Jesus, Paul, And Mohammed: Com :: essays research papers

Michael Hart is a novice student of history and furthermore the creator of The 100: A Ranking of the Most Influential Persons ever. In this book Hart records all together the individuals he accepts to be the main 100 most persuasive individuals. In this paper I am going to take a gander at three explicit individuals, and think about Hart’s positioning of their effect on society against my own. The three individuals are Jesus of Nazareth, the author of Christianity; Paul of Tarsus, Christianity’s most significant preacher; and Muhammad, the originator of Islam. Since religion played an extensive job in the forming of developments, it is no occurrence that these three individuals are separately the three most notable individuals in the establishing of the main two religions on the planet. Likewise Hart’s positioning of these three men will be investigated, and contrasted with my own rankings of these three persuasive men. Â Â Â Â Â In Hart’s book, The 100, he respects each of the three of these men as being significant in adding to the ascent of two extraordinary religions. In his positioning of the main 100 Muhammad, Jesus, and St. Paul rank one, three, and six separately. Presently directly from this announcement a great many people would accept that Hart is as of now off-base, and that Jesus ought to be one. In some sense the individuals who accept that Jesus are correct in light of the fact that the measure of Christians on the planet nearly pairs that of the Moslems. However on the off chance that we cautiously take a gander at Hart’s explanations behind positioning them the manner in which he does, you would see that his positioning appears to be progressively reasonable. Â Â Â Â Â First we should begin by breaking down Hart’s explanations behind positioning Muhammad one. His primary concern for positioning him one, above Jesus, is on the grounds that “ Muhammad assumed an increasingly significant job in the improvement of Islam then Jesus did on the advancement of Christianity';(9). He accepts this announcement to be genuine on the grounds that St. Paul supplemented Jesus in assisting with spreading the conviction of Christianity. In spite of the fact that Jesus was answerable for the principle moral and good statutes it was St. Paul who was the primary designer of its religious philosophy, its evangelist, and for composing an enormous part of the New Testament. While then again Muhammad was the just a single liable for the lessons of Islam, and furthermore to the good and fundamental moral standards. This is appeared in the possibility that the Koran, the holy book of Islam, contains the lessons of Muhammad, and that his les sons are supposed to be the expressions of God. Jesus, Paul, And Mohammed: Com :: expositions research papers Michael Hart is a novice student of history and furthermore the creator of The 100: A Ranking of the Most Influential Persons ever. In this book Hart records all together the individuals he accepts to be the main 100 most compelling individuals. In this article I am going to take a gander at three explicit individuals, and look at Hart’s positioning of their effect on society against my own. The three individuals are Jesus of Nazareth, the originator of Christianity; Paul of Tarsus, Christianity’s most significant teacher; and Muhammad, the author of Islam. Since religion played a significant job in the forming of civic establishments, it is no fortuitous event that these three individuals are separately the three most notable individuals in the establishing of the best two religions on the planet. Likewise Hart’s positioning of these three men will be dissected, and contrasted with my own rankings of these three compelling men. Â Â Â Â Â In Hart’s book, The 100, he respects each of the three of these men as being significant in adding to the ascent of two incredible religions. In his positioning of the main 100 Muhammad, Jesus, and St. Paul rank one, three, and six separately. Presently directly from this announcement the vast majority would accept that Hart is as of now off-base, and that Jesus ought to be one. In some sense the individuals who accept that Jesus are correct in light of the fact that the measure of Christians on the planet nearly duplicates that of the Moslems. However in the event that we cautiously take a gander at Hart’s purposes behind positioning them the manner in which he does, you would see that his positioning appears to be progressively justifiable. Â Â Â Â Â First we should begin by breaking down Hart’s purposes behind positioning Muhammad one. His central matter for positioning him one, above Jesus, is on the grounds that “ Muhammad assumed a progressively significant job in the improvement of Islam then Jesus did on the advancement of Christianity';(9). He accepts this announcement to be genuine in light of the fact that St. Paul supplemented Jesus in assisting with spreading the conviction of Christianity. Despite the fact that Jesus was answerable for the primary moral and good statutes it was St. Paul who was the principle engineer of its religious philosophy, its evangelist, and for composing an enormous segment of the New Testament. While then again Muhammad was the just a single liable for the lessons of Islam, and furthermore to the good and primary moral standards. This is appeared in the possibility that the Koran, the holy book of Islam, contains the lessons of Muhammad, and that his lessons are supposed to be the expressions of God.

Answers For Final Essay Example | Topics and Well Written Essays - 750 words

Answers For Final - Essay Example The opportunity that they long for is depressing. In any case, the creator (Luther Para 6) gives the expectation through his fantasy that the circumstances will change in future over the whole country. The children of the persecuted and the oppressors will one day grasp one another. There is trust that racial isolation and separation will reach a conclusion and opportunity and equity will thus rule the country over. He ideally states that opportunity will win over all the races, religion, and each individual will grasp each other regardless of the elements and contrasts between them. The creator utilizes division and investigation strategy to delineate his supposition and observation to the crowd. For a moment, he has partitioned his everything he could ever want of the American populace concerning the treacheries and practices after which he investigations the ramifications of the outcomes of each fantasy. For instance, he dreams on the day, the Mississippi state known for intense warmth of foul play and mistreatment will be changed into a state described by a desert garden of equity comprehensive of opportunity. The other strategy the creator utilizes is the utilization of contention and influence. Luther clarifies the situations of the persecuted dark network and the tribulations that they are experiencing, for example, being oust in their motherland. Be that as it may, in spite of these difficulties, he gives would like to them and urges them to fighter on with the seizure that they are definition the fate of their age. Brady on her writing titled I need a spouse endeavors to clarify the job of a ladies in the viewpoint of a man’s conclusion. The character in the writing clarifies the reasons he needs a spouse and he will be he gets a consolation from his as of late separated from companion who in spite of his marriage difficulty is likewise scanning for a wife (Brad Para 3). The fundamental character needing a spouse

Looking for a Credit Repair Company Here are 4 Red Flags to Avoid Getting Scammed.

Looking for a Credit Repair Company Here are 4 Red Flags to Avoid Getting Scammed. Looking for a Credit Repair Company? Here are 4 Red Flags to Avoid Getting Scammed Looking for a Credit Repair Company? Here are 4 Red Flags to Avoid Getting ScammedDo your research, dont pay anyone up front, and take lots of notes.Your credit score is incredibly vital. In fact, it might be the most important three-digit number in your life! The better your credit score, the more easily you’ll be able to get loans with good terms. Unfortunately, the reverse is also true: The lower your score, the more often youll be stuck with predatory payday loans with APRs of 400 percent or higher!Fixing your credit score on your own can be a challenge, so you might consider enlisting the help of a credit repair company. If the price is right, a credit repair company can be worth it. A better credit score will save you money in the long run in the form of lower interest rates, so it is possible that the service can end up paying for itself.But you have to be very, very careful when it comes to choosing a credit repair company. Much like those sketchy payday lenders hocking dan gerous no credit check loans, scammy credit repair companies know that a low credit score makes you an easy target. That’s why you need know the red flags that identify a credit repair company as a credit DESPAIR company.First, figure out where your finances stand.  Before you start shopping for credit repair companies, you’re going to need a good picture of where your own finances are at. After all, if you don’t know what your own financial picture looks like, how can you protect yourself from getting scammed?“First things first,” advised Justin Lavelle, Chief Communications Officer for BeenVerified.com, “determine your income and expenditures. If your income is not consistent, use the average monthly income to calculate.Expenditures are all the things you are responsible for paying for with your income: food, rent, utilities, insurance, and also your debtâ€"credit card bills, car payments, medical bills, and anything else you are expected to repay.Next itemize your deb t. When you work with a credit repair company, they will want to know how much of your debt is consumer debt and how much isn’t. Many times, companies will help you only if you have over $X thousand dollars in consumer debt. That means someone with a $500 credit card bill and $3,000 in medical bills will have different options than someone with the opposite debts.Know what you have to recover from before you begin. It may be daunting, but it is the best first step toward improving your credit score.”Now that you’ve got a picture of your finances, it’s time to roll out the red flags! Here are the things you do and do not want to see from potential credit repair companies.1. Check BBB ratings and online reviews.Much like finding a restaurant, you’re going to want to use online reviews when determining which credit repair company to reach out to. Odds are if they’ve been scamming people, at least some of those people have been speaking up online.“Once you know what you ar e up against, look at your repair assistance options,” Lavelle told us. “Make use of the Better Business Bureau’s search feature for your community and nationally. Check for the highest ratings, and then look at their complaints and conflict resolution documentation.The company you choose should have the best ratings, several years of successful and unblemished business history, and excellent conflict resolution practices. It’s fair to say people are angry or frustrated when they complain, but they aren’t necessarily wrong. How the company responds is a key piece in understanding what working with them will be like.”2. Don’t give up your rights.Speaking of looking for a restaurant, imagine that there was a restaurant that made you sign a waiver before you eat saying you wouldn’t sue them if you got food poisoning. You’d probably choose another restaurant, right? Well, some credit repair companies will try and pull a similar trick, and it’s a big red flag to watch out for.“If the credit repair company requires you to sign any agreement which provides that, should you have any dispute with them, you must take your dispute to arbitration, they are robbing you (and their other customers) of the right to go to court,” warned attorney and consumer rights expert Donald E. Petersen. “Its a sign that they are violating the consumer protection laws.”3. Watch out for form letters, pre-pay, and promises to remove truthful (but damaging) information.But that’s far from the only red flag Petersen advised looking out for. He told us you should be wary “if the credit repair company asks you to pay them before youve received the results of the dispute showing that the credit bureau removed or corrected the account tradeline.”He also suggested that if something sounds too good to be true, it probably is. He told us it’s a red flag “if the credit repair company tells a consumer that they can remove information which is truthful concerning ev ents which occurred within the past seven years. Consumers can dispute information even if it’s truthful but the information often reappears soon after theyve disputed it. Some credit repair companies lodge a second dispute near the end of the 30 day dispute period so that the credit bureau will suppress the account tradeline while the *second* dispute is pending and then falsely tell the consumer ‘see, I removed it’ in order to be paid.”Finally, Peterson warned against companies that try to use form letters rather than addressing your specific situation, telling us you should steer clear “If the credit repair company uses ‘template’ letters which contain little (if any) information to explain why the account information is false or misleading. For example, one huge so-called law firm routinely disputes ‘account included in bankruptcy’ by saying ‘I never filed bankruptcy, please remove this account.’ Of course that robs the consumer of the best weapon they have (their bankruptcy discharge and the bankruptcy courts sanctions powers) but its easier (and far more profitable) to tell consumers what they want to hear and ‘scale’ using non-lawyers and a template letter.”As mentioned above, doing some online research can help you determine if the company you’re considering uses practices like these.4. Take proper precautions.Even if you’re reasonably certain you’ve found a legitimate company to help you fix your credit, you should still take steps to protect yourself.“Always ask for the name of anyone you speak to and write it down along with the date, time, phone and extension each time you communicate with the agency you choose,” suggested Lavelle. “Be sure to clarify verbally and in writing any and all terms offered to you. If you begin a process and things don’t line up, don’t click send on the payment screen. Stop and report your concerns to the company and authorities if necessary.“Sign up for free credit monitoring through another service. This serves as a check and balance to be sure the commitments are being upheld by all parties involved in your credit repair process.”You dont  need  a credit repair company to fix your score.Before considering a credit repair company, it’s worth figuring out if you could fix your credit score on your own without having to pay anyone.The first step to fixing your credit is paying off your outstanding debts to the best of your ability, while still covering your day to day needs. One strategy you can use to overcome those debts is called the debt snowball.To utilize that strategy, you put aside some money each month in addition to the minimum payments you have to make on your various debts. You add that money to the minimum payment you make on your smallest debt. Then when that debt is paid off, you take all the money you were putting into that debt and start putting it into the next smallest debt. With every debt you pay off, the amount youre putting tow ards each subsequent debt gets larger.It’s like rolling up all your debts into a big snowball which you can then use to create a snowman which represents your new, better credit score. And because this snowman is metaphorical, it won’t melt when spring comes!Payment history is the #1 factor in your credit score.  In order to fix your credit score, you’ll also want to start paying your bills in full and on time. Your payment history makes up 35 percent of your score, more than any other factorâ€"although the total amount you owe is right behind it at 30 percent.Payment history is so important that not carrying any debts at all could even cause your score to lower. Thats why its important to spend money regularly on your credit card so that you can pay it off in full every month.If you cant get approved for a regular credit card, then getting a secured credit card, which requires you to put up some cash as collateral, can be a good way to start building your credit. As long as you’re paying your bill in full, and on time of course. Seriously. We cannot stress that enough.In addition to credit cards, most debt paymentsâ€"like student loans, auto loans, mortgage loans, etc.â€"report payment information to the bureaus. However, many bad credit loansâ€"like payday loans, cash advance loans, and title loansâ€"do not. If you need a bad credit loan that reports to the bureaus, youre best off looking for a long-term installment loan instead of a  short-term payday loan.Having low credit will always put you in a position to be taken advantage of. But stay vigilant and you’ll be able to improve your credit score, whether or not you need the help of a credit repair company.To learn more about the ways that you can improve your credit score, check out these related posts and articles from OppLoans:5 Surprising Ways You Can Hurt Your Credit ScoreIs the Credit Blacklist a Real Thing or an Urban Myth?Can You Have Bad Credit Even With a Good Income?What other questio ns do you have about credit scores?  We want to hear from you!  You can  email us  or you can find us on  Facebook  and  Twitter.ContributorsJustin Lavelle  is a Scams Prevention Expert and the Chief Communications Officer of  BeenVerified.com (@BeenVerified). BeenVerified is a leading source of online background checks and contact information. It helps people discover, understand and use public data in their everyday lives and can provide peace of mind by offering a fast, easy and affordable way to do background checks on potential dates. BeenVerified allows individuals to find more information about people, phone numbers, email addresses and property records.Donald Petersen is an Orlando, Florida trial lawyer who represents consumers against companies who violate their rights under the Telephone Consumer Protection Act, Fair Debt Collection Practices Act,  Fair Credit Reporting Act and other consumer protection laws.

What Is a Derived Unit in Chemistry

In chemistry, a derived unit is an SI unit of measurement derived as a product of one or more of the seven base units. For example, the SI unit of force is the derived unit newton (N): One newton is equal to 1 m ·kg/s2.

Quotes from Dracula, Bram Stokers Horror Classic

Bram Stokers Dracula is a classic vampire tale. First published in 1897, the novel was influenced by a history of vampire myths and stories, but Stoker shaped all those fragmented tales to create a literary legend (that was just the start of what we know and understand about vampires in current literature). Even though stories like Polidoris The Vampire and Le Fanus Carmilla already existed at the time when Dracula was first published, Stokers novel--and his literary imagination--helped to spawn a new dimension in horror literature. Here are a few quotes from Bram Stokers Dracula. Quotes from Dracula I read that every known superstition in the world is gathered into the horseshoe of the Carpathians, as if it were the centre of some sort of imaginative whirlpool; if so my stay may be very interesting.- Bram Stoker, Chapter 1, Dracula Notes: The novel is written in the style of a journal, written by Jonathan Harker. Already, the author is playing upon preconceptions and superstitions, and leading us to expect something interesting, although what that might mean is not immediately clear. How does superstition figure into our perception (and fear) of vampires? Was this a customary incident in the life of a solicitors clerk sent out to explain the purchase of a London estate to a foreigner?- Bram Stoker, Chapter 2, Dracula Notes: Jonathan Harker is an everyman, a simple clerk who goes out to do a job and finds himself in the midst of a very-unexpected experience--foreign to his understanding. Hes a stranger in a strange land. As the Count leaned over me and his hands touched me... a horrible feeling of nausea came over me, which, do what I would, I could not conceal.- Bram Stoker, Chapter 2, DraculaWhen the Count saw my face, his eyes blazed with a sort of demonaic fury, and he suddenly made a grab at my throat. I drew away, and his hand touched the string of beads which held the crucifix. It made an instant change in him, for the fury passed so quickly that I could hardly believe that it was ever there.- Bram Stoker, Chapter 2, DraculaThe fair girl went on her knees and bent over me, fairly gloating. There was a deliberate voluptuousness which was both thrilling and repulsive, and as she arched her neck she actually licked her lips like an animal... I could feel the soft, shivering touch of the lips on the super-sensitive skin of my throat, and the hard dents of two sharp teeth, just touching and pausing there.- Bram Stoker, Chapter 3, DraculaI bent over him, and tried to find any sign of life, but in va in.- Bram Stoker, Chapter 4, DraculaBut, oh, Mina, I love him; I love him; I love him!- Bram Stoker, Chapter 5, DraculaOh Lucy, I cannot be angry with you, nor can I be angry with my friend whose happiness is yours; but I must only wait on hopeless and work. Work! work!- Bram Stoker, Chapter 6, DraculaThe man was simply fastened by his hands, tied one over the other, to a spoke of the wheel. Between the inner hand and the wood was a crucifix.- Bram Stoker, Chapter 7, Draculaa man, tall and thin, and ghastly pale... I crept behind It, and gave It my knife; but the knife went through It, empty as the air.- Bram Stoker, Chapter 7, Draculathere, on our favourite seat, the silver light of the moon struck a half-reclining figure, snowy white... something dark stood behind the seat where the white figure shone, and bent over it. What it was, whether man or beast, I could not tell.- Bram Stoker, Chapter 8, DraculaBetween me and the moonlight flitted a great bat, coming and going in great, w hirling circles.- Bram Stoker, Chapter 8, DraculaI dont want to talk to you: you dont count now; the Master is at hand.- Bram Stoker, Chapter 8, DraculaI am here to do Your bidding, Master. I am Your slave...- Bram Stoker, Chapter 8, Draculait will be for her sake, and I must not hesitate to ask, or you to act.- Bram Stoker, Chapter 9, DraculaAll over! all over! He has deserted me.- Bram Stoker, Chapter 9, DraculaThe whole bed would have been drenched to a scarlet with the blood the girl must have lost...- Bram Stoker, Chapter 10, DraculaNo man knows till he experiences it, what it is like to feel his own life-blood drawn away into the woman he loves.- Bram Stoker, Chapter 10, DraculaThe blood is the life!- Bram Stoker, Chapter 11, DraculaIf that were all, I would stop here where we are now, and let her fade away into peace...- Bram Stoker, Chapter 12, DraculaNot so! Alas! Not so. It is only the beginning!- Bram Stoker, Chapter 12, DraculaHe was very pale, and his eyes seemed bulgin g out as, half in terror and half in amazement, he gazed at a tall, thin man, with a beaky nose and black moustache and pointed beard...- Bram Stoker, Chapter 13, DraculaMein Gott! Mein Gott! So soon! So soon!- Bram Stoker, Chapter 14, DraculaThey were made by Miss Lucy!- Bram Stoker, Chapter 14, DraculaIn trance she died, and in trance she is Un-Dead, too... There is no malign there, see, and so it make it hard that I must kill her in her sleep.- Bram Stoker, Chapter 15, DraculaI shall cut off her head and fill her mouth with garlic, and I shall drive a stake through her body.- Bram Stoker, Chapter 15, DraculaThe sweetness was turned to adamantine, heartless cruelty, and the purity to voluptuous wantonness.- Bram Stoker, Chapter 16, Dracula Study Guide Dracula ReviewDracula QuotesQuestions for Study and Discussion Here are a few more quotations from Bram Stokers Dracula. You will, I trust, Dr. Seward, do me the justice to bear in mind, later on, that I did what I could to convince you to-night.- Bram Stoker, Chapter 18, DraculaWith his left hand he held both Mrs Harkers hands, keeping them away with her arms at full tension; his right hand gripped her by the back of the neck, forcing her face down on his bosom. Her white nightdress was smeared with blood, and a thin stream trickled down the mans bare breast, which was shown by his torn open dress.- Bram Stoker, Chapter 21, DraculaAs he placed the Wafer on Minas forehead, it had seared it - had burned into the flesh as though it had been a piece of white hot metal.- Bram Stoker, Chapter 22, DraculaMy revenge has just begun! I spread it over centuries and time is on my side.- Bram Stoker, Chapter 23, Draculayou are but mortal woman. Time is now to be dreaded - since once he put that mark upon your throat.- Bram Stoker, Chapter 23, DraculaI on my part give up the uncertainty of eternal rest and go out i nto the dark where may be the blackest things that the world or the nether world holds!- Bram Stoker, Chapter 25, DraculaAs I looked, the eyes saw the sinking sun, and the look of hate in them [the gypsies] turned to triumph. But, on the instant, came the sweep and flash of Jonathans great knife. I shrieked as I saw it shear through the throat; whilst at the same moment Mr Morriss bowie knife plunged in the heart.- Bram Stoker, Chapter 27, DraculaNow God be thanked that all has not been in vain! See! the snow is not more stainless than her forehead! The curse has passed away!- Bram Stoker, Chapter 27, Dracula Study Guide Dracula ReviewDracula QuotesDracula NovelQuestions for Study and Discussion

Dpe Paper Free Essays

DPE and Goal Instruction If teaching were as simple as using the one best way to teach everything, it would be considered a science. However, there isn’t just one correct method to teach everything. That is the reason teaching is an art. We will write a custom essay sample on Dpe Paper or any similar topic only for you Order Now If teaching meant to follow a text book and a â€Å"one size fits all† approach, then anyone would be a master teacher. That is why teachers and especially special educators unique and special. That is why teachers know that individual needs, strengths and weaknesses must be considered to make the instructional process successful and geared to equip the student to achieve his optimum skills and abilities to meet the challenges of daily living. Students come with their own individual packages and no two of them are alike. Even though the curriculum is the same, no two students learn the same way. Teachers are challenged to meet the students’ â€Å"package† and to create an approach at instruction that take into consideration the students’ differing abilities, strengths and needs are satisfied. To compound the challenges of instruction, the intellectually disabled (ID) student presents additional dynamics that impact the art of teaching. This paper presents the diagnostic/prescriptive/evaluation (DPE) strategy of instruction for ID students. The DPE is not a concept. Educators have been using it for decades (Mann and Phillips, 1967). During the past 40 years it has been improved and refined (Ewing Brecht). The paper examines each of the components of DPE: diagnosis, prescription, and evaluation (Thomas, 1996). In conclusion it presents two applications of implementing the DPE with two students diagnosed with ID. The diagnostic process requires great skill and effort from the teacher. Alone the special educator cannot perform all the necessary functions of diagnosis. With the assistance of the other members of the Multidisciplinary Team (MDT) and other service personnel, they are able to determine the needs of individual learners and to specify instructional objectives that will help the student satisfy his educational needs (Eisele, 1967). During this phase the teacher is to determine the most demanding needs of the student. The entire diagnostic process depends upon the ccurate identification of these needs. The specialists on the MDT provide the teacher with the data, or means of acquiring the data, about the student that are necessary for determining the student’s needs. This takes the form of providing formal and informal testing services for testing students, supplying the data that has been acquired from the testing, and providing the testing batteries that could be used for thi s purpose (Eisele, 1967). This becomes the Present Levels of Performance (PLOP) of the Individualized Education Program (IEP). When the MDT has collected all of the significant data and determined the demanding needs of the student, then the teacher and the specialists develop the instructional goals and objectives appropriate for specific needs. These goals are selected from curriculum domains and the objectives can be selected from curriculum guides and resource units. Also the teacher and specialist can generate their own objectives. When talking to the teacher and specialists, I asked what type of instructional activities and materials they use for students with ID? The teacher and specialists stated that they prescribe instructional activities and materials suitable for the student to master his objectives. This constitutes the second step in the DPE process. Prescribed learning is based on short- and long-term goals that are established for the individual student and are based on the skills needed to be mastered. Within these goals are markers to establish where there are gaps in the learning process. Instruction that follows will teach only to what the student still needs to master to be successful. It capitalizes on the strength of the student to fill in the learning gaps. The prescriptive process can be applied to almost any subject area, academic and behavioral (Deschel, Susan, 2012). Three important teaching strategies for students diagnosed with ID: 1) tasks should be broken down into small component steps and learned in sequence, 2) teaching techniques should be experiential, concrete, visual and hands-on rather than cognitive, abstract and verbally delivered in lecture form, and 3) feedback should be immediate for the student to make a connection between his answer, behavior, or question and the teacher’s response. The third phase is the evaluation process. This is a two-pronged process for the teacher. First, evaluation is necessary to assess needs and, second, to evaluate the student’s progress toward achieving his objectives. Through the evaluation process teacher monitors the understanding and performance of students before teaching the lesson, while teaching, and after teaching the lesson. The evaluation process can inform the teacher of the effectiveness of his lessons with individuals, small groups of students, or whole classes, depending on the instruments used (Guskey, 2003). Instruction and evaluation are interactive. The teacher may evaluate student learning on the spot, or collect data at different points in time and compare progress over units of instruction. Moment-by-moment assessments allow the teacher to tap into student’s developing understandings about the objective and to enable the teacher to correct misconceptions immediately. Observations recorded over time allow the teacher to identify patterns of development and document learning gains (Guskey, 2003). This can be accomplished in many ways. Devices appropriate for the evaluating progress are data keeping, checklists, logs, standardized tests, and paper and pencil tests. Now we consider the practical applications of DPE in a classroom. Antoine is a 12 year old, sixth grader, who is diagnosed with ID and is in a special education classroom. His MDT has completed their assessments and has developed his IEP. One of his goals includes math readiness. His objective is to be able to match manipulatives to numbers expressed on cards with verbal prompting. The teacher has developed prescriptive lesson plans to enable Antoine develop the needed skills to match the manipulatives to the numbers. His first lesson is to match manipulatives to the number expressed on a picture communication symbol (PCS). He encounters difficulty in matching the manipulatives to the number on the PCS. His teacher notes the difficulty evaluating Antoine’s learning skill gap. She introduces PCS with a number of manipulatives on it equal to a number on the top of the PCS. Antoine begins to associate the manipulative with the number on the card. As he experiences success in matching the manipulatives to the number, the teacher replaces the PCS with two cards, one with the number and the other with the manipulatives. After collecting data indicating Antoine’s progress, the teacher removes the manipulative card. Antoine now begins to match the manipulatives to the number on the PCS. For the second example we meet John. John is a 15 year old with a diagnosis of ID and behavioral issues. He has recently developed the habit, when he becomes frustrated, of head butting objects and individuals. His MTD has met and analyzed the situation and has developed a plan to extinguish this behavior and have John express his frustration in positive behaviors. They have listed the times when John has become frustrated, the antecedent(s), and indicators that precede his head butting. The prescriptive element is to develop initially plans for John to identify his feeling of frustration and to express his emotion to the teacher. As the staff observes John during class times, they begin to note those antecedents that indicate John is becoming frustrated. They plan interventions with John to alleviate his build up of frustration. There is the constant interplay of the diagnostic, prescriptive and evaluation processes until John is able to identify the cause of his frustration and release it with positive behaviors. There are many specific techniques that can assist in teaching students with ID. They can be summarized into three, more, general strategies. First is to allow more time and practice for the students to successfully master the objective. Second is to embed the activities into daily living or functioning as much as possible. Third is to include the student both in the social and academic activities. Diagnostic/prescriptive/evaluation strategies have been employed in the classroom as an educational strategy to remedy learning deficits (Ewing Brecht, 1977). After speaking with a teacher about the roles and procedures that plays in the daily class, she shared with me that the diagnostic process helps the educational team define the student’s abilities and deficits. The prescriptive process provides a means to plan and teach the skills and concepts a student needs most. The evaluation process measures the learning increments of any magnitude. It enables the team to redefine the diagnostic and prescriptive as needed. The DPE strategy emphasizes and identifies a prioritized life goal curriculum planning approach to identify functional skills and concepts need by a student with ID to become as successful as possible in adult life. The DPE approach assesses each student’s abilities and progress toward those individual life goals (Thomas, 1996). References Dreschel, Susan. (2012). Prescriptive Learning. http://www. ehow. com. Eisele, James E. (1967). Diagnostic Teaching: Can the Curriculum Specialist Help? Educational Leadership, January 1967. Washington, DC. Ewing, Norma Brecht, Richard. (1977). Diagnostic/Prescriptive Instruction: A Reconsideration of Some Issues. Journal of Special Education, vol. 11. Los Angeles CA: Sage Publications. Guskey, T. R. (2003). Using Data to Improve Student Achievement. Educational Leadership. Kauffman, James M. Hung, Li-Yu. (2009). Special Education for Intellectual Disability: Current Trends and Perspectives. Philadelphia, PA: Lippincott Williams and Wilkins, Inc. Thomas, Glen E. (1996) Teaching Students with Mental Retardation: A Life Goal Curriculum Planning Approach. Saddle River, NJ: Prentice Hall. How to cite Dpe Paper, Essay examples

Leonards Tattoos in Memento Essay Example For Students

Leonard?s Tattoos in Memento Essay Leonards Tattoos in MementoMemento is a film written by director Christopher Nolan, where Leonard Shelby, an overly confused man wants revenge after his wifes murder. Leonard suffers brain damage rendering him incapable of making new memories; her death is the last thing branded in his mind. Though his affliction keeps him from being able to form new memories, Leonard seeks revenge; to wreak this revenge he must keep notes on even his own life, tattooing himself with important clues. Told in segments that move backwards in time, the audience follow Leonard back through a series of events, learning in each segment what happened previously, things Leonard has already forgotten. To help him with his search, he has evolved a system. He takes Polaroid pictures, putting names to faces, marking which car is his, which hotel room is his. Moreover, to keep certain notes from being lost or changed, he has an elaborate series of tattoos slowly growing all over his body. The largest of these tat toos is written right across Leonards chest, written in backwards script so that when he stands in front of a mirror, the main fact is there for him to see: John G. Raped and Murdered My Wife. Below this is another tattoo that reads, Find him and kill him. Scattered across his torso and arms are a collection of facts he has gathered about the case, the points that Leonard thinks are most important. In addition, he has only one tattoo that is visible with clothes in which he is able to remember that he has a problem with his memory because he has conditioned himself to look at his Remember Sammy Jankis tattoo. During some scenes that Leonard is talking on the phone to an unknown person, tells the story of Sammy Jankis. Sammy was in a car accident which caused him to get amnesia, the same condition Leonard has. Leonard, an insurance claims investigator, was assigned Sammys case. Leonard, who says he can read people, was suspicious of Sammys condition, because he caught a slight look o f recognition in Sammys eye every time he saw him. Therefore, he ordered Sammy to undergo testing to see if his condition was psychological or physical. Because Sammy did not respond to conditioning, Leonard decided Sammys condition was psychological and refused the claim. Sammys wife interpreted psychological to mean that Sammy was faking his condition. So, she tested him by asking him to give her insulin shot multiple times. He did, and she died. Leonard, after killing his wife, could have gotten the remember Sammy Jankis tattoo in order to condition himself to remember the Sammy Jankis story instead of the truth. It is possible that Leonard projected his own story onto the Sammy Jankis story. If this is the case, Leonard has created that lie to keep himself happy. In one scene in the movie, we see Leonard tattooing himself. With arm space being taken up, he has moved to his own thigh, using a sewing needle stuck into a ball-point pen for a tattoo tool, and the pens ink for tattoo ink. This might be a way of marking the skin, it would not produce as solid and nice a result as Leonard is shown to achieve, and would carry an extremely high chance of infection. In another scene, Leonard suddenly pulls over his car, determined to get one fact noted on his body before it is forgotten. This time he chooses to visit Emma the Tattooist. She adds fact number six to his leg: the license plate number of the man that Leonard is trying to find. This scene of movie tattooing is very realistic, showing the black type she is tattooing with some residual redness to the surrounding skin. The only thing that is out of place is the fact that she is tattooing a very precise and specific typeface on his leg freehand, without any visible stencil. In a way, the perman ence of tattooing is what helps trap Leonard in this endless search for his wifes killer. No matter what happens, he wakes up every day, faces these facts and goes off on his search. In order for Leonard to live a semblance of a bearable life, he must rely on body tattoos, vital notes, imprinted all over him to assist in his investigations. Leonards investigations lead him to believe that the one responsible for the rape and murder of his wife is a man named John G. But who is John G? Leonard does not exactly know him either, for his short-term memory loss prevents him from remembering anything that happened after the blow to his head.

Alice Walker Question Essays - Alice Walker, Booby Trap,

Alice Walker Question The selection from Alice Walker deals with the coming of civil rights and the different attitudes of the old and coming generations. Walker portrays the mother figure as supportive and tough; she fills both the masculine and feminine rolls, "With fists as well as / Hands." Images to emphasize the descriptions take up their own lines within the poem "Step," "Hands," "Doors," "Shirts," "Armies," "Fields," "Ditches," "Desks," and ending with "Themselves." This combination of domestic and military objects emphasizes the women's self reliance and perseverance. The military focus emphasizes their struggle through a stereo-typically male role while the domestic objects recall the expected housewifery of the period which one would expect. The hands that both iron and break down doors unify the two themes as being different parts of the same people. The theme of the American Dream echoes here; every parent wants their child to see a future better than their past, "A place for us / How they knew what we / Must know / Without knowing a page / Of it / Themselves." The speaker sees her mother as being supportive regarding that which she is unfamiliar with, "Without knowing a page" in the interest of furthering her offspring's chances of success in the world. The poem is unrhymed and utilizes imagery "fists," "battered down / Doors," "Across mined / Fields / Booby-trapped / Ditches / To discover books" of a war to express the difficulties with making progress in an oppressive society. The fact that the poem exists is a self-supportive testament to the ideals it portrays. Morgan Glines March 3 1997 AP English

Free Essays on Greek and Roman

Romans Did and Greeks Thought Life’s milestones have been passed through generations and to different cultures since the beginning of time. From the start, people have been able to put their minds together to come up with new and easier ways to do daily activities. These brilliant and determined minds brought forth everything from better technology, faster and more efficient food production and it all eventually led up to simply bettering the quality of life for people. The most dominating and daring cultures throughtout the world were centered in Athens, Greece and Rome, Italy. These two led the ancient world in the pursuit of expansion of their great empires as well as their desire to rule with their advanced ways of life. The Greeks, especially those in Athens, dominated the Mediterranean region. They consisted of many great minds that cultivated a time in which new ideas and inventions were being thought of and documented over and over. Although they never fully produced all that they had thought of: philosophy and arts, the Romans were not far behind with their tools to begin building upon the foundation with further advancements such as a channel of roadways, waterways, and improved architectual stuctures that allowed the Romans to further develop as an empire. The Greek Empire was full of people who enjoyed nothing more than a deep conversation full of ideas and opinions. The first pre-socratic Greek philopher was a man by the name of Thales. He pursued thoughts of mathmatics and astronomy. He constructed theories about solar eclipses and a deductive method of geometry. Not for another hundred years, would a man come along that could measure up to this philosphers ideas. But, a man named Socrates came to life and brought with him a determined mind in search of an â€Å"absolute truth†. He focused mainly on ethical and moral standpoints. Socrates was interested in Athenian justice, beau... Free Essays on Greek and Roman Free Essays on Greek and Roman Romans Did and Greeks Thought Life’s milestones have been passed through generations and to different cultures since the beginning of time. From the start, people have been able to put their minds together to come up with new and easier ways to do daily activities. These brilliant and determined minds brought forth everything from better technology, faster and more efficient food production and it all eventually led up to simply bettering the quality of life for people. The most dominating and daring cultures throughtout the world were centered in Athens, Greece and Rome, Italy. These two led the ancient world in the pursuit of expansion of their great empires as well as their desire to rule with their advanced ways of life. The Greeks, especially those in Athens, dominated the Mediterranean region. They consisted of many great minds that cultivated a time in which new ideas and inventions were being thought of and documented over and over. Although they never fully produced all that they had thought of: philosophy and arts, the Romans were not far behind with their tools to begin building upon the foundation with further advancements such as a channel of roadways, waterways, and improved architectual stuctures that allowed the Romans to further develop as an empire. The Greek Empire was full of people who enjoyed nothing more than a deep conversation full of ideas and opinions. The first pre-socratic Greek philopher was a man by the name of Thales. He pursued thoughts of mathmatics and astronomy. He constructed theories about solar eclipses and a deductive method of geometry. Not for another hundred years, would a man come along that could measure up to this philosphers ideas. But, a man named Socrates came to life and brought with him a determined mind in search of an â€Å"absolute truth†. He focused mainly on ethical and moral standpoints. Socrates was interested in Athenian justice, beau...

Critical assessment of English international private law governing the Essay

Critical assessment of English international private law governing the care of children and child abduction - Essay Example The situation of orphans, physically and mentally handicapped children is really alarming. They are also subjected to child labor, domestic violence and child trafficking. The improper care of children may result in dissatisfaction resulting in anger and militancy. Recent example of rising militancy and taking over the law and order in to the hands of students in colleges of India is believed to be originated from childhood problems (FN2). As they are not aware of their own rights, it is the responsibility of so called grown up adult population to protect their basic rights. The utmost care taken at the childhood will motivate the children to a greater extent. It is evident from the fact that motivation of students comes from encouragement in form of academic grades (FN3), the similar thing will happen if children are taken care in right perspective. Several organizations have been dedicating themselves for better care of children. To list a few, UNICEF(United Nations Children Emerge ncy Fund), JCCC-SL (Jonathan's child care center Sierra Leone). African child association etc (FN4). English International Private law has been instrumental in protecting the basic interests of children and providing solution to child abduction. This has entered in to force on 15th July 1955 with statute of Hague conference on private international law (FN5). The main purpose of the Hague conference was to facilitate the progressive unification of the rules of the rules of English international private law. Otherwise, there was a enough scope of confusion regarding interpretation of private laws of individual states. Heartening to note that the English international private law certainly established standard norms and commonly agreeable principles in solving the issues related to human rights and children protection. Provisions under International Private law for child care and child abduction: Two conventions of Hague extraordinarily contributed for the benefit of children. They are as follows: 1. Convention on the civil aspects of International child abduction 2. Convention on jurisdiction, applicable law, recognition, enforcement and co-operation in respect of parental responsibility and measures for the protection of children. The first one addresses the issues relating to secured return of children subjected to abduction. It was concluded on 25th October 1980 and entered in to force on 1st December 1983. Its contribution in protecting the interests of children in issues relating to their custody is enormous. Another important objective of this convention is to protect or safeguard the children at global level from the ill effects of their wrongful removal or retention and for setting the norms for ensuring their immediate return to the country of their habitual residence. Assessment of Convention on the civil aspects of International child abduction : This convention ensures that the rights of custody and of access under the law of contracting state (FN6) are effectively respected in the other contracting sates (article 1 of the convention). This also directs the respective member states to implement suitable measures to secure with their territories the

FedEx Assignment Example | Topics and Well Written Essays - 500 words

FedEx - Assignment Example This means that the company hopes to gather the greatest amount of market share and become the market leader within the industry. For this, the company has kept up three pillars and those pillars are as follows: The company wishes to bring sustainable growth to its earnings. The company kept a target of maintaining a 10% plus operating margin and an increase in the earnings per share from 10% to 15%. This result was achieved by the company as it achieved a 13% increase in its revenue and 20% increase in its earnings per share. Secondly, the company focused on improving its ethical stance towards the global market and the environment in which it operates and this was practically showed by the company when it donated $5 million in disaster relief work within Japan Finally, the company focused on improving its reputation within the global market and was able to enhance its image successfully. This had been reflected and reported in the Fortune’s magazine when Fedex became a part of 10 most admired companies (Annual Report,

Learning Difficulties: Causes

Learning Difficulties: Causes Learning Difficulties LO. 1 Explain what is meant by learning disabilities, and outline their possible causes and manifestations. The term and definition of learning disability has its controversies and ambiguousness and the term means different things to different people having various cultural and medical connotations. Individuals identified as having learning difficulties are recognized and understood by the communities in which they live, the personal services they need, and the kind of support they expect. Yet, generally Learning Disability can be defined as a cognitive disorder that adversely affects peoples ability to interpret visual and auditory information or to link different pieces of information from different parts of the brain to integrate them in a coherent manner. There is thus an apparent lack of integration and coordination of information (see Emerson et al., 2001). These limitations as revealed through learning disabilities can be manifested as specific difficulties with coordination, attention, spoken and written language, or even self-control. Difficulties in learning also affect schoolwor k and can lead to impediments in learning to read and write. According to the Department of Health, Learning Disability can be defined as A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with, a reduced ability to cope independently (impaired social functioning) and which started before adulthood, with a lasting effect on development. (DOH, 2001 p14) Specifically in Scotland the term learning disability is used to describe: those with a significant, lifelong condition that started before adulthood, that affects their development and which means they need help to understand information, learn skills and cope independently. (Scottish Executive, 2000) According to the British Institute of Learning Disabilities, (BILD), Learning Disability is just a label. BILD points out that the term learning disability is being increasingly replaced by the term learning difficulties and as given by the Warnock Committee learning difficulties is a term used to cover specific problems with learning in children that might arise as a result of a number of different factors, eg medical problems, emotional problems, language impairments etc (BILD, 2005). There can be different types of learning disabilities that can be categorized into three broad groups:Learning Disabilities related to developmental speech and language disorders. Learning Disabilities associated with academic skills disordersLearning Disabilities associated with coordination disorders, learning handicaps and problems in integration of informationFor deciding that someone has learning disabilities, three diagnostic criteria are used: Intellectual Ability Legislative definitions of learning disability Social competence. Learning disability can also be classified into two main categories and the causes can be genetic or environmental. Learning disability can occur due to several different types of causes. Impairments causing learning difficulties can occur before, after or during birth. Before birth reasons can be congenital and include Down syndrome, Turner syndrome, Hurler syndrome or Fragile X syndrome. Oxygen deprivation during birth and postnatal illnesses, brain injury or meningitis can lead to learning disabilities and impaired cognitive development. Environmental factors leading to learning disabilities can include infections, trauma, drugs or social deprivation and neglect (Watson, 2003). As we have already mentioned particular types of learning disabilities are associated with particular kinds of manifestations and specific learning characteristics. LO.2 Estimate the prevalence of learning disabilities and appreciate the impact that this may have on professional health care practice. The incidence and prevalence of learning disability is difficult to determine as the only manifestations of learning disability that can be detected at birth are clear syndromes like Down syndrome and the majority of infants with learning disabilities go undetected till much later. Delays in childrens cognitive development help ascertain whether they have learning disabilities. Prevalence of a disease or a general condition is the estimation of the number of people affected as a proportion to the general population. If IQ is used as an indicator of learning disability, then many people with learning disabilities go unaccounted for. Administrative prevalence of any such condition refers to the number of people that are provided with some form of service from caring agencies. The general consensus is that the overall prevalence of moderate and severe learning difficulties are 3-4 people per 1000 in the general population (DoH, 1992). The prevalence of severe to moderate disability has been recorded at 3.7 per 1000 population whereas the prevalence of mild learning disability seems to affect 20-30 per 1000 of the general population. Further it has been observed that among 3-4 persons in 1000 within UK suffering with learning disabilities nearly 30% report severe or profound learning problems. Within the group of individuals suffering from severe learning difficulties most also suffer from multiple physical and sensory impairments as also behavioral difficulties. These individuals require lifelong support to maintain themselves and to achieve a level of lifestyle. Emerson et al (2001), have suggested that within UK there are some 230,000-350,000 persons with severe learning disabilities, and around 580,000-1,750,000 persons with mild learning disabilities. They also suggest in their study that there are differences in male and female prevalence rates and incidence of disabilities with males showing higher prevalence than females. Enable et al. (2003) have suggested that the number of people with learning disabilities has increased by 1.2 % a year over the last 35 years and since 1965 the number of people with severe learning disabilities has increased by 50%. There are many controversies on the validity and use of epidemiological data and on prevalence and incidence rates of learning disabilities. All children with learning disabilities are not reported and in most cases it is difficult to understand the symptoms of learning disability until at a much later stage. One of the major problems is the argument that collection of data on disabled individuals invariably leads to labeling and brings in concerns as to whether such discrimination is useful or necessary. However some scholars have argued that labeling helps in identifying the disabled individuals and ensures that special needs of such people are met through adequate care provisions. Incidence rates and prevalence data on learning disabilities are helpful in clinical practice as it provides an estimate of the nature and extent of support that healthcare services should be prepared to provide. LO.3 Describe how people with learning disabilities have been misunderstood in the past and how this may affect contemporary provision of health care for them. Attitudes and beliefs about people with learning disabilities have changed rapidly in the last few decades and have consequently shaped healthcare provisions available to this group of people. Models of social inclusion and community care have replaced traditional models of institutional care and there is more emphatic appreciation of civil and human rights of individuals with learning disabilities. It has been argued that the rate of change in services to disabled individuals has been slow in Scotland as compared to other parts of Britain, but this has also helped enable accurate assessment and greater response to fulfilling needs of people with learning disabilities. Social care policies by the Department of Health, legislative definitions of learning difficulties along with human rights campaigning for such people and increased spread of awareness that learning disability is more of a convenient label, have altogether led to improved conditions and stronger commitments to provide a more person centered approach to care than before. People with severe or moderate learning disabilities were regarded as mentally deficient or retarded and since the implementation of the Mental Deficiency Act in 1913, it was recommended and all mentally retarded be categorized according to the level of disability and by 1929 100, 000 mentally retarded individuals were institutionalized in the UK. Although in the early 19th century, institutional care for patients with learning disabilities aimed at modifying or changing mental defect, this was quickly replaced by a philosophy of control and coercion in custody. The initial institutionalized colonies were changed to long term hospitals following the NHS 1946 Act. By the 1950s and 1960s the concept of custodial institutionalized care for learning disabilities was questioned and there was an eventual introduction of community care. In 1971 the White Paper Better Services for the Mentally Handicapped was introduced in Great Britain and the care philosophy was led by the concept of normalization rather than segregation. This was aimed to increase social participation and greater social roles of individuals with learning disabilities to integrate them in mainstream society. The contemporary provision of health care as set by the Department of Health or NHS gives emphasis to schedules of community care, social inclusion and social participation of individuals with learning disabilities and discourages institutionalization. LO.4 Define the concept of inclusion and identify barriers that serve to exclude people with learning disabilities from mainstream services. Introducing the strategy for services supporting people with learning disabilities in England, the Department of Health (2001) has described social inclusion in the following words:Being part of the mainstream is something most of us take for granted. We go to work, look after our families, visit our GP, use transport, go to the swimming pool or cinema. Inclusion means enabling people with learning disabilities to do those ordinary things, make use of mainstream services and be fully included in the local community.'(p24) People with learning disabilities have long been marginalized and excluded from society not only regarding social issues but also indirectly on decisions about their own lives. The Human Rights Act 2000 has also stressed on the basic fundamental rights of such individuals and this has given them a voice and strength in society. Whether it is choice of career or access to health services, the individuals with learning disabilities now have many options, and varied preferences. According to Jenkins et al (2003), an inclusive approach recognizes that formal and informal elements of the wider society need to change or adapt to enable excluded people to use opportunities and services. This explains the general approach in providing care to individuals with learning disabilities and the aim is to help them adapt and merge with the mainstream society with increased opportunities and special services. Yet there are major barriers to providing such individuals with the advantages of normal provisions and services. Some of these barriers include the nature of the problems that can involve severe physical or mental impairment. Factors identified as impediments to social inclusion of learning disabled individuals can be the process of labeling itself which discriminates socially healthy individuals from the disadvantaged ones. Although labeling has it won advantages, identifying individuals as disabled can lead to special exclusion and discrimination in areas of jobs, lifestyle or social participation. Although the situation has drastically improved after recognition of human rights needs of the learning disabled, the disadvantaged peoples own low levels of motivation, heightened social anxiety, discomfort in social participation, feelings of inferiority and practical problems in not being able to perform normal physical activities are common barriers to a health social life for these individuals. The mindset of people towards disadvantaged individuals may be changing but needs to change even further. Several associated illnesses, physical, visual, language deficiencies, special health needs such as weight problems, requirements in special schools and education needs are also some of the barriers that impede the active participation of such individuals in mainstream society. LO.5 Identify the main additional health problems faced by people with learning disabilities, and the consequent challenges posed to mainstream health services. Some of the associated health problems in people with learning disabilities are Mental illness such as schizophrenia, anxiety and depression and also challenging behavior such as aggression and self-injury. Prevalence rates of mental health illnesses are greater among individuals with learning difficulties than among the general population. Learning-disabled persons are also categorized as mentally deficient or retarded as they may not be able to perform intelligence tests due to their learning problems. Thus such people may be categories as having severe intellectual difficulties resulting in subnormality or abnormality. Abnormal conditions are however more of psychopathic disorders found widely in these individuals. Epilepsy shows higher prevalence rates in persons with learning disabilities than in the normal population. The British Epilepsy Association has estimated that there are nearly 200,000 people with learning disabilities severely affected by the learning disability disorder. (BILD, 2001) Physical and Sensory disabilities are common in people with learning disabilities as visual and auditory impairments are common in such conditions. Hearing impairment is found in individuals with Downs Syndrome and these additional disabilities are also associated with the fact that the persons with learning problems do not get support as far as using other devices are concerned. Complex health needs are common among people with learning disabilities and issues such as weight problems, or lack of a balanced diet are barriers in the betterment of such individuals. Significant numbers of people with such conditions do not engage in required amounts of physical activities and there is also a general lack of awareness about the amount or nature of diet that should be taken for a sedentary life. This leads to further complications such as heart problems, kidney problems etc at a young age. Chronic dental problems, poor oral health and unhealthy teeth and gums are some of the common problems. Such individuals have untreated tooth decay that is prolonged and causes damage, as well as a very poor sense of oral hygiene with irregular or minimal brushing and cleaning of the mouth etc. This aggravates other associated health problems. Facing and consequently overcoming health problems are the major barriers and also the major challenges not only for individuals with learning disabilities but also for social workers, community healthcare professionals and the Department of Health as a whole.The concept of social inclusion necessitates that these related health problems should be considered. LO.6 Discuss the importance of working in partnership with people with learning disabilities, using advanced communication skills, and the concept of capacity to give informed consent, along with the potential impact this may have on professional health care practice. According to Dunbar, working in partnership with people with learning disabilities is an essential first step towards social inclusion of such individuals. He wrote, people with learning disabilities or a mental illness should be treated in the same way as other people, not in side rooms. this lessens the chance of the person being out of sight, out of mind (Dunbar, 2003). This possibility of discrimination of such individuals have led to the recognition of the need for improved training, services and communication skills to effectively support and help these individuals. Health care professionals caring for persons with learning disabilities are required to have positive attitudes towards their patients. However within the healthcare setting negative attitudes and discriminatory practices are common and several studies have reported that such individuals are deprived of health care facilities and do not receive the care they should receive. In certain cases, inappropriate and derogatory language is also used to describe such patients and there have been reports of denied access to aids such as glasses or hearing equipment that can improve the quality of life for such individuals. The NHS Executive (1998) has stated that nursing staff require special training opportunities to face and overcome their fears or prejudices towards people with learning disabilities in order that they may learn to treat them with respect and equally as they treat other normal patients. Nurses and other health professionals should always try to go beyond social obstacles and try to meet or associate with such individuals in normal social situations and recognize their needs and shed any notion of stereotypes. The White Paper The same as you (Scottish Executive, 2000) has placed great emphasis on the needs of individuals with learning disabilities and to treat them equally. These are: being at the centre of decision making and have more control over their care; being included, better understood and supported by the communities in which they live; having information about their needs and the services available, so that they can take part, more fully, in decisions about them; having the same opportunities as others to get a job, develop as individuals, spend time with family and friends, enjoy life and get the extra support they need to do this; and being able to use local services wherever possible and special services if they need them. (Scottish Executive, 2000) It is recommended that specialized training should be provided to nurses to help them explore strategies of care for learning disabled individuals. Assisting in enabling inclusion and stressing on a holistic improvement of health and lifestyle of the individuals are areas of focus in nursing for such people. However as individuals with learning disabilities usually show auditory or speech difficulties, communicating with them effectively is a major challenge for nursing professionals and requires special skills and training. Communication is essential as according to legislative policies informed consent of the individual as to what treatment he should be subjected to and what his decisions are, lie as the primary focus of treatment. This is both an ethical and legal requirement that individuals with learning disabilities should be made aware and be allowed to express their opinions on any treatment or health care procedures (Eldridge, 2003). Conclusion: In this article we discussed 6 learning outcomes related to the health care needs, definitions, legislative policies, social implications and challenges of individuals with learning disabilities. Bibliography Human Rights Act (1998) London: HMSO. Mental Deficiency Act (1913) London: HMSO. Mental Health Act (1959) London: HMSO. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. London: The Stationery Office.Disability Discrimination Act (1995) London: HMSO. Scottish Executive (2002) Promoting health, supporting inclusion. Edinburgh: Stationery Office. National Health Service and Community Care Act (1990) London: HMSO. Department of Health (1999) Once a day. London: NHS Executive. DOH (1998) Signposts for success in commissioning and providing health services for people with learning disabilities. London: NHS Executive. DOH (1989) Caring for people: community care in the next decade and beyond. Cm.849. London: HMSO. DoH (1992) Social care for adults with learning disabilities. (Mental Handicap (LAC (92)15). London. HMSO. Dunbar, I. (2003) Inquiry under the fatal accidents and sudden death inquiry (Scotland) Act1976 into the death of James Mauchland. Sheriffdom of Tayside, Central and Fife at Dundee, Scotland. Emerson, E.; Hatton, C.; Felce, D. and Murphy, G. (2001) Learning disabilities: the fundamental facts. The Foundation for People with Learning Disabilities. London. Jenkins, R.; Mansell, I. and Northway, R. (2003) Specialist learning disability services in the UK. In: Gates, B. Learning disabilities: towards inclusion. Edinburgh: Churchill Livingstone. pp349-367. World Health Organization (1993) Describing developmental disability. Guidelines for a multiaxial scheme for mental retardation (learning disability), 10th revision, Geneva: WHO. Gates, B. (2000) Knowing: the importance of diagnosing learning disability. Journal of Learning Disabilities, 4(1) pp5-6. Enable (7 Oct 2002) Adults with Incapacity Act (2000). Available at, http://www.enable.org.uk/ld/awi/ Also Adults with Incapacity (Scotland) Act (2000) London: HMSO. Eldridge, P. (2003) Ethics and research involving people with learning disabilities. In: Markwick, A. and Parrish, A. Learning disabilities: themes and perspectives. Edinburgh: Elsevier Science pp65-80. Department of Health (2001) Valuing people: a new strategy for learning disability for the 21st century. London: The Stationery Office. Hogenboom, M. (2001) Living with genetic syndromes associated with intellectual disability. London: Jessica Kingsley. Scottish Executive (2000) The same as you? A review of services for people with learning disabilities. Edinburgh: Scottish Executive. Watson, D. (2003) Causes and manifestations of learning disabilities. In: Gates, B. (ed) Learning disabilities: toward inclusion. Edinburgh: Churchill Livingstone. British Institute for Learning Disabilitieshttp://www.bild.org.uk/links/ Department of Healthhttp://www.doh.gov.uk The Scottish Executivehttp://www.scotland.gov.uk/ National Health Servicewww.nhs.uk

Cloning: The Ethical Dilemma :: Biology

Cloning: The Ethical Dilemma Following the successful cloning of a lamb to produce Dolly, a genetically identical twin of its mother lamb, controversy has arose over the frightening prospects of cloning technology. Although undeniable that the ability to clone livestock and even humans is a leap in medical advancement, such technology must be utilized with careful considerations to the issue of ethics. There are many obvious advantages of cloning technology which comes to mind with the successful cloning of Dolly. Of most immediate concern will be the ability to clone a variety of animal species for food, research and medical uses. For instance, farmers can now opt to farm only genetically cloned, top quality animals. Another possibility can be the mass cloning of animals with genetic defects that mimic human diseases. This will facilitate large-scale scientific research of such diseases. Cloning also raises the possibility of producing transgenic animals, which can help alleviate human organ shortage by providing organs for transplant. There are still many more opportunities resulting from cloning that cannot be discussed here due to the brevity of this essay. Judging by the many advantages of cloning, should we then jump into this new technology without further hesitation? There are ethical issues that must be carefully considered. For instance, is it right for us to turn to human farming to provide suitable organs for transplants? Are we not infringing on the rights of these human clones? Or do we not even consider them to be in the same class as us? What about the possibility of having designer babies? Would not it be perfect if we are able to select babies the way we buy our groceries, selecting those without inherent flaws? What about those who cannot afford to have their babies made to order? Will their children be subject to discrimination simply because they are less than perfect? Other than ethic issues alone, there are medical issues to take into consideration as well. Cloning technology is still in its infancy and as yet, long term effects of cloning are still unpredictable. Should we then go ahead with mass cloning when we are still groping in the dark as to its future consequences? There is a need for us to view cloning research in the right perspective. As with any other medical research, it can be a double-edged sword if exploited in the wrong manner.

Humanism and Secular Humanism

The question has been raised: who is in control of curriculum in our school? Not just the choosing of the precise books, but who is in charge of the contents of the books that curriculum directors can choose from? Once the answers to these questions are found, what should be done if they point to one group? So many problems in the United States have arisen when the people discover that one group is violating the people†s rights in some way by not allowing others power, that it would be logical to conclude that it would be perceived by many to be unfair if it is found that one interest group chooses what all American children learn, especially if that interest group is furthering their own interests by doing so. However, finding out the answers to these questions is quite difficult at best. The subject has been written about extensively, and since there are so many opinions, the unbiased truth is virtually impossible to come by. In this topic, it has been at least suggested by others that everyone is biased, including our Supreme Court, so one must tread carefully in stating so-called â€Å"facts.† Humanism and secular humanism and what they have to do with present educational curriculum will be discussed for the remainder. Though human nature tends to make all humans biased in some way, both sides of the argument have been researched and will be documented until fair conclusions can be made. First, the term â€Å"humanism† must be defined. To do this fully, the definition of â€Å"humanism† will be given from the dictionary, and then humanists themselves will have a turn to define themselves. Merriam Webster†s Collegiate Dictionary terms â€Å"humanism† as â€Å"a doctrine, attitude, or way of life centered on human interests or values; esp.: a philosophy that usually rejects supernaturalism and stresses an individual†s dignity and worth and capacity for self-realization through reason.† The same dictionary defines â€Å"doctrine† as â€Å"a principle or position or the body of principles in a branch of knowledge or system of belief: DOGMA.† To understand fully what this is pointing to, one must then look at the definition of â€Å"dogma†-â€Å"a doctrine or body of doctrines concerning faith or morals formally stated and authoritatively proclaimed by a church.† Most will agree that an accredited collegiate dictionary is an acceptable place to look for information, and here it is shown that humanism can be tied to a religion. People who claim to be humanist would also seem to be a good place to look for a formal term for humanism. Rebecca Bushnell writes of early humanist pedagogy when she says, â€Å"This is a humanism based on belief that people are largely responsible for what happens on this earth; committed to tolerance, attention to the differences among people and the need to treat them with equal respect; shaped by a cheerful acceptance of ambivalence and contradiction; and informed by an almost painful historical consciousness, which sees the past as estranged yet able to illuminate present concerns (8).† This explanation definitely sounds like what most people want to feel, or at least what they claim to, but humanism is more than this. Humanism is also defined by the worship of man; Curtis W. Reese writes, â€Å"There is a large element of faith in all religion. [Christianity has faith] in the love of God; and Humanism in man as the measure of values†¦Hypotheses, postulates, and assumptions in their proper realm are comparable to faith in the realm of religion. In this way I speak of the faith of Humanism.† Another humanist deals with the humanistic beliefs in right and wrong: â€Å"In humanism right and wrong are defined in terms of consequence to human life (10).† To further clarify what humanists believe, more writings of humanists will prove that they consider humanism to be their religion. Gerald A. Larque, a man who signed the Humanist Manifesto II, writes, â€Å"Our religion is based upon the best that we know about our cosmos, our world, and ourselves†¦We recognize our oneness with the cosmos and our spatial and temporal minuteness†¦We see ourselves as the highest life-form the evolutionary process has developed†¦(11).† The 1979 Humanist of the Year, who co-founded and edited The New Humanist, also believes humanism to be a religion: â€Å"†¦Humanism in a naturalistic frame is validly a religion†¦(7).† A Humanist Manifesto, also known as the Humanist Manifesto I, continually describes humanism as a religion. â€Å"The time has come for widespread recognition of the radical changes in religious beliefs†¦In every field of human activity, the vital movement is now in the direction of a candid and explicit humanism†¦religious humanism (13).† From the Humanist Manifesto II, one can see that Kurtz thinks of humanism as † a philosophical, religious, and moral point of view† and that it offers a believer a formula for salvation and a future sanctuary (12). Other humanists who claim humanism as their religion illustrate what â€Å"religion† means to them. Julian Huxley says in Religion Without Revelation, â€Å"There are whole religions which make no mention of God. The most notable example, as already mentioned, is that of Buddhism (14).† Furthering this thought, â€Å"Religion, then,†¦will mean a ruling commitment practiced by a community of individuals to what they believe creates, sustains, saves, and transforms human existence toward the greatest good (15).† With this, one has sufficient information concerning basic humanism beliefs. Besides the fact that humanists themselves admit to being a religious organization, there are several examples of how the American legal system treats humanism-as a religion. In a Supreme Court case, Torcaso v. Watkins, a Notary Public from Maryland was reinstated after being fired for refusing to proclaim a belief in God. The Court recognized religions that do not believe in God as â€Å"real† religions when it wrote, â€Å"Among religions in this country which do not teach what would generally be considered a belief in God are Buddhism, Taoism, Ethical Culture, Secular Humanism and others (7).† This statement will be considered later in the discussion. All formal humanist membership organizations in America claim 501(c )3 religious tax exempt status or deem themselves expressly religious. Dr. Paul Kurtz states, â€Å"Even the American Humanist Association (3,500 members)†¦has a religious tax exemption (7).† An editor of The Humanist magazine, Paul Blanshard says, â€Å"There has been another victory for those who would interpret the word â€Å"religion† very broadly†¦the appellate court reversed by a unanimous decision. Now the F.O.R. [Fellowship of Reconciliation] is established as a â€Å"religious† organization, with full right to tax exemption (7).† Tax-exempt status is serious business. In an article titled â€Å"The Religion of Democracy: Part II,† Rudolph Dreikurs argues that humanism should be thought of as religious because of the form and content. â€Å"The new religion will probably be humanistic. It will be concerned with man and not with God.† This â€Å"new religion† will have new principles, new rituals, and new symbols (16). Those involved in the humanist religion also have their own ministers, and â€Å"minister† is defined in the Merriam-Webster dictionary as â€Å"one officiating or assisting the officiant in church worship.† Harvard University has its own Humanist chaplain, Thomas Ferrick, who is also â€Å"one of the 34 full- and part-time chaplains that make up the United Ministry at Harvard and Radcliffe, and he also serves as executive director of the Humanist Association of Massachusetts† local chapter (17).† In Auburn University†s Student/Faculty Directory, under â€Å"Auburn Pastors and Campus Ministers-Humanist,† there is a Humanist Counselor for the students (7). The University of Arizona†s Student Handbook for 1990-1991 lists â€Å"Humanists† under the title â€Å"Religious Services† (7). These facts should only prove further that Humanism is a religion. Now that humanism is understood, it is time to link humanism with present-day educational curriculum. Paul Vitz conducted research on the censorship of student†s textbooks, funded by the National Institute of Education, a part of the federal government, and came to the conclusion that they are strongly biased for the Secular Humanist worldview. â€Å"Whether one calls it secular humanism, enlightenment universalism, skeptical modernism, or just plain permissive liberalism, the bottom line is that a very particular and narrow sectarian philosophy has taken control of American education (18).† This seems to be a documented conclusion from an recognized institute, but yet it has not been fully discussed with the American public at large. Humanists themselves have admitted to the fact that they use the classroom to further their religion. John J. Dunphy states in his A Religion for a New Age, â€Å"[T]he battle for humankind†s future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being (19).† Another man who calls himself a â€Å"Humanist minister†, Charles Francis Potter, says: â€Å"Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism. What can the theistic Sunday-schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching? (20)† He then continues, â€Å"So very Humanistic is modern education that no religion has a future unless it be Humanism (20).† These men obviously believe very strongly not only that humanism is being taught in American public schools, but also that it should overpower other religions. John Dewey, who signed the Humanist Manifesto I, wrote a book, Education Today, in which he voices many opinions about education and how humanism should be implemented. â€Å"I believe that†¦it is the business of every one interested in education to insist upon the school as the primary and most effective instrument of social progress and reform†¦(21)†. On page eighty he says, â€Å"We certainly cannot teach religion as an abstract essence. We have got to teach something as religion, and that means practically some religion.† He also believes public education to be the vehicle by which this â€Å"deeper religion† is promoted (21). Now that it has been documented that the humanist religion is being funneled into public schools, it is time to give a few examples of the things in school curriculum that are humanist in nature. First, homosexuality is being pushed as acceptable behavior to students. The schools are teaching that it should be looked at as positive to have â€Å"full sexual adjustment without any hang-ups caused by outdated religious concepts. And our schools are the main tool used to teach the young people this human freedom (6).† Not only is homosexuality taught as â€Å"okay,† but they are also teaching the theory of evolution in full force. Teachers are not allowed to present any kind of argument for creationist theory; Jerry Bergman, Ph.D., states, â€Å"In fact, it is often considered inappropriate to criticize evolution, let alone present the creationist position (6).† This occurs without much argument, despite the fact that there are many books very critical of evolutionary theory â€Å"written by either evolutionists or by individuals who at least do not agree with the creationist perspective (6).† The biology textbook Of Pandas and People by Percival Davis and Dean H. Kenyon was included by the trustees in Plano, Texas, in the school curriculum, and humanist educators lost all pretense of â€Å"tolerance† because the book â€Å"acknowledges the abundance of design manifest in the natural world and thus reasonably postulates an intelligent Designer (7).† Homosexuality and evolution are just a couple examples of humanist perspective in the schools. The logic these humanists use, that schools are the best place to push their beliefs, makes complete sense, even â€Å"falls in line† with some of the basic thoughts of sociological theory: that â€Å"no knowledge is value-neutral; no knowledge is free of presuppositions. All knowledge is rooted in the social structure in particular ways and reflects (even if indirectly) the particular interest of different sectors of the population (4).† Reasonably, this idea is also true for knowledge given to children in public schools. Even John Dewey said (as quoted earlier) that the teaching of religion is inevitable in schools, that â€Å"some religion† would have to be taught. Is this what the American Constitution allows? It is wrong, and very punishable, for public schools to advocate Christianity or to teach any of its beliefs, but the teaching of humanism†s beliefs remains untouched. Humanists tend to label certain â€Å"unpopular† ideas (those that they do not agree with) as religious, and those they do support as non-religious. For instance, schools are free to teach â€Å"thou shalt not steal, lie, or murder† but not â€Å"thou shalt not commit adultery or take the name of God in vain.† What is the difference between the two statements, which are both from the Ten Commandments, the most basic Western religious law? Other concepts taught presently that have a religious origin are â€Å"the goal of treating others as one would like to be treated, the need to take an occasional break from one†s work, to be balanced in all things, and the attempt to be fair to all people (6).† One of the biggest objective of liberals in recent years has been to insure equal rights for all people, yet this idea was adopted as a religious goal over 2,000 years ago in the Christian Scriptures. Bergman states, â€Å"Incidentally, the source of the belief in the equality of man is the Bible, few ancient books espouse this concept, and it is foreign to most non-Christian peoples (6).† Since these concepts are biblical in origin, why are the students not told this? What about the fact that abortion, homosexuality and fornication are talked about in school, but teachers are not allowed to discuss the religious side of the issue, only the side deemed non-religious? Though the public schools are teaching a type of religion, obviously, the students are not informed about it; in fact, the topic of religion is not deemed important (6). Community schools, before federal aid was instigated, were to reflect the values of those who lived in it. â€Å"What happened to â€Å"community public schools† that were to reflect the values of the community? They disappeared when federal aid was approved. Now only what is approved by secularists [humanists] in Washington is ‘neutral† (22).† As James David Hunter documents, â€Å"Public education arguably shares a common ethical orientation with modern humanism, particularly to the degree that these perspectives are advanced without respect for cultural traditions that might dissent (4).† Community†s values are no longer taken into account when curriculum is chosen. In recent times, the idea of choice in education has come to life with a system of tuition vouchers, but criticism of this choice has been rampant among the educators who believe in humanism. Richard A. Baer, Jr. writes: â€Å"The point is this: Education never takes place in a moral and philosophical vacuum. If the larger questions about human beings and their destiny are not being asked and answered within a predominantly Judeo-Christian framework, they will be addressed within another philosophical or religious framework-but hardly one that is â€Å"neutral.† The arrogance and philosophical implausibility of secular humanism are demonstrated by the insistence of many humanists that their position possesses such neutrality, lack of dogma, and essential rationality. It is an arrogance that also quickly becomes coercive and imperialistic, as is clearly seen in the widespread opposition among such educators toward genuine choice in education, for instance, the kind of choice that would be possible through a system of education tuition vouchers (23).† If America is a land of freedom, one would assume that Americans could choose where to send their children to school and what they are taught. However, not all Americans can afford private schools, so beyond their local public school, there is no choice. With all of this discord, it would be surprising if no one had taken this matter to the courts. They have, in some aspects. First one must look at the history of the First Amendment. The First Amendment was written to guarantee that the interest of certain faiths would not be expanded by direct or indirect benefaction of the government, at least not to the hindrance of smaller, minority faiths. When originally written, its intention was to curb the â€Å"deep and long-standing tensions† between various inter-Protestant competitions (4). Of course, they also encompassed conflicts between Protestants and Catholics and between Jew and Christians, whose beliefs are quite different, though these conflicts were minor because Catholics and Jews comprised less than two percent of the population at the start of the nineteenth century. When these populations increased, their full religious liberties were still restricted, continuing past the beginning of the twentieth century (4). This failure to fully perfect the ideals of the First Amendment is important because â€Å"many of the social dynamics taking place in the present find a parallel in the past (4).† Not only have the numbers of Muslims, Mormons, Hindus, and Buddhists grown, but the secular humanists have increased from two percent in 1962 to about eleven percent in 1990. Though humanism is not the same kind of religion as Protestantism, Catholicism, and Judaism are determined to be, how should they be perceived for First Amendment purposes? The Supreme Court held a strict definition of religion-â€Å"Our civilization and our institutions are emphatically Christian†¦Ã¢â‚¬ -until the early 1940s, when it broadened the definition: â€Å"Religious belief arises from a sense of the inadequacy of reason as a means of relating the individual to his fellow men and to his universe-a sense common to men in the most primitive and the most highly civilized societies†¦It is a belief finding expression in a conscience which categorically requires the believer to disregard elementary self-interest and to accept martyrdom in preference to transgressing its tenets†¦Conscientious objection may justly be regarded as a response of the individual to an inward mentor, call it conscience or God, that is for many persons at the present time the equivalent of what has always been thought a religious impulse (4).† This expanded the criterion from the nature of belief in a divine being to the psychological function of belief (4). In 1961 the Supreme Court decided that a Maryland law violated the no establishment clause because it put â€Å"the power and authority of the State of Maryland†¦on the side of one particular sort of believers-those who are willing to say they believe ‘in the existence of God† (4).† This new functional definition was not used with the no establishment clause by opponents until the case Smith v. Board of School Commissioners. The plaintiffs believed that most of the textbooks in the county public school system promoted secular humanism†s religion, which would violate the no establishment clause of the First Amendment. The first judgment in the case favored the plaintiff; however it was eventually overturned. A Washington Post columnist, Colman McCarthy, wrote: â€Å"A careful reading of the decision, as against a skimming of news accounts of it, reveals that Mobile families had a fair grievance: That what was taught in classrooms about religion was impeding the teachings of mothers and fathers at home about religion. What†s wrong with that complaint? (4)† What is wrong with that complaint? Surely every parent has the right to teach their children what they want to. It seems confusing to find that the Supreme Court did not believe humanist religion to be in school curriculum, especially when humanists themselves have admitted to the fact, as documented earlier. However, humanists have backtracked from their earlier, outspoken works. Paul Kurtz, quoted earlier, wrote his 1989 book, Eupraxophy: Living Without Religion, to â€Å"take back† all the earlier writings of humanists that claimed it a religion. He even coined a term-eupraxophy-to describe humanism without using the word religion. â€Å"Eupraxophy†¦provides a coherent, ethical life stance†¦it presents a cosmic theory of reality†¦defends a set of criteria governing the testing of truth claims†¦advocates an ethical posture. And it is committed implicitly or explicitly to a set of political ideals. Eupraxophy combines both a Weltanshuung and a philosophy of living.† Now, why would Kurtz do this after he had decided already that humanism was, in fact, a religion, his religion? Why? Kurtz realizes that if humanism is religion, then it will not be allowed in the schools: â€Å"For if humanism, even naturalistic and secular humanism, is a religion, then we would be faced with a violation of the First Amendment to the United States Constitution, which states that ‘Congress shall make no law respecting the establishment of religion or the free exercise thereof.† (24).† It causes more confusion in the whole topic when different people claim different things. The whole argument comes down to this: That academic freedom seems to be unequal among educators. There are many different religious beliefs in America, and most teachers would claim to have some kind of religion or world view. â€Å"Academic freedom is the ability of the instructor to teach what he/she feels is the truth about reality in an intellectually honest and reasonable way (6).† Teachers in the present day are not allowed to teach what they believe and why, because of the First Amendment. Humanists and Christians have both agreed that religion will be taught in the schools in one manner or another, and this causes a great problem because someone must choose which religion will be taught. Noebel writes in his Clergy in the Classroom: â€Å"Imagine a child enrolled in a public school and learning only what that public school imparted (with no outside interference from family, church, Christian teachers or Congressional chaplains). When he graduated, what would he believe? Without divine intervention, he wouldn†t have much choice: Secular Humanism would be all he knew. This situation is idyllic, as far as the Humanists are concerned. Because their doctrines are every bit as dogmatic as Christian doctrine, and because they view Christianity as a ‘rotting corpse,† they use their established position to censor any hint of positive Christian influence in the classroom. Though they posture as ‘open-minded,† ‘tolerant† folks, Humanists eagerly discriminate against Christianity in the classroom (7).† This is not fair, just as it would not be fair if America†s public schools taught strictly Christian doctrine. Excluding religion from the classroom, when the whole purpose of school is to teach the entire body of knowledge, is â€Å"censorship of the worst sort (6).† Many parents, Humanist or Christian, Buddhist or Catholic, are rightfully worried that their children†s teachers will indoctrinate their children with some specific religious belief. However, students are bright, reasoning people and do not gullibly believe everything a teacher says. Children who have strong prejudices against certain groups do not let go of them easily, even when a teacher tries to help that child overcome the prejudice. Also, a teacher†s ideas may spark a child†s desire to further research the topic so that the child comes to his own conclusions. If students are to become those who can debate important topics, it seems that removing all religious questions would hinder that which is significant for living a well-rounded life (6). Jerry Bergman gives the example of Australia to clarify whether it is possible to bring religion into the classroom. Only three percent of Australia†s population attends church regularly, but the schools still have classes in religious education as an â€Å"integral part of the school curriculum at all grade levels (6).† This brings the conclusion that religion in schools is feasible, and not just the religion of one group. In conclusion, the questions asked at the beginning have been answered, but not fully. It has been proven that Humanism is a religion, by quotes of many influential Humanists and by the Supreme Court, and that there is evidence of Humanist beliefs in our school curriculum, by a federal government study and by Humanist†s admittance. Many men, Humanist, Christian, and those with unknown beliefs, have agreed that education cannot occur without some religious worldview†s influence, and the topic does not seem to be dormant in their minds. The battle is not over; the writer is quite convinced that there will be more court battles concerning this issue. To have an education system that treats each person†s beliefs equally, there needs to be a change. Either separate all children into schools of their respective religions, or treat them as intelligent individuals with minds that deserve to learn about all religious views and the immense amount of history that goes with them. Shujaa, Mwalimu J. Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies. Trenton, New Jersey: Africa World Press, Inc., 1994. This book covered many areas of African-American education, and was a great background knowledge source. The topics most valid to my interests were the African experiences in schools, the analysis of African-American males† response to schooling, exploring exemplary African-American teachers† views, and African-Americans† communal nature of learning. Also I got great information concerning different school environments, and their effect on African-American students† education, which I then used to get strategies for teaching African-Americans from.