Special Educational Needs Essay Example

Unique Educational Needs Essay Example Unique Educational Needs Essay Unique Educational Needs Essay Custom curriculum needs. The most recent fifty years have seen noteworthy changes in the training of understudies with extraordinary adapting needs. An expected 1. 7 million students in the UK have extraordinary instructive needs (SEN), with more than 250,000 having explanations of SEN (Russell 2003, 215). Numerous positive advances have been made in instructing these youngsters, with extraordinary necessities kids accepting more choices and learning openings. How these open doors are introduced has been a continuous wellspring of discussion. There are essentially two ways of thinking in a specialized curriculum: one backers mainstreaming and consideration, different backings extraordinary schools and isolated projects. Enactment and instructive strategy have swung to and fro between the two camps, and keeping in mind that there keeps on being difference on how best to serve SEN kids, legitimate advances consistently accommodate better arrangement in general for these children’s adapting needs. Entering the 1950s, SEN arrangement depended on the 1944 Education Act, which approached LEAs to choose a child’s requirement for exceptional treatment and fitting instructive measures (Anon 2004, 1). Kids regarded â€Å"ineducable’ were sent to unique schools (Anon 2004, 1). These post-war instructive groupings, while apparently brutal by today’s standards,â â€Å"were seen as a positive improvement† (Potts 1995, 399). By the 1960s, wording changed from intellectually lacking and ‘feeble-minded’ to instructively sub-typical, and an accentuation on mainstreaming SEN understudies into standard state funded schools developed (Potts 1995, 399). The Warnock Report, The Education of Handicapped Children and Young People, was distributed in 1978 (Potts 1995, 398). The record â€Å"provided the establishment for progressive change in considering the instructive needs of kids with extraordinary needs† (Anon 2004, 2). The report tried to cover any understudy realizing needs that couldn't be met by educators in a normal standard study hall, and supported incorporation as opposed to unique schools (Anon 2004, 2). Woman Warnock fought in her report that â€Å"we ought to think about the perfect of remembering all kids for the regular instructive endeavor of learning, any place they can best learn† (Kent 2005, 29). The Warnock Report was before long followed by the Education Act of 1981, a broad enactment in regards to training when all is said in done, however with huge effect for understudies with uncommon adapting needs (Potts 1995, 398). The meaning of SEN expanded impressively, and more kids were required to be assessed for SEN, prompting consistent increments in the quantity of a specialized curriculum understudies all through the following two decades (Potts 1995, 398). Significantly, the Act kept any youngster from being denied instruction, paying little mind to impedance, and emphatically bolstered mainstreaming and consideration at whatever point conceivable (Kent 2005, 29). The 1981 Education Act requires a proper appraisal of all possibly SEN kids, an arrangement held by ensuing enactment (Kenworthy and Whittaker 2000, 220). A ‘Statement of Special Educational Needs’ is created by instructive specialists, who are answerable for characterizing the child’s regions of need and proposing instructive rules to best serve the youngster (Kenworthy and Whittaker 2000, 221). The SEN Statements are to put kids in standard schools if the child’s needs can be met there, their essence doesn't meddle with different children’s learning, and consideration is a productive utilization of assets (Kenworthy and Whittaker 2000, 221). The UN Rights of the Child Convention, embraced by the UK in 1991, proceeded with the 1981 Education Act’s accentuation on consideration. The Convention fought, in addition to other things, that debilitated kids â€Å"should have powerful access to and get instruction which energizes the fullest conceivable social joining and individual development† (Anon 2004, 2). Not all guardians or LEAs bolstered consideration, in any case, and numerous families contended they ought to have more contribution to choices with respect to their children’s instruction, and that the perplexing and bureaucratic interests process required change (Goldthorpe 2004, 130). Guardians who couldn't help contradicting a LEA’s appraisal of or suggestions with respect to their kids made an intrigue before a neighborhood board of chose agents in an extensive and confused two-level framework (Kenworthy and Whittaker 2000, 224). The procedure regularly brought about logjams, and postponements were disappointing to all gatherings included (Kenworthy and Whittaker 2000, 224). In 1993 the administration reacted with another Education Act, which set up the SEN Tribunal (Henshaw 2003, 7). The Tribunal furnished guardians with privileges of change, whereby they could challenge choices by the LEA in regards to their youngsters (Henshaw 2003, 7). Parents’ (and later children’s) sees were currently required to be givenâ equivalent legitimacy in the appraisal and choice procedures (Henshaw 2003, 7). In 1994, an updated Code of Practice on Special Educational Needs further bolstered family contribution (Kenworthy and Whittaker 2000, 224). The Code was intended to control and improve the general arrangement for SEN understudies, and â€Å"charges those dependable with furnishing the instruction which is fitting with respect for the child’s uncommon instructive need† (Anon 2004, 3). Noteworthy enactment proceeded all through the 1990s. The exhaustive Disability Discrimination Act of 1995 itemized far reaching social liberties for every incapacitated individuals, including SEN understudies (Anon 2004, 3). The 1996 Education Act proceeds with government accentuation on mainstreaming and incorporation, giving â€Å"a lawful structure to the appraisal and advancement of a specialized curriculum arrangement for kids with a custom curriculum needs† (Anon 2004, 3). â€Å"In practicing their forces and obligations under the current rule, LEAs must have respect to the general rule that understudies are to be instructed in standard schools except if that is incongruent with the desires of the guardians and the necessities of the youngster or the arrangement of effective training for other children† (Henshaw 2003, 4). Extra guidelines identified with the Act and executed in 1997 formally expect guardians to be counseled and their recommendation taken in making a child’s SEN articulation (Anon 2004, 3). The Children Act 2000 requires government and instructive specialists to make first thought the eventual benefits of the specific kid comprehensively, instead of basically basing choices their instructive needs (Goldthorpe 2004, 129). The Act additionally avows the significance of parental decision, and the perspective on the youngster as a component of a nuclear family (Goldthorpe 2004, 130). Taking into account enactment one would expect guardians would support consideration; be that as it may, all the more as of late the pendulum has all the earmarks of being swinging back towards the continuation of extraordinary schools over mainstreaming, at any rate in certain camps. For instance, Kent (2005, 30) fights Lady Warnock now accepts that â€Å"the idea of consideration was ‘the most sad legacy’ of her 1978 report,† and right now advocates â€Å"an prompt survey of SEN arrangement and a ban on the conclusion of exceptional schools. †Ã¢ [pic][pic][pic] Top of Form Order Now. It takes under 2 minutes. 1. * Email  [pic] 2. * Phone  [pic] 1. * Submit your paper question: if you don't mind give as much detail as possible)â [pic] Submit Bottom of Form [pic]The section of the Special Educational Needs Disability Act 2001 (SENDA) accommodates conclusion of extraordinary schools just as standard schools have created projects and assets to meet SEN students’ necessities (Kent 2005, 29). This tosses the SENDA into struggle with the genius consideration Education Act 1996. Henshaw (2003, 3) battles â€Å"We are starting to see an exceptional development in the strains and strife emerging from the down to earth ramifications of actualizing parts of the Education Act 1996 and Special Educational Needs and Disability Act 2001.  Russell (2003, 221) in any case, contends SENDA has â€Å"created better standards of the likely accomplishments of crippled youngsters and brought issues to light in instruction suppliers of their obligations to advance access and incorporation. †Ã¢ SENDA significantly builds up another arrangement of Tribunal guidelines, the Special Educational Needs Tribunal Regulations 2001, which stretches out the Tribunal to likewise co ver bids made based on separation (Henshaw 2003, 7). This permits parties in the interests procedure to welcome any number of observers to go to the intrigue and talk for their sake, and opens the hearings to any welcomed parties (Henshaw 2003, 7). More extensive government activities in the previous hardly any years have additionally expanded chance and arrangement for SEN understudies. The Carers and Disabled Children Act 2001 gives monetary and asset allotments, offering â€Å"new open doors for adaptable and individualized bundles of help using direct payments† (Russell 2003, 217). The government’s more extensive Special Educational Needs and Disability Regulations 2002 likewise incorporates arrangements to address and forestall â€Å"discrimination against impaired individuals in their entrance to education† (Henshaw 2003, 8). The National Learning Disability Strategy and the Department of Health’s Valuing People Implementation Team both look to energize more and improved network based administrations for SEN kids and their carers (Russell 2003, 221). The administration additionally made the Disability Rights Commission in 2002, intended to guarantee all administrations consider the requirements and privileges of debilitated people and try to address them proactively (Russell 2003, 215). Pivotal activities suc

Mobile Phone and Favorite Website Facebook Essay

Presentation I. A lady driving her vehicle, her eyes off the street, a mishap happened due to messaging and are discovered dead. Being harassed on facebook drove a high school young lady to end it all. II. These are the two situations in how specialized the truth is a hazardous piece of today’s society. III. I have done research in messaging and facebook that impacts individuals from multiple points of view. IV. Today, I might want to convince you that numerous individuals live in a specialized world by utilizing messaging and a site like facebook as opposed to confronting reality. (Progress: Let’s start with everyone’s most loved movement messaging) Body I. Everybody is messaging and has affected their lives, which have made them injury or even passing. Individuals content while driving, running, strolling, and even in places like school and work that are handily diverted by getting a book. A. As indicated by the AAA Foundation for Traffic Safety there measurements show that in the year 2010 there has been more than 33,788 lives lost. 1. Numerous individuals know the threat of messaging, yet they rather hazard their lives and simply answer that content they got or read an email as opposed to concentrating on their driving. 2. For example, on CBS News in Minnesota declared that a mother was messaging on her mobile phone, with her two children in the vehicle, and made her collide with a motorcyclist that was in genuine wounds. B. Other than messaging and driving, grown-ups and understudies are handily occupied from work or potentially school. 1. On September 2011, Chris Gayomali from Time, his insights shows that 83% of American grown-ups that own mobile phones, 73% of them send generally around 110 writings for each day or 3,200 instant messages for every month. 2. For instance, understudies are effectively occupied when they feel the bell go off on their mobile phone and are anxious to peruse their content, which cause them to free focal point of the talk. (Progress: Now that I have talked about messaging let’s proceed onward to everyone’s most loved site facebook.) II. Everybody has facebook. In excess of 800 million individuals have a profile initiated. A great many people use facebook to talk about one another even grown-ups. A. Numerous adolescents have facebook and are hurting them from multiple points of view. Some are being occupied from school; some are being tormented on facebook. As per Consumer Reports, 7 million children under 13 are on Facebook. 1. For example, the ABC News on October 2011 Nicolette Taylor a 13-year-old young lady was being tormented on facebook about her having a major nose, which made her have corrective medical procedure done at a youthful age. 2. Another occurrence happened, Douglas Stanglin from USA today, that Phoebe Prince a 15-year-old youngster an ongoing foreigner from Ireland was discovered dangling from her room dead due to being tormented on facebook and bugged. B. Other than the facebook teens’ tormenting, grown-ups are zoned into facebook at work and not concentrated on their work. 1. For insta nce, at my particular employment New York Road Runner the association of the NYC Marathon, I have seen numerous on facebook talking and perusing on photographs, which have nothing to accomplish with their work. End I. As we have heard that the virtual world is affecting everybody in various manners II. For our wellbeing and the security of others we should quit messaging and face our world. III. Being centered around a mobile phone or facebook your being occupied from school, work, companions, or places you revere. IV. I urge you today to attempt to utilize less of your PDAs or/and facebook page and focus on the world. List of sources AAA Foundation of Traffic Safety. Diverted Driving Gayomali, Chris. Jaw Dropper; 18 to 24 olds Average 110 Text Massages for each Day, Time Techland, September 2011. Print. Chang, JuJu. Tormented on Facebook, adolescent 13, Gets Nose Job, ABC News, October 2011. Print. Stanglin, Douglas. Nine, Teens accused of Bullying in Teen’s Suicide, USA Today, March 2010. Print.

Computerized Student Billing System

| HOW TO PAY SCHOOL FEES THROUGH BILLING| 1. 1 . On the off chance that your sending office (e. g. Bank of Tokyo, Sumitomo Corporation, GSIS, and so on ) is to be charged through the Office of Scholarships and Student Services (OSSS), go to Room 302, Vinzon's Hall : 1. a. Have your Form 5 endorsed by OSSS. If you don't mind check the name of the Scholarship and the benefit (e. g. Tution Only, All School expenses) in the event that it is shown on the structure. 2. b. Present your Form5 to ARS-Billing. On the off chance that your Scholarship benefit covers all school expenses, your Form 5 will be stepped REGISTERED. On the off chance that you are paying piece of the assesed charge (e. g. understudy finance, fine), follow thing 3 beneath 2. 2 . On the off chance that your sending office is to be charged through the OUR 3. a. Present the authentication of Authority to Bill from your sending organization everytime you enlist 4. b. Present your Form 5 to ARS-Billing for stepping of REGISTERED 3. 3 . In the event that you are paying piece of the imposed expense (e. g. understudy support, fine), continue to the installment region and pay the fundamental fees| International Student Billing System The understudy receivables framework brings University charges and credits into one record. The Billing and Receivables Office will arrange the most recent data from University workplaces (I. e. Budgetary Aid, Registrar's and University Housing and Dining) and set up the month to month charging proclamation. An account charge of 1% every month on the unpaid equalization from earlier month's charging will be evaluated. An understudy with a past due (burdened) account equalization will be denied enlistment. The University charges by semester, not by scholarly year. Effectively selected understudies will get their charging explanation by means of STARS. Notice will be sent to the understudy at their WIU email address when each bill is prepared to see on STARS. Understudies may set up one extra email address to which the warning may likewise be sent by telling us atâ [emailâ protected] edu. The email will incorporate the record balance and the due date. Understudies who need more than one extra charging email can contact the Student Assistance and Parent Service Center. Record detail might be seen on STARS by choosing B/R Account Detail. Disappointment toâ view a bill won't pardon fund charge appraisal or installment of the record. It is the understudy's obligation to tell the proper office of address or email amendments. Installments Billing System The Billing and Receivables Office incorporates the most recent data from University workplaces (I. e. Monetary Aid, Registrar’s, and University Housing and Dining) and readies the month to month charging articulation. Charging explanations are sent electronically to the student’s wiu. edu email address just as any parent/visitor email on record when the bill is prepared to see on STARS. The email will incorporate the record balance and the due date. Installment Due Dates Payment is expected on the 28thâ of every month. Educational cost and feesâ for the fall term are charged in August, charges for the spring term are charged in January, and charges for the late spring termâ are charged in June. Open Payment Policy: Students are answerable for paying their record adjusts inside the semester brought about. These charges, as per Western Illinois University Policy, apply to all understudies charged through the Billing and Receivables office, and are dependent upon a money charge of 1% on the unpaid record balance after the 28th of every month. Inability to see a bill won't pardon fund charge appraisal or installment of the record. It is the student’s obligation to refresh their STARS record of address or email remedies. A money related hold will be place on any reprobate understudy account that will forestall enrollment, arrival of transcripts, and arrival of confirmation. Installment Methods ACH: Make installments legitimately from your ledger via STARS Payment Online. Computerized Payment Plan: A mechanized installment plan is accessible to separate your expense of participation into a few regularly scheduled installments. Installments are deducted month to month on the fifth of the month from the assigned ledger. There isn't an account charge evaluated on the contracted sum; nonetheless, there is a $2. 00 every month exchange expense to cover preparing. Extra charges acquired over the contracted sum will be charged and dependent upon a 1% fund charge if not paid by the 28thâ of every month. An agreement must be finished on STARS by an understudy or people with parent and visitor get to. Any progressions to a finished understanding must be finished by the understudy or visitor that started the agreement. Just one agreement for every semester might be finished for every understudy. Via Mail: Mail your installment (individual check, clerks check or cash request) to the Billing and Receivables Office, 1 University Circle, Macomb IL 61455-1390. Incorporate your understudy ID number on all installments. Visa: Credit card installments may just be prepared through the Illinois Treasurer's Electronic Payment website,â www. illinoisepay. comâ or by calling 1-877-455-3729. They acknowledge MasterCard, American Express, and Discover. There is a comfort expense related with this administration. In Person: Take your installment (money, individual check, clerks check or cash request) to the University Union Service Center outside of the WIU Bookstore. Return Payments Personal checks and ACH installments that are acknowledged by any unit of the University and are returned by the student’s bank unpaid are dependent upon a punishment of $25. 00 for every each brought installment back. The University suspends the check liquidating benefit for at least one entire year if an individual has multiple installments returned by the bank in any way, shape or form. Approvals Against Delinquent Accounts * Transcript and Diploma Hold: If a record gets past due, transcripts of the student’s records won't be discharged and graduating understudies who are past due will likewise have a hold set upon their recognitions until their record is brought to current status. * Finance Charge Assessment: Delinquent records are dependent upon a month to month 1% fund charge evaluation. This sum is determined as a piece of the month to month charging process on any unpaid sum due. Inward Collections: Following the finish of every semester, understudies not enrolled for the accompanying semester should contact the Billing and Receivables Office to make installment game plans. On the off chance that your equalization isn't forked over the required funds or an installment understanding isn't made inside 90 days of the finish of the semester, a case will be submitted to the State Comptroller’s Office as per the Illinois Collection Act which approves th e derivation of the sum you owe WIU from a sum regularly because of you (I. e. finance, charge discounts, and so forth ). Lawyer/Collection Agency Placement: If installment game plans are not made on a convenient premise, the record might be alluded to a lawyer or potentially assortment office. The record may likewise be accounted for to TransUnion credit department. * Registration: Students won't be permitted to enroll for the present or future term in the event that they have a past-due equalization and might be required to prepay for the up and coming term. An understudy will stay a prepay understudy for a base time of two years. On the off chance that you have questions with respect to specific things on your bill, if it's not too much trouble contact the accompanying offices: Finance Charge/Billing Addressâ | Billing and Receivables| 309. 98. 1831| Financial Aid| Financial Aid Office| 309. 298. 2446| Library Fines| Library| 309. 298. 2705â | Tuition/Fees| Billingâ and Receiv ablesâ | 309. 298. 1831| Telephone Charges| Telecommunications| 309. 298. 2713| Health Center Charges| Beu Health Center| 309. 298. 1888| Insurance Fee| Student Health Insuranceâ | 309. 298. 1882| Parking Fines| Parking Services| 309. 298. 1921| Housing Charges| UHDS| 309. 298. 2461| Student ID Card Charges| UHDS| 309. 298. 2461| Orientation Fee| Registrar| 309. 298. 1891| Athletic Waivers| Athletics| 309. 298. 1964|

The Process of Diagnoses and Care of Students with Down Syndrome - Free Essay Example

Just as for typical children, children diagnosed with Down Syndrome are shaped and influenced by the people around them who model compassion, patience, and care. One of the main impacts on any childs happiness is their experience with their peers and educators at school. When educators view students with special needs as worthy of the same considerations and modifications as typical students, those students will have an equitable chance to reach their learning goals and build skills that will support their lives after their educational journey. My aim is to help fellow educators understand the complex life experiences of children with Down Syndrome from the day they are born and as they enter, progress through, and eventually leave the school system. I will begin this paper with an introduction to Down Syndrome diagnoses before providing a typical timeline for children with Down Syndrome before and after they enter the school system. I will also discuss some of the services and programs available to children with Down Syndrome and their families. By conveying the many facets of Down Syndrome, I hope that others will begin to see students with Down Syndrome as unique and varied as their diagnosis. Throughout this paper, I will use the name Student A to refer to a 5th grade student who has Down Syndrome. I have known Student A since they were in 1st grade and have observed them in many capacities including at school, participating in extracurricular activities, and at home with their family. Being a part of Student As life as they have developed through elementary school has given me the opportunity to empathize with the journey students and parents may experience in public school special education programs. In 1866, Dr. John Langdon Down described the key attributes of the duplication of chromosome 21 during cell development known at the time as Trisomy 21. Today, we describe this is process and the proceeding diagnoses as Down Syndrome (National Down Syndrome Society, 2018). The complex nature of Down Syndrome leaves many expecting parents anxious. Down Syndrome can be detected as early as an expecting mothers 12 week doctor visit. The markers that reflect a diagnoses are found in the hormone levels of the mother and the measurements of the fetus (Down syndrome, 2018). The mothers age may also play a role in the possibility of Down Syndrome diagnoses. Geriatric pregnancy, or pregnancy over the age of 35, run higher risks of Down Syndrome diagnoses. However, 80% of all people with Down Syndrome were born to parents under the age of 35 (Tullos Barta Salinas, 2010). These calculations are not a diagnosis; rather, they produce the odds in which a child could be born with Down Syndrome (Na tional Down Syndrome Society, 2018). In Student As case, their mother had odds of 1/50 based on her age, which was 37. After fetal measurements were taken, the odds went up to 1/17 (Anonymous, personal communication, December 2, 2018). Due to the demand of accurate screening, Down Syndrome research has been heavily funded in the last 25 years. One way a fetus can be diagnosed before birth is through a procedure called an Amniocentesis. Amniotic fluid is extracted through a needle that has been inserted into the mothers uterus. This sample is then used to analyze the chromosomes of the fetus. Doctors usually perform this test in the second trimester, after 15 weeks of pregnancy (Down syndrome, 2018). If a fetus odds are high, most medical professionals encourage parents to proceed with an Amniocentesis. Some expecting parents, like Student As, choose to opt out of screening (Anonymous, personal communication, December 2, 2018). Ultimately, the cause of Down Syndrome is unknown and the diagnosis is seen throughout diverse populations. Down Syndrome does not discriminate between gender, nationality, or socioeconomic status (Tullos Barta Salinas, 2010). Physically, people with Down Syndrome are smaller in stature as well as smaller facial features, almond shaped eyes some level learning disability, but not all features are the same. There is an endless variety of outcomes for a person with Down Syndrome. The medical description of Down Syndrome is bleek at best, stating that children with Down Syndrome can experience a vast array of complications including dementia, speech and hearing impairments, delayed motor functions and heart problems (Down syndrome, 2018). The degree to which each child experiences these symptoms varies. Just as Down Syndrome symptoms vary from person to person, the experiences of a student with Down Syndrome entering the public school system differ widely. While there is a typical timeline of evaluative procedures for children with Down Syndrome before and after they enter the school system, which I discuss below, each childs experience is highly varied and depends on the child as well as their family and school district support systems (Bird, Alton, Mackinnon, 2000) . Since children are diagnosed at birth, they will have consistently been assessed throughout their young lives by medical professionals. Entering school begins a process of developing skills based on the students abilities and getting them to a place where they will be successful in life after school. Individualized Education Plan (IEP) goals focus on developing real world skills, including communication development, social skills such as performing tasks independently, and cognitive skills such as knowledge recognition. The process of entering the public school system is very different for children who are born with a known disability verses students who educators come to find may have a learning disability once they enter school. Children who are born with a known disability like Down Syndrome generally receive state-funded services and support immediately at birth. During early intervention, which is considered birth to three years of age, teams of specialists do a full evaluation that observes the developmental milestones of the child. Milestone markers are then evaluated by a physical therapist, occupational therapist, and speech therapist. Student As mother remembers an occupational therapist coming to their home when Student A was three months old (Anonymous, personal communication, December 2, 2018). If a child is meeting their developmental milestones, and there is no other evidence of skill deficit, they would no longer qualify for state services (T, Wolf, personal communication, December 8 , 2018). When a child reaches school age, or three to five, they begin receiving services from their county educational service district. At the age of three, Student A began to attend pre-school at a local elementary school two days a week (Anonymous, personal communication, December 2, 2018). Also at this time, the county educational service district set up students and their families with an Individual Family Service Plan (IFSP), which is similar to an IEP, but are intended for the whole family (T, Wolf, personal communication, December 8, 2018). As a child with Down Syndrome enters kindergarten, they bring with them an IEP that was developed from their IFSP and pre-school experience. Once they enter elementary school, considerably less emphasis is placed on family support and the students support system shifts toward the school. The students IEP is then monitored consistently and adjusted yearly by school support teams, which can include the students general education teacher, special education teacher, speech pathologist, occupational therapist, and/or physical therapist. The eligibility for services is evaluated every three years by the school psychologist until the student completes their senior year of high school (T, Wolf, personal communication, December 8, 2018). For up to three years post high school, some adults may continue to qualify for services from the county educational service district for continued support in developing life skills (Anonymous, personal communication, December 2, 2018) . In addition to support from educational service districts, many families look outside of the school environment for community support. There are often organizations that provide opportunities for children with Down Syndrome, similar to those of typical students, such as summer camps and sports teams. In addition to providing these opportunities, support groups for parents can play a significant role in the development of the child by providing children and parents with access to knowledge and other resources. Student As mother, for example, contacted Down Syndrome Network Oregon and her experience with them has been extremely positive. She has been connected with recreational opportunities for Student A, and expanded her familys support system far beyond what she thought was imaginable through connecting with other families in the organization (Anonymous, personal communication, December 2, 2018). While this timeline and the organizations and support systems for children with Down Sy ndrome and their families are somewhat consistent, the experiences of students still varies widely based on their range of abilities, interactions with educators, and learning goals. When educators set educational goals for typical children they are taught to look at each child as a unique and independent person separate from their other students. Students with Down Syndrome are worthy of same considerations as their peer counterparts. These students educational journey may look different but the goal is the same, preparing them for successful life beyond school. References: Bird, G., Alton, S., Mackinnon, C. (2000). Accessing the curriculum: Strategies for differentiation for pupils with Down syndrome. Southsea: Down Syndrome Educational Trust. This book offered strategies for supporting students with Down Syndrome in the classroom. The book also gave insight on the process of creating a welcoming environment and inclusion processes. Family Journey in Education [Personal interview]. (2018, December 2). Interview with Student As mother who wishes to remain anonymous. She gave invaluable information about her and her childs experience living with Down Syndrome. Down syndrome. (2018, March 08). Retrieved from https://www.mayoclinic.org/diseases-conditions/down-syndrome/symptoms-causes/syc-20 355977 The Mayo Clinic offered much insight on the diagnosis of Down Syndrome.The webiste clarified the procedures available for expecting mothers to screen for Down Syndrome. Tullos Barta, L., Salinas, Y. (2010). Supporting the Student with Down Syndrome in Your Classroom[Pamphlet]. Down Syndrome Association of West Michigan. This pamphlet gave information about the process of children with Down Syndrome entering the public school system as well as facts and history. What is Down Syndrome? | National Down Syndrome Society. (n.d.). Retrieved from https://www.ndss.org/about-down-syndrome/down-syndrome/ This citation clarified the causes of Down Syndrome. It also addressed the history and clarified in detail the chromosomal process that occurs when a child has Down Syndrome. Wolf, T. (2018, December 8). Process of Developing an Individualized Education Plan [E-mail interview]. Tandy Wolfe has a Masters in Special Education and is the Learning Specialist at Cedaroak Park Primary School in West Linn, Oregon.

The Tragic Hero Of Othello By William Shakespeare

A tragic hero is a positive character that has his or her own flaw which eventually leads to his or her death. Death can be caused by actions at the hands of other individuals, or the protagonist himself. An example of a tragic hero is Odysseus and Othello. In the Odyssey, Odysseus’ tragic flaw is his hubris. His unwavering confidence and pride is the reason why the gods punish Odysseus and as a result he does not return home for ten years. Othello s tragic flaw is his jealousy. Throughout the story Iago begins to help influence Othello’s envy to where he takes his wife s life as well as his own. His enviousness is due to his trust in â€Å"honest Iago† who plants the seed of jealousy to which it cultivated until Othello could not be prevented. In Othello, Othello is the tragic hero and has his own flaw which leads to Othello’s demise. Othello’s tragic flaw lies beneath his personality and does not show unless influenced. At this time, Othello is more concerned with the battle against the Turks; therefore Iago does not get the chance to talk to Othello alone. When given the opportunity, Iago looks for ways to help convince Othello of Desdemona and Cassio’s love with one another. Othello has not taken notice of his jealousy as he has not been put into the predicament of being jealous, and he has no reason to be jealous. Amongst his peers, Othello is respected for his work in the army, and Othello is solely focused on his work as a general and is not concernedShow MoreRelatedTragic Hero in Othello by William Shakespeare1306 Words   |  6 Pagesplaywright, William Shakespeare, and see if he has tendencies to certain styles or genres. Shakespeare wrote about thirty-seven plays during his lifetime. Amanda Mabillard explained, â€Å"However, no one can know for certain because of the inexact documen tation at the time the plays were first being organized and published† (para. 1). This meant that many of his plays might had been lost or forgotten. Of the thirty-seven plays he wrote ten tragedies, seventeen comedies, and ten histories. William followedRead MoreWilliam Shakespeare s Othello As A Tragic Hero1323 Words   |  6 PagesIn literature tragic heroes can be defined as a character that makes a flawed judgment that inevitably leads to their own demise. William Shakespeare’s Othello the Moore of Venice is a play about a heroic individual that goes through a tragic event based on his decisions throughout the play. Many of the characters that Shakespeare presents in his plays reveal attitudes and value that is reflective of both the Elizabethan society in sixteenth century England and William Shakespeare; these values areRead MoreWilliam Shakespeare s Othello As A Tragic Hero1322 Words   |  6 PagesA hero usually a man, who is admired or idealized for courage, outstanding achievements, or noble qualities (Dictionary.com). In life, heroes will arise whenever they are needed. It may be a tall man that wears a cape and has super powers. As a matter of fact it may be the everyday heroes that are seen giving a homeless man a coffee or helping an old lady cross the street. It may be the heroes that are see in movies and graphic novels, rescuing the princess from her tower or leading their countryRead MoreEssay on The Tragic Hero in William Shakespeare ´s Othello617 Words   |  3 PagesTragic heroes tend to have very pre-determined paths; usually making the most virtuous of characters destined to suffer. The hamartia or ‘tragic flaw’ is the typical reason the hero falls. Shakespeare was noted to be one of the best writers of tragedies, one of his most prominent to be Othello. In Othello, we find a number of tragic flaws two including pride and ambition. In William Shakespeare’s play, Othello, pride and ambition are used to identify the outcomes for the main characters in the playRead MoreEssay The Tragedy of Othello1292 Words   |  6 PagesWilliam Shakespeare masterfully crafted Othello, the Moor of Venice as an Aristotelian tragedy play. The main protagonist of the play, Othello, is the perfect example of a tragic hero. Shakespeare was influenced by Aristotle’s concept of a tragic hero and used Aristotle’s principles to create Othello. William Shakespeare attempted to create an Aristotelian tragedy play with a tragic hero and succeeded in Othello, the Moor of Venice by weaving in pity and fear into each line and action. The powerRead MoreTragic Hero in Othelo by William Shakespeare996 Words   |  4 PagesConventions of Othello Shakespeare has been a part of the American Society for many years. Compared to other Authors, he has a different style of writing but within his own writings, they are all very much alike. 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The play imitates life through basic human emotions such as jealousy and rage. In addition, Othello is far from being a perfect character - another quality that meets Aristotles requirements. Othello also matches Aristotles ideas of tragic hero because our Othello realizes the error of his ways, causingRead MoreThe Tragic Hero Of Shakespeare s Othello1613 Words   |  7 Pagesfocus on a tragic hero who possesses a flaw which ultimately leads to their downfall. In fact, Aristotle prescribes the three most important points to any tragedy to be hamartia, a tragic flaw in the tragic hero’s character that brings about his downfall, catharsis, a purgation of the a udience’s emotions and anagnorisis, the character’s revelation of some fact not previously realized. In William Shakespeare’s play, Othello, Othello is an excellent example of an Aristotelian tragic hero. He was a character

Family Systems Differ from Home to Home Essay - 768 Words

Everyone has an ideal view of what a family system should be and how it should be ran. However in today’s society it is very difficult to always follow what others think due to the lack of love and trust within individuals who decide that in the moment a family is what they want until the time comes and a family is not what they can handle. As a young child, I grew up with both parents, and thought that life was superb. However things did not last long and I soon was a product of a single parent home. Now for me double parenting and single parenting did not have much effect on me growing up but now I so desire for a family where I have a husband and he is there not only as my husband but a father, a provider for our family, and a†¦show more content†¦For example growing up as a child, my family comprised of my mom, dad, grandma, grandpa, and uncle (my mom’s brother) all living under the same roof. Everyone in the family played a part and understood what th eir role was. The men in the family took care of things such as taking out the trash, occasional cleaning, in the winter they would bring in firewood, and take care of any handiwork that needed to be done. As far as the women, they always went to the grocery store; they took care of the children, prepared meals, and did most of the cleaning. It was what worked for us. Now when my mom got her own home and my dad came along with us (they were never married), the balance in my grandmother’s house was off. There were fewer mouths to feed and less hands helping with the work that needed to be done. It was an odd and awkward time for us but we were able to start our own homeostasis. The family system worked totally different at my mother’s home. My mother was the breadwinner and my dad was the â€Å"stay at home dad† and he took care of the housework and me while my mom worked. Either way it still worked out though it was not the same as at my grandparentâ₠¬â„¢s home but everyone was still able to play a part which did not through off our balance. When my parents separated the balance was there but it was all being put on one person now. My mom was the breadwinner; cook, cleaner, babysitter, and handyShow MoreRelatedTrue Education : What Motive Is Appeal?1397 Words   |  6 Pageslife’s duties. The educational system in Mesoamerica aka Anahuac was and is exactly this, to receive instructional and physical studies, develop physical powers and mental faculties that go in harmony with the moral values, and while that was taught in school, there was also a home education given. 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Coca-Cola Nepal free essay sample

The Marketing, Sales Distribution strategy for Bottlers Nepal Limited is entitled â€Å"Refresh the Marketplace† and includes: A robust Consumer Response System to address any consumer/customer concerns, ideas, suggestions – either on product and its quality or on stock supply – maintenance of equipment etc†¦ All consumer concerns are dealt with in a fair, timely and friendly manner, so as to satisfy them and resolve their concerns. Marketing and advertising communications are focused on POS (point-of-sale), Radio, TV, hoardings, truck backs, etc†¦ Emphasis is also placed on Consumer Price to enforce Price Compliance. Marketing and advertising communications are customized to suit to local sentiments – social, religious, ethnic. Innovative packages and pack sizes are offered to give better value to consumers and ease of storage to retailers. Prices and packs are introduced in a format that is affordable to all segments of society. General Information Population: 27,5 million (28. 9 million as of July 2007 estimate) GDP per capita (purchasing power parity): US$ 1,5 million (estimated and not exact) Location: Kathmandu and Bharatpur Employees: 469 Number of MDCs: 32 Job creation multiplier effect:  ± 10,000 Local operating name: Bottlers Nepal Ltd 2 Bottling Plants Sales Manager- Bottler Nepal Mr. Madhav Kafle is the Deputy Sales Manger of the bottlers Nepal. He has been with the bottlers Nepal since 1998 he joined bottlers Nepal as a sales officer and then he was promoted to the Sales Executive and later promoted to Area Sales Manager. Qualification: Masters in Arts. Number of years with Bottlers Nepal: 10 years Territory: Katmandu (which is the largest territory and the highest sales generating territory) Key Responsibility: Forecasting sales plan / preparing sales budget Sales forecasting is done looking at the past trends. He normally takes in account the sales volume of past 3 years, activity in the market and then set the target. He considers the average growth in the sales volume and then tentatively adds 5% to 10% to the previous year’s growth and fixes the target for the year. He also consults the existing sales force for their valuable inputs in order to make the forecasting more accurate and feasible. The territory sales forecast is done according to the capacity of the territory and the sales force capability i. . some territories grow fast where as some grow slow, these factors are kept in mind while forecasting the sales target for the particular territory. The sales forecast for a particular territory is also based on the individual sales officer. He also decides on the amount of the promotional support need in order to meet the target sales. He does this by looking back to the amount of post sales support and then plans for the pr omotion. While doing this he also keeps in mind the impact on future product sales. Weekly reporting to the country manager His report to the country manager consist of the overall weekly achievement in terms sales volume of his territory and any other major issues if any which need to be addressed to the higher level management. His report is a consolidated report sent by the Area sales manager and it contains the report on the previous week’s achievement and his new plan for the coming week and the month. The plans consist of volume of production for the coming month and sales on the basis of the production. This plan is also forwarded to all the departments’ viz. arketing and production so that the departments can plan accordingly. Communication with the other departments He interacts with the production manager on regular basis to decide on the volume of production. He also works together with the Marketing Manager in order to come up with promotion for pushing sales and to develop marketing strategies for future sales target. Area sales survey for a particular area is done by the market ing department. Suggestion is taken from the marketing department before formulation of the sales plan for a particular territory. Hiring and selection of Sales force: Sales manager is responsible for hiring salespeople with the appropriate skills and backgrounds to implement the sales strategy. Good sources must be found for new hires, and those who are weak in these areas are carefully screened out. The normally advertise through newspaper. The other sources of candidates are references of current employees. The Applications and the CVs received are first collected by the Human Resource Department and then full scrutinized it. The short listed candidates are then invited for a written test. The further short listed candidates are invited for an interview with the sales Manager and the Human Resource Manager. The selected candidates are called for the training. Training Sales Force: In addition to hiring qualified people, salespeople’s competencies are usually developed through training before they are sent into the field. He identifies the training needs of the individual sales person and then informs about it to the Human Resource department. The Human Resource department in turn coordinates with the trainer. They are given 1 to 1 and half months training depending upon the sales person. Sales managers are responsible for making sure that training is completed, and they often conduct some of the classes. Most initial training programs are designed to familiarize salespeople with the company’s products, services, and operating procedures, with some time devoted to development of selling skills. Because sales training is expensive, the sales manager is responsible for selecting the most cost-effective methods, location, and materials. Training is normally imparted by the trainer form Bangkok. Motivate, Develop and inspires the sales force: Builds and maintains relationships that motivate, guide, and/or reinforce the performance of others toward goal accomplishments. Weekly sales meets are done and those who are the achiever of the highest sales in the territory are appreciated and acknowledge in the meeting. The have a program of the monthly achiever wherein the highest achievers name is put up on the board. If the performance is consistent for couple of months they are given bigger territories. Promotions are performance based. Core Competencies of the Sales Manager Communicate the principles and values of The Company through personal contact with consumers and dignitaries from around the valley in order to further enhance the consumers connection to the brands. Delegate work assignments and tasks to sales representative, providing sufficient direction so desired business outcomes can be achieved. Drives Innovative Sales Improvements: Develops new insights into ideas that result in organizational improvements; promotes a work environment that fosters the development of the sales force and increase the overall sales volume.