Use of Logic Essay Example for Free

Use of Logic Essay Logic plays a big role in our society today. In fact logic has played a big role in the advancement of civilization. There are many forms of logic and many different applications that go along with them. Logic seeks out the truth in statements through deduction and reasoning. Using logic one can test the validity of a statement just by understanding the format and the content of an argument. Logic is considered to be the science of reasoning and is mathematically inspired as it seeks an answer. Logic is not considered scientifically sound unless it is based off true premises. Sense logic is based off form it is safe to say that it is formal science. Logic is said to have historically originated from the Ancient Greek Philosopher Aristotle. Using the teaching of universal definition from Socrates, Aristotle devised a logical system. â€Å"Aristotle holds that a proposition is a complex involving two terms, a subject and a predicate, each of which is represented grammatically with a noun. The logical form of a proposition is determined by its quantity and by it quality.†(King, Peter, and Stewart Shapiro. THE HISTORY OF LOGIC). Through investigation of the relationship the two terms shared Aristotle theorized that if in certain form one could determine the validity of an argument. â€Å"Logic was further developed and systematized by the Stoics and by the medieval scholastic philosophers. In the late 19th and 20th centuries, logic saw explosive growth, which has continued up to the present.† (Drakos, Nikos, and Ross Moore. Logic and Mathematics). Logic is very useful when debating. â€Å"If engaged in properly, Philosophical arguments can open minds. It can rid us of ignorance and the evils of blind prejudices† (Falikowski, Anthony F. 128). From studying and understanding logic one can pick apart arguments. Just from the form and content of the argument its validity can be assessed. Not only is this useful when arguing as you judge the strength of someone else’s argument it can also benefit your own argument. Through logic you can see the flaws and weaknesses of your own argument. Then by reflecting on your own thoughts one can make their argument stand on their own if it is truly valid. Deductive logic is a form of logic and its more popular subdivision has been given standardized names: modus ponens, modus tollens, and syllogisms. Modus ponens is where you affirm the consequent by affirming the antecedent (If p, then q. p. therefore q.). Modus tollens is actually the opposite of modus ponens. Modus tollens is where the antecedent is denied through denying the consequent (If p, then q. Not q. Therefore not p.). Syllogisms on the other hand are not as concrete as the previous forms. The subdivisions of syllogisms but not limited to: hypothetical syllogisms, disjunctive syllogisms, categorical syllogisms, and practical syllogisms. â€Å"An extremely important form of deductive argument often used in philosophical debate is the syllogism which involve practical value reasoning† (Falikowski, Anthony F. 145). Inductive logic is still considered useful but cannot lead to necessary conclusions like in deductive reasoning. Inductive logic deals with probability, and is used to support factual, empirical claims. Inductive logic is then weaker than deductive logic however still hold some truth to them. Some forms of inductive logic are: argument from the past experience, argument by analogy, and argument by inductive generalization. These forms all deal with probability and should be tested before it is taken as fact, however one must be aware of the fallacious reasoning disguised as valid logic. â€Å"Informal logical fallacies are designed to persuade us emotionally and psychologically, not rationally† (Falikowski, Anthony F. 156). These arguments are often used by seats of power in attempt to allude a group of individuals. These forms of fallacies may be seen as forms of intimidation in hopes to divert attention from the real issues. Some of the more common informal logical fallacies are: ad hominem fallacy where you attack the person and not the issue. Straw man fallacy is where one person misrepresents the arguments of the person deliberately building a false person. Begging the question fallacy where the premise depends on the conclusion and vice versa. Other informal fallacies are two wrongs, slippery slope appealing to authority, red herring, and guilt by association. Only through understanding the informal fallacies can we deduct what we can take for truth. Logic is very prevalent today and proves quite useful on a daily basis. Through studying and familiarizing ourselves with logic we will be able to advance in society just as it has been done in the past. Logic helps us to see the truth in statements and allows us to be free from the vales of illusions. The current media and even the politics of today constantly deliberately mislead the general population and through logic we can test the validity of these arguments. Just as Socrates asked questions and sought the truth in the world we should do the same in hopes to benefit not only ourselves but our society as a whole. Works Cited Drakos, Nikos, and Ross Moore. Logic and Mathematics. Logic and Mathematics. PennState, 29 Jan. 2006. Web. 23 Feb. 2013. http://www.math.psu.edu/simpson/papers/philmath/. Falikowski, Anthony F. Experiencing Philosophy. Upper Saddle River, NJ: Prentice Hall, 2004. Print. King, Peter, and Stewart Shapiro. THE HISTORY OF LOGIC. Http://individual.utoronto.ca. The Oxford Companion to Philosophy, 1995. Web. http://individual.utoronto.ca/pking/miscellaneous/history-of-logic.pdf.

A Character Study Of Patrick Bateman Essay Example for Free

A Character Study Of Patrick Bateman Essay This character study focuses on is Patrick Bateman, the anti-hero protagonist of American Psycho, an often misunderstood satire of the upper class American lifestyle by Bret Easton Ellis. The book is set in New York in the 1980s, and let the reader see through the eyes of the protagonist himself by using first narrative. Therefore when reading the novel it feels as if one is reading a diary, although there are no strict time intervals between each chapter. The storyline is very simple. The novel depicts the everyday life of Patrick Bateman with every minute detail. We are put right into a typical scene of Batemans life straightaway at the start when we see him and his friends at a posh dinner party. Immediately we get the idea that he is very rich and lives his life in style. The foods at the dinner party are exotic and Bateman couldnt help keep showing off his platinum American Express Card. Like his friends, he loves to mock homeless people and those less fortunate than him. One of his favourite tricks is to pretend handing a dollar note to a beggar and then taking it away in the last second whilst taking pleasure from the disappointment of his victim. He also possesses some good qualities. For example, he is extremely intelligent and shows disgust in discrimination of any kind, provided that those people are on the same level as him. He even ridiculed a colleague for his anti-Semitic comments. However these good qualities are actually a fai ade, hiding his true personality. Contrary to what appears, he is strongly homophobic, racist, anti-Semitic and unfair to women. This can be demonstrated by his opinion of rap music, describing it as too niggerish. His views on women were they are only there to help men carry on the human race. Patrick Bateman is also very health conscious. Except for an occasional cigar, he does not smoke and loathes others who do. He also imposes a strict healthy foods regime on himself. His regime is somewhat similar to a vegans. He eats mostly fruit and almost never meat, with a special emphasis on exotic foods. His favourites include kiwi fruit paste and Japanese apple-pears, costing him an inordinate amount for each. To complement his dietary regime, Bateman frequently utilizes his exclusive, private health centre named Xclusive. Furthermore, he uses a wide range of health care products and medicines. These are actually Ellis exaggeration of what happens in real life, where the social elites desperately try and keep themselves healthy, with any means possible. During the day Bateman can be seen as a normal upper class person, but during the night things are completely different. When asked about what he does during the night, he replies I have to return some video tapes. This has become the euphemism of his night-time activities. At night, he indulges himself in murdering innocents and raping unfortunate individuals. Sometimes the shock of doing these things gets to him, and he starts to have panic attacks. Its during these panic attacks we see really how weak he is. He often confesses his crimes to total strangers. However they always ignore him and think its a joke. This, combined with how characters in the book often mistakes one person for another, is Ellis way of representing how in the modern world we dont really care about who we are talking to. One thing that cannot be ignored about the novel is how explicit it is. Rapes, murders and grotesque actions are described with nothing left out. For example, in one of the scenes Patrick Bateman drinks his own urine and in another scene, he cuts out the eyes of a homeless person. To give you an idea of what the language is like, heres an extract from the book: I push the serrated blade into its [a dogs] stomach and quickly slice open its hairless belly in a squirt of brown blood, its legs kicking and clawing at me, then blue and red intestines bulge out and I drop the dog onto the sidewalk. He [the owner] just stare in horror saying oh my god oh my god as the sharpei drags itself around in a circle, its tail wagging, squealing, and it starts licking and sniffing the pile of its own intestines, spilled out in a mound on the sidewalk, some still connected to its stomach. From this you can see how graphical the book is. Unfortunately this is only a small piece of the whole story and this extract is the most weak in terms of disgust in the book. This simply enforces the idea of how demented and psychotic Patrick Bateman is. The irony of the novel is that Bateman does completely opposite things whilst insisting what he does is always right. For example, he often mocks his colleagues for making discriminatory comments, but he is secretly just as discriminatory. While he outlandishly keeps himself fit and healthy, he abuses cocaine and anti-depressants. This is the core of Ellis satire, where he makes fun of the upper class, which insists on their perfection but actually is ignorant on how imperfect they are. Also in the novel Bateman dedicates a single chapter plus many parts of other chapters detailing his material wealth. Also he tirelessly compares his belongings to those of someone else. Indeed in one scene he discovered that another persons business card was of a better quality and design than his and thus started to have intense jealousy for that person. This can be interpreted as Ellis satire directed at the greed of humans and our desperate struggle to have the best of everything. After he commits his final murder, Bateman does not feel good and high as he described it. Instead, he feels nothing. Not even killing can satisfy him now. It is astounding how he was never suspected of any of the numerous murders he committed. At the end we discover that he may have imagined all his acts of atrocity. This deliberate ambiguity is the only mercy Ellis has for this truly evil character. Despite this, I pity Patrick Bateman, for he tried to find pleasure, like we all do but in other ways, and failing to do so. In the end, he is left hollow with no emotion left whatsoever. Its pitiful how one can become mentally deranged on ones quest for personal gain.

Teaching English To Children With Learning Disabilities Education Essay

Teaching English To Children With Learning Disabilities Education Essay Introduction The world we are living in is undergoing major changes in a stunningly short amount of time. Everything is moving, everything is changing, including all the central systems upon which all civilized societies of the world work. Education systems around the globe are also in a constant reformation, trying to keep up with the individual and collective needs of the people, with the emergence of new technologies and with the modernity in general. I have decided to approach the issue of the children with learning disabilities, teaching English to them, because although the science and the world have evolved rapidly in the last century, it seems that there are still aspects of the society that are left alone or who are not given sufficient credit, perhaps from ignorance, or perhaps from unknowing what to do. Why children with learning difficulties? Because they represent a special category, which unfortunately is frequently omitted, and children with this condition are often placed in schools where there is no qualified staff to help them grow personally and professionally as they should. For avoiding confusion over what really a learning disability means, in the first chapter of my paper I thought it will be necessary to clarify the concept, by offering the definitions of several specialists. In this same chapter I will try to develop some theoretical concepts, such as the detailed description of the term and of the behavior involved, all of which are essential for understanding a student with Learning Disabilities. In the second chapter I aim to describe the circumstances in which English has become in recent decades the international language, and the importance and necessity of learning a foreign language in the socio-politic and economic actual context, especially for an ex-communist country in developing such the case of Romania is for over twenty years. In the third and final chapter, I will present the various methods and techniques of teaching English as a foreign language available for the children with learning difficulties, offering examples of several worksheets collected with the support of several English teachers. A short inroad to learning disabilities In this first chapter of my paper I want to analyze the issue of learning disabilities based on specialized readings, to make a brief insight into the history of the field research and an analysis of the factors underlying these abnormalities, announcing the features of this problem and some of the ways by which a child with learning difficulties can be traced in time to be helped. Children across the world live their true life adventure once they begin school. For each and every one of them it is a long awaited moment and most are able to perfectly adapt the educational environment. Still, there are some children for whom school proves to be a chore: the children who are faced with learning disabilities (LD). They represent a special category which unfortunately is often overlooked. Historical overview The approach towards children with learning disabilities is not new at all. It exists even from the invention of school, but it was not until the 1960s that it was emphasized. The novelty in this area consists of the higher interest shown lately towards children with such a disability and finding ways throughout they can be helped to overcome the difficulties encountered while studying, or even through their whole lifetime. The man initiating the term was Samuel Kirk (director of the Federal Office of Educations Division of Handicapped Children between 1963 and 1964 and founding director of the Institute for research on Exceptional Children at the University of Illinois) , term which is considered to design a neurological disorder affecting children of normal intelligence, physical intactness, emotional health and average motivation, but who are facing troubles in using certain skills and achieving success at school and in everyday life. Defining the term proved to be a complex process and thus, over time many variants have been proposed by doctors, teachers and other specialists of the field. In the first edition of his research concerning the education of exceptional children in 1962, Kirk provided the following definition: A learning disability refers to a retardation disorder, or delayed development in one or more of the process of speech, language, reading, writing, arithmetic, or other school subject resulting from a psychological handicap caused by a possible cerebral dysfunction and/ or emotional or behavioral disturbances. It is not the result of mental retardation, sensory deprivation, or cultural and instructional factors. (Kirk 263) The definition and the term given by Kirk to design the disorder were immediately embraced by the parents in the first national conference on the subject, hold in the same year because it made it clear that there is a great difference between the mental issue and the learning one. The definition of Kirk also provided a solid foundation for further research and definitions in the field. According to Turkington and Harris most definitions suggest that learning disabilities are permanent, affect a range of language and mathematics functions, and are caused in part from problems within the central nervous system, as stipulated by the Interagency Committee on Learning Disabilities, an organization formed by 12 agencies within the federal gouvernment in USA in 1987: Learning disabilities is a generic term that refers to a heterogenous group of disorders manifested by significant difficulties in the acquisition and use of listening skills, speaking, reading, writing, reasoning, or mathematical abilities, or of social skills. These disorders are intrinsic to the individual and presumed to be due to the central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions,[], a learning disability is not the direct result of those conditions or influences. (ICLD 222) Nowadays, it seems that the most widely used definition is the one included in the Individuals with Disabilities Education Act from 2004 (Flanagan, Alfonso), which unlike most definitions, it refers to a specific learning disability: The term specific learning disability means a disorder in one or more of the basic psychological process involved in understanding or using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, spell, or do mathematical calculations. Such a term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such a term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of an environmental, cultural, or economic disadvantage. (IDEA, 2004, 602.30, Definitions) The number of students who are in such a situation is much higher than one might think. In England for example 2% of the population has a learning disability according to the British Institute of Learning disabilities, which also mentions the fact that the term learning difficulty is preferred to learning disability, because the society we live in is harsh and often the issue of learning difficulties is misinterpreted and identified with mental problems. Although a learning disability can often accompany such a problem, it is not a rule as specified in the definitions given by Kirk or stated in the IDEA. The distinction between the two terms can be seen rather at a cultural level (Americans prefer using disability and Europeans difficulty) rather to the specificity of the problem: Learning disability- is a general term that refers to individuals who find it harder to learn, understand and communicate. Other terms that are used to describe an individuals situation include complex needs or high support needs. Learning difficulty -is often used in educational settings and refers to individuals who have specific problems. Children and young people requiring special education needs are often described as having a learning difficulty. Throughout the world, learning disabilities affect at least 1 in 10 children. But nowadays a learning disability isnt considered anymore a handicap. People have learned to accept those with such conditions, and the personas from the public life had a great contribution. Apart from the classic examples of Albert Einstein who was unable to speak to the age of three, or the great Demostene who was a powerful public speaker in the ancient times, but who in his youth faced serious problems of stammering, there are also modern public figures who acknowledge freely that at a certain moment in their lives have been confronted with such a malady, such as actor Tom Cruise, singer Cher or director Steven Spielberg. Causes of learning disabilities The exact causes leading to these types of disabilities have not been clearly stated by specialists in their research. However, some reference was established for both parents and for teachers I order to use them in diagnosing children with LD. There are several factors that could possibly be blamed for such a disorder. Among these, the most important to remember are: genetic factors, organic factors and environmental factors. Genetic factors Evidence has shown that learning problems run in families. The odds that a child is learning-disabled are much higher when the in the family was previously reported at least one such case. There are maternal factors such as the use of drugs, alcohol or tobacco during pregnancy that have negative effects; it is well-known that mothers who smoke during pregnancy for example, are more likely to bear small babies, who are at a higher risk for learning disabilities; poor prenatal medical care and nutrition and prenatal injury or delivery complications can also be responsible. Organic factors Organic factors refer to dysfunctions that may appear in the central nervous system and damage the brain known as Minimal Brain Dysfunctions. Environmental factors There are several factors in the childs environment thought to affect his abilities of learning, such as nutritional deficiencies, inadequate learning experience or environmental toxins such as mercury or dioxins released into the childs body within his first year of life. For example, in economic deprived families there exist the possibility the child is never given the opportunity to go to school, and so he is a stranger to the domain of linguistic and cognitive activities. Unfortunately, such cases are becoming more and more common, especially in poor or developing countries. When it comes to the experience achieved in schools, researchers agree that poor quality teaching in schools may also cause a learning disability. There are cases when the use of inappropriate materials or a teaching style that does not allow the learner enough time to acquire basic skills, moving too fast can contribute to the unsuccessful activity of the student. There are many cases when students are labeled unconsciously by their teachers or peers as being lazy or stupid, but in fact their only problem is that their brains are designed to process information differently. Myrna Orenstein thinks these children are smart but stuck. So far there no treatment has been found to cure this condition, but children can be helped to learn successfully with the appropriate support from both parents but especially from teachers. However, it is necessary for a learning disabled child to be discovered in time. How do we recognize a learning disabled child? Because types of LD vary from child to child, so do the symptoms. Yet, there are some peculiarities in each case which can be very useful to the parents in the process of identifying this disorder, because after all they are usually the ones who first noticed abnormalities in their children. According to Siegel, there are some gestures and moves that a child should be able to do in the first years of life, upon which the pediatricians agree: A one-year-old should be able to reach for objects, roll over, stand with some support, follow objects, laugh, respond to no, and use a crayon. By the age of two, a child should respond to other children, walk, use some words, recognize familiar persons, point, and understand some simple shapes. A three-year-old should be able to move easily and go up stairs, be understood when speaking, use scissors, and draw pictures. By the age of four, a child should be able to catch a ball, copy shapes, count, identify some colors, dress without help, and play appropriate with peers. (Siegel,28) The first signs that parents and educators should be concerned of are: 1. Children often prefer to get isolated, they are shy, insecure, avoid playing with other children or sharing things. 2. The child has difficulties understanding and follows different instructions or memory issues, such as not remembering what he is saying. 3. He/She has difficulty distinguishing the left from the right, in identifying words or has an emphasized tendency to reverse letters, words, or numbers. 4. He/ She lack coordination while walking, in sports or much easier activities such as holding a pencil in the hand or tying his/her shoe lace. 5. Often, the child fails to understand the concept of time, is confused regarding yesterday, today and tomorrow. Obviously, the early the disorder is discovered, the better for the child, because we all know it is better preventing than remediating further effects. But if the child has already entered school without being diagnosed with a LD, then the signs should be more obvious for those surrounding him because he usually draw attention to himself: 1. He/she might get confused and wander homework, school books and other things. 2. The appearance of disruptiveness when in school- some LD children continuously bother, distract or in some way disrupt others-even the entire class. Their behaviour differ- some get engaged in some type of physical contact which disturbs classmates, while others make faces, talk or laugh at inappropriate times.(Blanton 29) 3. The child might have difficulties paying attention or staying focused, in processing, understanding, and expressing information through language.(Siegel 29) 4. He/ She might have trouble copying or getting ideas onto paper. 5. He/ she isnt very skilful, but it is usually creative in his/ her own way, and it is considered to be a constant source of amazement and delight by their teachers. Although at a first view it may seem a minor problem, the misdiagnosing of a LD child, or worse, ignoring his condition can lead to catastrophic effects later in his teenager or adult life. There are statistics which showed that juvenile delinquency can be easily associated with learning issues. Also, the child that is not being properly treated and helped and considered to be a laisser faire at school, may later abuse drugs or alcohol to pass more easily over the issue. When the world is as black as theirs is, anything that will allow a few hours of pleasure is welcomed. Suicide of course, is the ultimate out. But its rare. (Stevens 59) Testing for learning disabilities Many specialists refuse to test preschoolers for such condition, considering that they should first come into contact with the school environment and achieve some sort of results, and only after this basic steps they can further determine if a child needs therapy or not. Others, on the other hand, say otherwise, the statistics showing that a correct and careful testing may have an accuracy of 82% to 95% in determining whether a child aged five or fewer is dealing with LD. On the other hand, those who suffer from severe Attention Deficit Disorder, commonly associated with a specific learning disability can be more easily recognized even before starting kindergarten. Indeed, it is difficult to determine if a child under school age is learning-disabled. What is certainly though is the fact that no learning- disabled child should be ignored and that he should be given the necessary support beginning his early days of school. According to New and Cochran, another important factor standing in the way of the diagnosis of LD in children is the fact that learning problems or developmental delays can be precursors of other cognitive, behavioral, sensory, or developmental disorders, not just a learning disability.(New, Cochran,481) In order to diagnose children with LD there have been conceived a series of achievement tests meant to verify the intellectual and practical skills of the children. An achievement test represents a standardized measure of knowledge, information, or procedural learning which may asses general academic areas such as reading, writing, or mathematics, used by school systems to provide a standard measure of individual student performance, and to provide an aggregated measure of performance that enables school systems to evaluate their effectiveness. Achievement testes are also used as part of the diagnosis assessment of individuals to determine whether they have a learning disability and qualify for special education services. (Turkington and Harris 4) Types of specific learning disabilities There are several types of Learning Disabilities that prevent young students to lead a normal life both at school and outside, which may be related to the organization, storage and subsequent description of the information or knowledge gathered in the classroom. 1. Dyslexia is the first general term used to describe various learning problems. Eventually, these problems were subdivided and categorized to describe different learning disabilities. Because of this matter, Davis and Braun referred to dyslexia as the Mother of Learning Disabilities. Nowadays, the term designs only the disability related to reading. Characteristics of dyslexic students: The main problem of a dyslexic is that he is facing troubles reading words fluently; Dyslexics are more curious than average students; Students may find it easier to think mainly in pictures instead of words; Most dyslexics have a vivid imagination; Dyslexics are highly intuitive. Famous Dyslexics: Hans Christian Andersen, Winston Churchill, Leonardo da Vinci, Jay Leno. 2. Dyscalculia refers to problems of arithmetic and math nature, which are considered to be caused by a visual perceptual deficit. Characteristics of students with dyscalculia: At an early age they have problems organizing things logically, such as separating round objects from square ones; They have difficulties when learning to count or align numbers; They often have problems recognizing printed numbers; They have persistent issues in learning number facts such as multiplication tables or doing even the simplest numerical tasks; They have difficulties dealing with time and money notions. 3. Dysgraphia is the type of learning disability manifested through a writing disorder resulting in illegibility and of which cause is still unknown to this time. Acccording to Maria Chivers, there are two types of dysgraphia: a. Phonological dysgraphia- writing word as a pure sound spelling which is incorrect (especially seen on language learners). b. Visual dysgraphia- writing words, which are correctly spelt apart from some letters being reversed (ex: brink instead of drink). Characteristics of students who are facing dysgraphia: At an early age they avoid writing and drawing; They have trouble shaping the letters; It can be observed an inconsistent spacing between their letters or words; They often mixt cursive and print writing; They pronounce words out loud while writing. 4. Dyspraxia also known as the sensory integration disorder, is specific to students who have problems with motor coordination. Characteristics of students with dyspraxia: Young learners may have problems with picking up small items; during a sport class they may fall over for no apparent reason; They have problems following instructions, reading maps; They can change hand very often when writing because they are confused about whether to use their right or left; They have problems telling the time. 5. Central auditory processing disorder- consists of a difficulty processing and remembering language-related tasks. Characteristics of students: They are unable to take notes in class; They have difficulties in listening instructions and thus doing what they are being asked; They cant concentrate when someone is talking to follow the words in their correct order; They face great troubles when trying to learn a foreign language. 6. Non-verbal learning disorders The students who fall in this category are usually having troubles understanding nonverbal cues as body language or the association of pictures with words. They normally lack coordination, and thus, are being very clumsy. 7. Visual perceptual/ visual motor deficit- students have problems copying accurately, they complain about eye itching, they struggle with cutting things. 8. Language disorders, also referred to as aphasia or dysphasia are described as problems of students who are having troubles understanding and using spoken or written language. Language disorders represent the most common type of learning disabilities. Characteristics of students with a language-based disability: They have troubles expressing their ideas clearly; They may have problems learning the alphabet, new vocabulary and understanding questions; They have difficulties writing from dictation if the teachers lips cannot be seen. All of the above mentioned learning disabilities can be also included in the category of students dealing with memory disorders. Most of the characteristics of these students can be also found among the description of the others disabilities, such as: Inconsistency of the student when learning new information; The inability of them to follow instructions; The inability of delivering a correct message. The difficulty remembering what has been said or asked from them in class. Conclusions Throughout my whole paper I aimed to draw attention on students with learning difficulties, trying to point out the key elements of this condition and what should be considered when dealing with such children. I have tried to address myself especially to future teachers, the young generation, to whom is in their power to change the mentality and traditional methods so widely used in schools at the moment and which unfortunately fail to meet the students needs. To be able to cope with a student with Learning Disabilities, informing and training the parents and teachers is essential in order to provide solutions to specific issues related to the disability, targeting especially the teaching methods, behavior management strategies, as well as elements that can lead to the development of the collaboration between the school and the family, and, if required, the medical community. Along with behavioral intervention strategies, a coherent set of educational methods adapted to the condition are required. Also, it is recommended that this set of interventions and approaches to be backed up by individual and family counseling.   Ã‚   In terms of action principles and solutions for teachers, especially for the beginners, I tried to devote an entire chapter, the final one, because it was actually my goal from the very beginning to help to the development of new techniques , able to bear the special needs of a child with learning difficulties. Works cited Andrews, J. E., Carnine, D. W., Coutinho, M. J., Edgar, E. B., Forness, S. R., Fuchs, L. S., et al.(2000). Bridging the special education divide. Remedial and Special Education, 21, 258-260, 267. Anderson, P. L., Meier-Hedde, R. (2001). Early case reports of dyslexia in the United States and Europe. Journal of Learning Disabilities, 34, 9-21. Anonymous. (1966). Minimal brain dysfunction in children:Terminology and identification.Washington, DC: U.S. Department of Health, Education, and Welfare. Association for Children with Learning Disabilities. (1986). ACLD definition: Specific learning disabilities. ACLD Newsbriefs, 15-16. Barsch, R. H. (1967). Achieving perceptual-motor efficiency: A space oriented approach to learning.Seattle, WA: Special Child Publications. Lyon, G. R. (1995a). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.

Global Warming Merits Widespread Moral Outrage Essay -- Climate Change,

Global Warming Disaster Merits Widespread Moral Outrage    Global warming will take its toll of human life to the tune of hundreds of thousands every year. According to John Broome--the Chair of Moral Philosophy at Oxford--these unfortunate victims of society's next big challenge will die by three main causes: heat waves, expansion of tropical diseases to temperate latitudes, and increased flooding. And yet many of my fellow EEB (ecology and evolutionary biology) grad students felt that the direct loss of life was a pittance in comparison with the indirect effects of global warming, such as the loss of ecosystem services caused by the devastation of the natural world and the social turmoil associated with the inundation of the many millions of homes by the rising oceans.    There are three paradoxes to the politics of global change, which together can only lead to the conclusion that the US government's stance is horrendously unjust. The Bush stance to which I'm referring is the recent decision to withdraw completely from negotiations for the implementation of the Kyoto Protocol. By this international treaty, the Clinton administration had agreed to limit US emissions of CO2--the largest anthropogenic contributor to global warming--to 7% less than 1990 levels by 2007. Bush's decision directly contradicted an explicit campaign promise to limit national emissions of air pollutants including carbon dioxide. This monumental decision enraged EU leaders and humiliated EPA director (ex-NJ Governor) Christie Whitman, who had just stated publicly that Bush would implement the Kyoto Protocol.    The first paradox is that Bush's justification of the decision is that the Protocol is unfair to US because it does not explic... ... spend thousands of dollars to prevent their children contracting malaria as the plasmodium-carrying mosquitoes spread North? And what are we going to tell the many millions of Bangladeshis who will soon lose their lowland communities? I am going to tell them that I am deeply sorry, and that I fought the good fight. I will tell them that I refused to act as an apologist for indefensible American policies. I will tell them that I refused to partake in discussion of the finer points of emissions trading or carbon sink credits without first pointing out that the very basis for discussion is deeply unjust. This Earth Day, I am making a resolution not to legitimize Bush's despicable climate change position by accepting the paradoxical assumptions upon which it is based. I invite you to join me--for the sake of future generations and disenfranchised people everywhere.

Analyzing the character of Reverend Hale :: English Literature

Analyzing the character of Reverend Hale Mr Reverend Hale had a very controversial role in moving the story to the end how it had happened. Beside the other three main characters: Mr Proctor, Elizabeth and Abigail he was fourth biggest person who influenced the happenings the most. However, while the main characters played a kind of a passive role, he always wanted to be in the middle of attention. He was a very proud man, but naà ¯ve as well. He though that himself is an expert in the mysterious world of witches. â€Å"a tight-skinned, eager-eyed intellectual. This is a beloved errand for him; on being called here to ascertain witchcraft he has felt the pride of the specialist whose unique knowledge has at last been publicly called for. This bad self-conscious brought to attention the witchcraft. The role of his character is a good example how a not completely reliable person can mislead a whole community. Mr Hale played a crucial part in starting the witch trials and initiating the madness in the town of Salem. Though, he was the one who accused the girls of being witches and trying to get their testimony, he was always seeking the truth. He did not intend to make such a huge conflict between the villagers. Abigail used his willingness of believing in mystic creatures like witches, she realized that he can be misled easily. Moreover, through his convincing personality everybody in the town can be misled, too. Therefore, the madness was partly happened due to his intervention, because the others should have not listened or believed to him. Hale’s goodness and naivety was shown through his enlightenment. After he had realized his wrong decision, he strived for persuading all the innocent citizens to confess cooperation with the evil that they obviously had never done. He did not take into account the people’s

Essay --

In this paper, I will argue that Nietzsche’s view on punishment morally is skewed simply because I believe that a healthy moral individual would not be at rest while another human is being tortured. However, to a certain extent and in some specific situations, many would disagree with me. As for Foucault’s speculation on morality I will agree to certain extent as well. It is quite apparent Nietzsche wants to point out the irony pertaining to punishment. His perspective on punishment is that punishment –at least at some points in history, is a practice for the sake of to seeking retribution, revenge and ironically enough cheerfulness. Nietzsche characterizes the relationship between punishment and morality as historically dynamic and unstable, but, notably, at one times more in a cheerful behavior. Nietzsche criticizes retributivists (the people who judge others before they judge themselves) and utilitarians who seek justice or deterrence as the essence of punishment. Nietzsche argues that in order for the cruelty in punishment to be understood we have to learn to see punishment as always festival-like, or, punishment always involves a kind of festival of cruelty that contemporary moralists (e.g. utilitarians) try to hide with their somber, â€Å"downer† accounts of punishment (without cruelty). For Foucault—similarly or on the other hand, however, Foucault’s speculation on punishment and morality is that punishment is used, also for a variety of reasons, also unstable and dynamic historically. Foucault focuses in particular on a change in our ideas about punishment like Nietzsche. In the first situation, where punishment is more â€Å"festival-like† as Nietzsche would say, the joy is not for the people as much as it is for a festival to... ... punishment of the old regime† (Foucault, 111) Here, Foucault is describing how the powerful used the guilty as an example for the viewers. I want to compare this to a death sentence that is fairly commonly used in America. When someone commits capital offense a gruesome act, the American government will use its authority to portray its power. I agree with Foucault idea when he states that the viewers will in fact learn a lesson by witnessing the power of government over its citizens. Nietzsche’s perception however illustrates that the spectators should view this act as a cheerful one rather than one to invoke power. I personally feel that using punishment as a technique to make spectators joyous does not solve the problem that needs to be solved. As a healthy moral human being I believe that punishing someone should never be used as an amusing and pleasurable view.

Childrens Rights

Children and Young Peoples Rights: Provision, Protection and Participation Assessment One The Children Scotland Act sets out the Rights of all children in Scotland and the responsibility of parents and those legally caring for a child. The Act also covers duties and procedures for public organisations such as Local Councils and Social Work Departments and Children’s Hearing System involved in promoting children’s welfare. The Act puts children first and states the rights of each child to basic standards of care, upbringing and nurture.The foundations for this Act are, each child has the right to be treated as an individual, they have the right to express their views should they wish to do so and that parents should be responsible and share the responsibility of bringing up their child. I think that this law promotes the rights of children well as throughout the Act the child’s best interests and welfare are the highest priority when their needs are being consider ed.The Law includes that the child’s view must be considered when decisions about their future are being made and unless a dispute arises the court should not make any order, I feel that when a child is mature and old enough to hold a view or opinion on a matter that effects them and their life that their voice should be heard and their opinion taken into consideration and I feel this Act helps to give them that voice.The UN Convention on Rights of the Child applies to all children and this Law states that a child is up to the age of eighteen the Law sets out in great detail what every child requires to have a safe and happy childhood and does not discriminate against age, sex, religion, nationality or social background. The aim of the UNCRC is to promote and recognise children’s rights, they have set out the rights as cultural, health, social, economic, political and civil.This is currently the most widely officially approved International Human This International agr eement aims to protect the rights of the children around the world. All fifty four ‘articles' aim to outline how all children all around the world should be treated and what adults can do to ensure that children’s basic rights are met. Articles 43-54 set out how the government and international organisations will help to ensure that children are given their rights.Regardless of age, race, nationality, religion the rights for all children are the same there are also additional rights for disabled children and those children who live away from home to ensure that their needs are also met and that they are treated fairly. As this Act promotes that Human Rights apply to all children and that all children are equal, I think that this helps to promote a positive healthy image for children to have growing up, that it encourages the belief that we are all equal.I think the fact that this act is continually assessing progress as reports must be submitted every five years and ind ependent organisations are invited to share their views and thoughts I believe this will help children to grow up with a positive outlook as the act covers every child with no exceptions. The Protection of Vulnerable Groups (Scotland) Act 2007. this Act was put into place after recommendations made in the Bichard Inquiry for a registration system for all those who work with children and protected adults in the UK after the deaths of two young girls in Soham.This new scheme was put into place to make sure that people who have regular contact with vulnerable groups either as a position of employment or through their work place do not have a history of behaviour that would make them unsuitable to work with either children or protected adults. This scheme will also ensure that if a person after registering and being successful should then become unsuitable for working with children or vulnerable adults that they are quickly removed from doing so.As this Act provides a few improvements o ver the previous disclosure system I think that this legislation is very effective at protecting children as it is an offence for an employer to employ someone to work with vulnerable groups or children without having become a member of the PVG Scheme. The check for employers to verify that a person is a scheme member and therefore suitable to be employed is very simple allowing them to make safe and quicker recruitment decisions. This Scheme also means that someone barred from working with vulnerable adults and children in Scotland would also be barred from the rest of the UK and vice versa.I feel this Act will help to give parents and also professionals working in this sector piece of mind in knowing that each and every member of staff has been vetted and police checked, therefore ensuring an environment in which all children and vulnerable adults will be safe and secure. Word Count: 823 References *COLEG, Children and Young People's Rights: Provision, Protection and Participation , DF50 34, Eleanor Mands 2004 *www. UNICEF. org. uk *www. scotland. gov. uk *www. children1st. org. uk