The first is that the knowledge of parents should be taken into account in all decisions. They do after all know their own child and their individual needs better than anyone else. The second states that the focus should be on what the child can do not what they cannot. The third principle states that parent’s feelings and emotions should be supported. The fourth and again these are very much linked, states that parents should be fully involved with all decisions. The fifth principle states that parents know what is best for their child. The sixth principle shows that parents may also suffer disability and this should be supported and understood. Finally the seventh principle, states that meetings should be arranged in good time and at times suitable for the parents. Parents may have other siblings to look after or they may be juggling employment and childcare. They cannot always be there for a meeting at a time suitable for the set ting. This should be considered when all meetings are being set. The act fully highlights the need for positive and close relationships with parents aswell as empowerment for the child. The act states the importance of early identification and close monitoring of all intervention and support through the use of documents such as IEP’s. The act also give guidance on the levels of support through school action and school action plus and indicates who is responsible and at what levels of the support process. In summary there are a number of regulations and laws that support children and their families with SEN and disability all of which should be carefully adhered to when working with the children and their family. The outcome if the laws are followed correctly should be a happy fulfilled child reaching their full potential with happy parents. This would abide by the principle of every child matters ensuring that all children whatever their needs are given support to fulfil their goals. It is extremely important to work inclusively with children with disabilities or specific requirements. Firstly this would adhere to the SEN code of conduct which explores the need to work inclusively. Inclusions involves â€Å"looking for ways of helping children to join in who would tradtionally be excluded from settings or activities† pg 312 Children’s care learning and development. It can also be described as â€Å"a process of identifying, understanding and breaking down barriers to participation and belonging† pg 312 as above. It is important to note that it is the environment that should be adapted rather than trying to fit the child to the environment. This may mean things such as having activities laid out on table tops rather than on the floor, giving extra time for dressing for PE etc. The areas that need to be addressed depend very much on the need of the child. No matter what that need the child has the same rights to be given the same opportunities as a child without needs. In fact most children have needs in some areas and working under every child matters, environments and opportunities should be differentiated for all children so that all can reach their full potential. One example of inclusion would be a child who has a physical need. Rather than simply saying they cannot participate in PE, they may need extra time to dress/undress. It is important to allow the child to do as much for themselves as they possibly can. If they require help they should be asked if they want help first. Also the ac tivity itself should be looked at. If it is a ball game can it be adapted to include the child. A child that is not allowed to participate fully as the others can soon become frustrated and segragated from their fellow pupils. This would be following the medical model rather than fully embracing the social model of disability. Allowing children with needs to fully participate also teaches the other children a valuable lesson of acceptance of difference and tolerance. It aids to promote acceptance in the school community as a whole. Often when looking at inclusion it can be the views and attitudes of the adults that can be the actual barrier to inclusion. The child involved may be capable of far more than the adult believes if they were given the chance to do so. It is important wherever possible to include the child in whatever the class is involved in rather than taking them away for specific individual work. Before long a well meaning adult can take the child away from many activi ties they are fully capable of taking away their right to inclusion in that task. The relationship between parent and setting cannot be underestimated. At the end of the day parents are the ones who know the child best and are therefore in the best position to say what is best for the child. They are the experts on their own child regardless of their need or disability. They can provide insight into how the child behaves at home and also if there have been any changes in the child they can often provide answers as to why this may be. The relationship between setting and parent can often be difficult and views can vary significantly as to what is best for the child. However the relationship should be one of compromise and trust. Again working closely with parents and involving them in all decision making processes is key and in fact necessary to adhere to the SEN code of conduct. It is not always an easy relationship to maintain in a positive way but it is crucial to do this. Parents may be upset and angry and may not wish their child to be labelled. In some circumstances they may deny that their child has any needs and wish them to be treated in exactly the same way as the other children when this may not always be suitable or possible. Parents may suffer disabilities themselves and this must be taken into consideration when working closely with parents. Not only is the relationship with parents key to providing the best environment for the child but also good clear relationships with other professionals is key. This may take the form of speech and language experts, educational psychologists, health workers, social workers. It is imperative that this relationship is both clear and a two way relationship for the benefit of the child. In many instance the setting may simply not have the expertise as to what is best for the child and the professionals eg speech and language can offer valuable resource and knowledge. Practitioners must wherever possible strive to adapt their environment to meet the needs of the child with disabilities. This does very much depend upon what those specific needs are. For example if the child has a visual impairment care must be taken to remove any tripping hazards. Also if changes to the environment are made the child should be made aware of them. Specific instruction should be given if for example the room has to be evacuated quickly does the child knows the procedure to follow? Any areas that the child has to frequent regularly should be easily assessable to the child for example their coat peg should be at the end of the row, their lunch box easy to access. The other children within the class should be taught to be aware of the room, chairs should be tucked in, toys should be removed from the floor. When considering the child’s needs for example with reading the work do paper actvitities need to be enlarged/ coloured in a specific way? Depending on the sev erity of the need can books be made available in Braille, can audio books be used? The toys and games of the classroom should be looked at, is there a requirement for electronic speaking toys. Any items used should be made part of the normal day for all children where possible to avoid any kind of segregation. The teacher should be aware to verbalise any key activities such as playtimes, lunchtimes etc. All the children in the class should be encouraged to use some of the aids to promote empathy and regard within the class and also to normalise any intervention material. For example visual aids could be used by all the children in certain lessons. Any equipment needed to support the child should be purchased and this is where it may be beneficial to apply the expertise of the experts. For example a practioners initial reaction may be to say the child should be given alternative activities during PE sessions. However this may not need to be the case as with appropriate equipment such as balls that make a noise, they could fully participate along with their peers. Often it is the views and beliefs of the people involved in the teaching of the child that have to be changed and certainly not the child themselves. With a little creativity most daily activities can be adapted and differentiated to meet the varying and sometimes challenging needs of children. Therefore to conclude, there are many acts that govern how children with needs are educated and with careful consideration of both parents and the child these can be successfully followed. Through inclusive practice and good communication the needs of the child and wishes of the parent can be successfully met. References: Burnham Louise, (2008), The Teaching Assistants Handbook, Essex, Heinemann. Beith Kate (2008), Children’s care learning and Development, Essex, Heinemann. Special Educational Needs code of Practise:, http://webarchive.nationalarchives.gov.uk/ Convention on the rights of persons with disabilities: http://www.un.org/disabilities/convention/conventionfull.shtml Working with Children with Special Educational Needs Working with Children with Special Educational Needs The Legal and Regulatory requirements that are in place for children with disabilities. Legal and regulatory requirements are in place to help children with disabilities or special educational needs against discrimination. The specific laws and regulations in place are; The Equality Act (2010), Special Educational Needs and Disability Code of Practice (SEND)(2014), The United Nations Convention on the rights of the child (UNCRC) and The united Nations Convention on the rights of Persons with Disabilities. The main principle of the Equality Act (2010) is to ensure children with disabilities or special educational needs have access to public settings and services. Therefore reasonable adjustments must be made to enable this to happen such as changes in the environment. The SEND code of practice (2014) promotes the value of an individuals needs. The main principle being the child has their needs met as well as having access to the core provision available to their peers. Children with (SEND) should be given full access to education in an appropriate delivered curriculum, to enable them to reach their full potential. The United Nations Convention on The Rights of persons with Disabilities ensures disabled people enjoy human rights as a non-disabled person would. The code of practice states that parents must be included in any decisions or support given to a child and where appropriate the child’s views should be sought. It outlines measures that can be taken to reduce barriers and promote the rights of disabled children so these children can participate equally with other children. They ensure the child’s best interests are in consideration and they are given chance to express their own views and opinions. The United Nations Convention on the Rights of the Child (UNCRC) is a generic document that gives children rights regardless of their individual needs and circumstances. It highlights the importance of the voice of the child, their individual needs, adapting the environment so they can learn, play and rest and to give them the rights to all of the 54 articles. Why it is important to work inclusively with children with disabilities. It is important that practitioners work inclusively with children with special educational needs or disabilities so these children are given the same amount of opportunities as children without special educational needs or disabilities. They have the right to be educated in mainstream schools with other children. It is statutory that all children’s needs are recognized and met. All children are individuals and unique therefore they will have specific strengths and weaknesses. Practitioners have the responsibility to provide a non-discriminated environment, and to accommodate all children’s strengths and weaknesses, which will be facilitated in the curriculum and planning through differentiation. A child with special educational needs, or a disability, needs to feel welcome in a setting and to feel at ease and not to feel different to others. It’s important to make the child feel confident. This can be achieved by promoting a child’s self esteem by including them with decisions regarding their interests and by allowing children to try new things and to encourage them to try again using lots of praise. Practitioners are responsible to plan and set up activities based on the child’s interests and hobbies in order to make the child feel at ease and confident. Children with individual needs may require activities or environments to be adapted to meet their needs. Therefore practitioners need to plan with consideration and knowledge of all the child’s specific needs. Activities which may be too difficult or too simple should be adapted to meet the child’s level of understanding or be age related to meet their needs. However it is still important that these children are still challenged and stretched to reach their full potential. Practitioners and senco can work together to create individual educational plans (I.E.P). Individual educational plans are not required within the SEND but practitioners must make record of the provisions put in place. It is important to have in place specific resources to meet their needs to be able to complete activities. The child should never be made to feel inadequate or unable to access activities set, as this would impact and effect their self esteem. A child with a disability should be able to have access in all areas of their setting. Adaptations should be made, for example, ramps at entrances, ground floor classroom use and furniture layout changed to give access. The benefits of working in partnership with parents and other professionals. Working in partnership with the parents/carers of a child with special educational needs or disabilities is very important and is good practice. Most parents/carer’s know their child best. Unless in situations where the parent has a disability themselves. The parents/carer’s also have the most understanding and experiences of the child. The parents/carers can give professionals information that is important to give the child the support they need. The parents need to feel supported and comfortable to discuss their childs needs. The parents/carer’s feelings need to be taken into account as they may find it emotional or stressfull to talk about their childs additional needs. The parents of a child with additional needs may also have some additional needs, they may find talking about their child’s needs difficult to understand and may need support with this. Therefore it is important for practitioners to be aware of this point and provide these parents with h ome support such as Action for Children to explain certain terminology that they will understand. The parents/carer’s views and contributions help professionals to work more effectively to meet the childs needs. Parents/carer’s need to be given as much knowledge as possible about their child’s entitlements within the SEND framework. They should be given time and support to understand and complete any documentation or procedures. This will ensure an effective two way communication process and will deliver a robust support package for the child. Everyone involved should clearly understand the aims and goals for the child. Behavior and progress needs to be reported to parents so they feel included. Parents may need support with their child’s well-being and behavior at home so settings should offer them family learning sessions that may be available. A good relationship with parents is vital so they can work closely with professionals for the best of the chil d and their needs. A child may be experiencing a good or challenging day and so effective communication in sharing this information will be of great benefit to the child and practitioner knowing what best support to deliver that day. The working partnership between other professionals and the school/setting and the parents/carers is important so everyone can have a good understanding of the childs needs and the best ways to give them what they need. For example speech and language therapists may set activities and work for practitioners and parents to carry out to help the child. This is the same for physio therapists, health visitor, peadiatricians and social workers. They play important roles for the child. Multi agency work is so vital. All professionals working with a child and the family must understand and be fully aware of each others roles, goals and strategies. A childs education, health, development and well-being are interlinked and impact on each other. Regular reviews a mongst multi agencies must take place in a timely manner to ensure all those are made accountable for their input, to discuss any improvements or deterioration in a child’s development and to move the child on further. Children with disabilities are vulnerable and all those working with them must ensure they are kept safe from harm, neglect and abuse. Regular reviews and close working together will highlight any signs of potential concern and early strategies can be put into place to ensue the best for the child. Describe how practitioners can adapt their existing practice to support children with disabilities. Practitioners must be aware of their legal duties underlined in legislation, understand how their role fits into this and to carry this out on a daily basis. Practitioners must make others aware of their duties to include children with disabilities and challenge and negative remarks or practice. Resources must be readily available to adapt activities for individual children. Children’s interests, ability and safety must be met when planning their education. A child should be willing and eager to participate in an exciting and appropriate activity to best support their learning and achievements. Resources must be easily accessable to the child to promote their independence and self esteem that they can do things for them selves and can achieve. A range of real resources should be available to choose. Practitioners must be aware if a child has difficulties in making choices and being independent. If so a visual timetable and providing two choices will be of better support. A child with sensory difficulties may find it difficult in a large classroom and may benefit from a smaller and quieter environment. Health and safety must be a priority so a child cannot injure themselves or others when moving around the classroom. Here it is important that the layout of a room, stor age of resources and their location is kept the same so a child can learn where things belong. Children experiencing emotional and behavioural difficulties will require a sensitive adult and an environment that allows them to express their feelings be it positive or negative and still feel valued. A child may need support during crisis and therefore an area to go that is safe from causing themselves or other harm. They may need support in choosing an activity, visual aids such as photographs at activities or holding up real objects may be useful. It is essential that records are kept and observations are recorded of additional support and activities that are put in place as extra help for children with disabilities. This can be in the form of an Individual Educational Plan, which details specific targets and timescales for professionals to work on with a child. Plans of how professionals are going to achieve those targets e.g. what resources will be used, what activities, who will be involved, for how long and how often and notes on how it went and observations on a child accessing and using the resources and their learning and development all should be recorded as evidence and used as support in moving the child on further. A successful record keeping system needs to be established in settings that works for them and the individual child and that parents and other professionals can add to regularly; such as half termly and can understand.

stuff :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Book I of Plato’s Republic, begins with various philosophers and thinkers providing their definitions of ‘justice.’ Each view works with the same motif, by stating that justice unifies a group of people, because it leads to trust and reliance. Arguments are made that justice is more helpful to the powerful, though, in the grand scheme of reality, all are served under the eyes of justice.   Ã‚  Ã‚  Ã‚  Ã‚  Book II of the Republic continues the discussion of justice. Glaucon, a protagonist of the book, is introduced, and provides his three categories of humanity. These include: those who are pleasurable for themselves and their results, those that bring good results (but with difficulty), and those who bring no results (but are pleasurable).   Ã‚  Ã‚  Ã‚  Ã‚  Socrates places justice in the first category of Glaucon’s trilogy. Socrates states: â€Å"I myself put it among the finest goods, as something to be valued by anyone who is going to be blessed with happiness, both because of itself and because of what comes from it† (Republic, Book II 358a). Glaucon claims that justice is the mean between two extremes, placing it in the second category. He defends his argument by using the example of the â€Å"Ring of Gyes,† a magical ring that turns its wearer invisible. He continues to argue that humans, if given the opportunity to be unjust without suffering punishment, would choose a life of injustice, in order to maximize their own interests.   Ã‚  Ã‚  Ã‚  Ã‚  In an attempt to provide a satisfactory definition of justice, Socrates makes an analogy between the justice of an individual human being and of an entire society/city. He continues by building an imaginary city. Socrates states that the fundamental needs of humans are food, shelter, and clothing. However, he is aware that the inhabitants of his imaginary city will want more than basic necessities. He continues to build this politically correct city by adding a specialized class of soldiers, controlling the flow of false information (censorship), making males and females equal under the eyes of the law, and balancing the populations education between philosophy and physical training. This is Socrates ideal city.   Ã‚  Ã‚  Ã‚  Ã‚  Socrates then divides the human soul into three parts: the appetitive, the spirited and the rational.

Impact of Tone in Charlotte Brontes Jane Eyre :: Jane Eyre Essays

Jane Eyre: The Impact of the Tone The tone of Jane Eyre is direct, perhaps even blunt. There is no prissy little-girl sensibility, but a startlingly independent, even skeptical perspective. At the age of 10, the orphan Jane already sees through the hypocrisy of her self-righteous Christian elders. She tells her bullying Aunt Reed, "People think you a good woman, but you are bad; hard-hearted. You are deceitful!" and "I am glad you are no relative of mine; I will never call you aunt again so long as I live. I will never come to see you when I am grown up; and if any one asks me how I liked you, and how you treated me, I will say that the very thought of you makes me sick." (In fact, when her aunt is elderly and dying, Jane does return to visit her, and forgives her. But that's far in the future.) With the logic of a mature philosopher, in fact rather like Friedrich Nietzsche to come, Jane protests the basic admonitions of Christianity as a schoolgirl: "I must resist those who ... persist in disliking me; I must resis t those who punish me unjustly. It is as natural as that I should love those who show me affection, or submit to punishment when I feel that it is deserved." And this bold declaration, which would have struck readers of 1847 (in fact, of 1947) as radical and "infeminine": "Restlessness was in my nature; it agitated me to pain sometimes ... Women are supposed to be very calm generally: but women feel just as men feel; they need exercise for their faculties, and a field for their efforts as much as their brothers do; they suffer from too rigid a constraint, too absolute a stagnation, precisely as men would suffer." Instead, the novel begins with the seemingly disappointed statement: "There was no possibility of taking a walk that [rainy] day," and counters almost immediately with, "I was glad of it; I never liked long walks." When excluded from Christmas revelries in the Reed household, the child Jane says, "To speak the truth, I had not the least wish to go into company." Jane's defiance, which doesn't exclude childlike fears, strikes us as forthright in the way of the adolescent temperaments of other famous literary voices -- Jo March of Louisa May Alcott's "Little Women," Huck Finn, Holden Caulfield and their now-countless younger siblings. Impact of Tone in Charlotte Bronte's Jane Eyre :: Jane Eyre Essays Jane Eyre: The Impact of the Tone The tone of Jane Eyre is direct, perhaps even blunt. There is no prissy little-girl sensibility, but a startlingly independent, even skeptical perspective. At the age of 10, the orphan Jane already sees through the hypocrisy of her self-righteous Christian elders. She tells her bullying Aunt Reed, "People think you a good woman, but you are bad; hard-hearted. You are deceitful!" and "I am glad you are no relative of mine; I will never call you aunt again so long as I live. I will never come to see you when I am grown up; and if any one asks me how I liked you, and how you treated me, I will say that the very thought of you makes me sick." (In fact, when her aunt is elderly and dying, Jane does return to visit her, and forgives her. But that's far in the future.) With the logic of a mature philosopher, in fact rather like Friedrich Nietzsche to come, Jane protests the basic admonitions of Christianity as a schoolgirl: "I must resist those who ... persist in disliking me; I must resis t those who punish me unjustly. It is as natural as that I should love those who show me affection, or submit to punishment when I feel that it is deserved." And this bold declaration, which would have struck readers of 1847 (in fact, of 1947) as radical and "infeminine": "Restlessness was in my nature; it agitated me to pain sometimes ... Women are supposed to be very calm generally: but women feel just as men feel; they need exercise for their faculties, and a field for their efforts as much as their brothers do; they suffer from too rigid a constraint, too absolute a stagnation, precisely as men would suffer." Instead, the novel begins with the seemingly disappointed statement: "There was no possibility of taking a walk that [rainy] day," and counters almost immediately with, "I was glad of it; I never liked long walks." When excluded from Christmas revelries in the Reed household, the child Jane says, "To speak the truth, I had not the least wish to go into company." Jane's defiance, which doesn't exclude childlike fears, strikes us as forthright in the way of the adolescent temperaments of other famous literary voices -- Jo March of Louisa May Alcott's "Little Women," Huck Finn, Holden Caulfield and their now-countless younger siblings.

The Opportunities and Limitations in Using a Single Camera Essays

The Opportunities and Limitations in Using a Single Camera In the early days of film making the director would not have the choice of using the multi-camera setups and editing suites that we have today. He or she would have just one camera to shoot all the shots needed and then when it came to the editing process, all the shots would need to be selected, the different frames sliced apart, and spliced back together in the desired order. As you can imagine this was a time consuming process, and although this appeared to be a big limitation on some television genre's at the time such as sit-com and live broadcasts, it allowed the film industry to flourish. The use of the single camera drew the director into a more creative role leaving open the opportunity to work more closely with actors, and to get the best results from them. Because of the number of shots needing to be taken rehearsals are more intense, and need to be practiced down to a T. Using a single camera you can mimic the look of multi camera setups by repeating the scene as many times as needed to get all the angles, generally the shots that are needed are; master shot, medium shot and close-ups, with any cutaways that are needed filmed at the end. The rushes are then edited together into the final piece. Although this method is extremely time consuming, and gruelling for the actors, it allows the director to push the actors, and to get across exactly what is in his mind. Another creative ... The Opportunities and Limitations in Using a Single Camera Essays The Opportunities and Limitations in Using a Single Camera In the early days of film making the director would not have the choice of using the multi-camera setups and editing suites that we have today. He or she would have just one camera to shoot all the shots needed and then when it came to the editing process, all the shots would need to be selected, the different frames sliced apart, and spliced back together in the desired order. As you can imagine this was a time consuming process, and although this appeared to be a big limitation on some television genre's at the time such as sit-com and live broadcasts, it allowed the film industry to flourish. The use of the single camera drew the director into a more creative role leaving open the opportunity to work more closely with actors, and to get the best results from them. Because of the number of shots needing to be taken rehearsals are more intense, and need to be practiced down to a T. Using a single camera you can mimic the look of multi camera setups by repeating the scene as many times as needed to get all the angles, generally the shots that are needed are; master shot, medium shot and close-ups, with any cutaways that are needed filmed at the end. The rushes are then edited together into the final piece. Although this method is extremely time consuming, and gruelling for the actors, it allows the director to push the actors, and to get across exactly what is in his mind. Another creative ...

How Post-World War Ii Technology Changed America

How Post-World War II Technology Changed America 5/3/2012 AMH 2020- Yellow Class Angelika Vasquez Professor Brian Milner During the post-World War II era everything in our nation seemed to change. The post-World War II era had significant technological advances that changed politics, the economy, and the way people interacted with one another. Three of the biggest technological advances during this era were the introduction of the atomic bomb, television, and space race technology. 945 to 1949, the Atomic bomb changed politics and introduced the military industrial complex. Television, in the 1950’s, changed the way people thought. During the 1960’s there were many new space race technologies introduced that changed the way Americans received information. The atomic bomb, television, and space race technology significantly changed America. Atomic Bomb Cold War- Julius and Ethel Rosenberg After Dwight D. Eisenhower left office, he warned about the growing influence of th e military-industrial complex, in American government and life.The military-industrial complex was first coined by Eisenhower, during his farewell address in 1961. This complex defines the combined effort of big business and the military to press for an ever-increasing share of national resources for the development of new weapons. Many politicians during this time believed that the military-industrial complex promoted policies that were not in the best interest for America, and that the growth of the military-industrial complex could perhaps undermine American democracy. The Cold War had created a warfare state.Because of the atomic bomb, civil defense drills required people to crawl under their desks at work or school; high schools named their football teams â€Å"The Atoms†; and songwriters wrote about the end of the world. Movies warned of the dangers of the bomb or made grim jokes about the fate of humanity. In the late 1940’s, faced with the possibility of a nucl ear war, Americans began building bomb shelters. Bomb shelters were built in either your backyard or your basement that were meant to offer substantial protection. TelevisionBy the late 1950’s, almost ninety percent of American homes had a television set. Television transformed the way Americans did politics. During the Kennedy versus Nixon election, television played a key role in their election campaigns. During the Kennedy-Nixon debates, Kennedy had more of an appeal than Nixon. Although campaigns were already relying less on political parties and more on money before the introduction of the television, television helped accelerate this idea. John F. Kennedy emerged with a disputable national vote plurality over Richard M. Nixon by a razor’s edge of . 7 percent in popular vote (49. 72% to 49. 55%) that converted into a 303 to 219 Electoral College victory. Some historians believe that without the television, Kennedy would not have won the 1960 election. In fact, Joh n F. Kennedy himself stated that, â€Å"we wouldn’t have had a prayer without that gadget. † Besides affecting politics, television also transformed American culture. The average American viewer spent a little over five hours a day in front of a television screen. American television was paid for by private enterprise, unlike Europe’s government financed television.During the mid 1950’s advertisers spent an estimate ten billion dollars to push their advertisements on the air. Television transformed American culture into a consumer culture. Television also changed the way Americans live, and the ideology which Americans lived by. Popular television series, such as Leave It To Beaver, portrayed the ideal family as a male breadwinner, a woman full-time homemaker, and three or four children. On television, married women did not have paying jobs and depended on their husbands. Americans began getting married at a younger age and the birthrate soared.Space Race Technology Microwaves Cell Phones Home Computer Bibliography â€Å"Atomic Culture. † Social Culture. (accessed May 3, 2012). Renka, Russell. â€Å"The 1960 Kennedy v. Nixon Election. † The Modern Presidency. cstl-cla. semo. edu/renka/ui320-75/presidents/kennedy/1960_election. asp (accessed May 3, 2012). Roark, James L.. Understanding the American promise: a brief history. Boston, MA: Bedford/St. Martins, 2011. ——————————————– [ 1 ]. Roark, James L..Understanding the American promise: a brief history. Boston, MA: Bedford/St. Martins, 2011. 717. [ 2 ]. â€Å"Atomic Culture. † Social Culture. http://www. centennialofflight. gov/essay/Social/atomic_culture/SH23. htm (accessed May 3, 2012). [ 3 ]. Renka, Russell. â€Å"The 1960 Kennedy v. Nixon Election. † The Modern Presidency. cstl-cla. semo. edu/renka/ui320-75/presidents/kennedy/1960_election. asp (acc essed May 3, 2012). [ 4 ]. Roark, James L.. Understanding the American promise: a brief history. Boston, MA: Bedford/St. Martins, 2011. 765. [ 5 ]. IBID, 764.

Finding Forrester and Outliers Essay

My views on the book were that it was inspiring and show the realistic views on life. The Outliers is set of stories that shows the errors in human nature, however, it also shows the paths of those who overcame the obstacles on the way to success. Outliers is a book that reveals how the most powerful people, those that have become idols when talking about success, had the greatest luck and opportunities already around them. When Bill Gates, owner and founder of Microsoft, was only in junior high he was already exposed to computers. Computers during Gate’s time were such a rare and limited resource that even most scientists couldn’t get a hold of one. I personally thought this was a book of good teachings. It shows that everything takes time and luck to become successful. Through his stories; 10,000 hour rule, Trouble with geniuses, two demography luck, and etc., shows a that you must put time and effort into your part and hope that fates grants you the luck. The realist ic side of Outliers is that as far as working hard can get you, success relies on a hidden aspect of luck which I like. Outliers gives off the message that you must work harder than anyone so your opportunities grow. Not to beat yourself up if something doesn’t go your way because some people are just born luckier than others. The movie Finding Forrester was a movie about a lost Bronx teenage finding his way with a help of an acclaimed author; William Forrester. Jamal lost in his own innate environment, found refuge in Forrester’s apartment. Forrester, who first was cold towards Jamal soon learned to care for Jamal like his own child. The Duo continued throughout the movie, building a father and son relationship. A relationship neither of them wanted but eventually could not live without. With the help of one another they were able to overcome one another’s problems. Forrester was once again able to go see the world he long hid from again. Forrester was given back his freedom and courage to enjoy life again, a problem he struggled with for over 40-50+ years. For Jamal, his gift was skills pasted down by Forrester, the skills he spent decades acquiring. Forrester had given Jamal everything he had back left on earth; his voucher at the writing contest, his apartment, his next book, and  his l egacy. Forrester had given Jamal everything he needed to excel and overcome any obstacles in his future. Whether you like the truth or not, never distort the truth. I believe that is what Malcolm Gladwell is trying to saying that in chapter 7. Distortion leads to miscommunication which leads to disaster. Chapter 7 talks about a discussion between pilots/co-pilots to radio towers. A real problem with pilots being to nonchalant over broadcast that it leads to fatal crashes. It shows that being nonchalant during serious matters is dangerous and potentially fatally acts. Outliers talks about how by â€Å"Sugar-coating† any type of information is dangerous because it leaves the listening party with a false sense of situation and confidence. Simple communication cannot be done correctly without both parties at a clear understanding on the topic. Otherwise you give a giant game of telephone, and as kindergarten has taught us; you only need two people to change the original message. Even if the outliers puts the â€Å"Sugar-coating’ in more of an extreme light it shows the very r eal side of how â€Å"Sugar-coating† can cause disaster.

The More Effective ICT Management Education Essay

Nowadays, most schools are increasing involved in the usage of Information and Communication Technology ( ICT ) in their instruction environment. The more effectual ICT direction is the more benefits that the pupils, the staff and the households receive from its ICT investing. West Moreton Anglican College is the school supplying move direction services to its pupils. The Information and Communication Technology section focuses on the more specific ICT degree that the pupils learn about ICT package usage, societal issues and scheduling ; evaluates and modifies the ICT ; Information Processing and Technology ( IPT ) and Information Technology Systems Programs ( ITSP ) to guarantee the emerging engineerings and future accomplishments of our society are met. The intent of this study is to supply the information about the systematic procedure of ICT direction based on the IT Infrastructure Ecosystem at West Moreton Anglican College. In fixing the study, the information is gathered largely from via electronic mail to interview the Information and Communication Technology Department, West Moreton Anglican College ‘s News, though information from the web sites and text edition was besides utilized. The analysis takes into history the administration construction, environment, nature, policies and its engineering. The information is presented in 3 bundles which are Management deductions, Organizational issues and Technology facets. The study is prepared based on the demand of IT Infrastructure Ecosystem of the West Moreton Anglican College and interpolation of the analytical procedure of why the Cloud Computing is of import for the College and what benefits the school could obtain from Big Data. As puting in its IT substructure, the College updates the current package and hardware, which are including a complete waiter refresh and migration to Windows 7 and Microsoft Office. The college starts to utilize the informations # 3 of Cloud Computing, it ‘s the clip to allow the pupils ‘go to the cloud ‘ , and the pupils could be able to entree their school assignments easy from their ain place Personal computer, West Moreton Anglican College ‘s Personal computer and their iPad ; that is besides convenient to the instructors to fix the lessons, whenever they want. Additionally, the College launched its ain iDevice App available on iTunes that gives pupils and instructors instant, unafraid entree to information including their timetable, day-to-day notices, appraisal and jaunt calendars and College events calendar. This session revisits cardinal determinations that were required to be made in order to back up this enterprise, hazards identified, obstructions, benefits to pupils and instructors and a expression toward the following few old ages of this on-going enterprise. West Moreton Anglican College launched the â€Å" Technology and Information Services Strategy † which are integrating Digital Teaching and Learning. The plan has been supported by practical, collaborative infinites utilizing Edublogs, Facebook and Twitter. The pupils can post their noticing about school. This could assist the school might pick up the issues and protecting the college ‘s repute and supplying a quality experience for the pupils and parents. 1. Introduction: Information and communicating engineering ( ICT ) becomes more of import portion of school operation exponentially. It is important that organisations know how to supply high-performance platforms for staffs work loads, schoolroom direction, information analysis, learning modeling and visual image, pull offing research, convenient cooperation between the co-worker, and coaction across multiple school. Most school usage ICT in their instruction environment, nevertheless they can non maximise the benefits to execute their concern undertakings expeditiously and efficaciously. I am traveling to place the West Moreton Anglican College sustainable usage the information and communicating engineering to accomplish the operating of instruction aims. This study is being produced to supply the information of how to heighten and use in the direction of its IT Infrastructure engineering, and urge a scheme to assist school program to leverage Big Data to accomplish its singular instruction operati on aim. 1.1 Background of West Moreton Anglican College: West Moreton Anglican College is owned and operated by the Anglican Diocese of Brisbane. The College was established on 31 January 1994, from an initial consumption of 225 kids development to about 1600 pupils ; the College has a staff of 104 full-time learning staff and 49 administrative and accessory staff ; and it is located on a semi-rural campus of 38 hectares in Ipswich. 1.2 The services of West Moreton Anglican College: Co-educational environment of West Moreton Anglican College consists of Senior, Middle and Junior Schools and Community Kindergarten, the college besides opens International pupils programme. 1.3 The mission of West Moreton Anglican College: West Moreton Anglican College ‘s mission to the pupils, harmonizing to the really first prospectus, is to develop the balanced, to the full rounded and motivated persons who can make their maximal possible intellectually, socially, culturally, physically and emotionally ; let each pupil to prosecute single excellence. West Moreton Anglican College besides promises to parents is that their kids will have a quality instruction at an low-cost monetary value. The College ‘s slogan is Faith, Knowledge, Service. 1.4 The Structure of West Moreton Anglican College: West Moreton Anglican College has a staff of 104 full-time learning staff and 49 administrative and accessory staff. The West Moreton Anglican College Council is responsible for pull offing the personal businesss of the College and supervising its concerns and public assistance. The principal, in concurrence with the school Council, makes the executive determinations that govern the school, every bit good as holding the authorization over the employment of instructors. The Principal has a Senior Administration Team of 12 members. They are Principal-self, Deputy principal, Head of Senior School, Head of Middle School, Head of Junior School, Business Manager, Director of Curriculum, Director of Technology & A ; Information Services, Director of International Programs, Director of Sport & A ; Extra Curriculum Activity, These section are support in the countries of course of study, human resource direction, installation direction, finance, and selling and development. As the College has three sub-schools ; every school severally set up of Head, Deputy Head and Receptionist. Head and Deputy Head direct staff with the support of five House Coordinators and single coachs. As the College is Christian Living, a Chaplain provides pastoral attention and nurtures the religion of the College community as a whole. The academic plan has offerings in Agricultural Studies, Art, RAVE ( Religious and Values Education ) , Drama, English, Health and Physical Education, Information Communication Technology, languages other than English ( Nipponese and Mandarin Chinese ) , Mathematics, Music, Science and Social Science. The ICT section of the College provide services to every section of the college. It is every bit important as its services cover the whole school.1.5 West Moreton Anglican College Strategy:Bettering the manner we do things and raising the outlooks of and criterions for our community. Supplying plans that are antiphonal to student demands, sustainable and optimise pupil accomplishment. Constructing a civilization of high pupil accomplishment Prioritisation and rationalization of plans to let for effectual resourcing to enable single excellence Keeping and prolonging a antiphonal and effectual pastoral attention plan Transforming our community through religion, service and acquisition. Empowering persons Making a sense of belonging – yesteryear and nowadays Bing unfastened to possibilities and unfastened to alter Integrating religion and societal justness Raising our repute and edifice relationships so as to increase registrations and beef up our community. Bing recognised in the wider community for our cardinal strengths Enhancing our links in the local community Increasing registrations to develop waiting lists Improved selling through ‘word of oral cavity ‘ Strengthening our holistic attack to instruction Expand our market incursion into Attracting, retaining and developing high quality staff. Developing staff who are advanced, committed and professional Improved communicating within and across the administration Strengthening our HR capacity Committedness to targeted, value-add professional development new catchment countries Re-engineering our work flows and patterns to derive greater efficiencies and effectivity. Credence by staff of increased personal and group answerability for efficiency and effectivity Improved client satisfaction through concern procedure efficaciousness Bettering engineering competency by College staff to run into the challenges of this precedence Supplying resources appropriate to our market places that are aligned to hold plans and precedences. All plans are suitably housed and resourced ( purpose built ) Facilities and resources match or exceed market ( client ) outlook Our beacon plans are showcased and acknowledged by the wider community All plans supported by appropriate, modern-day engineering Guaranting long-run fiscal sustainability. Debt reduced to degrees that allow for extra capital enlargement Appropriately resource the enterprises contained within this program Improved pupil results ; Heightened parent satisfaction ; Enhanced staff battle ; Long term fiscal stableness.1.6 The West Moreton Anglican College ‘s relationship with external entities:West Moreton Anglican College has strong support programme to the Australia Defence Families. The College has a Defence Transition Mentor who faces the pupils of Middle pupil and besides has a Defence passage Mentor who coordinates at Junior School. They assist Defence Families, peculiarly during passages between schools and during parental absence. As the West Moreton Anglican College is the largest supplier of Vocational Education and Training ( VET ) plans in Queensland, the College builds a steadfast partnership with the private sector, which allows pupils to take part in employment 1 twenty-four hours a hebdomad while deriving a nationally recognised making, typically Certificate II or III. This typical relationship with external entities is first-class tools to assist ease pupils have a smooth passage to full clip employment in an of all time altering environment.1.7 West Moreton Anglican College ‘s web site:www.wmac.com.au2. The IT Infrastructure:As the shared engineering of the elements, IT substructure provides the platform within a school ‘s peculiar information system applications. It enables instructors, pupils and school staffs to entree a broad scope of maps, services, larning tools and digital information resources which support instruction, larning and school disposal. IT substructure includes hardwar e, package and services. The whole College portions this engineering, which provides the maps for leaving the cognition, pupils ‘ information engineering ability preparation, and the school day-to-day service. Harmonizing to the text edition â€Å" Laudon and Laudon 12th edn p.206 † , the IT substructure of the West Moreton Anglican College is typically composed by seven major of interrelated engineering constituents.2.1 Computer Hardware Platforms:West Moreton Anglican College is taking the instruction sector ‘s engineering revolution by making an Australian first iPad app that places critical information at pupils ‘ fingertips. The current version of the WestMAC app provides pupils with instant entree to day-to-day notices, timetables, assessment calendars, jaunt inside informations and other of import College information. WestMAC Director of Technology and Information Services Tricia O'Keeffe said pupils are better prepared when they arrive at the College and are more likely to concentrate and concentrate in category as a consequence of holding entree to the app. â€Å" Supplying pupils and staff with instant entree to reliable, quality information translates into giving them the chance to do quality determinations, † Ms O'Keeffe said. She said the first version of the app was launched to pupils in early 2011 and the 2nd version, which introduces characteristics including on-line research databases, assignment assistants and cyber-safety resources, would be launched in the approaching hebdomads. Students in all sub-schools at the College – including Junior School ( Prep to Year 6 ) , Middle School ( Years 7 to 9 ) and Senior School ( Years 10 to 12 ) all have entree to the app and can entree it on their ain personally owned nomadic device. WestMAC pupils in Years 11 and 12 can entree the app via the iPad provided to them via the Federal Government ‘s National Secondary School Computer Fund as portion of WestMAC ‘s Mobile Learning Device Strategy. Students from Prep to Year 10 besides have entree to iPads during schoolroom activities. WestMAC Principal Geoff McLay said the College has embraced engineering as a agency of fixing pupils for the existent universe as they progress through their surveies and onto third instruction and employment. â€Å" It is critical that we provide our pupils with learning resources that equip them with the accomplishments and tools they need to win both during their school old ages and beyond, † Mr McLay said. â€Å" The 2nd version of the WestMAC app will further develop our pupils ‘ self-denial and clip direction accomplishments, every bit good as supplying instant entree to planetary on-line resources to heighten larning results, † he said.