Reflection paper Assignment Example | Topics and Well Written Essays - 750 words

Reflection paper - Assignment Example sation with the other group members. I was thrilled and excited at the start but with the passage of time, it became hard when I had to conduct meetings with other group members without hearing their voices or looking at their faces. The discussion topic revolved around â€Å"Feminism and Pop Culture.† This topic was created from the chapter 13 of the book â€Å"Feminism and Pop Culture† written by â€Å"Andi Zeisler.† I agree the fact that women are using what they have to their advantage like Madonna and other rock stars. Over the period of time, pop culture has portrayed women as sexual objects and with the passage of time, it has adopted the worst shapes than ever. At the time of creating this topic, I was all focused to read and discuss more about that why women are always projected as â€Å"feast for eyes† in all pop videos and songs and not as â€Å"element of respect† or â€Å"exemplary models† through these videos. I would say that we should not blame any other person but the female singers themselves have projected their womanhood as a â€Å"symbol of sex appeal† in the media. From Madonna to Brittany Spears and from Christina Aguilera to Miley Cyrus; al l women have projected their beauty on the screen through their songs in a negative way. They have influenced a huge number of teenage girls in a negative manner. I was very nervous before my discussion went live. My team did not response to my invitation for chat. When met on the chat for the first time, I was the one who initiated the chat with all the group members and involved each one of them into the discussion. My team members appreciated my efforts but what disappointed me most was the involvement and interest of the members in the discussion thread. They just reviewed and approved my work without commenting or giving their opinions on the work I did. I completed the discussion topic. I was bit nervous and at the same time, I was little upset with the work as well. I had no idea that whatever the work

The Adventures Of Huckleberry Finn

The Adventures Of Huckleberry Finn In his episodic novel, The Adventures of Huckleberry Finn, Mark Twain fabricates a journey as the platform for the narrators symbolic rite of passage. The protagonist, Huckleberry Finn, discovers the true colors of his individuality, as he voyages through his many adventures and gains priceless experiences. While he matures and advances, Huck discards his disposition as an ignorant and juvenile adolescent craving for joy and peril and becomes a man, being able to firmly identify and establish his morals and ethics. During this intricate process, he develops a comradeship with a Jim, a runaway slave, ultimately learning the true horrors of the flawed society, in which he lives in. As a role in Hucks learning process, Mark Twain realistically utilizes the social perception of whites during the time period to assist Huck in discovering the blemishes of slavery, rejecting many critics assumption that he is a racist. Huck, a thirteen-year-old son of a drunkard, is recurrently strained to survive on his own wits where sometimes it contradicts societys standards and laws. As he seems to trek down the Mississippi River, he also journeys down his inner mentality, as Huck encounters challenges between his social conscience and individual conscience. Huck always seems to look up to the educated, the high and mid-class. He appeared to make himself believe that his judgment was inferior or abased to theirs because he was illiterate, and not truly part of society or a civilized human being. He blindly follows Tom Sawyer, due to the fact that he was educated and brought up in a refined urbane setting. As the novel opens, Huck is forced to be integrated in society and civilization. Though he struggles, he persuades himself to sublime in. In the beginning, Huck is perplexed by the fatuous purpose of religion. As Widow Douglas and Miss. Watson try very hard to reform Huck to become sivilize, he doesnt see the purpose of heaven and hell. Its these first signs of society (religion) that plays an impact on Huck, where he makes a connection that his actions will determine his destination after death. Huck also can be portrayed as an innate philosopher, where he is very skeptical of the societal dogmas (religion) and in fact perceives these ideas in his own ways, as he tries to reform. This is seen with Hucks idea that hell might actually be a better place than the Widow Douglass heaven. Thus this issue only engenders Hucks moral development. When Huck encounters Jim on Jacksons island, and attends his story of a runaway slave, Huck sees Jim as a human being rather than a slave. Huck feels empathy and remorse, as he hears Jims sad tale of his family being ripped apart. Huck, who just wasnt able to properly fully mold with society, and Jim, a run-away slave, both were alienated from society in fundamental ways. Both now in some form freed from the insincerity and injustice of society, but knew this would not last long. When Huck realizes that his fate was wrapped around Jims, he questions the morality of helping a run-away slave, this in which was against law, and breaking a law would lead him to hell. More subtly, Twain criticize the American South for its phony romanticism and hypocritical Christianity. Huck decries the idea that the Christianity of the South is a living contradiction. Huck does not comprehend the fact how society accepts slavery yet ignores the Biblical notion of the equality of all believers. (The Adve ntures of Huckleberry Finn pg1). Nonetheless, Huck conceded and acknowledged that he would go to hell, in which a sacrifice he was willing to make. In further context, Twain in his works is not a racist. In the manner he depicts Jim as a real person, who carries feelings and emotions, shows in fact that Twain is an opponent of slavery. Huck had the common sense to see how slavery was a genuine blight to humanity. Contrarily the so called sophisticated society accepted it, even the good people such as Miss. Watson. Huck matures further as he breaks that mask that society gave Jim, and accepts him as a normal person. Huck refers to Jim, I knowed he was white inside. (Twain, pg 46). It shows how Huck, who was brought up in a very bigoted section of the country, that ingested all the hypocrisy of slavery, was still able to transcend it by just knowing this one nigger, Jim. Furthermore, Hucks character changes as Jim teaches him about friendship. Their relationship becomes tighter, after the Hucks joke about him never had gone missing in the fog. Huck learns that Jim is a person is with feelings, and ultimately Jim induces this movement into Hucks maturity. This is the critical point of Hucks transformation, where Huck apologizes to Jim. Hucks voyage down the Mississippi taught him much, but was mainly a frolic. But once it resumes, when Huck is taken up the Grangerfords, he journeys to the dark side of American civilization. The benevolent family who offer Huck to stay is in a burning feud between another family, the Shepherdsons. Twain uses these two families to employ in some deriding absurdity and to mock an overly romanticizes ideas about family honor. Ultimately, the families sensationalized feud gets many of them killed. Huck truly refutes society once he saw his new friend Buck, be shot and killed. Twain uses this incident to comment on all systems of principle that rebuffs the humanity of another set of people. Huck becomes befuddled in this episode. The Grangerfords are a mix of contradictions where they treat Huck well, but they own slaves and behave more foolishly with other family by killing one other. Is this what society dawns upon? In the denouement, Huck transmogrifies into a full adolescent who now truly believes in his values, and deems that it should not be tractable and tarnished by societys laws. Near the conclusion of the novel, Huck and Tom make an attempt to free Jim who is held captured. After Toms ludicrous plan fails, everyone learns that Jim was actually a free man for weeks (because Miss. Watson, in her will, allow Jim to be free when she died). This idea of freeing a free black man had a special resonance at the time Twain wrote this novel. Blacks during this time had much trouble integrating with society because of the racial subordination that was still present preceding the Civil War. Work Cited The Adventures of Huckleberry Finn Essay. Novelguide.com. December 14, 2009. . Twain, Mark. The Adventures of Huckleberry Finn. United States: Bantum Books, Inc., 1884.

Characters and Setting in Poes Fall of The House of Usher Essay

Characters and Setting in The Fall of the House of Usher    The primary objective in â€Å"The Fall of the House of Usher† is to give the reader a sense of horror. Through the creation of elaborate imagery and dreary circumstances Poe conveys a story that elicits in the reader the dark feelings he has hoped for. In this analysis I will focus on Poe’s characters and setting, and how he structures them to produce the overall effect.    The story begins with a description of our narrator’s first impressions of the House of Usher. He has been summoned there so that he might provide comfort to his boyhood friend. The particular friend, Roderick Usher, is an eccentric character which the narrator has not seen in quite some time. The reason for his visit is so that he, Usher’s only friend, may provide some companionship which will ease Usher’s lonely, disturbed mind. The setting for this story takes place in what is known as the House of Usher. The house is reminiscent of a sovereign insane asylum. The family who has lived in the house for many years is described by Poe as having a stem with no branches (p.665). The occurrences which have taken place throughout the years of this family’s incessant and peculiar behavior give the house a life of its own which tells an eerie story. In the particular passage we have chosen the narrator describes the effect upon seeing the house: â€Å"It was a m ystery all insoluble.†(p.654) The mysteriousness surrounding the house gives it a sense of darkness. The term â€Å"mystery† also serves to tap into the reader’s curiosity. This quality is important to the overall effect of Poe’s story. By leaving the effect of the house as something somewhat unknown he lures the reader to join the narrator in a disc... ...ing set the stage, Poe’s story culminates with a battle between Usher and his sister. This episode provides the reader with an exciting display of the horror for which he has been warned throughout the story. Earlier in the story the narrator told of the entombment of lady Madeline -- Usher’s sister. Although the reader knows she has been entombed, it is not until the end that it is revealed she was buried alive. On the last night of the narrator’s stay lady Madeline erupts from her coffin to battle her brother. The narrator darts out of the house as the House of Usher and sees its’ final demise.    The style and structure of Poe’s story are excellent. His use of descriptive phrases and psychology paint a twisted picture for the audience. The slow -- moving style creates a feeling of suspense that is perfectly released as the story comes to a dramatic ending. Characters and Setting in Poe's Fall of The House of Usher Essay Characters and Setting in The Fall of the House of Usher    The primary objective in â€Å"The Fall of the House of Usher† is to give the reader a sense of horror. Through the creation of elaborate imagery and dreary circumstances Poe conveys a story that elicits in the reader the dark feelings he has hoped for. In this analysis I will focus on Poe’s characters and setting, and how he structures them to produce the overall effect.    The story begins with a description of our narrator’s first impressions of the House of Usher. He has been summoned there so that he might provide comfort to his boyhood friend. The particular friend, Roderick Usher, is an eccentric character which the narrator has not seen in quite some time. The reason for his visit is so that he, Usher’s only friend, may provide some companionship which will ease Usher’s lonely, disturbed mind. The setting for this story takes place in what is known as the House of Usher. The house is reminiscent of a sovereign insane asylum. The family who has lived in the house for many years is described by Poe as having a stem with no branches (p.665). The occurrences which have taken place throughout the years of this family’s incessant and peculiar behavior give the house a life of its own which tells an eerie story. In the particular passage we have chosen the narrator describes the effect upon seeing the house: â€Å"It was a m ystery all insoluble.†(p.654) The mysteriousness surrounding the house gives it a sense of darkness. The term â€Å"mystery† also serves to tap into the reader’s curiosity. This quality is important to the overall effect of Poe’s story. By leaving the effect of the house as something somewhat unknown he lures the reader to join the narrator in a disc... ...ing set the stage, Poe’s story culminates with a battle between Usher and his sister. This episode provides the reader with an exciting display of the horror for which he has been warned throughout the story. Earlier in the story the narrator told of the entombment of lady Madeline -- Usher’s sister. Although the reader knows she has been entombed, it is not until the end that it is revealed she was buried alive. On the last night of the narrator’s stay lady Madeline erupts from her coffin to battle her brother. The narrator darts out of the house as the House of Usher and sees its’ final demise.    The style and structure of Poe’s story are excellent. His use of descriptive phrases and psychology paint a twisted picture for the audience. The slow -- moving style creates a feeling of suspense that is perfectly released as the story comes to a dramatic ending.

Discuss Inclusive Practice for Children Essay

According to The National Autistic Society (2011 and 2012), autism can be defined as a lifelong developmental disability which affects the way a person is able to interact with others around them and make sense of the world they live in. However, there are variations of Autistic Spectrum Disorders (ASD) and children who have ASD will be affected in different ways (Dover et al, 2007). This essay will be discussing the inclusive education within the primary school setting, exploring the different strategies that are in place in order to support children with ASD, together with the effectiveness and possible improvement which impacts on the learning experience of children with ASD. The number of people affected with an ASD in the UK today is still rising (NHS, 2012). The National Autistic Society (NAS) (2012), states that over 500,000 people have been diagnosed with an ASD. The condition occurs in families regardless of their ethnic and social backgrounds (Dodd, 2005:13) and the condition can affect people in various ways with the severity of the disorder also varying. Therefore Autism is referred to as a ‘spectrum disorder’, additionally Dover et al,(2007) and Siegal (2008) speculate that the reason behind using the term ‘spectrum’ is due to children presenting different symptoms at different stages of their development that links to the 12 diagnostic criteria, which was stated by Siegal (2008). As the diversity amongst people who are affected by ASD vary significantly, due to the different symptoms they are displaying as well as the background the children are from. Consequently these variations can cause difficulties in diagnosing t he condition (Doyle et al, 2009). A key factor regarding ASD and the challenges they may face, relate to communication and socialization, additionally related challenging and disruptive behaviour. Children suffering from ASD show behaviour that is considered to be socially unacceptable, however when viewed rationally, this behaviour may simply be defined as ‘different’ (Sadri and Flammia, 2011). There appear to be numerous behavioural models that indicate a child may have ASD, example of some of the models are: externalizing behaviour, problem behaviour, maladaptive behaviour, symptoms of behavioural and emotional disorder (Hill and Furniss, 2006). There are also other suggestive symptoms, such as: the constant flicking of fingers, flapping of arms, rocking, nudity, bedwetting and or irregular sleeping patterns which are deemed as inappropriate, defining ASD to a degree (Groark and Eidelman, 2011). Problems usually appear to arise when the individual becomes increasingly aggressive, amongst the issues are, tantrums, self harming or irrational disassociation (Research Autism, 2011). Whilst some situations involving co-ordination or fine-motor skills may prove to be challenging for a child who has ASD, some children shows signs of high IQ and appear to be gifted in certain areas such as Mathematics, art and Music (NAS, 2012) Although there have been some suggestions that a form of predisposed chromosomes could have an effect on ASD, there is not enough evidence that this is the cause. Therefore, currently it is assumed (NAS, 2012), that ASD cannot be identified before or at birth. This argument is based on the diagnostic criteria of Wing and Gould (1979) ‘triad of impairments’ which looks at social interaction, imagination and communication difficulties the child may display (NAS, 2011). However, Mowder et al (2009) suggest that early identification of ASD would be advantageous as this could lead to early intervention, which can result in better academic achievement, whilst reducing the risk of additional behavioural difficulties (Zwaigenbaum et al. 2005). Some studies which Bailey et al (1995) and Levy et al. (2002), refer to, assumes that there may be strong genetic links with regards to possible causes of ASD. On the contrary to Bailey and Levy et al., Yapko (2003) suggests that ASD could be the result of environmental factors such as some medication (antibiotics), reactions to infections or vaccinations. However, these claims are not concrete and are still being researched (Yapko, 2003). Moreover, it is clear that, there is a wide spectrum of ASD, with this came the need for wide spectrum of educational requirements that needs to be met. Therefore educational provision, including mainstream schools, special schools, specialist units attached to mainstream schools and residential provision are essential for the child’s well being and educational needs (NAS, 2012). Historically children with ASDs were educated separately from their more able peers (Ferrall, 2010). Traditionally special education (SE) curriculum was put in place in order to enable children with disabilities and learning difficulties to adapt, and function accordingly within ‘normal’ society (Low Deiner, 2009). With the introduction of the Warnock Report in 1978, special education began to reform with the child’s education needs focussed on, rather than their disability (Wall, 2006). The report wanted to abolish the idea of handicap, as they began to recognise that labelling children negatively would be detrimental to the child and their future (Aarons, 2001). The principles laid down in the report have influenced legislation such as The Education Act 1981, the Disability Discrimination Act 1995 and Special Educational Needs and Disability Act 2001. These have played a role in shaping contemporary inclusive practice (Batten et al. 2006), as the Education Act 1981 introduced statements of the disabled. Disability Discrimination Act (DDA) 1995 and later, Special Education Needs and Disability Act (SENDA) 2001, placed a legal obligation in schools to make ‘reasonable adjustments’ in order to ensure that disabled children are not disadvantaged (Batten et al, 2006) It appears that disability can be shaped and accommodated in various ways. As Oliver and Barnes (1998), points out, although ASD has been accepted to be a medical condition which can be diagnosed, the hostility, discrimination and the lack of understanding of the condition from the society’s perspective, are still apparent and can have a detrimental effect on the child’s well being. The social aspect of ASD can make it difficult for the inclusion to fully take part within the primary school setting (NAS, 2012), as focusing on the ‘deficit’ of the child rather than the potential can undermine the successful inclusive admission to the school whilst causing further discomfort to the child (Maclachlen and Schwartz 2009). Children with ASD are entitled to extra support in schools, in order to enable the child to cope with the environment which they are in together with receiving help, to reach the personal academic target (NAS, 2012). The term ‘Inclusion’ must not be confused with the terms ‘Integration’ and ‘mainstreaming’, as these terms describe a child being placed in an mainstream setting and is expected to adapt to their surroundings, and cope with the curriculum expectations. Whereas ‘inclusion’ involves the educational provisions being adapted to the individual child’s needs (NAS, 2012). NAS also believes that special schools must exist in order to accommodate children with more complex needs. However, it also appears to be essential that the ‘special schools’ work in partnership with the mainstream schools. Moreover, it is also argued by NAS (2012), that the government must not use inclusion as a rationale for cutting specialist provision. Previously, people with disabilities have undergone more discrimination and maltreatment than any other minority group (Brown, 2002). They have been subject to isolation, institutionalisation due to observation and other experimental examinations, as they have been perceived as being ‘different’, thus their needs as individuals were neglected (Barnes and Merce, 2010) The point here is that, the needs of individuals, regardless of their disability or ability must be taken into consideration, in order for the inclusive practice to work towards achieving its full potential of helping children integrate into the community they are part of whilst achieving their own individual academic targets (Avradamis et al. 2000). Due to the additional discomfort the discrimination caused to the children and their families with disabilities, some people choose to reject the labelling of being ‘disabled’ (Barnes, 2003), as this posed the danger of causing further distress to t he child (Giddin and Griffiths, 2006). Whilst many families accept that their child has impairments, it appears that the term ‘disabled’ is not easily accepted. It appears that in our society individuals with ‘impairments’ are often labelled as ‘abnormal’ or ‘disabled’ (Carson, 2009). Due to this common association, many people with ASD reject being diagnosed in fear of being labelled (Barnes, 2003). As a result, many parents/carers of children who are in the Autistic Spectrum, struggle to accept diagnosis for their child as the aspect of what the labelling may entail is overwhelming (Ariel and Naseef, 2006). Children in the main stream settings with ASD, often suffer with speech impairments (Brereton and Tonge, 2005), in addition to this, the comprehension of the spoken language and paralinguistic signals such as gestures and facial expressions may also pose potential problems for the child (Siegal, 2003). Rotatori et al. (2008), states that, implications on the childâ €™s socializing and personal interaction can often lead to behavioural problems. Developmental delays which occur due to these challenges in the learning environment may compound the condition (Seach, 2005). Various teaching strategies exist, in order to enable children of all abilities to have access to the curriculum more effectively (Kelly, 1999). According to Ginnis (2002) one of the most common and effective ways to teach children with ASD is a visual timetable, as this allows the child to become familiar with the times and activities via the simple diagrams provided for this purpose. Critically, this can guide effected children throughout their day at school, helping decrease anxiety levels by delivering basic and regular sequence (Pierangelo and Gulluliani, 2008). TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children), also uses visual support, written lists and calendars in order to help children with sequencing and prediction (NAS, 2012). Another teaching strategy involving pictures is the picture communications exchange system (PCES), this finds great use in children with limited language abilities by substitution of words and symbols for ob jects and activities. Gradually the child will build up a regular repertoire, which is beneficial for the child’s independence and own organizational qualities (Wilkinson, 2010). Successful inclusion warrants a system which extends beyond the classroom (Pittmann, 2007). This will only be possible if similar strategies are applied in leisure times as well as the classroom (NAS, 2012), some schools in response to this implemented a ‘circle of friends’ strategy. The idea behind this is for the volunteers to help children to express their feelings freely, progress socially and develop strategies to cope with high anxiety levels (NAS, 2012). Dixon and Addy (2004) argue that, teachers are now expected to embrace inclusion, whilst having actually received little or no training themselves. The inclusion of ASD’s, within the main stream schools appear to be unusually complex. As the child’s cognitive understanding often mismatches the significant language and behavioural deficits (De Boer, 2009), it is paramount that teaching staff recognizes the child’s strengths as well as their weaknesses, to effectively further the child’s development (Seach et al. 2002). Furthermore, it appears that inclusion has been most successful when a partnership between parent/carer and schools exists before the child’s first admission to school, thus bridging the gap between home environment and the school environment (De Boer, 2009). Teaching ASD’s requires adequate resource provisions; funding, time, staffing, and teaching materials are amongst the resources needed. According to Bernard et al. (2002), 45% of the schools who identified accommodating children with ASD, voiced their concern regarding lack of specialist reports received, which in return would limit the help given to the children. Remaining 55% reported inadequate diagnosis and prognosis of children with ASD this appears to lead back to the issue of ‘labelling’. Enthusiasm in a child’s own development is particularly important for the children suffering from ASD, interest levels, positive interaction and effective inclusion needs to be maintained (Howlin and Moore, 1997). As stated by Spergon in (Siegmann, 2007), for an inclusive setting to function and to achieve the desired effect, it must show a positive impact on the child’s learning. The positive influence must be in place regardless of the individual child’s ability, and developmental stage. Spergon also adds that children must be encouraged to aspire to the same education goals with independence, and enjoyment, no matter what their abilities or disabilities are (House of Commons, 2006). However, there is still a grave risk of inclusive schooling in that Autistic children are made very much aware of their differences to non-autistic children, causing the child’s stress levels to increase, resulting in self-stimulatory autistic habits (Seinsbury, 2009). Such habits together with sensory overload, appears to be a major hurdle for children with ASD in the school environment (Increased noise level, lighting, and smells) affecting their learning, and increasing social stigmatization. A large, noisy and disruptive classroom will limit any child’s capacity to learn and understand, more so a child who has ASD (Seach, 2002). Behavioural difficulties such as, shouting, lashing out, or screaming are often the secondary results of these kind of environments for ASD’s (Autismhelp, 2012). The NAS launched the ‘make school make sense’ campaign in 2006, this involved 33 discussion guidelines and corresponding feedback statistics from the families and children with ASD. The overwhelming results show that children interviewed found school a confusing and difficult place, with many finding it difficult to ‘fit in’ and making friends (Reid and Batten, 2006). In this study children who were happiest with their education, had high functioning Autism, which enabled the child to have better developed speech, thus were more able to ‘fit in’ and make friends. However Reid and Batten (2006) have also included that many of the children who were happy in their educational settings were observed to have been either in a special school that catered for their needs or in a dual setting. The 1978 Warnock report, promoted the integration of the disabled children in to the mainstream schools, together with the introduction of the National Curriculum and the Education Reform Act 1988, thus enabling the disabled children to be educated and to integrate with their non-disabled peers (Oliver, 1996). However, Baroness Warnock did articulate that, whilst it was every child’s right to have access to education and all children should be entitled to have the same start in life, she also stated the dissatisfaction she felt in mixing all abilities together as there was the belief that inclusive education for severely Autistic children could be problematic due to the characteristics and disruptive behaviour ASD children may be prone to display (Mckie, 2005). Moreover, Inclusion stood in stark contrast to the medical model approach (Barton, 2005), which used such terms as ‘fragile children’, ‘suffering from learning difficulties’, and the liberal us e of ‘ASD’. In conclusion, it seems that various regulations and policies have been introduced to the local authorities in order to enable the education sector (Primary school setting for the purpose of this paper), to address the needs of individual children with disabilities via inclusive education. However as it has been noted earlier on in the paper, it is of significant importance for the teaching staff to be adequately trained in understanding the child’s condition, such as ASD, as well as staff who are trained in how to enable inclusive education to take place in every classroom. As these developments will play a crucial role in the child’s academic and personal development. Referencing Aarons, M., and Gittens, T. (2001). Autism: a Guied for Parents and Professionals. NY: Routledge. Ariel, C., and Naseef, R. (2006). Voices from the Spectrum: parents, grandparents, siblings, people with autism and professionals who share their wisdom. London: Jessica Kingsley Publishers. Autism Help. (2008-2012). Behaviour: Agression, Frustration and Temper Tantrums. Retrieved from www.autismhelp.info: http://www.autismhelp.info/primary/behaviour/categories,id,438,1-1.aspx Avramadis, E., Bayliss, P., and Burden, R. (2010). A Survey into Mainstream Teacher’s Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology , 191-211. Barnes, C. (2003). What a Difference a Decade Makes: reflections on doing ’emancipatory’ disability research. Disability & Society , 3-17. Barnes, C., and Mercer, G. (2010). Exploring Disability. Cambridge: Polity Press. Barton, L. (2005). Special Educational Needs: an alternative look (A response to Warnock M. 2005: Special/Educational Need. London: University of London. Batten, A., Corbett, C., Rosenblatt, M., Withers, L., and Yuille, R. (2006). Make School Make Sense – Autism and Education – the reality for families today. London: The National Autistic Society. Bernard-Opitz, and V. Hauber, A. (2011). Visual Support for Children with Autistic Spectrum Disorders. USA: AAPC Publishing. Brereton, A. T. (2005). Pre- Schoolers with Autism an Educating and Skills Training Programme for Parents: Manual for Clinicians. London: Jessica Kingsley Publishers. Brown, H. (2002). Safeguarding Adults and Children with Disabilities Against Abuse. Strasbourg, Cedex: Council of Europe Publishing . Carson, G. (2009). The Social Model of Disability. Scotland: The Stationary Office. De Boer, S. (2009). Successful Inclusion for Students with Autism: Creating a Complete, Effective ASD Inclusion Program. San Francisco: Wiley. Dixon, G. a. (2004). Making Inclusion Work for Children with Dyspraxia: Practic al Strategies for Teachers . london: Routledge-Falmer. Dodd, S. (2005). Understanding Autism. Australia: Elsavier Publishing. Dover, C. L. (2007). ‘How to Diagnose Autism’. Archives of Disease in Childhood , 540-545. Doyle, B., and Doyle Iland, E. (2004). Autism Spectrum Disorders from A to Z: Assessment, Diagnosis and More. Arlington: Future Horizons Incorporated. Farrell, M. (2010). Debating Special Education. London: Taylor and Francis. Giddens, A., and Griffiths, S. (2006). Sociology UK. London: Polity press. Ginnis, P. (2002). The Teacher’s Toolkit: Raise Classroom Achievment with Strategies for Every Learner. Villiston: Crown House Publishing Ltd. Groak, C., and Eidelman, S. (2011). Early Childhood Intervention: Shaping the future for children with Special Needs and their Families. USA: ABC-Clio. Hill, J., and Furniss, F. (2006). Patterns of emotional and behavioural disturbance associated with autistic traits in young people with severe intellectual disabi lities and challenging behaviours. Research in Developmental Disabilities , 517-528. House of Commons. (2006, July 6). www.Parliment.co.uk. Retrieved April 2012, from Select comittee on Education and Skills: Third eport: http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/47805.htm Howlin, P. M. (1997). Autism: Diagnosis in autism: a survey of over 1,200 patients in the UK’. The International Journal of Research and Practice , 135-162. Kelly, A. (1999). The Curriculum: Theory and Practice. London: Paul Chapman. MacLachlan, M. S. (2009). Abnormal Child Psychology. USA: Wadsworth Publishing Company. McKie, R. (2005). London: The Guardian. Mowder, B. R. (2009). Evidence Based Practice in Infant and Early Childhood Psychology. New Jersey: John Wiley and Sons. National Autistic Society . (2012). Statistics in UK of ASD. Retrieved April 25, 2012, from www.autism.org.uk: http://www.autism.org.uk/about-autism/some-facts-and-statistics.aspx National Autistic Society. (2011). Accept Difference, Not Indifference. Retrieved April 25, 2012, from www.autism.org,uk. National Autistic Society. (2011, September 27). Diagnosis of autism spectrum disorders – a guide for health professionals. Retrieved April 2012, from http://www.autism.org.uk: http://www.autism.org.uk/working-with/health/screening-and-diagnosis/diagnosis-of-autism-spectrum-disorders-a-guide-for-health-professionals.aspx NHS. (2012, March 02). NHS, Your Health, Your Choices: Autism and Asperger Syndrome. Retrieved April 25, 2012, from www.nhs.uk: http://www.nhs.uk/conditions/autistic-spectrum-disorder/Pages/Introduction.aspx Oliver, M., and Barnes, C. (1998). Di sabled People and Social Policy: From Exclusion to Inclusion. Harlow: Addison Wesley Longman. Pierangelo, R., and Giluliani, G. (2008). Teaching Students with Autism Spectrum Disorders: A Step by Step Guide for Educators. London: Sage. Pittman, M. (2007). Helping Children with Autistic Spectrum Disorders to Learn. London: SAGE Publications. Reid, B., and Batten, A. (2006). Make school make sense for me: children and young people with. London: NAS. Research Autism. (2011, July 18). Challenging/Disruptive Behaviour. Retrieved April 20, 2012, from www.researchautism.net: http://www.researchautism.net/autism_issues_challenges_problems.ikml?ra=52 Rotatori, A., Obiakor, F., and Burkhardt, S. (2008). Autism and Developmental Disabilities: Current Practices and Issues. Bingley: Emerald Publishing Group . Sadri, H., and Flammia, M. (2011). Intercultural Communication: A New Approach to International Relations and Global Challenges. USA: Continuum Publishing Group. Sainsbury, C. (2009). Marti an in the Playground: Understanding the Schoolchild with Asperger’s Syndrome. London: SAGE Publications. Seach, D., Lloyd, M., and Preston, M. (2002). Supporting Children with Autism in Mainstream Schools. London: Continuum International Publishing Group. Siegal, B. (2003). Helping Children with

George Stubbs

George Stubbs was born in Liverpool on August 25, 1724. He worked for his dad until 16 when his dad passed away. Then he was briefly apprenticed to a painter and a engraver, which is where he began learning about art. Since then, as an artist he was self-taught. In the 1740s he worked as a portrait painter in the North of England. Ever since he was a child he also had an interest in anatomy. He studied human anatomy for six years at York County Hospital. All of these things mentioned helped George Stubbs build up to his highest potential. Later in the 1750s he rented a farmhouse and stayed there for 18 months. There he spent time dissecting horses to learn all about their bodies. In 1766 he published, The anatomy of the Horse. The original drawings are now in the collection of the Royal Academy. Even before the printing of his book, patrons recognized that his work was better than earlier horse painters. In 1759 the 3rd Duke of Richmond commissioned three large pictures from him, and his career was now secure. He had soon produced art for many more dukes and lords and was able to buy a house in Marylebone, a fancy part of London. His most famous work is the Whistlejacket, a painting of a prancing horse. In the 760s he made a large range of single and group portraits of horses, sometimes with hounds. He often painted horses with their grooms. He also continued to accept commissions for portraits and group portraits of people. George Stubbs also painted more exotic animals, including lions, tigers, giraffes, monkeys, and rhinoceroses. The last painting George Stubbs was working on was a comp arative piece of art. It had the structure of the human body with a tiger, and a common bird. George Stubbs never finished this project. He died on July 10th 1806 in London. Overall, George Stubbs was a great artist and he set the basis for painting animals.

Edith Wharton - The House of M essays

Edith Wharton - The House of M essays Edith Wharton was born as Edith Newbold Jones in an aristocratic family in the city of New York. Wharton had no formal education but she was privileged enough to use her fathers library and was privately educated at home by governesses and tutors. She was expected to learn the social etiquette and conduct herself as a well-bred woman. She exhibited her creative talents from her childhood. Even before she could read she made up stories and later as an adolescent she wrote stories and novellas. At the age of twenty-three Wharton married Teddy Wharton. But their marriage was not a successful one for Teddy could not match Edith in her intellectual or artisitic interests. Apart from her career as a writer Wharton had a very important role to play as a social matron.During the first World War Wharton untiringly worked for the refugees in Paris.She also opened hostels and workhouses for women who had no support.However Wharton was dissatisfied as a wife and a society matron She lived in Pa ris till her death. She returned to United States only once and that was to accept the Pulitzer prize for her novel The Age of Innocence. Wharton authored about forty books and during her lifetime she enjoyed the company of writers like Hemmingway Theodre Roosevelt and Henry James. The writer Henry James immensely influenced Wharton . The House of Mirth was published in 1905 when Wharton was forty-three years old. Wharton primarily depicted the materialistic society in which she lived. She is best known for her portrayal of people and places in her works. In this novel she gives us a glimpse of the rich and materialistic New York upper class society, a subject she was well acquainted with. She wrote in A Backward Glance, There was before me in all its flatness and futility, asking to be dealt with as the theme most available to my hand, since I have steeped in it from infancy. The novel is unique because Wharton is not pretending to kn...

Facebook’s Initial Public Offering The WritePass Journal

Facebook’s Initial Public Offering The reasons for Facebook to go public Facebook’s Initial Public Offering ). It is clear that Facebook’s decision to go public through an initial public offering (IPO) was not the same as the common reasons of firms when they undertake the same decision, which is to draw more revenues (Palmiter, 2008). However, in the long run, Facebook also aimed to access external financing as a result of IPO (Sloan, 2012). The reasons for companies to go public beyond their need for more money are enhanced financial condition, ability to cash out, improved corporate reputation, and improved opportunity for future acquisition (Peng, 2012). The dollar objective of every company in relation to the amount expected to be raised via IPO The dollar objectives of companies entering IPOs for increased revenue purposes are to develop reserves and increase external funds (Vedavalli, 2007; Sullivan, 2007), access capital (Dana, 2004; Ernst and Hacker, 2012), improve financial condition, increase shareholder value, and improve capital to sustain growth (Ernst and Hacker, 2012). In Facebook’s case, its stock price dwindled as there were concerns about its overpriced IPO and long-term business outlook and lost around $ 25 billion in value (Kuratko, 2012). The expected use of the money raised by IPO One expected use of the money raised by IPO is retiring from debt, in which, it is necessary to pay close attention to the company’s financial data and overall growth prospects. Another is enjoyment of the proceeds by the owners of the shares, especially for the sale of secondary shares. Moreover, sold primary shares (newly created shares) from an IPO increase revenue to the companies’ accounts (Khurshed, 2011). In the case of Facebook, the company raised a large amount of money, which has amounted to $ 18 billion. In actuality, there was no increase in the number of shares it sold to the public; instead, most of the new shares were from Zuckerberg, and such was considered not a good sign (Khurshed, 2011). References Dana, L. (2004) Handbook of research on international entrepreneurship. Glos, UK: Edward Elgar Publishing Ltd. Ernst, D. and Hacker, J. (2012). Applied international corporate finance. Berlin: Verlag Franz Vahlen GmbH. Khurshed, A. (2011). Initial public offerings: The mechanics and performance of IPOs. First Edition. Hampshire: Harriman House Ltd. Kuratko, D. F. (2012) Entrepreneurship: Theory, process, practice. NJ: John Wiley Sons. Peng, M. W. (2012). Global strategy. Mason, OH: Cengage Learning. Sloan, P. (2012). Three reasons Facebook has to go public. Retrieved on December 3, 2013 from http://news.cnet.com/8301-1023_3-57368449-93/three-reasons-facebook-has-to-go-public/ Sullivan, L. R. (2007). Historical dictionary of the People’s Republic of China. Maryland: A Scarecrow Press, Inc. Vedavalli, R. (2007). Energy for development: Twenty-first century challenges of reform and liberalization in developing countries. London: Anthem Press.