My hero in life Essay Example | Topics and Well Written Essays - 2000 words

My hero in life - Essay Example k up to and it is she who has taught me and my siblings that nothing is impossible in life if one is dedicated enough and is willing to work really hard to get what one wants in life. It is my mother who taught to us the value of hard work and dedication in life. I am proud to say that my mother instilled in me and my brothers and sisters some important values and ethics that act as a guiding star in our lives, whenever we feel that we are in the need of some direction and motivation. I consider myself indeed very lucky ad privileged to acknowledge that I got a mother of that stature and character. My mother’s name is Amena and she is 49 years old. My grandparents did tell me that right from her childhood she was an exceptional child who was always fond of learning new things. In a social context, my mother also happened to be a really bonding person who liked interacting with people and making new friends. She strongly believed that one should work hard and must do one’s best to serve the community in which one is born. She was very much admired by her friends and relatives who considered her to be an intelligent and loving person and took her to be an admirable personality. My mother was born and raised in Saudi Arabia in Al Taif. As per my grandparents she happened to be a very devoted, obedient and sincere child who was fond of studies and learning. She happened to be a really sweet person who took great pains to serve her parents and siblings. She was deeply admired by everybody in the family right from the time she was a small child. As per my grandmother, my mother had a passion for learning new things and she wanted to be somebody in life. At the same time it was her firm faith that one should not be selfish in one’s pursuits. One should also work hard to give back to the community in which one is born. In other words she happened to be a very social person who believed in contributing to the community and the society into which she was born. As per

Handling information Essay Example for Free

Handling information Essay QUESTION- ( 1.1 ) Identify legislations and codes of practice that relate to handling information in health and social care ANSWER In order to answer the question above I am going to explain the meaning of Legislations: Definition of the word Legislations. Noun 1) An officially elected or otherwise selected body of people vested with the responsibility and power to make laws for a political unit, such as a state or nation 2) The process of making or enacting laws: it will require legislation to change this situation Code of practice. Noun A set of guidelines and regulations to be followed by members of some profession, trade, occupation, organization etc.; does not normally have the force or law As a senior care worker it is very important to know the right to confidentiality is guaranteed partly by the Facts safety Act 1998, partly by the Human Rights Act 1998, and partly by principles established by judges on a case by case basis (the common law). The purpose of this code of practice The Health and Social Care Act 2008 requires us to publish a code that sets out the practice we will follow in obtaining, handling, using and disclosing confidential personal information. DATA PROTECTION ACT 1998 This legal document sets out eight principles which are in essence a code of good practice for processing personal data. These are Make sure that things are processed fairly and lawfully. Processed only for one or more specified and lawful purpose. Adequate, relevant and not excessive for those purposes This Code of Practice fulfills that requirement. We intend to be used in two main ways: †¢ By our staff, to set out how we will work and to provide a point of reference against which our practice can be judged. The Code will help us to continually develop policies, processes and training. These will, in turn, generate detailed guidance to our staff on issues relating to confidential personal information. As a senior care worker what we should and allowed to do Our functions (the jobs we were set up to do) include the registration of health and social care providers to ensure that essential standards of quality and safety are being met; reviewing and investigating the quality of the services we provide; and protecting the interests of people whose rights are restricted under the Mental Health Act 1983. Our main objective in performing our functions is to protect and promote the health, safety and welfare of people who use health and social care services. Schedule 9 of the Health and Social Care Act 2008 allows us to help other public authorities to carry out their functions. This may include sharing confidential personal information with them where we think it is appropriate and in the public interest to do so. The Data protection Act 1998 sets out eight principles which are in essence a code of good practice for processing personal data. Our workplace policies and procedures will be based around those principles. The Human Rights Act 1998 details the right to a private life. There is also the GSCC code of practice for social care workers, which provides a clear guide for all those who work in social work, Failure to comply with conditions. A person who— (A) Is registered under this Chapter in respect of a regulated activity (whether as a service provider or manager), and. (B) Fails, without reasonable excuse, to comply with any condition for the time being in force by virtue of this Chapter in relation to the registration. Is guilty of an offence and liable on summary conviction to a fine not exceeding  £50,000. Now I am describing the purpose of the Code of Practice The Health and Social Care Act 2008 requires us to publish a code that sets  out the practice we will follow in obtaining, handling, using and disclosing confidential personal information. This Code of Practice fulfills that requirement. We intend it to be used in two main ways: By our staff, to set out how we will work and to provide a point of reference against which our practice can be judged. The Code will help us to continually develop policies, processes and training. These will, in turn, generate detailed guidance to our staff on issues relating to confidential personal information. By our stakeholders (people who use services, careers, the public, providers of health and social care, and other regulatory bodies), to find out about the principles that they can expect us to follow, and to be reassured about our use of confidential personal information. The Office of the Health Professions Judge. (1)There is to be a body corporate known as the Office of the Health Professions Adjudicator (referred to in this Part as â€Å"the OHPA†). . (2)The OHPA is to have functions in relation to the professions regulated by— . (a)the Medical Act 1983 (c. 54), and . (b)the Opticians Act 1989 (c. 44). . (3)Schedule 6 (which makes further provision about the OHPA) has effect. Now I am explain a my life history about health and social care I just didn’t realize how important reading and keeping good records was until I started to support my son. When his support workers follow the information in him records he has a good day and keeps healthy. Following his detailed support plan around morning and evening care means that he starts and finishes the day well. Each day we write down what we have done and how things went. Because of my son’s medical needs we also keep daily records of him medication and seizures? This helps my son, his mum, and the doctors notice any changes in his health. My son’s keeps her own health records in his room for when he goes to the doctor’s and also in case there is an emergency. We explain to him each day about the other records we fill in. my son can see all of the records about him when he wants to; he has given permission for his mum to see most of the records too. We keep the records in a locked cabinet in the sleep-over room. My suggestion as a senior care givers we  will be dealing day to day with service users confidential information so it is very important and one our job roles is to understand the legislation and bring into practice especially, when we are handling or passing others the confidential information of our service users so therefore, Continue on a separate page if necessary QUESTION- ( 1.2 ) Summarise the main points of legal requirements and codes of practice for handling information in health and social care ANSWER In this question of the question I am going to Summarised the main points of legal requirements and codes of practice for handling information in health and social care under the DATA PROTECTION ACT 1998. The data protection act sets out 8 principles governing the use of personal information; Personal data shall be processed fairly and lawfully Personal data shall be obtained only for one or more specified and lawful purposes Personal data shall be adequate, relevant and not excessive Personal data shall be accurate and, where necessary, kept up to date. Appropriate technical and organizational measures shall be taken against unauthorized or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. Personal data shall not be transferred to a country or territory outside the European Economic Area, unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data. GSCC Code of practice The code of practice states social worker should/not respecting confidential information and clearly explaining agency policies about confidentiality to service users and carers Abuse the trust of service users and careers or the access, we have to personal information about them or to their property,  home or workplace Maintaining clear and accurate records as required by procedures established for your work. FREEDOM OF INFORMATION ACT (2000) The Act provides a general right of access to information held by Public Authorities (PA). Anyone can request information from a PA and has the right to be told whether the PA holds the information, and if it does, to be provided with the information. Human Rights Act 1998 (HRA98) Article 8 of the European Convention on Human Rights establishes a right to ‘respect for private and family life’. This underscores the duty to protect individual privacy and preserve the confidentiality of health and social care records. Current understanding is that compliance with the Data Protection Act 1998 and the common law of confidentiality should satisfy Human Rights requirements. For more information please visit or Google it The legislation and the codes of practice that relate to handling of information in social care settings include; Date protection Act 1998 This law protects privacy of personal data unless a criminal offence arises that requires disclosure of certain information Caldecott standard This governs the sharing of information based on data protection amended in 2006 and 2008 Freedom of information Act 200 The Health and Social Care Act 1998 Mental capacity Act 2005 The Access to medical Reports Act 1988 The Care quality Commission Act (CQC) Standards of Quality and Safety The General Social Care Council (GSCC) These act gives authority to the Secretary of State for Health; the power to regulations, to authorize or require health services to disclose patient information, including data which is patient identifiable to support NHS activity in the interest of improving patient care or wider public interest. In addition the data may be used; To monitor diseases including communicate diseases or; For occupational purposes on medical research o as to improve the quality  of care or treatment or; To improve /monitor diseases or medical research; Promote good practice in handling information in health and social care settings Continue on a separate page if necessary QUESTION- ( 2.1 ) Describe features of manual and electronic information storage systems that help ensure security ANSWER I am describing below the features of manual and electronic information storage systems that help ensure security. Manual data: When not in use, files containing personal data should be kept in locked stores or cabinets to which only authorized staffs have access. Procedures for booking files in and out of storage should be developed, so that file movements can be tracked. Files should be put away in secure storage at the end of the working day, and should not be left on desks overnight. Electrical and others data Log out of computer when not working at desk Any discs containing data are securely kept in office Filing cabinets are protected when not in use Ensure telephone calls remain private, in office, door shut Ensure files are stored in the right order e.g. numerical/alphabetical Never discuss service users in front of others and only on a need to know basis Care plans are stored in secure office areas Personal data keeping with the help of electric A database is another example of a storage system: it enables large amounts of information to be kept in a series of records. These records will sort the information according to a set of values. For example, a database which contains employee information will have individual records of each employee. This will show their name, age, sex, date of birth etc. The most common form of database is the ‘relational’ database: as the name suggest, this is where records are grouped together because they share the same attributes. In other words, they have a relationship with each other. Information is also stored on the Internet. There are over 80 million web sites on the Internet at present and the number is growing. This information is held on large servers and when information is requested by a user it is retrieved either from a database or a server and sent to the user. This is called a ‘client-server’ relationship. Data Protection Principles (1) Personal data shall be processed fairly and lawfully. SOAS will ensure that data are obtained fairly, and will make reasonable efforts to ensure that data subjects are told who the data controller is, what the data will be used for, for how long the data will be kept and any third parties to whom the data will be disclosed. In order for processing to be fair and lawful, data which is not sensitive personal data will only be processed by SOAS if at least one of the following conditions, set down in the Data Protection Act, has been met: The data subject has given his/her consent to the processing. The processing is necessary for the performance of a contract with the data subject, or for taking steps with a view towards entering into a contract. The processing is required under a legal obligation other than a contract. The processing is necessary to pursue the legitimate interests of SOAS or of third parties, and does not prejudice the rights, freedoms or legitimate interests of the data subject. My suggestion to all, keep in mind all the time about the data protection which I have mention above in order to safeguard yourselves and as well as others failure to do so may result being prosecuted.

A Cultural Encounter :: Personal Narrative Papers

A Cultural Encounter I met this "different person" at the periodical section of the Good Library of State College. After asking the person for my article that I had requested I ask his name, he answers with his Indian accent, "Ajai Ahulalia." I say, "What?s that?" "Ajai Sanhi," he responds back. "What?" I say, being embarrassed because I cannot understand his name. "Ajai Ahulalia" he tries for the third time. "Oh Ajai," finally I understand. I ask, "Were do you live?" "Yoder First" he answers, then I fell a fool again, "Really, me too." What has happened to Ajai?s life when he lived in India and now here in the U.S.? Ajai lived in the same floor as I did but I did not notice him. I knew that there were some Indians on my floor but I had a hard time knowing Americans names, since I grew up in Israel, so I could not even pronounce Indian names. For example, the name BJ, what is BJ for? It stands for Bijayendra, how about Rishi, and Kashif? At least now after a year I know their names and can pronounce them correctly. Since then I have joined Ajai, Business double major of State College, for an Indian meal at Chicago, which was five guys into this little car of Ajai?s going to Chicago for Indian meal then a walk on the beach. I have joined their conversations even when I just understand ratarata lara a shara and put some more of this ai;u,mnbaiuet;lkmv; into the conversation. Currently I would see Ajai as a person that can be found mostly in the computer lab making money, since I would say he is a money machine or known as the varsitybooks.com. Maybe he can make our bookstore go bankrupt or at leas t force the prices down. Ajai has not been always the person described. According to friends Ajai has changed his physical looks since the first time he came to State College; an Indian with very long hair, and a beard, but now with short hair and no beard. These physical characteristics were part of his Sikh religion. To be a Sikh it is not necessary to have long hair, a beard and wear traditional forms according to him. The needs of such differences are just to distinguish a Sikh from others. Ajai has dropped his costumes of his religion for the lack of time to maintain his hair and beard and the need to keep explaining why he is different from others.

New labour’s rights policies on inclusive education and rights Essay

To realize advantages and shortcomings of inclusive education in practice we have to consider as well whether children’s rights are observed within the context of inclusion as well as to analyse the main provisions of legislative instruments and governmental documents regarding this sphere. This will give us a better insight of what forces act in the process of transition to inclusive education intensively promoted by New Labour government and what effect they have upon children-recipients. Internationally, the UN Convention on the Rights of a Child has established a near global consensus concerning the minimum necessary rights for children: rights to provision, protection and participation – the 3 â€Å"Ps† (Pugh 2005, p. 4). The UK does not stand apart in international processes of providing all children, including the most vulnerable children wit SEN, with the opportunity to exercise these rights. Many observers admit that the election and re-election of more ‘children friendly’ New Labour governments in 1997 and 2001 resulted in significant political development for children’s rights, as an extensive range of new policies and laws affecting the lives of children both directly and indirectly have been promulgated (Foley et al. 2003, p. 38). They include Health Action Zones, The Children’s Taskforce, The Children’s National Service Framework, The National Childcare Strategy, Early Years and Development and Child Care Partnerships, Quality Protects, Removing Barriers to Achievement, Sure Start, Every Child Matters etc. (Pugh 2005, p. 1). Besides, a very important document was adopted in 2001 – a new statutory guidance from New Labour Government â€Å"Inclusive Schooling: Children with Special Educational Needs† (DfES 2001) which sets out the main principles of inclusive education: – with the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education; – an inclusive education service offers excellence and choice and incorporates the views of parents and children; – the interests of children must be safeguarded; – schools, local education authorities and others should actively seek to remove barriers to learning and participation; – all children should have access to an appropriate education that affords them the opportunity to achieve their personal potential; – mainstream education will not always be right for every child all of the time. Equally, just because mainstream education may not be right at a particular stage it does not prevent the child from being included successfully at a later stage. This document stipulates that schools’ and local education authorities’ ability to refuse a mainstream place for a child with special educational needs is severely restricted. They are able to refuse a mainstream school place to a child if it would be incompatible with the efficient education of others; however, reasonable steps must be taken to prevent that incompatibility (DfES 2001). The Green Paper Every Child Matters further illustrates New Labour’s commitment to reform services delivered to children, especially those with SEN, with the purpose to provide all of them with the opportunity to be healthy, to stay safe, to have high academic attainments, to participate in life of community, enjoy and develop, and to achieve financial well-being. The focus of this document is on early intervention, removing the barriers to learning – both physical and social, preventative work and integrated services for children (DFES 2003). The latter provision reasonably stresses importance of transagency collaboration and coordination to achieve better quality of services delivered to children in need. The use of collaborative teaming among professionals, agencies, the child, and family members, the use of the curriculum that focuses on the interactions between the pupil and his/her environments as well as the establishment and use of interagency linkages to facilitate the smooth integration of the child in mainstream school are the most important components of this cooperation (Cheminais 2006, p.19). A crucial motif in such policies is the idea of equal worth and recognition for people deemed to be disadvantaged, marginalised and excluded. Notions of children locked in cycles of personal and social deprivation, excluded, but also self-excluding, emotionally damaged and lacking confidence and skills permeate these initiatives (Rieser 2000, p. 148). These legal instruments, in actual fact, established broad social investment programmes focusing on attaining such major outcomes for all children, including those with SEN, as to assure them to be healthy, to live in safe environment, to improve their academic achievements, to participate in full measure in social life, enjoy and develop, and to attain financial well-being (DFES 2003). The government has raised family incomes by introducing a national minimum wage and through policies such as the working families’ tax credit (Pugh 2005, p.8). The establishment of a Cabinet Committee on Children and Young People’s Services, and a Children and Young People’s Unit in the Department for Education and Skills (DfES), with a remit to develop a cross-departmental approach to policy as well as administering the Children Fund with ? 450 million to help to alleviate child poverty and social exclusion (DfES 2003), offer further testament to government commitments to children. The introduction of the National Childcare Strategy and Quality Protects with its strong recommendation that local authorities appoint a Children’s Rights Officer for looked after children, combined with the establishment of the Social Exclusion Unit and a number of community initiatives such as Sure Start designed to help preschool children, have increased assistance to children and their families, especially in severely disadvantaged areas (Pugh 2005). But any review of the Labour government’s record must include brickbats alongside bouquets. New Labour has reduced the number of children in poverty in recent years but the figures remain substantial for a country which ranks among the seven most industrialised nations in the world (Corbett 2001, p. 67). Young people under the age of 22, moreover, are exempted from the adult minimum wage of ? 4. 10 (Rieser 2000, p. 154). The centralisation of education, the imposition of national curricula and league tables and the privatising of certain aspects of education, are unlikely to promote children’s participation rights or provide them with a voice in the running of their ‘inclusive’ schools. Perhaps most significantly, New Labour’s election has regressed into a populist and authoritarian series of measures, such as curfews and electronic tagging. The Home Office, moreover, encouraged public perceptions of young people as unruly, out of control and requiring policies which stress containment (Robertson 2003). Indeed, children must be subject to the necessary guidance and discipline of adults, but they have to be partners in this process – not just passive recipients, if we talk about real inclusive schooling. In actual fact, legally, the paternalistic notion that the ‘best interests of the child’ must be protected has increasingly come to be supplemented by the principle that children have a right to express their views and have their wishes taken into account in legal decisions which concern them (Cheminais 2006, p. 23). In particular, the Children Act 2004 carefully straddles the divide between protectionist or paternalist and participatory rights. Its guiding principle is that the child’s welfare is paramount, but the legislation also supports the principle that, where possible and appropriate, the ascertainable wishes and feelings of the child concerned should inform decisions (HMSO 2004, Part 2). In truth the judiciary continue to interpret this latter requirement conservatively falling back on paternalistic assumptions of children’s incompetence (Robertson 2003). Thus, it comes as no surprise that Armstrong (2005, p.138) argues that â€Å"a transformatory agenda [of New Labour government] may be characterized by the rhetoric of change rather than by any substantive transformation of values and practices†. Moreover, contradicting to its own declared values concerning inclusive education New Labour government sees special schools at the front position of the wider education agenda and emphasises the need to recognise and value their contribution within a framework of inclusion (DfES 2003). It is obvious that continuation of segregated special schools is contravening human rights – real inclusion cannot happen in the special school. As recent studies on the trends in the UK educational system show that he formalisation of relationships in education has been encouraged by the growing tendency towards extending the scope of bureaucratic intervention in the everyday life of schools (Atkinson et al. 2002). Increasingly, every aspect of education is subjected to rule-making and regulated through inspection and auditing. As a result of a highly centralised system of education managed by an interventionist bureaucracy little is left to chance (Foley et al. 2003, p. 112). It has been noted that even primary school teachers are allowed little initiative to exercise their professional judgment. The national curriculum dominates the classroom and teachers’ activity is regulated by the need to respond to the demands of standardised tests and inspections (Thomas & Vaughan 2004, p. 63). The expansion of bureaucratic control is justified on the grounds that it ensures the maintenance of standards of education (Armstrong 2005, p.141). While the impact of the standardisation of teaching on the quality of education is debatable, its consequences on the relationship between the different parties – teachers, students, local authorities, parents – are strikingly clear. New Labour government declared that its top priority is raising educational standards – it is a great target, but what is troubling that the government’s purpose has also been clearly signalled – education is valued less for its intrinsic qualities of self-development and more for its contribution to creating a new kind of society (Armstrong 2005, p.136). In that way, future prosperity of the UK rests with its capacity to develop and harness the skills required to be a significant player in the new knowledge-based international economy. Here it is evident that New Labour government sees the role of education explicitly in terms of social engineering. It means that the inclusion agenda in the UK has a moral and rhetorical appeal, while its conceptual vagueness can be seen after closer analysis. Conclusion. The conducted study demonstrated that there are no simple solutions to the task of inclusive thinking, relations and practice, that here is no room for complacency in the pursuit of understanding and implementing inclusive education. Without a doubt, inclusion can make great contribution to maximising the participation of all learners and the removal of discriminatory and exclusionary assumptions and practices in schools. Fortunately, recently society has shifted from a sentimental approach to disability to one which concerns entitlement. Inclusive education theorists and practitioners have moved distinctly on from a preoccupation with mere physical location in a school or college and a campaigning for civil rights issues. Physical access and disability rights continue to be ongoing struggles and theoretical concerns but the overriding practical priority in schools is that of coping with difficult behaviour and with learning difficulties. Here it is important not to see inclusion as the concern of special educators but of concern to all those involved in the school or college settings. While the earlier integration focus tended to be on physical access and specialist resources, inclusive education implies a shared responsibility and a joint concern. In such a way, now SEN is at the core of educational agenda, and it is seen as the business of mainstream schools to address basic skills and to meet individual needs. If successfully implemented inclusive schooling can give the opportunity for children with a disability to participate fully in all the educational, employment, consumer, leisure, community and domestic activities that characterize everyday society. But to advance an agenda for inclusion and to make the ideals represented in New Labour government policies a meaningful reality in schools, the society has much to do. Our study proves rightfulness of Armstrong’ arguments that even if being ambitious and extensive New Labour’s policies promulgating inclusive education do not yielded in practical results for children with SEN. To date they remain in many aspects just a declaration of what changes in education would be implemented, but the rhetoric of change has not been followed by substantive transformation of values and practices towards inclusion. Many children come to school with problems. Recognition of this and sensitivity to it is part of inclusive education as we revealed in our study. A responsive school climate, which views problems as challenges and not obstacles, is a key factor in successful movement to really inclusive education. The focus in it has to be on institutional systems, attitudes, flexibility and responsiveness rather than on the special needs child. In order to provide such a highly developed level of inclusiveness, schools have to be willing to work consistently on improving and adapting both their curriculum and social climate. It has to be a school which relates to individual needs, institutional resources and to community values. Today inclusion in school settings, for all the political rhetoric, remains the cause of a good deal of anxiety with the vast majority of teachers, parents and children. To work to advance an agenda for inclusion, in the target-driven and achievement-oriented market place that education has become, requires placing emphasis on breaking down the barriers which create exclusion. It means that we have to work on the attainment of a more inclusive society, which is not solely the responsibility of teachers in schools, and which is most likely to be achieved only when we will be able to develop a more equitable educational system. References Ainscow, M. , Booth, T. , Dyson, A. , with Farrell, P. , Frankham, J. , Gallannaugh, F. , Howes, A. & Smith, R. 2006, Improving Schools, Developing Inclusion, Routledge, London. HMSO 2004, The Children Act 2004, HMSO, London. Armstrong, D. 2005, ‘Reinventing ‘Inclusion’: New Labour and the Cultural Politics of Special Education’, Oxford Review of Education, vol. 31, no. 1, pp. 135–151. Atkinson, T. , Cantillon, B. , Marlier, E. , & Nolan, B. 2002, Social Indicators: The EU and Social Inclusion, Oxford University Press, Oxford. Booth, T. , & Ainscow, M. 1998, ‘From Them to Us: Setting up the Study’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 1-20. Booth, T. , Ainscow, M. , & Dyson, A. 1998, ‘England: Inclusion and Exclusion in a Competitive System’, in From Them to Us: An International Study of Inclusion in Education, eds. T. Booth & M. Ainscow, Routledge, London, pp. 193-225. Clark, C. , Dyson, A.& Millward, A. 1998, ‘Introducing the Issue of Theorising’, in Theorising Special Education, eds. C. Clark, A. Dyson & A. Millward, Routledge, London, pp. 1-6. Cheminais, R. 2006, Every Child Matters: New Role for SENCOs, David Fulton Publishers, London. Clough, P. , & Corbett, J. 2000, Theories of Inclusive Education: A Students’ Guide, Chapman, London. Corbett, J. 2001, Supporting Inclusive Education: A Connective Pedagogy, RoutledgeFalmer, London. DfES 2001, Inclusive Schooling: Children with Special Educational Needs, DfES Publications, Nottingham. DfES 2003, Every Child Matters, DfES Publications, London. Farrell, M. 2006, Celebrating the Special School, David Fulton Publishers, London. Foley, P. , Parton, N. , Roche, J. & Tucker, S. 2003, ‘Contradictory and Convergent Trends in Law and Policy Affecting Children in England’, in Hearing the Voices of Children: Social Policy for a New Century, eds. C. Hallett & A. Prout, Routledge, London, pp. 106-120. Mittler, P. 2000, Working Towards Inclusive Education: Social Contexts, David Fulton Publishers, London. Pugh, R. , 2005. Whose Children? The State and Child Welfare [online]. Phoenix, Arizona State University. Available from: http://www. asu.edu/xed/lectures/images/Pugh05. pdf [Accessed 25 April 2007]. Rieser, R. 2000, ‘Special Educational Needs or Inclusive Education: The Challenge of Disability Discrimination in Schooling’, in Education, Equality and Human Rights, ed. M. Cole, Falmer Press, London, pp. 141-161. Rose, R. 2003, ‘Ideology, Reality and Pragmatics: Towards an Informed Policy for Inclusion’, in Strategies to Promote Inclusive Practice, eds. R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 7-17. Robertson, C. 2003, ‘Towards Inclusive Therapy: Policies and the Transformation of Practice’, in Strategies to Promote Inclusive Practice, eds.R. Rose & C. Tilstone, RoutledgeFalmer, London, pp. 97-116. Skrtic, T. M. 1995, ‘Special Education and Student Disability as Organizational Pathologies: Toward a Metatheory of School Organization and Change’, in Disability and Democracy: Reconstructing (Special) Education for Postmodernity, ed. T. M. Skrtic, Teachers College Press, New York, pp. 190-232. Thomas, G. , & Loxley, A. 2001, Deconstructing Special Education and Constructing Inclusion, Open University Press, Buckingham. Thomas, G. , & Vaughan, M. 2004, Inclusive Education: Readings and Reflections, Open University Press, London.

Inseparable Companion

The main character of this book is a St. Bernard and Scotch Shepherd mix, named Buck. As I read the book, I found out that Buck can be very loyal and trustworthy to his master, if his master is loyal to him. Also, at times I found that Buck could turn into an enraged beast very easily. At home, which was a large house called Judge Miller†s Place, in the sun kissed Santa Clara Valley in California, Buck ruled over all of the dogs that were there. Buck was Judge Miller†s inseparable companion, until a man named Manuel, who was one the gardener†s helpers, committed a treacherous act. In order to cover his Chinese lottery gambling debts, he stole Buck from his sound sleep and brought him to a flag station called College Park. There, the exchanging of money took place. Buck was loaded onto an express car to Seattle. On his way to Seattle, he found that a man in a red sweater repeatedly beat him. From then on, I knew that Buck would never forget that experience. In that part of the book, I found out that Buck was now an enraged animal and could only be tamed by repeatedly being hit with a club or a whip. At this point of the book, I was thinking about Judge Miller. He would†ve sent out a message or an investigation in order to find Buck. Because Judge Miller had a big house to live in, the book implied that he was wealthy. The trip to Seattle must of taken days and by then, Judge Miller would†ve been worried sick about his inseparable companion. As the story goes on, Buck†s first experience of snow left him feeling pretty stupid. When the train got to the station in Seattle, two men named Perrault and Francois bought him. Then, they put him on a ship called the Narwhal. At this point of the book, I was thinking about the cruelty of animals and how the humans treated them. It was cruel, but I guess they didn†t care. The Narwhal took Buck to the Yukon where he was trained to be a sled dog. There were other dogs that Buck had grown to know well during his training. In a matter of time, Buck became a great sled dog. Francois and Perrault took the huskies and mix breeds from Dyea Beach to the town of Dawson. There were many conflicts with Buck and Spitz, who was the leader of the dogs. From then on, Buck†s motivation was to survive the freezing cold weather of the arctic. Buck was very ambitious to be the leader. In some ways, I find that Buck can be satanic. To become the lead dog of the sled team, he would fight to the bloody death of the lead dog, and that was what he did later on in the book. When I was reading, I noticed something in the writing of Jack London. Francois and Perrault must of came from France or something. Their English was really bad. It took me a while before I could really understand what they were saying. An example of this was when Francois was talking about how there was no other dog like Buck. â€Å"Nevaire such a dog as dat Buck!† he cried. â€Å"No nevaire! Heem worth one t†ousan† dollair, by Gar! Eh? Wot you say, Perrault?† When Spitz was killed, Francois and Perrault didn†t even make Buck the leader of the pack. Buck became enraged and pushed himself harder than ever to achieve the roll of being the leader. As days past, Francois and Perrault made the trip to Dawson. By the time they got there, most of the dogs were severely wounded. Some of them had broken legs and some of them were severely sick. The dog that was in best condition was Buck, although he had many wounds and bruises. When Francois and Perrault got to Dawson, Buck was traded to a family who knew absolutely nothing about managing a sled team. This part of the plot didn†t seem right. There was a rich family who could†ve taken a train to their destination instead of risking their lives in the freezing cold; meanwhile, taking a crew of dogs and having to feed them and having to stop each night can kill the dogs if not treated right. The plot continues when the family packed too much on the sled. It was too much for the dogs to pull and it was mostly unnecessary baggage. The driver told the dogs to start. They pulled as hard as they could but the sled didn†t budge. Luckily, a local came along and told the family to throw away their tent. They started and finally got somewhere. As the sled made a sharp turn, some of the access baggage tipped over and the trip was barely completed because of the harsh weather, inadequate supplies, and poop management skills of the dog handlers. This was a beginning of a bad start of Buck and the family. Perhaps the only sane one in the group was John Thortnon. When the family started to repeatedly beat on Buck, Thornton became enraged and threatened to kill the man. Shortly after, Thornton unhooked Buck from the sled, nonetheless the rest of the family left John Thornton. As the sled took off, it slid on a lake and then began to sink. This situation left me to think about what it would feel like to be a dog in those days. It leaves a horrible scene in my mind because seeing a whole crew of sled dogs sink in freezing cold water is very hard to imagine. This situation left John and Buck to fend for themselves. As time pasted, John and Buck became the best of friends. The rest of the book concludes all of the good times that John and Buck have together. In this book, Jack London makes Buck look like a human being instead of a dog. It is not that realistic because Jack London makes the dog feel human emotions. An example of this is at the end of the book when Buck discovers that John Thornton is dead because of the Indians. It said in the book that Buck felt and remembered all of the times that they have spent together. I think that Jack London uses a writing style that everyone can understand. Overall, I think that The Call of the Wild is an exhilarating and an exciting novel. It is packed with drama and adventure. Throughout the chapters, this book takes you through many stages of a dog†s life. I would recommend this book to anybody who is interested in reading about dogs and the arctic. I think that this book has to do with the love from a dog to a man than anything else in the book. Overall, I think that this is a great book and I recommend that you read it.

The 21 March 1960 Sharpeville Massacre

The 21 March 1960 Sharpeville Massacre On 21 March 1960 at least 180 black Africans were injured (there are claims of as many as 300) and 69 killed when South African police opened fire on approximately 300 demonstrators, who were protesting against the pass laws, at the township of Sharpeville, near Vereeniging in the Transvaal. In similar demonstrations at the police station in Vanderbijlpark, another person was shot. Later that day at Langa, a township outside Cape Town, police baton charged and fired tear gas at the gathered protesters, shooting three and injuring several others. The Sharpeville Massacre, as the event has become known, signaled the start of armed resistance in South Africa, and prompted worldwide condemnation of South Africas Apartheid policies. Build-up to the Massacre On 13 May 1902 the treaty which ended the Anglo-Boer War was signed at Vereeniging; it signified a new era of cooperation between English and Afrikaner living in Southern Africa. By 1910, the two Afrikaner states of Orange River Colony (Oranje Vrij Staat) and Transvaal (Zuid Afrikaansche Republick) were joined with Cape Colony and Natal as the Union of South Africa. The repression of black Africans became entrenched in the constitution of the new union (although perhaps not intentionally) and the foundations of Grand Apartheid were laid. After the Second World War the Herstigte (Reformed or Pure) National Party (HNP) came into power (by a slender majority, created through a coalition with the otherwise insignificant Afrikaner Party) in 1948. Its members had been disaffected from the previous government, the United Party, in 1933, and had smarted at the governments accord with Britain during the war. Within a year the Mixed Marriages Act was instituted – the first of many segregationist laws devised to separate privileged white South Africans from the black African masses. By 1958, with the election of Hendrik Verwoerd, (white) South Africa was completely entrenched in the philosophy of Apartheid. There was opposition to the governments policies. The African National Congress  (ANC) was working within the law against all forms of racial discrimination in South Africa. In 1956 had committed itself to a South Africa which belongs to all. A peaceful demonstration in June that same year, at which the ANC (and other anti-Apartheid groups) approved the Freedom Charter, led to the arrest of 156 anti-Apartheid leaders and the Treason Trial which lasted until 1961. By the late 1950s, some of ANCs members had become disillusioned with the peaceful response. Known as Africanists this select group was opposed to a multi-racial future for South Africa. The Africanists followed a philosophy that a racially assertive sense of nationalism was needed to mobilize the masses, and they advocated a strategy of mass action (boycotts, strikes, civil disobedience and non-cooperation). The Pan Africanist Congress (PAC) was formed in April 1959, with Robert Mangaliso Sobukwe as president. The PAC and ANC did not agree on policy, and it seemed unlikely in 1959 that they would co-operate in any manner. The ANC planned a campaign of demonstration against the pass laws to start at the beginning of April 1960. The PAC rushed ahead and announced a similar demonstration, to start ten days earlier, effectively hijacking the ANC campaign. The PAC called for African males in every city and village... to leave their passes at home, join demonstrations and, if arrested, [to] offer no bail, no defence, [and] no fine.1 On 16 March 1960, Sobukwe wrote to the commissioner of police, Major General Rademeyer, stating that the PAC would be holding a five-day, non-violent, disciplined, and sustained protest campaign against pass laws, starting on 21 March. At a press conference on 18 March, he further stated: I have appealed to the African people to make sure that this campaign is conducted in a spirit of absolute non-violence, and I am quite certain they will heed my call. If the other side so desires, we will provide them with an opportunity to demonstrate to the world how brutal they can be. The PAC leadership was hopeful of some kind of physical response. References: 1. Africa since 1935 Vol VIII of the UNESCO General History of Africa, editor Ali Mazrui, published by James Currey, 1999, p259-60.    Next page Part 2: The Massacre Page 1, 2, 3

Management Term Paper

Management Term Paper What is management? It is defined in many ways such as getting things done through others or implementing plans to a defined timescale through the use of available resources. Although these definitions make management sound so simple, the subject has spawned innumerable books and many theories. There are many topics on which you can write management term papers such as management skills, project management, styles of management, marketing management, staff management, management planning, effective management, management techniques, decision making, people management cycle, management models, management responsibilities, the role of manager, security management, management principles and many others. You should show your understanding of the subject of management and should write project management term paper that is organized and arranged in the pattern of introduction, literature review, argumentation, findings and conclusion. How to write a management term paper, which is asked by many management students. If you are assigned to write a management term paper on management skills, you have to include the eight skills that are needed in effective management in your management term paper. The eight skills are planning, listening, delegating effectively, communicating, improving, motivating, measuring and negotiating. In your management term paper for which you are asked to write about management skills, the inclusion of these eight skills is compulsory. You have to make headings for these eight skills in your management term paper and have to describe the skills accordingly. For the heading of planning in your management term paper, you will include information about planning the managers time, that of others, planning budgeting and planning the use of other resources. For the heading of listening in your management term paper, you will include information such as finding out what the tasks are, listening to what the staff thinks about managers ideas and instructions, understanding the re actions of the boss and various peer groups. For delegating effectively, the issues will be to get the job done, to release some of managers time and to grow the staff. Communicating involves upwards, downwards and sideways communication related to management. Improving contains information about again improving management and the staff whether by training, coaching or mentoring. Motivation should be for the manager, the staff, the peer group and the boss. In term paper on management for management skills, measuring includes setting targets and monitoring them, whether they, be personal targets for the manger or the staff. In term paper on management for skills, negotiating will include getting people to do what the manger wants them to do. Management term papers should be written by taking support of relevant headings as described above. You can either read some tips on how to write a term paper on our blog or buy term paper on Management from our company.

Strait of Hormuz - History and Importance

Strait of Hormuz - History and Importance The Strait of Hormuz is a strategically important strait or narrow strip of water that links the Persian Gulf with the Arabian Sea and the Gulf of Oman (map). The strait is only 21 to 60 miles (33 to 95 km) wide throughout its length. The Strait of Hormuz is important because it is a geographic chokepoint and a main artery for the transport of oil from the Middle East. Iran and Oman are the countries nearest to the Strait of Hormuz and share territorial rights over the waters. Due to its importance, Iran has threatened to close the Strait of Hormuz several times in recent history. Â   Geographic Importance and History of the Strait of Hormuz In 2011, nearly 17 million barrels of oil, or almost 20% of the world’s traded oil flowed on ships through the Strait of Hormuz daily, for an annual total of more than six billion barrels of oil. An average of 14 crude oil ships passed through the strait per day in that year taking oil to destinations such as Japan, India, China and South Korea (U.S. Energy Information Administration). As a chokepoint the Strait of Hormuz is very narrow – just 21 miles (33 km) wide at its narrowest point and 60 miles (95 km) at its widest. The widths of the shipping lanes however are much narrower (about two miles (three km) wide in each direction) because the waters are not deep enough for oil tankers throughout the strait’s width. The Strait of Hormuz has been a strategic geographic chokepoint for many years and as such it has often been the site of conflict and there have been many threats by neighboring countries to close it. For example in the 1980s during the Iran-Iraq War Iran threatened to close the strait after Iraq disrupted shipping in the strait. In addition, the strait was also home to a battle between the United States Navy and Iran in April 1988 after the U.S. attacked Iran during the Iran-Iraq War. In the 1990s, disputes between Iran and the United Arab Emirates over control of several small islands within the Strait of Hormuz resulted in further treats to close the strait. By 1992 however, Iran took control of the islands but tensions remained in the region throughout the 1990s. In December 2007 and into 2008, a series of naval events between the United States and Iran took place in the Strait of Hormuz. In June of 2008 Iran asserted that if it were attacked by the U.S. the strait would be sealed off in an effort to damage the world’s oil markets. The U.S. responded by claiming that any closure of the strait would be treated as an act of war. This further increased tensions and showed the importance of the Strait of Hormuz on a worldwide scale. Â   Closure of the Strait of Hormuz Despite these current and past threats, the Strait of Hormuz has never actually been closed off and many experts claim that it will not be. This is mainly due to the fact that Iran’s economy depends on the shipment of oil through the strait. In addition any closure of the strait would likely cause a war between Iran and the U.S. and generate new tensions between Iran and countries like India and China. Instead of closing the Strait of Hormuz, experts say it is more likely that Iran will make shipment through the region difficult or slow with such activities as seizing ships and raiding facilities. To learn more about the Strait of Hormuz, read the Los Angeles Times’ article, What is the Strait of Hormuz? Can Iran Shut Off Access to Oil? and The Strait of Hormuz and Other Foreign Policy Chokepoints from US Foreign Policy at About.com.

Social Learning Theory Assignment Example | Topics and Well Written Essays - 1000 words

Social Learning Theory - Assignment Example This assignment discusses the Social Learning Theory developed by Berger, that primarily focuses upon that a child develops while observing the sequential patterns that go on around him/her. Thus, it is through modeling and repeating or doing things that are already done by others is an important way a child learns different behaviors and adopt certain attitudes. However, while observing and modeling, one feature that is in a continuous functioning state is the child’s own cognition. The cognition works in a way that if a child sees someone getting acknowledgement and rewards upon his behavior or deed, the child would him/herself like to receive the same kind of acknowledgement and appreciation from others. This desire leads the child to incorporate the same attitude in his daily practice so that he too can be socially recognized and accepted. Once the child gets success due to the modeled behavior, he learns to practice the same thing throughout his lifespan. The problem migh t occur when the child is not able to model the exact behavior to receive acknowledgement. In such a situation, he/she modifies the same behavior multiple times and in multiple ways as long as he might achieve success. In the same way, punishment and discouragement act as negative stimulators for the child not to adopt a certain behavior if someone else is punished on its basis. In conclusion, the researcher states that this further retains throughout the child’s lifetime shaping his personality in a particular direction.

Goal #2 Essay Example | Topics and Well Written Essays - 500 words

Goal #2 - Essay Example Indeed, my active participation in class has catapulted me to a higher notch in writing. I have made several achievements in both personal and group studies. I have made several achievements in my discussion group, class and the entire school by making sure in everything that I participate in, I turn out to be the best. This has solely been due to my undisputed writing skills. My regular class attendance has enabled me to actively participate in classwork. My listening skills always are at stake enabling me to capture all the information given out during a class. Each time a question is raised I find myself in a position to give out an answer. During group discussions with my fellow group members I actively involve myself in each and every discussion raised. We vigorously tackle each and every question brought up by any of us pointing out important aspects that can be of help during tests and exams. This has earned us a greater grades and the ability to expound on research given out. Each time I have a problem in every part of my studies, I always seek an appropriate instructions from the preferred instructors who, have never disappointed me. The instructors are always well informed on issues related with my studies. I really appreciate there good job. On the other hand, I am always the most punctual student in the class. My punctuality always enables me to get enough time to complete my assignment and submit them in the right time. This has made me to be one of the best students in my class. My submitted assignments are always ranked among the best in overall class submissions. Moreover, I always keep busy my group discussion members by constant participation in research questions. Being the head of our discussion group, I always make sure that all group work, questions and exercises are done and submitted in time. The quality of each group work done by us has always motivated other groups to follow our

Assignment Example | Topics and Well Written Essays - 250 words - 64

Assignment Example There was a difference of twelve years after which attempts were made again. The two successful colonies were thus discovered. They succeeded because of â€Å"profit seeking impulses of gentlemen backers than to a desire to create refuges for English people beset by religious, economic and political woes at home. (Anderson, 195)† Diseases like plague destroyed the colonies and measles and the colonists inferred it was God’s action to vacate the colonial land such that His selected men could occupy the same. Puritan religion dominated entire New England except the Rhode Island. The founders of the two successful colonies of New England were of Puritan origin and got themselves involved in hiring people from their co-religious backdrops. Though a few of the settlers did not have common views with that of the founders, they were rather governed b the â€Å"common purpose†. However the Puritans found the growing turn towards Protestant thoughts or Armenianism. Evangelical religion in fact is a reputed movement of Protestants and the turn of thought towards this religion took place during early eighteenth century (Bebbington,

Formation of a Legally Binding Business Contract Essay - 3

Formation of a Legally Binding Business Contract - Essay Example It is important to consider what constitutes a valid offer. There are various statements which seem like offers but actually not offer. A distinction must be among offer, invitation to offer, an invitation to treat. Jess advertised a second-hand van for sale on a car trade website for  £2650. This is not an offer but a mere invitation to offer. This means that if anyone shows interest in the van, Jess reserves the right of refusing to sell it. As seen in the given case, Mr. Powell showed interest in the van but Jess told him that she would sell it if any other customer came before him. The interest shown by Mr. Powell was the actual offer but it was not accepted by Jess. Jess agreed to sell the van to him but she qualified her acceptance by saying that she would sell the van to any customer that came before him. A qualified acceptance is not a valid acceptance which is why they did not have any agreement yet. Mr. Powell told Jess that he would pay  £450 in advance if she did not sell the van to any customer for three days. Normally, when general offers are made, the offeror is not bound to keep the offer open for any particular offeree. However, when an offeree agrees to pay a consideration for keeping the offer open for a certain period, the offeror becomes bound to keep it open for the stipulated period as seen in Dickinson v Dodds. Mr. Powell has obtained a promise with the consideration of  £450 from Jess that she would keep the offer to sell the van to Mr. Powell open for three days. Now Jess and Mr. Powell have an agreement that is separate from that of selling of the van. Another important fact is that Jess’ invitation to offer turned into an offer during this negotiation. It is because anyone could have made an offer to Jess before she promised to keep her offer open.

Boston Beer Company Essay Example | Topics and Well Written Essays - 2500 words

Boston Beer Company - Essay Example The trend all these ratios have over time is analyzed to check if they are deteriorating or improving (Steffy, Zearley & Strunk, 1974). Comparative valuations of different companies belonging to the same sector are also carried out in order to see how they stack up, and also to get an idea of their comparative performance (Sen, 2008). Ratio analysis is a very important factor of fundamental analysis (Johri, 2010). Although there is abundance of financial ratios, investors are mostly familiar with a few key ratios, especially the ones that are comparatively easy to calculate. A few of these ratios are the current ratio, the debt-equity ratio, return on equity, the price/earnings ratio and the dividend payout ratio. (Muhammad Arif Ghani, 2007) Most companies have some values, for a specific ratio, that have a certain range. A company may be assumed to be grossly overvalued or undervalued depending on the ratio figured out provided the ratio does not fall in that range. Keeping in view the fact that a ratio which is acceptable for one industry may be considered as much more high in another, therefore the ratios are generally compared for those companies which are in operations in the same sector. A good example may be; companies in utilities sectors typically have high debt-equity ratios, but the same ratio may be considered as unsustainably high for a technology company (Palepu, Bernard & Healy, 1996). Ratio analysis can be very useful in providing an early warning of a potential deterioration or improvement in the financial performance or situation of a company. To find for any such hints, the experts and analysts does engage in extensive ratio calculations of the financial data in quarterly financial reports of a company (Cadle, Paul & Yeates, 2010). Generally, successful companies show solid ratios in all the areas, and a small hint of weakness in a single area may

Formation of a Legally Binding Business Contract Essay - 3

Formation of a Legally Binding Business Contract - Essay Example It is important to consider what constitutes a valid offer. There are various statements which seem like offers but actually not offer. A distinction must be among offer, invitation to offer, an invitation to treat. Jess advertised a second-hand van for sale on a car trade website for  £2650. This is not an offer but a mere invitation to offer. This means that if anyone shows interest in the van, Jess reserves the right of refusing to sell it. As seen in the given case, Mr. Powell showed interest in the van but Jess told him that she would sell it if any other customer came before him. The interest shown by Mr. Powell was the actual offer but it was not accepted by Jess. Jess agreed to sell the van to him but she qualified her acceptance by saying that she would sell the van to any customer that came before him. A qualified acceptance is not a valid acceptance which is why they did not have any agreement yet. Mr. Powell told Jess that he would pay  £450 in advance if she did not sell the van to any customer for three days. Normally, when general offers are made, the offeror is not bound to keep the offer open for any particular offeree. However, when an offeree agrees to pay a consideration for keeping the offer open for a certain period, the offeror becomes bound to keep it open for the stipulated period as seen in Dickinson v Dodds. Mr. Powell has obtained a promise with the consideration of  £450 from Jess that she would keep the offer to sell the van to Mr. Powell open for three days. Now Jess and Mr. Powell have an agreement that is separate from that of selling of the van. Another important fact is that Jess’ invitation to offer turned into an offer during this negotiation. It is because anyone could have made an offer to Jess before she promised to keep her offer open.

Persian mythology Research Paper Example | Topics and Well Written Essays - 1500 words

Persian mythology - Research Paper Example He was the favorite hero of King Kaykaus, a magnificent warrior and prominent character of Persian mythology stories. Perhaps the most famous amongst such stories was the story of Rostam and Sohrab (Firdawsi & Clinton, 1996). Apart from being one of the most well-loved and moving tales which history has passed on, it was also thematically mentioned in the best-seller â€Å"The Kite Runner† written by Khalid Hosenni (Ferdowsi, 2011). Summary This tale revolves around the main themes of family ties, betrayal, pride, and loss. It starts when Rostam, restless for an outing, takes his horse Raksh out for a game of hunting. Once his game ended, he decided to take a rest his eyes near a pasture. However, while he was asleep, seven knights of Turan, a nearby land, came across the horse and kidnapped it. It fought and resisted but was outnumbered and led away. Rostam, upon waking up and discovering his trusty steed gone, was dismayed and embarked upon a search to find his horse. Follow ing Raksh’s tracks on the ground, Rostam reached the land of Turan, where he met the King of Samengan and told him of his search. The king promised to help with the search and offered Rostam a place to stay meanwhile. During his stay at the king’s palace, Rostam met the king’s young daughter Tahmina during his stay, and married her. However, shortly after the marriage, his horse was found and he left for his own land. Before going, he gave his wife a clasp of his, to pass on his own child once he or she was born. Nine months later, Tahmina gave birth to Rostam’s son, whom she named Sohrab (Ferdowsi, 2011). This child proved to be like his father from a very young age, and soon grew up to be the finest warrior in the land. He soon figured that his origins were not purely of the land he lived in, and approached his mother to ask her about his father. She told him about Rostam and showed Sohrab the clasp that Rostam had left for him. After this, it became a large ambition for Sohrab to meet his father. Later on, Sohrab and Rostam met in battle. Neither of them knew who the other was, since they had not met before. However, Sohrab had a suspicion that this man, so equally matched in battle skills as Sohrab, could be his father (Ferdowsi, 2011). Thus, he enquired before starting the fight, whether his opponent for Rostam. Rostam, not wishing to daunt the young warrior, lied and said that he was not Rostam. This greatly disappointed Sohrab, who proceeded with the fight with all his might. Sohrab came close to defeating Rostam, but Rostam deceived him into thinking that it was a battle etiquette for the person almost winning to give his opponent another chance to win. This way, Rostam received another chance to battle, and this time came close to defeating Sohrab. When Sohrab realized that his death was near, he became saddened and revealed to his opponent that he was Sohrab, son of Rostam, and was now dying without having fulfilled his bi ggest wish of seeing his father’s face. Upon hearing this, Rostam was deeply heartbroken, as he realized that he had just taken his own son’s life. The rest of the tale consisted of failed attempts to save Sohrab’s life, and his mother finding out about his demise and eventually dying of grief after a year (Ferdowsi, 2011). Explanations of this Myth This myth may have several different symbolic meanings, expressed through the personalities of the characters, their decisions in life or the lives they chose to live. One possible explanation is that

Microbiology Essay Example for Free

Microbiology Essay 1.List five environments where you are likely to find microbial growth: Lakes, soil, oceans, tundras, deserts 2.How do microbes contribute to soil fertility? The decomposition that microbes take part in help release mineral nutrients, such as potassium and nitrogen, from dead organic matter and allowing primary producers the nutritional access. They also produce CO2 and CH4 to release into the soil and atmosphere. 3.Describe the growth you observed in each of your samples: Soil: I chose an area of soil outside of my apartment to do my soil sample. I noticed that there were a few prominent growth in this dish. The majority of them seemed to grow in a snowflake shape and were mainly white. Whether they were different types of microbes or just one, I am not sure. There was one growth that had a black center and a white border that was shaped like a snowflake. Air: I left the dish uncovered in my kitchen and the growth was interesting. I noticed that there were three distinct microbial growths that were prominent along with a small smattering of white along the petri dish. There was one growth that was a dark grey colour with a mottled appearance, another that was a white colour with a mottled appearance, and finally one that was a tan colour with a bubbly appearance. Water: There is a small and very stale pond near my house that I took the water sample from. This was by far the most disgusting of the three observations. The growth I observed looked like a very dark Picasso painting. There was a black coloured colony that had a fuzzy appearance, there was a dark green coloured colony that looked wrinkled and somewhat mottled, there was a colony with a black center and white surrounding it with a wispy appearance, and there was a white colony with a very feathery appearance. 4.What were the differences between the growths in each plate? The similarities? The differences in the growth plates is that each of the three environments had their own bacteria that were specific to it. It seems as if the water sample had the most growth due to the fact that it was continually exposed to the elements and people. The soil one seemed as if it may have some fungal microbes due to the snowflake like appearance. There were similarities between the soil plate and the water plate. It could be that the droplets from the water reached the soil area and that their microbes could be colonizing there. I saw no similarities between the air plate and any of the other two. 5.What is the difference between and autotroph and a heterotroph? The difference between an autotroph and a heterotroph is that an autotroph is capable of deriving its energy from light using photosynthesis or he oxidation of reduced organic or inorganic molecules. Heterotrophs are not able to produce heir own food and are required to feed on other organisms in order to obtain their energy. 6.Define the following terms: Photoautotroph – Capable of using ligh as an energy source and CO2 as a carbon source Photoheterotroph- Uses light as an energy source and reduced organic compounds as a carbon source Chemoautotroph- Uses inorganic chemicals as an energy source and CO2 as a principal carbon source Chemoheterotroph- Uses organic compounds as an energy source as well as a principal carbon source 7.What is nitrogen fixation? What role do microbes serve? Nitrogen fixation is a process where atmospheric nitrogen is converted into a useable form of nitrogen (ammonia). Microbes serve a role in nitrogn fixation because they are the only organisms capable of performing this process. 8.Define the following terms: Hyphae- Tube like structures with a rigid cell wall that protects the cell membrane Mycelium- A structure that is composed of intertwined thread-like hyphae. This is the primary structural component of the fungi buried in thhe soil/organic matter that the fungus is living on Septate- Also known as cross-walls, they divide the hyphae into sections giving them the possibility of containing more than one nucleus in addition to the usual organelles found in these cells. 9.What type of morphological features were you able to see in your fungal wet mounts? In your stained preparations? In the wet mount, it was very obvious that the organisms growing on the food were of fungal origins. There was a network of hyphae that was branching out and tangled up around the slide. In the stained preparations, I could see the individual sections that are divided by the septae. Within these sections, if you went up to a higher powered lens, you could see dark little spots which I am assuming are the nuclei. I also saw that there were tiny little buds that were present throughout the hyphae tangle. 10.List the four main classifications of fungi and describe each group Chytridiomycota- The smallest and simplest fungi. They are considered the ancestors of modern fungi and are primarily aquatic organisms. The majority are decomposeres but come can be plant pathogens. Zygomycota- Mostly terrestrial fungi that live in soil or decaying plant and animal matter. They are mainly parasites of plants, insects, and animals. Ascomycota- The largest and most diverse group of fungi that includes the fungal element of lichen and many edible fungi (morels and truffles). Basidiomycota- Producers of spores on a stick or club-like structures and are known as club fungi. Some club fungi are edible but the majority are poisonous. 11.What fungi would you find in the group Deuteromycota? Deuteromycota has fungi that have lost the ability to reproduce sexually. 12.What is a lichen? Lichens are the symbiotic relationship between a fungus and an algae where the fungus is usually an ascomycete and the algae is usually a cyanobacteria. The fungal partner cant grow without the algae. 13.Define the following terms: Parasite- An organism that lives off of another living organism without killing or helping the host organism in any way. Saprobe- An organism that uses dead organic matter as a food source. Mutualistic Organism- Organisms that live in close association with another type of organism in a mutually beneficial relationship such as lichens. 14.What are the five common features of fungi? Fungi are heterotrophs and depend on other organisms as a carbon source. The structure of fungi is generally found as a unicellular fungi or as a mycelium. Most fungi have cell walls that are primarily composed of chitin. Fungi acquire their food through absorption which and transport their nutrients from substrate directly through their cell walls. Most fungi reproduce through sexual and asexual routes. Which route is used is determined by the environmental conditions. Describe the growth on each of your substrates, what were the similarities? The differences? I chose bread, a strawberry, a slice of tomato, and a square of cheese as my growing substrates. The similarities amongst them was in the general appearance of the mold. Each specimen had mold that was fuzz in appearance and seemed to branch away from a central location and spread throughout the food. A white colour was seen in each of the specimens as well. However, the bread mold had black in it as well as the white which makes me believe that it has different fungi that prefer bread to the other foods. The cheese, strawberry, and tomato all had white fuzzy mold on it. The cheeses mold was more dispersed throughout the food in a random pattern. The strawberry and the tomato mold looked very similar to one another and grew rather aggressively and covered the whole specimen.

Domestic Violence And The Criminal Justice System Social Work Essay

Domestic Violence And The Criminal Justice System Social Work Essay After year of abuse Rachel Susan Miller was tired of being in an abusive relationship, so she waited for the father of her children to come home. She looked him in the face and told him she was leaving, and with escorts, she did so with her children and ran for three years in fear. She probably felt pretty good that day and felt that the criminal justice system would be on her side the day she decided to walk away for her own safety and for the safety of her children. Her ex-husband stalked and brutally assaulted Rachel on April 13, 2000; she died 13 days on April 26, 2000 after the brutal assault. Bruce Daniels, Rachels ex-husband, brutally assaulted and raped Rachel several times that day as she plead for her life and the life of her child. Bruce Daniels pled guilty to murder before his trial began and was sentenced to life in prison without the possibility of parole for Rachels murder. Although the baby Rachel was carrying died as a result of the brutal attack, Bruce Daniels recei ved no punishment for killing Baby Christopher because of a technicality. Not only did he get away with one murder his 12 year old son Tyler Edmond Daniels Miller, killed himself on June 11, 2001, because of the depression caused by his mothers violent death at the hands of his biological father. (Rachels Story, n.d.) The Criminal Justice System fails to recognize and address the effects a domestic violence environment has on the children who witness the abuse. In a household where domestic violence occurs, child abuse and neglect is 1500 percent higher than the national average. (PowerPoint) Nationally 75 percent of battered women say that their children are physically and sexually abused. (PowerPoint) The statistics show that these occurrences continue to be on the rise in the United States. Approximately 3.3 million children witness domestic violence in their homes each year. Children in exposed to this violence are 2 to 4 times higher rates of temper tantrums, bad school performances, and falling into the wrong crowd. (Power Point) These days it is easy to find a piece of news which informs us about a death of a woman who has been killed by her husband or her boyfriend. Hundred of women are mistreated and then assassinated each year and these deaths are increasing. However, although this is the main problem in our society, there are other kinds of domestic violence that not many people knowbut they have the same importance. In this essay I intent to give a definition of domestic violence and explain the main kinds of abuses. I will also suggest some possible solutions to diminish or to eliminate this problem and I will show some domestic indicators. I intent to argue some unhelpful behaviors and to finish I will discuss the effects of domestic violence in children. The term family violence includes all forms of violence within families. It is commonly used to describe the abuse women suffer at the hands of their male partners, but it is also used to mean family violence. Domestic violence can be physical, sexual, psychological, social or economic. Domestic violence is a hidden problem. It occurs in the privacy of a home, and those involved are usually reluctant to talk about it. The overwhelming majority are women and children who are more vulnerable. There are a lot of kinds of domestic violence such as physical abuse, verbal/emotional abuse, economic abuse, sexual abuse, social abuse or spiritual abuse. The first kind is physical and verbal/emotional abuse. This is produced when any action intended to degrade, humiliate and demean, both in public or private, including threats to injure or otherwise harm, the partner or the children; putting ones partner down and making them feel bad about themselves and their abilities; treating ones partner like a servant; abuser making decisions regarding partners financial status, free time, friendships, work and leisure activities. This constant humiliation will destroy a womans belief in herself and she may start to believe that the abuser is right. Violence has, unfortunately, become a common occurrence of todays society. Everywhere we turn, all we see are visions of violence that are wrongly showcased as solutions to problems. This makes it even more difficult for parents to teach their children proper morals and behaviors when the media projects violent acts in ways that children view as normal. However, some parents arent even trying to halt this wave of aggression. These parents choose to put this epidemic of violence in the express lane. One or both parents are involved in more than half of the astounding 3 million reported cases of child abuse each year (Kim). This number doesnt include the hundreds of cases that are left unreported. How are children to learn how to effectively solve everyday dilemmas, sans violence, when role models are using brutality to solve problems in the home? Abused children are more likely to lead a life that involves violence than children who have a stable, normal upbringing. While there isnt a nailed down definition of child abuse and neglect, and different states and localities have their own definitions, it can be simplified to a general explanation. Child abuse, or neglect, is the failure of a parent or caretaker to act, which results in physical, emotional or sexual maltreatment or death (Salus). Abuse can take many different forms. One type is physical abuse, which obviously involves an infliction of physical harm on the child. Another is sexual abuse, which not only entails physical sexual activity, but also includes non-physical, sexual exploitation (Salus). Emotional abuse is another form, which results when someone is verbally threatened and or humiliated. There are also several different levels of neglect. A child can be subject to physical neglect, which means the caretaker fails to provide for the child physically. Educational and emotional neglects can also be inflicted on a child. Educational neglect occurs when a parent fails to provide a child with the opportunity to gain an education. Emotional abuse is when a child doesnt receive the proper amount of affection or nurturing (Salus). No specific type of abuse can be labeled as the most severe or damaging. However, we know that all types of abuse and neglect can influence a child in a negative manner. As said above, when a parent abuses a child, they start a circle of violence in that childs life. A parent could be driven into abusive behavior by many different factors. Depression is one of the main factors leading up to abuse. Twelve percent of mothers with young children are depressed (Kim). Depressed mothers are also more inclined to notice and correct the childs poor behaviors, while ignoring the pleasant behaviors (Embry). Mothers can then children in emotional and physical distress by ignoring their needs. Taking care of a child, or multiple children, can be a very stressful task. People who are paid as caretakers for children are shown to have higher depression rate than those in high-risk professions such as police officers and firemen (Embry). When a child is cared for in a depressed environment, the chances of the child experiencing with substance abuse and falling into delinquency are three times more likely (Embry). Depression is more or less a communicable disease. Wh ile it may not be directly visible, depression will hurt and affect everyone that comes into contact with it. Another factor is substance abuse by the parent. Parental drug addiction can lead to child neglect or abuse if the parent becomes angry as a result of the drug (Kim). Also, over half of the assaults and homicides of domestic abuse cases involve alcohol (Elliott). Other acts of domestic violence in a household also contribute to child abuse. In a household where domestic violence occurs, child abuse is fifteen times more likely to happen (Kim). Horribly, domestic violence has practically become an ordinary and familiar part of our lives. The statistics show that it continues to be on the rise in the United States. Spousal abuse occurs every fifteen seconds, solely in the U.S. Half of the nations couples have encountered at least one violent event between them. Also, of all assault cases, a shocking 70% involve spousal abuse (Bledsoe). As sad as it seems, battered mothers often turn into abusers. These mothers often take the stress caused by the abuse out on their children. In 50% of all households that contain spousal abuse, child abuse is also present (Bledsoe). Therefore, the conclusion can be made that the more domestic abuse there is in the world, the more child abuse there will be. An excuse often used for this mother-to-child abuse is that the children need to learn to behave better in order to avoid agitation of the abusive father (Kim). However, even if the abused mother does not inflict abuse on the child, he or she can still be in danger in an environment that contains domestic abuse. The child may get injured in an attempt to break up the altercation (Kim). Psychological damage is also common in this situation. The child will begin to think that abuse is a normal part of a relationship, and they will feel unsafe in the relationships of their future (Minerbrook). Furthermore, it is dangerous for a child to be exposed to any of these factors in the home as they may lead to abuse, neglect, psychological issues or even death. Many child abuse cases turn into child fatalities. This is true in the child abuse case of Kelsey Briggs. Kelsey, a two and a half year old girl, died in 2005 as a result of brutal child abuse. The abuse had begun months earlier, consisting of many broken bones and full-body bruising. Attempts were made to have Kelsey relocated to another family member, but each time she eventually returned back to the house of her mother, where her stepfather continued to abuse her. After ten months of enduring maltreatment, Kelsey died of her wounds. Her father, who was serving in Iraq at the time, came home shortly after this, only finding he had to bury his little girl. The stepfather and mother were both found at fault for Kelseys premature death (Ballard). 1,400 child fatalities were reported in the United States in 2002 (Child Abuse in the United States). However, an estimated 60% of child fatalities go unreported, according to a study conducted in Colorado and North Carolina. This leaves us to wonder exactly why these terrible crimes are so rarely reported. Each state has its own official definition of child abuse and neglect. How can it be possible to determine the presence of a crime if there are many opinions on what the crime is? The review process of child fatalities also varies from place to place, and the process is often extensive and conducted by people who arent specialized in recognizing child fatalities. Research concludes that children younger than five years of age are the most at risk. Children under a year old add up to 40% of fatalities. 76% of fatalities are made up of children younger than four years old. Both parents were involved in an astounding 79% of child fatalities (Child Abuse in the United States). Yes, these children obviously cannot become violent, as their abuse ended in death. However, this shows that more and more children are growing into violent adults, whose brutal acts are escalating. While so many innocent children die from abuse and neglect each year, even more victims of abuse survive, equipped with a subconscious pull towards violent behavior. While not all child abuse cases result in a circle of violence, the statistics show that the chances of that happening are very high. Studies also show that the risk of violent behavior is raised by 40% in children who are exposed to violence early in life. Children learn how to react to situations through social learning. They imitate the actions that they see others do. Children then, regrettably, conclude that violence helps them gain power and that it is the best way to achieve respect (Elliott). They also see their parents who are unable to control anger and often have the same inability to control their own emotions in adulthood. Their aggressiveness builds as the years pass and they begin to only think of solutions that involve violent behavior (Minerbrook). While one would think that now, as adults, these individuals would realize that abusive behavior is cruel, the conclusion is quite the opposite. Parents who were subject abuse as children are six times more likely to abuse their own children than parents who had a normal childhood (Kim). They may know that the behavior is wrong, but they subconsciously act with violence to solve issues that arise with their children. The children then pick up the behaviors and begin to become belligerent. These behaviors typically launch in the first few years of the childs schooling. The preschool years are a period of time where the early signs of aggressive behavior can be seen. While kindergarteners rarely commit felonies, they do often interrupt. The interruptions can take place at home or in the classroom. These interruptions can be disrupting the class lesson or just acting out in an attempt to get attention. Yes, it is normal for a younger child to interrupt activities. However, if the interruptions are excessive, this information can be used to predict more violent behavior many years later (Embry). A person who grew up in an abusive environment has a greater chance of continuing the violence in adulthood. It has become a common fact that many serial killers and violent offenders had childhoods that were scarred with child abuse. Children often become depressed as a result of abuse. Boys in particular, show aggressive and sometimes unstable behavior while depressed (Embry). This erratic behavior leads them to act impulsively and begin a life of violence that could quickly turn into a life of crime. A common occurrence in our society is the rising number of violent teenagers. In a study of fourteen juveniles on death row, in several different states, twelve had experienced ruthless physical and sexual abuse (Minerbrook). The chance is 40% greater that abused children, versus non-abused children, will be arrested as juveniles and or in adulthood (Stephens). Violence seems inevitable for an abused child to develop. The statistics are clearly up against those of us who have endured abuse as children. Some say that everyone has free will and that it is their decision to continue the circle of abuse. I cannot argue this fact. However, even as adults, those who have been abused are now subconsciously and maybe even genetically built to produce violence. Without therapy or something of the like, these individuals will be inclined to act violently to situations in their life. In my opinion, those with a history of abuse endure an everyday struggle to overcome their thoughts of brutality. While the majority of these individuals will continue the cycle of violence, there are a few success stories. Some of us overcome the struggles and lead normal and even successful lives. However, the number of people who prolong the sphere of abuse will remain and continue on. Although police are typically the first professionals on the scene after a domestic violence incident, they have limited services to offer families. Law enforcement departments in several areas throughout the country have begun specific programs to improve interventions, including joint arrangements with mental health professionals who, when notified by police, appear at the scene of the domestic violence incident to assist the child and adult victims. Other strategies include police report documentation of a childs presence in the home, which automatically qualifies the child for state victims of crime funding for support services, and specialized training in child development for law enforcement personnel (Open Arms Home). In an effort to address the potential harm to children exposed to domestic violence some policymakers are considering whether such exposure should considered psychological abuse. Opponents argue that such policies would create a clear command for CPS intervention in cases in which children may be psychologically harmed, and would hold batterers more accountable for the effects of their violence by making them child abusers. Opponents argue that such policies may discourage battered women from seeking help because they would be afraid of losing their children, and may further trouble an already overloaded child welfare system. Before child abuse laws are passed, a thorough investigation of their potential impact is needed. Child abuse laws do not give courts and agencies the flexibility needed to review the particular circumstances of each domestic violence case and determine suitable interventions based on that case-by-case analysis. In order to effectively address the wide range of circumstances existing within families with domestic violence, multiple, community-based response systems are needed that do not require court or CPS intervention (Katz 163). Studies that examined age as a factor point out that exposure to domestic violence produced different developmental problems in children at different ages. Infants and toddlers who witness violence in their homes show extreme irritability, immature behavior, sleeping disorders, emotional suffering, fears of being alone, and decline in toileting and language skills. Exposure to trauma, especially violence in the family, interferes with a childs normal growth of trust and later investigative behaviors, which leads to the development of independence. The presence of symptoms in these young children is similar to posttraumatic stress disorder in adults, including continual experiencing of the traumatic event, avoidance, and lack of response (Health Plus). Once women and children affected by domestic violence are identified, health care professionals must be able to either provide them with or refer them to appropriate services. Some health care institutions have routine screening for domestic violence and offer specialized domestic violence services in-house, such as safety planning and support groups for battered women or therapeutic interventions for the children. Mental health system approaches to children exposed to domestic violence vary from crisis interventions to individual, group, and family therapy programs. An estimated 3.3 million children aged 3 to 17 years may witness domestic abuse of a parent every year in the United States (Health Plus). Domestic violence has a weighty effect on children who are exposed to it. Even if the children are not abused themselves, being helpless witnesses to the abuse of a parent is just as traumatizing to them as direct abuse. The effects of living in a violent home may create problems for a child throughout his or her life. Approximately 75% of all abusive men watched their fathers battering their mothers (Open Arms Home). Children depend on their parents to provide a safe, stable and predictable environment. When their parents are involved in a battering relationship, attention is taken away from the childrens needs and focused on the violence. The entire family becomes isolated. The mother and her children are busy with pacifying the batterer and trying to keep him from getting angry (Katz 157). Children in such a situation learn that they dont really matter. They learn that anger means losing control, and that men control women through violence. As Jeanie entered the house, she heard her mom screaming in her bedroom and her dad yelling loud. She also heard noises that sounded as though her father was beating up her mother, and she was sure her dad was beating up her mom. Although this situation happened often at their house, on this day it sounded worse to Jeanie. Jeanie ran to get help from her brother, but he turned her down, saying he didnt care since this happened very often. She didnt know what to do; she was really scared and her mind stopped working. Her sister was sitting quietly in her room; she was so scared that she couldnt even move. Then she heard a loud scream, which seemed like her moms final scream. She ran toward her moms room and knocked hard to get inside, but nobody would let her in. Then she realized that she should call the police; so she did. Police came and arrested her father for domestic violence. She watched her brother come out of his room and leave angrily, because he felt ashamed for what happen ed. Her sister didnt move from her spot because she was so frightened. Her mom thanked her for calling the police and they began working on a new life from then on. After that day Jeanie never talked to her dad or looked at him again Seeing violence all the time at home can make some teenagers violent. A high percentage of juvenile delinquents are battered children. Eight percent of men in prison grew up in violent homes (Kurland 63). Of child murderers specifically boys ages 11-20, 63% killed the men who were abusing their mothers (Bruhn 49). They go around and pick on young children in the neighborhood. Also they get into fights with teachers and friends in school (Stark 69). They show no emotions or any respect to anyone (Bruhn 65). Parents do not care and never pay attention to their children, so children get involved in gang fights. They do not care whether any one does not like them, because they are brought up from a home where there is no concern for the society (Kurland 63). Studies reported that there are fifty-three percent children that are in prison becoming violent because of seeing violence at home (Edleson 1). Growing up in a violent home is a terrifying and traumatic experience that can affect every aspect of a childs growth and development. Children who do not know how to deal with these problems and who are often seeing violence can become depressed, because they feel helpless and powerless (Berger 11). Due to feeling they tend to not do much around the house or in school, because of domestic violence some also take all the blame and fell embarrassed to leave the house. That makes some children refuse to go to school, which makes some children not wanting to go to school (Stark 49). These problems that children experience are often both immediate and long-term, but the impact of these effects depends on may factors, such as the age of the child and the frequency of type of violence that occurred or is occurring. Resources Rachels Story. (n.d.). The WTV Zone A WebTV friendly homepage and website provider where webtv users can build websites and homepages with little restriction web tv users welcome!. Retrieved April 4, 2010, from http://www.wtv-zone.com/LadyMaggie/php/rachel.html ACADV: Children And the Effects of Domestic Violence. (n.d.). Home The Alabama Coalition Against Domestic Violence. Retrieved March 27, 2010, from http://www.acadv.org/children.html Behind Closed Doors. (n.d.). unicef.org. Retrieved March 25, 2010, from www.unicef.org/media/files/BehindClosedDoors.pdf Effects of Domestic Violence on Children and Adolescents: An Overview. (n.d.). American Academy of Experts in Traumatic Stress. Retrieved March 26, 2010, from http://www.aaets.org/article8.htm Effects of Domestic Violence on Children and Teenagers ~ FindCounseling.com. (n.d.). Find a Therapist at FindCounseling.com, The Original Therapist Finder Search Engine, Formerly TherapistFinder.net. Retrieved March 26, 2010, from http://www.findcounseling.com/journal/domestic-violence/domestic-violence-children.html Kelsey Briggs (2002 2005). (n.d.). Kelsey Briggs (2002 2005). Retrieved April 4, 2010, from http://kelsey-briggs.memory-of.com/About.aspx

Schizophrenia and the I-function: A Hypothesis Revised :: Biology Essays Research Papers

Schizophrenia and the I-function: A Hypothesis Revised In my second web paper, I tried to come up with arguments supporting the hypothesis that schizophrenia was caused by an overactive I-function. Information about positive schizophrenic symptoms (distorted perceptions of reality, hallucinations, illusions, delusions, paranoia...)(2) suggested to me that the I-function of the schizophrenic was aware of things that the I-function of the non-schizophrenic wasn't. I also felt that because reality is such a biased, individual experience, non-schizophrenics do not have the right to label the reality of the schizophrenic as false. This hypothesis is flawed. After doing more research and taking into consideration a suggestion from Professor Grobstein that maybe the problem is not an overactive I-function, but abnormal input to the I-function, I have reworked the hypothesis. One can still validly say that the reality of the schizophrenic is real. However, it is more accurate to emphasize that the reality of a schizophrenic is only real to the schizophrenic, just as each and every person's individual reality is actually only real to him or her. The difference between the realities of schizophrenics and the realities of non-schizophrenics is that for non-schizophrenics, information is processed in a more or less uniform way. That is, I interpret input pretty much the same way most people around me would. There are, of course, discrepancies in interpretations even between non-schizophrenics, hence the difficulty in relying on eye-witness accounts. For schizophrenics, though, the interpretation of input is completely different from everyone e lse around them due to the fact that the input is in some way wildly changed between the time it reaches the afferent nerve endings to the time that it ends up at the I-function. I found that an excellent way to begin to understand how schizophrenia works is by reading personal accounts. Most of the accounts I found were written by people who, with the help of medication, were in recovery from schizophrenia. They give detailed descriptions of their lives and their thoughts before they recovered. What follows is an excerpt from "Maurizio's Story." Maurizio was in law school, had an active social life, and was in the top quarter of his class when he developed schizophrenia: Within a few days in October 1976 all of this came to a crashing halt as I suddenly experienced my first psychosis. I can still remember those experiences vividly even now 18 years later. At first I thought I was coming down with the flu since the abnormal mental state I was experiencing was similar to the viral delirium of influenza but as I stayed in bed for a day my symptoms got even worse.