Inclusive Education in Hong Kong Essay

Nowadays, when we talk about students with special education needs (SEN), we are no longer focusing on how special education schools treat the SENs for their learning. We address to the issue inclusive education because the public believes every child should share the same fundamental right to learn in a ‘normal’ classroom and education should be provided to cater the wide diversity of learners’ characteristics and needs (UNESCO, 1994). As a result, inclusive Education has been introduced to the Hong Kong Education system since the pilot study carried out in 1997. Now, there are different in-service and supporting schemes for schools (e.g. the 3-tier intervention model and Learning Support Grant since the school year 2004/05) to cater the learning needs of these groups of students. However, Inclusive education has been a controversial topic among the scholars and the educators owing to the lacking support and the contradictions with particular schools’ learning culture and parents’ expectations, in particular among Asian parents. It is believed that every student has the same rights to learn in the same context, and it is the schools’ responsibilities to provide students with special education needs with fair chances in the school for them to learn and live. In this essay, the teacher’s role and responsibility under the current Hong Kong education systems, especially for its inclusive education will be discussed. In unveiling the attitudes that teachers share in facing the challenges, suggestions are given to provide more comprehensive teacher’s training for pre-service teacher to tackle SEN students in their prospect career. About inclusive education Inclusive Education, which can be defined as the system ‘about embracing everyone and making a commitment to provide each students in the community, each citizen in a democracy, with the inalienable right to belong’ (Villa & Thousands, 2005). In other words, all students, no matter they are brighter in academic achievements, looks better in appearance, or have special education’s needs are treated in the same way in order to provide them with same education chances. The inclusion of schools was first introduced to the school systems for handicapped students and later on developed to most SEN  students with different psychological or physical impairments. In this way, schools have been changed to cater the learner diversities. Physically, more equipment and machinery aids, e.g. lift and FM receivers, have to be fixed in the school for some physically impaired students’ need. In terms of the teaching content, the school has to modify the curriculum and pedagogy; the allocation of SEN students in different classes would also be considered. A lot more technical issues in relation to the administration and the teaching strategies in the school would be affected. However, there are some opponents towards inclusive education because students do encounter problems when they are admitted to the mainstream schools. Some students still find being discriminated owing to their special need in the classroom; some feel that they could not communicate with other people in the school context (Shelton, 2006). Some even might find difficult to catch up with the study and give up. Different social problems might exist and bring about the drawbacks of the inclusion of schools. History of Inclusive Education in Hong Kong Prior the discussion of the teacher’s role, the historical background of inclusive education in Hong Kong is first addressed. The idea of inclusion has been started since the 1970s in Hong Kong when the government tried to mainstream learners with disabilities to public education, in accordance to the learners’ rights (Poon-McBrayer & Lian, 2002). Years after in 1997, a pilot project was funded and facilitated by the Education Department to explore the most effective way to involve SENs in mainstream schools. After years of experimentation, the government and educational specialists, together with the schools, have developed a series of in-service and support programmes, for instance, a 30-hour introductory course on integrated education. After that, The Education Department released the ‘Inclusive Education Implementation Guide’ to endorse the importance of inclusive education foe SENs. The term and perspective has changed from ‘Integrative education’ to ‘inclusive education’ which is a more adaptive approach for the whole school to adapt to SEN students’ needs. It is  suggested that special education curriculum should be built on the foundation of mainstream curriculum so that inclusive education can be later enhanced more effectively and smoothly (Education Department, 2000). Up to now, the theorist and practitioners are still seeking the way to search and reach the consensus from among congenital differences. More stakeholders are involved in this process, which includes more educational psychologist, parents and teachers (Lo, 2003). Importance of Teacher’s role In learning and teaching, students has become the main character of the context under the learner-centredness philosophy has been arisen in this generation. However, teachers’ role is another important issue in providing suitable education to students. They are the direct agent who are in touch with students and can foster students’ learning during and after the lessons. Hence, the perceptions of teachers in inclusive education is worth digging into. In the early ages of inclusive education, it was found ‘that the attitude of the regular education teacher toward a handicapped child can influence the climate of the classroom’ (Stoler, 1992, p.61). Similarly, the attitudes of teachers of the regular education toward any kind of SEN can influence the climate of the classroom. When the teacher can treat every student fairly, accept the difference of every one and be positive to the difference, students would find the learning climate easier and have better learning atmosphere in the classroom. Hence, better teaching and learning efficiency is expected. Moreover, ‘teachers’ support for inclusion in their classrooms is crucial for its successful implementation since they are playing an important role in implementing and facilitating any innovation at the classroom level (Ching, 2007, p. 162)’. Since teachers are the ones who teach in the classroom, the whole concept of inclusive Education would be meaningless if they do not support. Only when teachers share the same vision with inclusive education, they would perform consistently with the policy in order to pursue the best quality of teaching and learning in Schools. Factors that would affect teachers With teachers’ support to the inclusive education, they have to tackle with a few changes in relation to their work. They are the namely the curriculum and pedagogical changes (MacDonald and Hardman, 1989). In catering learners’ diversity, teachers are expected to vary the level of tasks for different lessons. Learners’ diversity can be of very wide range because there might be the existence of gifted and mentally retarded students (in extreme cases) in the same class. Curriculum should be changed to be more flexible for both high and low achievers to learn the most efficiently with reference to their own ability. Teacher should also varies the different teaching methods to cater for students’ need. For students in autistic spectrum disorder, teacher might consider their difficulties in getting along with a big group of new friends and offer him/ her a quitter place in the classroom. Less group work is assigned in particular lesson so that every students will gain the sense of achievement in the lessons. In addition, teachers have to be more sensitive and careful to students’ unusual behaviours owing their special needs. For examples, some ADHD students could not control themselves to sit properly in the classroom. If teachers have grasped the basic knowledge of the symptoms of different SEN, they would feel easier to go through the lesson and hence design suitable strategies to tackle these students. Difficulties that teachers would encounter However, it is never easy for teachers to reach these needs. In terms of teachers’ training, many on-job teachers expressed their worries in handling SEN students because they did not have enough training (Slavica, 2010). With only the 30 hours introductory course, teacher might not have enough understanding of the different education needs. This might lead to the mismatch of teaching methodologies in tackling students’ needs. This situation might still exist in the current teachers’ training programmes. In Stoler’s (2010) research, it was stated that ‘regular education teachers normally do not take these classes (courses about SEN), due to time constraints in completing the degree requirements in their content areas. As a result, regular education teachers are out of their areas of expertise when students who would normally be taught by special education teachers are  placed in their classrooms. Most schools do not attempt to fill this gap in the regular education teachers’ background by offering in services and seminars on teaching and coping with the special needs student’ (p. 61). This situation is similar to the Hong Kong context as there are no specific undergraduate programmes for special education and SEN course is not the graduation requirement of the degree. Though student teachers might have been immersed to the teaching environment with the existence of SEN students, some might not have adequate training to tackle with them, and the case would be similar after graduation. On the other hand, some teachers owns the understanding of different strategies to handle SEN students and are coherent with the view of inclusive education, but still, they would face some difficulties when they tried to apply new types of inclusive teaching methods to their teaching. They would be challenged by ‘the traditionalism of their students, parents and colleagues in the Chinese culture’ (Forlin, 2010). Students in the Chinese society tend to be more high achieving and they expect more direct teaching than other students in the world. They might be reluctant to adapt to new learning methods because that might give them the impression of lower learning efficiency. The lacking understanding from parents and regular students would be a very strong barrier for teachers to carry out lessons in an inclusive setting school. Solutions Concerning to the teachers’ training, it has been found that pre-service training would be the best time to address teachers’ concern, and their negative attitudes towards learners disabilities and their perceptions about inclusive education can be changed and modified at this stage (Ching, Forlin and Lan, 2007). Teachers should be trained since their early age of teachers’ training. It is suggested that appropriate field experience should be provided to pre-service teachers so that they can expect what they will finally face in their prospect careers. They can be exposed to the types of diversity, prejudice and disadvantages that they have not encountered before (Kosnik & Beck, 2009). If they are learning from the observation in the field, their experiences can enhance their skills in teaching (Ching, Forlin and Lan, 2007). From Ching, Forlin and Lan’s (2007) research on unveiling the change of mind after pre-service teachers are introduced to an SEN course, they found that continuous training is required. It is important for in-service teachers to go for continual profession development to alleviate their sense of adequacy in SEN. This is valid for the current teachers as well, as some teachers who started teaching for decades might not have the professional knowledge to cater special psychological behaviours, despite their experience and handling students’ emotions and misbehaviours. Providing continuous professional development for them would be beneficial to both novice and experienced teachers to refresh their understanding of their students. They can therefore provide more suitable learning activities for students to attain higher teaching and learning efficiency. Teachers’ attitudes Going back to teachers’ attitudes to inclusive education, it is mainly driven by two big areas, one is the teachers’ teaching philosophy while the other is the teacher’s understanding of inclusive education. For the teacher’s own teaching philosophy, it is suggested that not all teachers in tended to be a teacher in the beginning of their career, but they did owing to different practical reasons, for example, having higher salaries than other jobs in China (Feng, 2010). They have no particular feelings towards teaching SENs, it is stated that if there is choice, they won’t choose to but it is acceptable. For this group of teachers’ attitude, we cannot bother too much. However, some teachers, both in-service and pre-service ones, would tried their best to teach for students’ good, but they hesitate and feels negative to adapt to the inclusive education owing to the lacking understanding of different SENS. And they would finally prefer not to teach the schools with more SEN students. As stated in the previous paragraphs, adequate preparation during the teacher’s training is essential for teachers to be psychologically ready to face different SEN students in their classroom. The better they can  understand them, the more confident and positive they are. With the accumulation of experiences, teachers are hoped to be more positive in addressing to this issue. What’s more: broader sense of inclusive education and suggestions After all, we as teachers should not narrow our perspective in teaching to only ‘mainstream’ students. The term ‘inclusive education’ can be broadened to a wider sense that we should not only accommodates academic difference owing to SEN. We also should be ‘sensitive to differences of gender, class, race, ethnicity, language, physical ability and so on’ (Kosnik & Beck, 2009, p. 104). Every student has their own uniqueness in characters as well as learning styles. In order to provide the best education quality to students, we should not only look at the academic performances that students perform. Enhancing teacher and students relationship is one of the ways for teacher to understand their students more. In general, it is crucial to effective teaching, and it is far more important in inclusive education (Kosnik & Beck, 2009). SEN students take more time than other students to build up close relationship with others, including the teachers, and they do not tell their own feelings to others easily as well. Therefore, teachers should build up close relationship with them on the basis of trust, so that they can share their feelings and needs with you for better implementation of teaching methods in the lesson. Teachers can hence develop better connection with them and hence be able to provide prompt and immediate help. It is of paramount importance for teachers to be well-prepared for learners’ diversity and understand the uniqueness of students. Impose more appreciation than judgment on students, and they will find the students’ problems easier to handle. Conclusion In short, with the introduction of inclusive education since nearly 15 years ago in Hong Kong, the school management, teachers, parents as well as students are striking for the balance among different benefits of students. Teachers tend to be quite passage and negative in this policy owing to their lacking experiences and knowledge in catering the needs of SEN students. The  also face the traditional pressure from regular students and parents. It is strongly suggested that teachers should be exposed to the inclusive education setting since their pre-service era, this could help them better adapt to the prospective working condition and accumulate more teaching experiences. It is hoped that their attitudes can be changed with the adequate amount of preparation given. After all, it is believed that teachers should have a broader sense of understanding inclusive education because everyone in the world is unique and worth appreciation. By building up close teacher-students relationship, teachers can provide suitable teaching and learning activities and offer timely help to every single students’ need. It is hoped that inclusive education can finally benefit all the parties in the system. References Ching, S. S. C. , Forlin, C. and Lan, A. M. (2007). The Influence of an Inclusive Education Course on Attitude Change of Pre-service Secondary Teachers in Hong Kong. Asia-Pacific Journal of Teacher Education. 35(2). pp. 161 179 Education Department. (2000). Towards integration. [Compact disk] Hong Kong: Curriculum Development Council-Committee on Special Education Needs. Forlin, C. (2010). Developing and implementing quality inclusive education in Hong Kong: implications for teacher education. Journal of Research in Special Education Needs. 10 (1). pp. 177-184. Feng, Y. (2009). Teacher Career Motivation and Professional Development in Special and Inclusive Education in China. Rotterdam/ Boston/ Taipei: Sense Publishers. Kosnik C. & Beck C. (2009). Inclusive Education. Priorities in Teacher Education: The 7 key elements of Pre-service preparation. pp.86-104. Lo, N- K.L. (2003). The continuous development and maintenance of inclusive education. Hong Kong Special Education Forum. 6(1). pp.97-113. McDonnellA, . P., and M. L. Hardman. (1 989). The desegregation of America’s special schools: Strategies for change. Journal of the Association for Persons with Severe Handicaps. 14 (1). pp. 68-74. Poon-McBrayer, K., & Lian, M-G.J. (2002). Special Needs Education: Children with Exceptionalities. Hong Kong: The Chinese University Press Slavica, P. (2010). Inclusive education: Proclamations or reality (primary school teachers’ view). US-China Education Review. 7(10). pp. 62-69 Stoler, R. D. (1992). Perceptions of Regular Education Teachers toward Inclusion of all Handicapped Students in Their Classrooms. The Clearing House. 66(1). pp. 60-62. Shelton, E. (2006). Why can’t they figure out? In Elizabeth B. Keefe, Veronica M. Moore, and Frances R. Duff (Eds.), Listening to the experts:students with disabilities speak out. (ed 1, pp. 3-8). Baltimore : Paul H. Brookes Pub. Co UNESCO. (1994). The Salamanca Statement and Framework on Special Needs Education, UNESCO, Paris. Villa, R. A. and Thousand, J. S. (2005). Creating an inclusive school (2nd Ed.). Alexandira, VA: Association for Supervision and Curriculum Development.

The Italian Renaissance: Review Sheet

Unit One: The Italian Renaissance Review Sheet 1. People to know: -Savonarola-gained power in Florence in 1494. Exercised strict rule until overthrown in 1498 -Julius II-The Warrior Pope. Led armies against the French and Venetians -Tudors (why powerful? )- Edward IV? Richard II? Henry VII. Used Star Chamber against nobles and Henry VII rebuilt monarchy -Ferdinand of Aragon and Isabella of Castile (Inquisition why? )-Marriage created union of Spain. Completed Reconquista and Inquisition? anti-Semitism -Charles V/Hapsburg- Holy Roman Emperor. 1521: Habsburg-Valois Wars? Battlefield was often Italy -Mirandola- Oration of the Dignity of Man -â€Å"Renaissance popes†- Became increasingly secular . Nicholas V? Pius II ? Sixtus IV? Alexander Vi? Julius II? Leo X 2. Vocabulary: converses, hermanades, Renaissance, oligarchies, signori, commune, popolo (what did they want? /what was their condition? ), humanism, secularism, individualism, Pragmatic Sanction of Bourges, infanticide/foundling hospitals, Medici Family (how they got their wealth), Quattrocento 3. Art: How artists were viewed, how they viewed medieval past, Michelangelo, Ghiberti, Raphael, Da Vinci, patrons (why support artists? , Brunelleschi (Dome of St. Peter’s), Jan Van Eyck 4. Printing Press: changes it brought, when? Who? 5. New Monarchs: Who supported? Who resisted? , Charles VII of France centralizing efforts, tactics of the English kings (Henry VII and Henry VIII) to gain power, Star Chamber, Ferdinand and Isabella tactics, Iberian Peninsula, War of the Roses 6. Ideas: Vie w of rape in Renaissance; view of black slaves; women in the Renaissance/upper class versus ordinary women; source of wealth of Italian communes 7. Writers: Castiglione (The Book of the Courtier), Machiavelli (The Prince/views), Dante (Divine Comedy), Petrarch, Laura Cereta (women ideas), Peter Paul Vergerio (education), Lorenzo Valla (textual criticism), Boccaccio (The Decameron), Erasmus (In Praise of Folly/ideas), 8. Northern Renaissance: Thomas More (Utopia/ideas), Christopher Marlowe, Nicholas Copernicus (Polish astronomer), How differ from Italian Renaissance? 9. Characteristics of Italian Renaissance: Greek/Roman (Latin), individual city states (list), Florence, secular, civic affairs, curiosity, powerful families, manners/morals, how did it end? , crisis in the 14th C, wars

love - 952 Words

2. What are some of the ways that a document examiner might try to match a questioned document to a specific typewriter? What aspects might they look at?ove is a variety of different feelings, states, and attitudes that ranges from interpersonal affection (I love my mother) to pleasure (I loved that meal). It can refer to an emotion of a strong attraction and personal attachment.[1] It can also be a virtue representing human kindness, compassion, and affection—the unselfish loyal and benevolent concern for the good of another.[2] It may also describe compassionate and affectionate actions towards other humans, one s self or animals.[3] Ancient Greeks identified four forms of love: kinship or familiarity (in Greek, storge),†¦show more content†¦For example, compassionate outreach and volunteer workers love of their cause may sometimes be born not of interpersonal love but impersonal love, altruism, and strong spiritual or political convictions.[15] People can also love material objects, animals, or activities if they invest themselves in bonding or otherwise identifying with those things. If sexual passion is also involved, then this feeling is called paraphilia.[16] Interpersonal love Interpersonal love refers to love between human beings. It is a much more potent sentiment than a simple liking for another. Unrequited love refers to those feelings of love that are not reciprocated. Interpersonal love is most closely associated with interpersonal relationships.[15] Such love might exist between family members, friends, and couples. There are also a number of psychological disorders related to love, such as erotomania. Pair of Lovers. 1480–1485 Throughout history, philosophy and religion have done the most speculation on the phenomenon of love. In the 20th century, the science of psychology has written a great deal on the subject. In recent years, the sciences of psychology, anthropology, neuroscience, and biology have added to the understanding of the nature and function of love. 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Alas, this crush continued until middle school, and I will always remember this boy as my first-first love at sig ht. Despite the infatuation my six year old self found herself in, there laid a sort of mystery around girls. It was not until I was in sixth grade when I started developing an inclining around the other girls I spent a majority of my time withRead MoreLove : A Kind Of Love1671 Words   |  7 Pages Intro to lit. 125 A Kind of Love Love is eternal. The boundary of love is not defined yet and can never be defined. Love has created a wonderful cities and has also destroyed the wonderland. Some classify love as something that you feel for some people sometimes. It is often linked or used interchangeably with lust. Others feel that it is something that is constant and untouched by judgement and feeling. 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The expression of the theme of love in the play is not just there by accident; William Shakespeare put it in this comedic and romantic play with a purpose. Philia is one of the three kinds of love expressed in the play. The type of love that Philia represents

Affrimative Action - 1752 Words

Affirmative Action is it still Valuable COM/220 June 4, 2013 Affirmative action, what is it? Affirmative action is an active effort to improve the employment or educational opportunities of members of minority groups and women. (Affirmative action. (2013). In Merriam Webster. Retrieved from http://m-w.com) Affirmative action is very important in our modern society, Affirmative action is the most effective way of addressing discrimination against minorities and women. Affirmative action has been around for several years and is still needed today. Affirmative action has been very helpful in court cases in society since it has become a law. In 1954 there was the Brown vs. Board of Education case, which made it possible†¦show more content†¦Affirmative action helps universities have a much needed diversity among the campuses. Without affirmative action in place the enrollment numbers for minorities are thought to plummet. It is thought that the rate of African American student enrollment would drop an astonishing 18 percent. The His panic enrollment would drop about one half. With this would cause the feeling of prejudice and discrimination. Affirmative action has decreased and is thought that this has happened because of the expense. One expense is financial aid as people feel that many minorities need financial aid. Financial aid is used by all races so this is an untrue statement. Affirmative action is still needed for diversity and the commonwealth of universities around the country. IT has been said that we must not forget this country’s history, with our history of racism and discrimination, it is very important to keep affirmative action in our modern society. History has been said to prevail. Opponents of affirmative action deem it as stereotypical and discriminative in itself. This is not a true statement. Affirmative action is equal opportunities for minorities, to receive the same education and earnings as the majority. Six states have banned public institutions from using affirmative action, those statesShow MoreRelatedThe Precedency: Supporting the Affrimative Action Essay1486 Words   |  6 PagesAffirmative action is a government policy that gives opportunities to minorities, women, and any group who has been the victim of discrimination in the past. Affirmative action is the outcome of the 1960’s Civil Rights movement, growing out of the Civil Rights Act of 1964 which outlawed discrimination based on race, ethnicity, or gender. It was the 1978 Supreme Court decision, The Regents of the University of California v. Bakke, which allowed for the use of race-based preferences as a means ofRead MoreAffirmative Action Thesis3278 Words   |  14 Pagesaffirmative action By: lauren Affirmative Action Thesis: Although many people believe that affirmative Action is a form of racism, it is actually used to help minorities find employment in an otherwise racist world. In the United States, equality is a recurring theme. It has flared into a fervent moral issue at crucial stages of American history: The revolutionary and Jacksonian Period, and the New Deal. In each era, the legitimacy of American society is challenged by some set of people unhappyRead MoreThe Life Of Karl Marx And Max Weber1834 Words   |  8 Pagesemployment. Between whites and blacks in America, â€Å"whites have higher levels of education than black workers† (Doetsch Maloney, 2013) which in turn affects the skill level of black workers in the labour force. Although policy intitiatives such as affrimative action have been put forth to account for the barriers to adequate education blacks face and to address the lower rates of highly skilled black labourers, unemployment based on race crea ted a class of people who are unable to be gainfully employed

The Yellow Wallpaper a Stifling Relationship - 1609 Words

Husband-Doctor: A Stifling Relationship In Gilmans the Yellow Wallpaper At the beginning of The Yellow Wallpaper, the protagonist, Jane, has just given birth to a baby boy. Although for most mothers a newborn infant is a joyous time, for others, like Jane, it becomes a trying emotional period that is now popularly understood to be the common disorder, postpartum depression. For example, Jane describes herself as feeling a lack of strength (Colm, 3) and as becoming dreadfully fretful and querulous (Jeannette and Morris, 25). In addition, she writes, I cry at nothing and cry most of the time (Jeannette and Morris, 23). However, as the term postpartum depression was not in the vocabulary of this time period, John, Janes†¦show more content†¦However, the text of Janes diary not only reveals Janes awareness that John is manipulating her, it also provides evidence that she has learned to turn the tables on his supposed authority. As Greg Johnson has pointed out, Janes descriptions of John are typically sarcastic and mocking (524). For instance, even as Gilman makes it clear that Jane recognizes Johns forced captivity as mainly to blame for her continued illnessÂâ€"I wish he would take me away from here!Ââ€"immediately after this entreaty, Jane writes It is so hard to talk with John about my case, because he is so wise, and because he loves me so (Roudiez). For John, that of which he is not in strict control, such as Janes writing (Kristeva), is considered absurd precisely because it reduces his power. The idea that there is such a thing, for example, as ghostliness is inconceivable to John because it cannot be felt and seen. Therefore, he refuses to even listen to Janes thoughts on the topic. For instance, when she tried to have a real earnest reasonable talk with him the other day, and tell him how [she] wish[ed] he would let [her] go and make a visit to Cousin Henry and Julia (Kristeva), John disallows such an action as it would constitute a break in the schedule he had, in his patronizing belief that Father knows best, set for her. Rather than consider the potential validity of Janes suggestion, dear John gathered me up in hisShow MoreRelated The Yellow Wallpaper: A Stifling Relationship1551 Words   |  7 Pages Husband-Doctor: A Stifling Relationship In Gilman’s â€Å"the Yellow Wallpaper† At the beginning of â€Å"The Yellow Wallpaper†, the protagonist, Jane, has just given birth to a baby boy. Although for most mothers a newborn infant is a joyous time, for others, like Jane, it becomes a trying emotional period that is now popularly understood to be the common disorder, postpartum depression. 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In â€Å"The Yellow Wallpaper† Gilman shows that the narrator is oppressed, through expectations of marriage, relationships with her husband and her sister in law, and her connection to the wallpaper. First, Gillman uses the marriage between the protagonist and her husband John to illustrate oppression through control. John’s role as her husband and physicianRead MoreComparison between The Yellow Wallpaper and A Rose for Emily969 Words   |  4 Pagesstories, â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman and â€Å"A Rose for Emily† by William Faulkner, both female protagonists, experience a time of seclusion leading to self- realization. Hence, both of these pieces of literature illustrate the troubles of women in a male-dominated society. As a result, both characters experience oppression by overbearing male influences and are physically and emotionally isolated. â€Å"A Rose for Emily† and â€Å"The Yellow Wallpaper† take place inRead More The Yellow Wall-Paper1302 Words   |  6 PagesIn the â€Å"The Yellow Wall-paper,† the author, Charlotte Perkins Gilman, writes about a struggling mentally ill woman, named Jane, trying to work through her individuality and her own depression. This story is centered around her bedroom, her mental state, and the yellow wall-paper on the walls in her room. The reader can easily feel the pain, anguish, despair, and struggles of a woman going through a depressive state. Gilman writes about the individual succession of the woman’s mental state throughRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1442 Words   |  6 Pagesâ€Å"The Yellow Wallpaper† Charlotte Perkins Gilman was one of the most prominent feminists of her century. She brilliantly created a haunting and gothic allegory in her short story, â€Å"The Yellow Wallpaper.† It was difficult for women to express themselves in a male dominant society, and they would often try to seek greater fulfillment. Gilman takes her audience through her unnamed character’s journey of emotional deterioration, and her quest for control over her own life. The author’s allegory for theRead MoreBehind The Walls Of A Bad Marriage1425 Words   |  6 PagesAmy Paul English 1B Lerma 3 March 2015 Word Count: 1407 Behind the Walls of a Bad Marriage Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper† is a startling representation of 19th century gender inequality and how it affected women in their marriages. It illustrates the way women of the 19th century were treated as subordinates in their relationships with men, and the negative psychological side effects this often had. The narrator, who remains nameless throughout the story, finds herself trappedRead MoreThe Influence of Masculine Gender Roles in The Yellow Wallpaper1697 Words   |  7 PagesInterpretive Essay on The Yellow Wallpaper The Yellow Wallpaper tells the story of a woman living in the nineteenth century who suffers from postpartum depression. The true meaning implicit in Charlottes story goes beyond a simple psychological speculation. The story consists of a series of cleverly constructed short paragraphs, in which the author illustrates, through the unnamed protagonists experiences, the possible outcome of womens acceptance of mens supposed intellectual superiorityRead MoreCharlotte Perkins Gilman’s â€Å"the Yellow Wallpaper†: the Use of Symbolism to Express the Psychological, Sexual, and Creative Oppression Experienced by Women in the Twentieth Century3480 Words   |  14 PagesAmber Gonzalez 12/6/11 English 2213 Melissa Whitney Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper†: The Use of Symbolism to Express The Psychological, Sexual, and Creative Oppression Experienced by Women In The Twentieth Century Charlotte Perkins Gilman wrote â€Å"The Yellow Wallpaper† in the late 1800’s while being treating by the very trusted Weir Mitchell. During this time women were commonly admitted into the care of doctors by their husbands without their given consent. At this timeRead MoreThe Yellow Wallpaper and Feminism2126 Words   |  9 Pagesshortcomings that history has given them. In Charlotte Perkin Gilman’s short story, â€Å"The Yellow Wallpaper,† the dominance of a patriarchal society is exposed. The verisimilitude of Gilman’s imagery of the setting lengthily describes the isolation and confinement of the narrator and their effects on her. The house she is staying in is her own prison, and is a symbol of her isolation from society. Her room with the yellow wallpaper is another representation of the narrator’s oppression and her ambition to break

Down S Syndrome Essay Research Paper I free essay sample

Down S Syndrome Essay, Research Paper I. What I knew I remember looking at my cousin Ricky and inquiring why he looked so different. He was the lone 1 in a household of dark skinned Hispanics who was blunt white. He had blond hair, beadlike bluish eyes, a compact organic structure frame and a laugh that echoed throughout the mountains of Tucson. Most of the clip he was his happy gay ego but the remainder of the clip he was ill. I can retrieve how paranoid everyone would acquire anytime person got a little cough. My aunt used to ever state, Ricky can t acquire ill or he might decease. The truth of the affair was the physician s had told her that he would non populate to see the stamp age of seven. The lone thing I knew at the clip was that Ricky sure looked amusing when he laughed because you could barely see his eyes and he didn t talk really good at all. They told us that he looked different from us because he was retarded. My aunt said he was particular because he was a Mongoloid. II. What I Wanted to Know There are many inquiries I had but alternatively decided to concentrate on the one s I felt most strongly about: *Why are some Peoples born with Down s syndrome? *What is the life anticipation of a individual with Down s syndrome? *Is there any type of intervention? III. Searching My hunt began by doing several trips to the UTSA library every bit good as to the San Antonio library and disbursement several hours on my computing machine at place looking for whatever information I could happen about Down s Syndrome. I was besides able to interview a physician I knew in the Navy who gave me a batch of information on my subject. I was besides lucky that my aunt Delia who is the female parent of a 20 eight twelvemonth old adult male with Down s happened to be in town for a nuptials and gave me first manus cognition of my subject. Down # 8217 ; s syndrome is a familial status affecting an excess chromosome, this alteration occurs around the clip of construct. Harmonizing to some information I found Child with Down Syndrome ( DS ) history for one of every 800 births. The hazard of chromosome upsets like DS, trisomy 13 and trisomy 18 additions with maternal age. The incidence of DS at birth is lower at age 20 ( 1/1600 ) than at age 35 ( 1/370 ) , but many younger adult females have kids than older adult females. So most ( 75-80 % ) DS kids are born to younger adult females. If a twosome has a kid with DS, there is normally an increased hazard for a 2nd affected kid. ( Smith ) Peoples with Down # 8217 ; s syndrome all have a certain grade of acquisition disablement. This means that they develop and learn more easy than other kids. However, most kids with Down # 8217 ; s syndrome today will walk and speak, many will read and compose, travel to ordinary school, and look frontward to a semi- independent grownup life. ( 636-638, Platt and Carlson ) Generally, life anticipation is reduced by 10-20 old ages. Some people with Down Syndrome, nevertheless, have been known to populate into their 80 # 8217 ; s. ( hypertext transfer protocol: //www.nas.com/downsyn/faq2.html ) After questioning Dr. James Montgomery a Navy medical officer he gave me some things that people who suffer from Down s have to cover with. *Down syndrome is non a lethal. One to two per centum of individuals born with this upset have uncontrollable bosom defects at birth. The norm life anticipation for all others is now beyond age 55 old ages. *Today less than 5 % of individuals with Down syndrome have severe-to- profound mental deceleration. The bulk are on the boundary line of mild-to-moderate mental deceleration, and some are exhibiting normal IQ tonss today. *The mean reading degree for individuals with Down syndrome is 3rd class, with many reading at 6th-12th class degrees today. There is no remedy for this syndrome, but the option non to hold a kid with Down already exists. Trials during gestation can observe the status. Harmonizing to one survey where they tested the Serum testing it was found to be able to observe between 36percent and 76 per centum of foetuss affected by Down s syndrome, depending on the combinations of serum markers used. ( 407-412, Bobrow, Hall, and Marteau ) It is apparent that the argument over showing for Down syndrome is far from settled. It is besides apparent that people with Down syndrome can do an of import part to our society. I think if parents are non prepared to take on the challenges of a kid with Down syndrome they should hold options, should one of these options be abortion? IV. What I Learned I would hold a difficult clip back uping person # 8217 ; s determination to abort, particularly holding lived with my cousin Ricky for five old ages of my life. From what my aunt Tell told me there are many support groups for households who have kids with Down s syndrome, there are besides many households willing to follow. The plans at school for these kids are really adaptable to the demands of the person. Most kids with Down s syndrome can travel to school and acquire along good, they make a valuable part to the schoolroom and their fellow pupils. The determination is a hard one and I think that there are many options that need to be explored before anyone can do an informed determination. Watching my cousin grow into the adult male he is today has strengthened my belief that although Down s is a awful thing, with a loving household they can bask life. Mentions: Bobrow, Martin, Hall, Sue, and Marteau Theresa M. Psychological Conseqences for parents of false negative consequences on antenatal showing for Down s syndrome British Medical Journal 320.7232 ( 12 Feb 2000 ) : 407-412 Platt, L. and Carlson, D. Prenatal diagnosing # 8211 ; when and how? NEJM 327 ( 1992 ) :636-638. Smith, David S. Frequently Asked Questions Understanding The Gift of Life.

The Freedom Of Speech Essay Example For Students

The Freedom Of Speech Essay The founders of the United States government tried to protect our liberty by assuring a free press, to gather and publish information without being under control or power of another, in the First Amendment to the Constitution. We are not very protected by this guarantee, so we concern ourselves on account of special interest groups that are fighting to change the freedom of expression, the right to freely represent individual thoughts, feeling and views, in order to protect their families as well as others. These groups, religious or otherwise, believe that publishing unorthodox material is an abuse of free expression under the First Amendment. As we know, the Supreme Court plays an important role in the subject of free speech and expression, and we need to understand that the court system is the center of the interpretation of our First Amendment rights. We will write a custom essay on The Freedom Of Speech specifically for you for only $16.38 $13.9/page Order now There are various reasons given for censorship; a classroom or library may restrict or ban a book or other learning resource because it includes social, political, or religious views believed to be inappropriate or threatening. A movie or TV program may be considered violent, or indecent because of nudity or inappropriate behavior. Also, a song or speech could contain language thought to be vulgar, or ideas and values that some consider objectionable. Although these examples are good reasons for censorship, initiating these steps would unveil a censorship disaster. Looking at all levels of American citizens, some of the people that want censorship are legislators on a local, state, and even federal level. Others are members of boards or committees, organized to review books, films, or other forms of communication on behalf of a community. Occasionally the censurers are teachers, librarians, or school administrators, who determine that a book or a classroom item may not be suitable fo r the students. Often censurers are parents, members of religious groups, or just citizens who are concerned about the presence of indecent or improper material in their schools, libraries, theaters, bookstores, television, and else where in the community. As always, there are those individuals that oppose the power to censor. There are members of society that believe in the freedom to speak publicly and to publish. This is a basic belief in the freedom of expression and is to be protected by the First Amendment to the Constitution. On the eve of the bicentennial of the Bill of Rights, the first wave of a nationwide survey, comprising more than 1500 citizens was conducted. Through this survey it was found that American rate free speech as their second most precious First Amendment right and regard a free press highly in the abstract. Although there are strong cases made for and against censorship, the rising trend calling for censorship can threaten our basic rights to free expressi on and the right to be informed. At the center of the debate is the First Amendment to the Constitution, which guarantees our right to read, speak, write, and communicate freely. The government at the state or federal level cannot interfere with this right. However, the First Amendment does not protect some forms of expression including libel and slander, false advertising, and obscenity. Compared to other countries within the world, we are advanced politically and technically. Our ability to learn and to communicate with one another will only make the complex issue of censorship grow. We should consider ourselves lucky by world standards, in many countries the freedom of expression is extremely limited, or sometimes not permitted at all. In these societies, the government censors views that are not in line with their policies, controlling controversial opinions on television, in newspapers, and even in public or private meetings. Members in our society believe in following the tradition of our First Amendment. This tradition allows us the freedom to read, write, speak, and therefore to learn. Our basic freedom is necessary for progressing society. It would be impossible ever to agree upon what should and should not be censored.