Stereotypes prejudice Essay Example for Free

Stereotypes prejudice Essay Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: ?Race ?Ethnicity ?Religion ?Gender ?Sexual orientation ?Age ?Disability Category Stereotype 1 Stereotype 2 Stereotype 3 Disability People think disability is a sickness People think they are a mence to others and society Disabled people are different and are not fully human. Gender Female role of taking care of the kids Male role of being the breadwinner androgyny, which is the blending of feminine and masculine attributes in the same individual. Age Ageism Senile or Demented Unproductive and uncreative Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. ?What are the positive aspects of stereotypes, if any? Some aspects of stereotyping can be GOOD, BUT I HAVE YET TO SEE ANY THAT I WOULD CONSIDER GOOD. STEREOTYPING IS A WAY FOR US TO. CATERGORIZE A PERSON OR GROUP INTO SOMETHING WE CAN NOT FEEL BAD FOR NOT LIKING. ?What are the negative aspects of stereotypes? Negative aspects of stereotyping play a big Copyright  © 2012 by University of Phoenix. All rights reserved. Stereotypes and Prejudice Worksheet ETH/125 Version 8 2 ROLE ON A PERSON. STEROTYPING PEOPLE IN A NEGATIVE MANNER HAS A LASTING DETRIMENTAL IMPACT ON THOSE WHO EXPERIENCE THE PREJUDICE. PEOPLE PERFORM POORLY IN SITUATIONS WHERE THEY FEEL THEY ARE BEING STEREOTYPED. Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. ?Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. ?A stereotype is a belief about a certain group of people. Prejudice is a feeling about a person based on their membership in a group. Both stereotypes and prejudice can be either positive or negative. Discrimination is an action that denies the rights of a person due to their membership in a group. ?What is the relationship between stereotyping and prejudice? Prejudice- ignorantly judging based on[stereotypes] pre conceptions. Pre- Judging someone before having the knowledge of who they are. Ex. I have a prejudice towards all teenaged mothers, because I assume they all slept around to get pregnant, because thats what my sister did. ( which doesnt make every ones situation the same. stereotypes- classifying groups of people based on race, gender, religion, creed, ethnicity, etc. Then believing all people who belong to that group are the same Ex: All homeless people arent educated. Iggnorance is what is the realtionship between the two of them. People being ignorant and making assumptions is found in both prejudice and sterotypes. ?What can be done to prevent prejudice from occurring? Here are some examples that I think would help with preventing prejudice. It may not stop it all together, but it would help the situations from being uncomfortable. . Celebrate holidays with extended family. Use such opportunities to encourage storytelling and share personal experiences across generations. Invite friends from backgrounds different from your own to experience the joy of your traditions and customs. Be mindful of your language; avoid stereotypical remarks and challenge those made by others. Speak out against jokes and slurs that target people or groups. Silence sends a message that you are in agreement. It is not enough to refuse to laugh. Copyright  © 2012 by University of Phoenix. All rights reserved. Stereotypes and Prejudice Worksheet ETH/125 Version 8 3 Copyright  © 2012 by University of Phoenix. All rights reserved.

Alternate Energy Sources: An Analysis

Alternate Energy Sources: An Analysis Due to the predicted shortage of fossil fuels and other non-renewable energy sources, research is now looking at alternatives. These alternatives are known as renewable energy. Renewable energy effectively uses natural resources such as sunlight, wind, rain, tides and geothermal heat, which can be naturally replenished. If the use of renewable energy isnt explored for future use, we may be living without appliances we take for granted today. For example, imagine a winter without a heater and a summer without air-conditioning, and day-to-day life without televisions, cars, washing machines, even lights. The earth could get to a stage where it was so severely scarred from people trying to find more energy sources, that the damage is irreversible. With the current consumption rate of non-renewable energy, this scenario may very well be the state of the planet in future years. Hence, this paper will explore the use of the alternate energy source, solar power for present and future use. The advantages and disadvantages of the energy source will be discussed, in relation to its technological, economical, viability factors. In doing so, the paper will attempt to prove that not only is solar energy as an alternate energy source better for the environment, but also verify that it is better for our economy in the long run. Table of Contents 1.0 Introduction 4 1.1 Overview of Solar Energy 4 1.2 Everyday Usage 6 2.0 Technological Viability 6 2.1 Efficiency 8 3.0 Environmental Sustainability 8 4.0 Economical 9 5.0 Conclusion 10 References 11 1.0 Introduction In todays climate of growing energy needs and increasing environmental concern, alternatives to the use of non-renewable and polluting fossil fuels have to be investigated. We have only really been looking at the possibility of solar power seriously for the past fifty years, and fossil run machines and power plants have been researched for the past century. In the journal article, Photovoltaics A Path to Sustainable Futures, Joshua M. Pierce states that since 1957, electricity demand in the US has increased by over 450% while the US population has increased by only 50%, which illustrates how the demand for electricity has grown.It has been estimated that we only have 50 to 70 years left of all fossil fuels at the current consumption rate. This is a scary figure, considering that as soon as 2050 there could be no more food to feed the industrialized machine. Something will have to change, its obvious, and renewable energy is the most logical answer . Green Peace India defines Renewable Energy as a sustainable energy source that comes from the natural environment that is perennial. Clean Renewable Energy are those, which do not contribute to any sort of emission harmful to lives such as radiation, carbon, or involve extractive processes, or which would cause large scale displacement of people or destruction of land and forest covers. (Green Peace India, 2009). In other words, renewable energy can be taken continuously from the natural environment and does not affect the normal activities in the biosphere. One such renewable energy source being considered for future use is solar energy. Photovoltaics, photo meaning light and voltaic meaning electricity, is one of the fastest growing solar energy technologies. Photovoltaic devices, or solar cells, use semiconductor material to directly convert sunlight into electricity. Overview Solar Energy Solar cells, primarily made of silicon, absorb sunlight which contains photons, the energy by-products of the nuclear reaction in the sun. The photons release electrons that are captured in the form of an electric current which is used as electricity. This is also known as the photoelectric effect. Solar energy is the oldest type of energy found on earth, as it is as old as the sun. Every second the world receives 95.8 trillion watts of power, (Pearce, 2002). That is well beyond the amount of power used in one day. It is unknown when humans began using solar energy to improve their lifestyles. As far as we know, people have always used the sun for growth, vision and warmth. Some of the first ancient cultures to use solar energy as heating were those from the deserts, and dry areas. (Goswami, 1997) It was however recorded that countries such as Egypt, Libya and Algeria would build thick walls of mud to protect them from their harsh climate. For example, during the hot days the wall would absorb the suns energy, leaving the huts cool, and during the night when temperature were much colder, the walls when emit the days heat inside. (Goswami, 1997) Throughout history people have experimented with the many uses of the suns power. In the 17th century, scientists in Europe began rediscovering the sun. When a French scientist proved that the suns rays could melt copper and fuse pieces of iron if concentrated and focused through a glass prism, people began to see the usable power of the sun. In the 1690s an Italian scientist invented a solar furnace that was so hot it could shatter a diamond, one of the hardest substances on earth (Goswami, 1997) Using the sun to produce energy was explore in greater lengths in the 19th century. During this time, an engineer named Frank Shuman, made a breakthrough. He built a plant that used black troughs covered in glass with a few inches of water. This was exposed to the sun, the water would become very hot, causing it to circulate and power an electric generator. He was able to find financial backers and built the worlds first solar electric power plant in Egypt. However, the Eastern Sun Power Company went out of business even though it was using free fuel. It didnt produce enough electricity for the area that it used, 14,000 sq. ft of sun-collecting land. (Pearce, 2002) In 1954 Bell Laboratories invented the first photovoltaic (or solar) cell, made from the semi-conductor silicon, and other elements. It was the first way to convert sunlight directly into electricity. These solar cells were chosen as the power source for the satellites in the 1960s, because they can be small and light, and dont need heavy batteries or other types of generating electricity. After NASA and other major researchers backed solar energy, the technology greatly improved. The first major use of solar cells, other than in satellite, were various emergency units and in remote areas where power lines couldnt be reached. (Energy Matters Pty Ltd). In these situations, it was more expensive to run power lines than to purchase the costly solar equipment. For example, in the high mountains of Papua New Guinea, where there is too much jungle for easy access, there are necessary telephone lines run by solar power and only visited for routine check-ups. 1.2 Everyday Usage Numerous devices for collecting solar energy and converting it into electricity have been developed throughout the years, and solar energy is now being used in a variety of ways. As well as supplying energy to residential homes and companies, they are popularly used in agriculture where they supply the power to pump water, prevent ice from forming on ponds where livestock drink, heating barns to keep animals from freezing, and temporary lighting. They are also used to operate electric dams in areas that cannot be supplied by power lines. Solar powered objects have started to appear quite commonly in many consumer items such as watches, radios, calculators, rechargeable batteries, flashlights, etc. The main attraction in these items is that you dont have to replace the batteries, which saves money in the long run. (International Solar Energy, 2006) 2.0 Technological Viability The time in which solar energy is available, is also the time we least need it least daytime. One disadvantage of solar power, according to International Solar Energy is its consistency and reliability. Solar-powered devices rely on the steady delivery photon to keep the electricity generating process going, as discussed previously. When the sun falls below the horizon at night, photons stop striking the solar panels and the power drops instantly. However, the improvement in technological advancement over the last few years, have seen the construction of a solution. As the suns energy cannot be stored for use another time, we need to convert the suns energy into an energy that can be stored. Due to this nature of solar energy, two components are required to have a functional solar energy generator. These two components are a collector and a storage unit. The collector collects the radiation that falls on it and converts a fraction of it to other forms of energy (either electricity and heat or heat alone). Solar collectors use reflective materials such as mirrors or lenses to concentrate the suns energy to provide heat energy which is then converted into electricity. This can be done in three ways. The first method is a trough systems which use curved mirrors to concentrate the suns heat onto a tube which contains a fluid, usually oil. The hot oil then boils water to produce steam which is used to generate electricity. Alternatively, mirrors in the shape of a dish can be also used to concentrate the suns heat onto a receiver. The latter transfers the solar energy to a heat engine, converting the heat into mechanical energy which drives a generator to produce electricity. This method is called the dish/engine system. A third method of concentrating the suns energy is through the use of power towers which provide a centralized power supply with the ability to store energy. These systems use a large array of mirrors, called heliostats. These heliostats concentrate the heat onto a receiver on top of the towers. The receiver contains a fluid that once heated can be used to produce steam which then turns a turbine to produce electricity.(Markvart Castaà ±er, 2003) The storage unit is required because of the non-constant nature of solar energy; at certain times only a very small amount of radiation will be received. At night or during heavy cloud cover, for example, the amount of energy produced by the collector will be quite small. The storage unit can hold the excess energy produced during the periods of maximum productivity, and release it when the productivity drops. One possible method of storing solar energy is by heating water that can be insulated. The water is heated by passing it through hollow panels. Black-coated steel plates are used because dark colours absorb heat more efficiently. However this method only supplies enough energy for activities such as washing and bathing. The solar panels generate low grade heat, that is, they generate low temperatures for the amount of heat needed in a day. Apparently, according to International Solar Energy Pty Ltd, in order to generate high Grade heat, intense enough to convert water into high-pressure steam which can then be used to turn electric generators there must be another method. The concentrated beams of sunlight are Collected in a device called a solar furnace, which acts on the same principles as a large magnifying glass. The solar furnace takes the sunlight from a large area and by the use of lenses and mirrors can focus the light into a very small area It was found that, a backup power supply is usually normally added, too, for the situations when the amount of energy required is greater than both what is being produced and what is stored in the container. An issue raised by International Solar Energy Pty Ltd, was that only regions with lots of sunlight are suitable for solar power generation. But this concern is currently being worked on as scientists have just recently invented a plastic solar cell that can convert solar energy to electrical energy even on a cloudy day. This plastic device, containing the first solar cells able to harness the suns invisible rays. Also, the researchers are holding this futuristic view that plastic solar panels could be laid across deserts to provide the entire planet with enough clean energy. Another solution to the issue of the inconsistent light is being researched right now by Arthur D. Little Inc. The suns rays are not constant on earth due to weather, location, and season. To avoid this scientists have envisioned huge solar powered space stations that would orbit the earth, capable of sustaining themselves for decades. (Committee on Aeronautical and Space Science, 2005). They would generate electricity by a vast array of mirrors on solar cells, and then the energy would be converted to micro-waves that could be beamed to earth and then distributed. These stations are estimated to be about 10 miles long, and some 23,000 miles above the earth. As far fetched as this seems, its actually theoretically possible, and may one day be our source of power. One flaw in the plan however, is that there is actually quite a lot of space debris floating around at high velocities. If this debris collided with the solar panels, as it invariably would, they would be damaged. How much, and at what price is still to be figured (Goswami, 1997) Another idea is the solar farm. It would be ideally located in desert regions where it is sunny almost every day. The farms would actually harvest sunshine, using flat plate collectors to absorb immense amounts of heat, which would in turn heat water. The heated water would turn giant turbines, and produce electricity. 3.0 Efficiency Solar cells, contain no moving parts, and have a working life of 20 30 years. According to Convincing the Home Builder to Build Solar Homes-Evaluation of the Passive Solar Workshop for Builders by S. Klein, they are reliable because they operate for a long time with practically no maintenance . Most of the photovoltaic cells on the market today operate at an efficiency of less than 15% ;that is, of all the radiation that falls upon them, less than 15% of it is converted to electricity. The maximum theoretical efficiency for a photovoltaic cell is only 32.3%, but at this efficiency, solar electricity is very economical. Most of our other forms of electricity generation are at a lower efficiency than this. Unfortunately, reality still lags behind theory and a 15% efficiency is not usually considered economical by most power companies, even if it is fine for toys and pocket calculators. Hope for bulk solar electricity should not be abandoned, however, for recent scientific advances have created a solar cell with an efficiency of 28.2% efficiency in the laboratory. This type of cell has not been field tested. If it maintains its efficiency in the uncontrolled environment of the outside world, and if it does not have a tendency to break down, it will be economical for power comp anies to build solar power facilities after all. 4.0 Environmental Sustainability It is estimated that the sunlight that falls on the surface of the earth in the time period of two weeks is equivalent in energy to all the energy stored in all the oil and natural gas and coal and other fuels that exist on, or under the earth (Markvart Castaà ±er, 2003) Solar power has two big advantages over fossil fuels. The first is in the fact that it is renewable; it is never going to run out. The second is its effect on the environment. According to Solar Heating Systems: Analysis and Design with the Sun-Pulse Method by Gordon F. Tully, solar cell systems do not harm the environment, as do conventional methods of power generation. The sun is an infinite source of energy and since its use for powering homes causes no damage to the environment. We should use the clean and silent energy source it to its maximum potential. As the primary element of construction of solar panels, silicon, is the second most common element on the planet. Therefore, there is very little environmental disturbance caused by the creation of solar panels. (Markvart Castaà ±er, 2003) While the burning of fossil fuels introduces many harmful pollutants into the atmosphere and contributes to environmental problems like global warming and acid rain, solar energy is completely non-polluting. While many acres of land must be destroyed to feed a fossil fuel energy plant its required fuel, the only land that must be destroyed for a solar energy plant is the land that it stands on. However, solar energy only causes environmental disruption if it is centralized and produced on a gigantic scale. At this scale, the production of solar energy would have some unpredictable negative environmental effects. If all the solar collectors were placed in one or just a few areas, they would probably have large effects on the local environment, and possibly have large effects on the world environment. Everything from changes in local rain conditions to another ice age has been predicted as a result of producing solar energy on this scale. The problem lies in the change of temperature and humidity near a solar panel; if the energy producing panels are kept non-centralized, they should not create the same local, mass temperature change that could have such bad effects on the environment. (Tully, 1981) In due course, solar power will reduce the emissions associated with power generation. Consistent with, Solar Heating Systems: Analysis and Design with the Sun-Pulse Method by Gordon F. Tully, with 1 million solar energy roofs are in place, could reduce carbon emissions equal to the annual emission from 850,000 cars. 5.0 Economical For many. fossil fuels are too available and cheap for the investment in solar energy to be worthwhile. Ironically, although the suns energy is free, the curse of solar power is that the techniques are always too expensive. (Green Peace, 2006) One major concern with solar power is cost-effectiveness. The silicone used for production , is one of the most readily available elements on earth. Nevertheless, the kind of grade silicon needed for solar cells is very expensive. It is grown in tall cylinders, and then cut in thin segments. The cutting process is wasteful and expensive (Pearce, 2002). A new product is polycrystalline silicon, which is grown in thin sheets and cut in squares. In Peter Lorenz, Dickon Pinner, and Thomas Seitz article The economics of solar power it states that Although polycrystalline is not as efficient as natural silicon, its significantly cheaper, and lowering the cost is one of the most important things in making solar energy practical. The initial cost of installing a solar power system is preventing current installation for these devices . The Australian Governments, and many others across the world had recognize this and are offering annual rebates and tax incentives to customers who install the systems in their homes. Consumers with solar power systems in their homes will save about 50-60% on their utility bills, (Energy Matters Pty Ltd). These savings will exceed the original cost of a system in about 10-12 years. After the initial cost is covered, the customer is still saving thousands of dollars in utilities compared to electricity and gas usage. As we burn more fossil fuels, the costs of electricity and gas would be subject to increase over the years. With solar powered home, monthly bills would stay about the same no matter how expensive electricity and gas become. The financial savings of solar-powered homes is an extra benefit for consumers who know that their homes are helping to preserve our environment. The great thing about solar power is that once youve paid for the system you dont have to worry about rising utility costs. Youre basically buying all your electricity at once. However, the cost is still a main factor to be considered. Arrays of rooftop solar panels capable of generating one kilowatt of electricity cost at least $7,500 even with the solar panels now costing about one-third of what they did a decade ago. (Lorenz, Pinner, Seitz, 2008) Still, the average household requires two to four times that much power, meaning that it would take about a $30,000 system to save about $15 per month for each kilowatt of power generated. It would take about 20 years until enough electricity would be generated to make up for the investment. (Energy Matters Pty Ltd). Despite the great cost of solar energy systems, people are still investing in them because of their obvious benefit to the environment and because once you have it installed, the energy is free. As technology improves, solar energy will become more economically feasible because the price of solar panels will go down. 6.0 Conclusion The number of advantages associated with using solar power for the future, greatly out way the disadvantages. Many of the issues explored throughout this paper are currently being research or have already solved, some of which show great promise for the future. Despite being currently still quite expensive, and showing negative effects to the environment if implemented in a large centralised scale, there is no doubt that solar energy will continue to grow and slowly replace the fossil-fuelled world around it .Besides the upcoming scarcity of fossil fuels, their highly pollutive nature makes solar energy a much healthier and wiser decision. The fear of exhausting all our resources has also spurred further development of alternative fuels, and created a greater interest in overcoming those disadvantages of solar power that remain. Technology changes rapidly, and the number of disadvantages of solar power that seemed virtually impossible only a few years ago are now relatively minor inconveniences. Hopefully, with continued this research, we will be in a place one day where we can directly rely on the sun for all our energy needs, and never have to use pollutant non renewable resources again. With an energy source like solar power, thats environmentally safe, capable of producing the raw power to satisfy the entire planets energy needs, we would be incredibly foolish not to use it.

Intraspecific Competition: The response of the sunflower (genus Helianthus) to increasing density :: essays research papers

INTRASPECIFIC COMPETION: THE RESPONSE OF THE SUNFLOWER (genus HELIANTHUS) TO INCREASING DENSITY. INTRODUCTION All species, including plants, are impacted by density. Plants, of course, cannot leave their habitat as animals can, so they tend to respond in different ways to density. As populations grow more dense, they compete for resources such as food and space and are more prone to disease. Less dense populations are more susceptible to predation pressure. It is hypothesized that as plants in small spaces compete for space, the plants compensate by reducing individual stem weight and frequency of bud formation as density increases. This would be intraspecific competition. A factor is density-dependent when it kills more of a population at higher densities and less at lower densities (Stilling 2002). The factor of competition between individual plants of the same species would be considered density dependent. METHODS The experiment was designed to test the hypothesis by planting an increasing number of genus Helianthus (sunflower) seeds in pots to see how they respond to increased density in limited space. Two replicates each of 2, 4, 8, 16, 32, 64, and 128 seeds were planted in similar size pots containing an equal mix of potting soil and perlite. All plants were kept in greenhouse conditions exposed to similar light and temperatures settings and were watered at equivalent intervals. At the end of the time period each pot was evaluated for number of seeds that had germinated as well as number of stems with blooms. Stems and blooms were cut and weighed. RESULTS Table 1 shows averages of each replicate for each series of seeds relating to mortality rate/germination rate, budding rate, and mean plant weight (total, with buds, and without buds). Figure 1 indicates an increasing mortality rate (positive slope) in plants as density increases; Figure 2 shows the corresponding germination rate reflecting the exact opposite trend. Mortality remains zero until 8 seeds are planted (6% mortality), then is reduced to zero at 16 seeds then increases to 14 percent (32 seeds), 32 percent (64 seeds), and more than half (57 %--128 seeds). Figure 3 shows a dramatic decrease in bud formation of approximately 20 percent from four to eight seed plantings, followed by slight decreases of 3 percent of less in bud formation as significantly greater quantities of seeds are planted. Figure 4 reflects a decreasing mean weight per plant as density of planted seeds increases-- from a high of 11.73 grams (2 seeds) decreasing gradually from between 3 to .

to build a fire Essay -- essays research papers

In the short story, â€Å"To Build a Fire† by Jack London shows how man vs. nature and how inexperienced traveler in the Yukon tries to travel alone with his dog, even though it’s advised not to. Yet he is stubborn and thinks he is right, and sets off for Henderson Creek to meet his friends. He faces many different conflicts of man verses man, and man verses nature. The traveler is advised not to make this trip with the lack of his inexperience in the Yukon due to the weather, the incoming storm, and its advisories. With the subzero freezing cold temperatures that came with the storm. â€Å"Fifty degrees below zero stood for a bite of frost that hurt and that must be guarded against by the use of mittens, ear flaps, warm moccasins, and thick socks.†(561) He is book smart, lacking street smart, and nature humbled him during his travel to reach his friends. He was doomed from the beginning, by him being inexperienced in the sub-zero temperatures of the region. He was although able to surpass some of the things that nature threw at him because of his observation of things due to his determination. But, he ignored the old man and his words that came back to haunt him in the end. The power of nature will most always prevail when you are in its playing field. This can be seen when London says, â€Å"Fifty degrees below zero stood for a bite of frost that hurt and that must be guarded against by the use of mittens, ear flaps, warm moccasins, and thick socks† (Page 561). â€Å"The trail was faint. A fo...

Meeting Learning Needs Case Study

Meeting Learning Needs: Case Study In this rationale I intend to discuss â€Å"Why we do what we do† when it comes to Inclusion and Special Educational Needs (SEN). This will be a case study of a pupil with SEN attending the school in which I work. It will first outline the nature of the pupils Special Educational Needs and then critically examine how these needs are being met. The role of multi-agency approaches in providing support to the pupil and parental involvement will also be analysed. All children, wherever they are educated, need to be able to learn, play and develop alongside each other within their local community of schools† (Dfes 2004 p5), going further to state that â€Å"inclusion is about much more than the type of school that children attend: it is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school† (p25). http://sen. ttrb. ac. uk/ViewArticle2. aspx? ContentId=15915 (Access ed on 20/01/11) The case study I carried out was on Billy who is 9 years old, Billy was diagnosed with Autism at the aged 4 shortly after he started mainstream school in reception. Autism is a type of disability. There are many people with autism in England, Scotland, Wales and Northern Ireland. 1 out of every 100 people has autism. You cannot always tell that someone has autism just by looking at them. Autism lasts for all of a person's life. But they can still do a lot of things and learn a lot of skills. The three main areas of difficulty which all people with autism share are sometimes known as the ‘triad of impairments' which are Social Communication, Social Interaction and Social Imagination. The triad of impairments is the term that describes the difficulties that people with autism experience in differing degrees. Because all people are different, the way autism affects them is also different. To enable the setting to remove Billy’s barriers to learning we firstly arranged a meeting at his home with him and his parents and the Special Needs Coordinator (SENCo). At the meeting we discussed Billy’s learning and personal needs, at first we concentrated on Billy’s routine at home enabling us to see how he dealt with everyday issues. It is vital that we alleviate confusion and give Billy a sense of security. This will be done by preparing Billy whenever possible if his routine is going to be broken, someone will talk him through what is going to happen. We also intend to invite Billy into the setting to meet his new teacher, and will be providing him with photographs of the settings and his support workers to facilitate him in familiarise himself with his new setting. We have taken photographs to allow us to personalise the learning spaces with pictorial sequences, rule reminders, schedules and labels. A space in the classroom will be made available for Billy to work with his one-to-one support and peers where possible. By using these strategies Billy’s learning can be structured to support his need for routine. ‘Being clear and consistent is supportive to all learners in the classroom but will be essential for the child with an autistic spectrum disorder’ G, Knowles, Supporting Inclusive Practice (p. 16) I feel that it is very important that all children have the right to be included in mainstream school and where possible they should be able to meet there learning needs and the targets set in the National Curriculum. One of the fundamental principles of the Special Education Needs Code of Practice is ‘the needs of children and young people with Special Educational Needs are identified and assessed quickly and matched by appropriate provision’ (Department for Education and Skills, 2001 p. 9). I believe that it should be a collaboration between the teachers, the parents of the child and the child themselves who decides whether they would benefit from being in mainstream school or not. Extensive research studies have been undertaken to determine the effectiveness of integrating and including students with severe disabilities. Tornillo (1994) feels that, ‘teachers are required to direct inordinate attention to a few, thereby decreasing the amount of time and energy directed toward the rest of the class. Indeed, the range of abilities is just too great for one teacher to adequately teach. Consequently, the mandates for greater academic accountability and achievement are unable to be met’. http://www. sedl. org/change/issues/issues43/concerns. html (accessed on 30/01/11) During my research into Inclusion in mainstream school I found that, some parents of students with more severe disabilities are concerned about the opportunities their children will have to develop basic life skills in a regular classroom setting. They are also cautious about inclusion because of fears that their children will be ridiculed by other students. Its at this point I feel it necessary to state that Inclusion is not about making sure all children are taught the curriculum in the classroom, it is making sure that all individuals be they disabled or non disabled have access to the curriculum, and that learning is facilitated to suit their learning needs. The next step to facilitate Billy’s learning needs is to draw up an Individual Education Plan (IEP). An IEP describes the educational program that has been designed to meet that child's unique needs. ‘An Individual Education Plan is an assessment, planning, teaching and reviewing tool which records specific learning goals, teaching requirements and review arrangements to help a pupil with SEN which are ‘additional to and different from’ those of most pupils, to make progress in key areas of learning’ (Dovestone, Cullingford-Agnew, 2006, p. 23). Each child who receives special education and related services must have an IEP. Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when age appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability. As stated in the SEN Code of Practise (2001) where possible, children and young people with SEN should participate in all the decision-making processes that occur in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes. Following the initial meeting we arranged for Billy and his parents to visit the setting for a day allowing them the opportunity to assess the setting. All areas of the school were made accessible to them so they could see how Inclusion of all students is important too us as a setting. It is essential that Billy’s parents are involved in every stage of Billy’s integration into the setting as stated in the SEN Code of Practice(2001) ‘It is vitally important that schools welcome and encourage parents to participate from the outset and throughout their child’s educational career at the school’. In my setting we encourage parents to come to us with any questions or concerns they may have about there child/children and we persevere to accommodate their needs. It is vitally important for parents to be involved with every stage of their child’s education as Parents are the most important people after the child. ‘They know there child best and know what they want out of the staff and the school. ’ (As stated in my settings Inclusion Policy) It is our responsibility as a setting to ensure that parents are aware of the Partnership with Parents (PwP). PwP aims to ensure that parents are able to play an informed part in any decisions about the educational provision made to meet their child SEN and to build partnerships between parents, the Local Education Authority (LEA) and schools. WORD COUNT 1343 Reference List and Bibliography Department for Education and Skills. (2001). Special Educational Needs Code of Practice. London: DfES. Dovestone, M, Cullingford-Agnew, S. (2006) Becoming a Primary Higher Level Teaching Assistant: Primary Special Educational Needs. Exeter: Learning Matters Ltd. http://www. sedl. org/change/issues/issues43/concerns. html (accessed on 30/01/11) http://sen. ttrb. ac. uk/ViewArticle2. aspx? ContentId=15915 (accessed on 20/01/11) Knowles, G. (2006) Supporting Inclusive Practise. David Fulton Publishers Ltd. London

“Hedda Gabler” by Henrik Ibsen and the 19th Century Marriage Essay

Marriage in the 19th century was a social and economic matter, rather than a matter of personal relationship. The morals of the era, including family morals, are often associated with the Victorian England, where they revealed themselves in the most ultimate and form, yet especially this kind of attitude towards marriage dominated throughout Europe. The hypocrisy of the 19th century marriage, which caused countless lives to be broken and countless people to be unhappy, inspired many prominent writers like Oscar Wild, Gustave Flaubert, Honore de Balzac, Leo Tolstoy and Fyodor Dostoyevsky to refer to the motifs of protest against such state of things. Yet Henrik Ibsen is unique even in this society, he concentrates on the named subject in virtually every of his famous plays. One of those plays is â€Å"Hedda Gabler† first published in 1890. In this paper I will attempt to analyze Ibsen’s play in the context of the XIX century marriage, as well as the effect the play itself had on the social perception of family ties. I will argue that Ibsen managed to demonstrate how frustrating a hypocritical marriage can be and what a disastrous consequences it can cause not only for the married women, but for every person involved in the relation. I will further argue that the play can be viewed as Ibsen’s contribution to change of the entire social idea of the place of a woman in a family. Ibsen himself wrote that â€Å"The title of the play is Hedda Gabler. I intended to indicate thereby that as a personality she is to be regarded rather as her father’s daughter than as her husband’s wife. † Here Ibsen refers to the key problem of marriage in the 19th century. A woman has not played any independent role in it. She has always been viewed as â€Å"belonging to some man†, whether it is her father, brother or husband. Correspondingly, she had no opportunity to develop her own life and turned out to be a toy in the hands of men, being entirely dependent on them in social and economic aspects . In Hedda’s case she is either a daughter of a general, or a wife of an academic. But what is worse, she is dependent not only socially, but even mentally. She does not seem to be very clever, yet this does not mean that she lacks character. At her first approach Ibsen stresses her â€Å"pale and opaque† face and that â€Å"her steel-grey eyes express a cold, unruffled repose† . She is no way a foolish maiden dreaming only of lavish and careless life, throughout the play she often acts as a person of firm will, yet of a bad, or rather undeveloped character. This personal underdevelopment includes both narrow outlook and lack of moral principles. Perhaps she has been taught everything possible about morals, but a person of her type would rather act in contrary to imposed principles. Hedda really â€Å"belongs† to her husband and she is constantly reminded of that. This makes her desire for power even stronger, as she demonstrates more and more masculine features as the play develops. Unwilling to accept the feminine stereotypes of behavior Hedda plays with her father’s pistols perhaps more to shock and confuse her family, because handling arms is surely not a proper thing for a young lady. Yet the play with the pistols is still comparatively innocent. It appears that Hedda plays her own game with the society. Her relatives treat her as an obedient toy, so Hedda starts using them as toys in turn. This is a game of arrogance and indifference. Hedda makes snobbish remarks to the surrounding people, insults Aunt Julie’s new hat. The game gradually becomes more and more dangerous, and ends with two suicides. It seems that in this game Hedda makes little difference between a hat and Lovborg’s life. What the world has given to Hedda that Hedda returns to the world, and in case her dreams of luxurious existence are ruined, she can ruin the world in turn. The dependent position of a woman in marriage is naturally followed by another aspect of 19th century marriage – restriction of a woman. Ibsen embodied this social barrier in the repeated image of a glass door. The barrier is easy to be removed or broken, which she â€Å"nervously† walks to, but which she never opens, dying inside the claustrophobic space of the house. A question might arise here why Hedda at all married Jorgen Tesman whom she never loved and whom she openly neglected? The most obvious answer is that Hedda was in need of money, since her fathers only heritage was a good name. Tesman was an acceptable choice to her. He is considerably prosperous, his scientific prospects look perfectly, his name is noble, and, what is most important, his character is not very strong, so Hedda can easily control him. What is less obvious is Hedda’s desire to revenge Lovborg who failed to meet her hopes. Whether consciously or not, Hedda is making her way towards actual murder and suicide from the very beginning of the play. Although even in the 19th century the declared ground of marriage was love, Hedda cries to the Judge not to â€Å"use this sickening word† . She has crossed out her dreams of love and she does not want even to remember them. However, Hedda at least has an idea of love and passions, while her husband has none. As Hedda married Tesman of convenience, so Tesman did to Hedda. He is attracted both by her origin and by her beauty, while her death impresses him in a strange way: â€Å"Shot herself! Shot herself in the temple! Fancy that! †. This last phrase shows his real attitude. He never loved Hedda, and his primary concern was his own social position which he hoped to improve with a good marriage and an image of a beautiful wife. In fact there are no good or bad characters in the play, no victims and no executioners. Hedda is often blamed as a â€Å"snobbish, mean-spirited, small-minded, conservative, cold, bored, vicious. She’s sexually eager but terrified of sex; ambitious to be bohemian but frightened of scandal; a desperate romantic fantasist but unable to sustain any loving relationship with anyone, including herself† . This all can be true, but other characters are not better. The basic defect of the situation is that men and women surrounding Hedda are completely unable to see her as a personality outside of her social position. To the last they believe that Hedda would act in the â€Å"accepted way†, whether it is Tesman who views his wife as a pretty doll or Judge Brack who blackmails Hedda to enter into the family and probably force Hedda to a love affair believing that Hedda would act as a women in hopelessness, in other words obey . Brack is surprised with Hedda’s rebelliousness against the rule and asks: â€Å"Are you so unlike the generality of women as to have no turn for duties? † . But what Hedda does not want to hear about are duties. In this company even Lovborg causes little compassion. An miserable alcoholic who almost ruined his talent saved not due to his own effort, but due to a woman, he is unable even to die in the way Hedda has determined, and his suicide looks ridiculous. Being finally cornered by the circumstances Hedda decides to commit suicide herself. All of her dreams are ruined, she is now convinced that nobody loves her, her dreams of freedom, luxury and passions appeared to be mirages. She is unable to dominate even in the situation she has herself created. Hedda realizes that she is not a romantic hero but a simple wife of an academic, she is imprisoned and powerless. Her possible motherhood can only aggravate her despair, for a child shall be born from a man she does not love, and childbirth will make her even more helpless and dependent. Thus suicide looks as a natural resort for her. There is an another strong social allusion in the play. Lovborg and Mrs. Elvsted use to label Loveborg’s manuscript as a child, so burning a manuscript is a similar to child murder. When Hedda kills herself she kills her prospective children, as well as ruins her husband’s reputation thus doing two things he is afraid of. She commits suicide out of escapist intents but it is also a revenge to her husband, Brack, relatives and the whole world where such hypocritical marriage is possible. â€Å"Hedda Gabler† caused an ambiguous reaction of the public ever since premiere. The responses differed from calling it â€Å"Ibsen’s greatest play and the most interesting woman that he has created† to the devastating characteristic by George Bernard Show who emotionally observed: â€Å"What a marvel of stupidity and nonsense the author did produce in this play! It is incredible to think that only a score of years ago the audience sat seriously before its precious dullness†. American newspapers added oil to the flame of critique. The Philadelphian Ledger wrote after the American premiere â€Å"What a hopeless specimen of degeneracy is Hedda Gabler! A vicious, heartless, cowardly, unmoral, mischief-making vixen†. Yet I would emphasize a characteristic that remains actual until now. It has been provided by Justin Huntly McCarthy who wrote of the â€Å"he most interesting woman that he has created – she is compact with all the vices, she is instinct with all the virtues of womanhood† . The debate has not ceased over the years. Hedda became a favored character in the feminist movement, the play has been staged in numerous interpretations, including even lesbian one. However such public interest is the best proof of the fact that Ibsen hit the nail. â€Å"Hedda Gabler† is a play about fatal marriage. It starts with return of Hedda from her wedding journey and ends with the beginning of her final journey. However, Ibsen managed to generalize his subject and make his play a story of woman place in the society. 19th century marriage did left little space for female existence in the world dominated by males. That what the play is actually about. The motif of domination is revealed throughout the play and it is not always possible to say who, except for faulty customs dominates the situation. After all Tesman is unable to control even himself, and Hedda can not take the leading positions in the family due to social restrictions. Death is her protest. Perhaps it would not be too general to say that Ibsen wrote not only of physical death of his character but of a spiritual death of womanhood in the 19th century marriage. Works Cited: 1. Ibsen, Henrik. Hedda Gabler. Digireads. com, 2005. 2. Coontz, Stephanie. Marriage, a History: How Love Conquered Marriage. New York: Penguin Books, 2006. 3. Templeton, Joan. Ibsen’s Women. Cambridge: Cambridge University Press, 2001. 4. Eyre, Richard. â€Å"Femme fatale. Richard Eyre would like to apologise to Ibsen for doubting the greatness of Hedda Gabler†. The Guardian. 5 Mar. 2005. 21 April 2009 http://www. guardian. co. uk/stage/2005/mar/05/theatre 5. Sanders, Tracy. â€Å"Lecture Notes: Hedda Gabler – Fiend or Heroine†. Australian Catholic University, 2006. 21 April 2009 http://dlibrary. acu. edu. au/staffhome/trsanders/units/modern_drama/hedda_gabler. html

Childhood Obesity A Real World Problem Essay - 1412 Words

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Battle of Marston Moor - English Civil War History

Battle of Marston Moor - Summary: Meeting on Marston Moor during the English Civil War, an allied army of Parliamentarians and Scots Covenanters engaged Royalist troops under Prince Rupert. In the two-hour battle, the Allies initially had the advantage until Royalist troops broke the center of their lines. The situation was rescued by Oliver Cromwells cavalry which traversed the battlefield and finally routed the Royalists. As a result of the battle, King Charles I lost most of northern England to Parliamentary forces. Commanders Armies: Parliamentarian Scots Covenanters Alexander Leslie, Earl of LevenEdward Montagu, Earl of ManchesterLord Fairfax14,000 infantry, 7,500 cavalry, 30-40 guns Royalists Prince Rupert of the RhineWilliam Cavendish, Marquess of Newcastle11,000 infantry, 6,000 cavalry, 14 guns Battle of Marston Moor - Dates Weather: The Battle of Marston Moor was fought on July 2, 1644, seven miles west of York. Weather during the battle was scattered rain, with a thunderstorm when Cromwell attacked with his cavalry. Battle of Marston Moor - An Alliance Formed: In early 1644, after two years of fighting the Royalists, the Parliamentarians signed the Solemn League and Covenant which formed an alliance with the Scottish Covenanters. As a result, a Covenanter army, commanded by the Earl of Leven, began moving south into England. The Royalist commander in the north, the Marquess of Newcastle, moved to prevent them from crossing the Tyne River. Meanwhile, to the south a Parliamentarian army under the Earl of Manchester began advancing north to threaten the Royalist stronghold of York. Falling back to protect the city, Newcastle entered its fortifications in late April. Battle of Marston Moor - Siege of York Prince Ruperts Advance: Meeting at Wetherby, Leven and Manchester decided to lay siege to York. Surrounding the city, Leven was made commander-in-chief of the allied army. To the south, King Charles I dispatched his ablest general, Prince Rupert of the Rhine, to gather troops to relieve York. Marching north, Rupert captured Bolton and Liverpool, while increasing his force to 14,000. Hearing of Ruperts approach, the Allied leaders abandoned the siege and concentrated their forces on Marston Moor to prevent the prince from reaching the city. Crossing the River Ouse, Rupert moved around the Allies flank and arrived at York on July 1. Battle of Marston Moor - Moving to Battle: On the morning of July 2, the Allied commanders decided to move south to a new position where they could protect their supply line to Hull. As they were moving out, reports were received that Ruperts army was approaching the moor. Leven countermanded his earlier order and worked to reconcentrate his army. Rupert advanced quickly hoping to catch the Allies off guard, however Newcastles troops moved slowly and threatened not to fight if they were not given their back pay. As a result of Ruperts delays, Leven was able to reform his army before the Royalists arrival. Battle of Marston Moor - The Battle Begins: Due to the days maneuvering, it was evening by the time the armies were formed up for battle. This coupled with a series of rain showers convinced Rupert to delay attacking until the following day and he released his troops for their evening meal. Observing this movement and noting the Royalists lack of preparation, Leven ordered his troops to attack at 7:30, just as a thunderstorm began. On the Allied left, the Oliver Cromwells cavalry pounded across the field and smashed Ruperts right wing. In response, Rupert personally led a cavalry regiment to the rescue. This attack was defeated and Rupert was unhorsed. Battle of Marston Moor - Fighting on the Left and Center: With Rupert out of the battle, his commanders carried on against the Allies. Levens infantry advanced against the Royalist center and had some success, capturing three guns. On the right, an attack by Sir Thomas Fairfaxs cavalry was defeated by their Royalist counterparts under Lord George Goring. Counter-charging, Gorings horsemen pushed Fairfax back before wheeling into the flank of the Allied infantry. This flank attack, coupled with a counterattack by the Royalist infantry caused half of the Allied foot to break and retreat. Believing the battle lost, Leven and Lord Fairfax left the field. Battle of Marston Moor - Cromwell to the Rescue: While the Earl of Manchester rallied the remaining infantry to make a stand, Cromwells cavalry returned to the fighting. Despite having been wounded in the neck, Cromwell quickly led his men around the rear of Royalist army. Attacking under a full moon, Cromwell struck Gorings men from behind routing them. This assault, coupled with a push forward by Manchesters infantry succeeded in carrying the day and driving the Royalists from the field. Battle of Marston Moor - Aftermath: The Battle of Marston Moor cost the Allies approximately 300 killed while the Royalists suffered around 4,000 dead and 1,500 captured. As a result of the battle, the Allies returned to their siege at York and captured the city on July 16, effectively ending Royalist power in northern England. On July 4, Rupert, with 5,000 men, began retreating south to rejoin the king. Over the next several months, Parliamentarian and Scots forces eliminated the remaining Royalist garrisons in the region.