Human motivation Essay

In studying human motivation, one of the key concepts includes the notion of needs and drives which may be the spring boards of actions or behavior. In line with these, efforts were exerted to look into the possible link of control of one’s impulsivity and certain critical behaviors that may affect any individual undertaking, his normal development through life’s stages, and possibilities of disorders or problems with the person’s overall functioning (Baumeister et al. ; Mischel et al, 1989). There is an offshoot of these studies (Hom and Knight, 1996) which highlights delayed gratification and the advantages of individuals who understand either by training or by serendipitous circumstances the rationality of their choices. Delaying the gratification of certain desires at the present entails certain calculations of the possible effects of these options at a certain point in the future. It involves the understanding of â€Å"profiting† from what the self is deprived of at the present to secure a better output or outcome in the near future. According to studies, a person who has been reared to control many of the urges to satisfy immediate needs or wants, may reap immense benefits in terms of significant life choices; choices that spell longevity (living physically healthy), prospect of better income, and healthier relationships. There are various reasons offered why this is so, but more often, the results of these choices to delay gratification oftentimes reveal the benefits; otherwise, when immediate satisfaction is allowed in most cases, the awareness of detrimental effects becomes a stark reality. The issue pertains to persistence, control, character development, cementing of values that enables a person to become an asset rather than become a liability to one’s community. Implications of a person’s ability to delay his or her immediate gratification (because of the prospect of more favorable results later) include responsibility over his/her actions and decisions and thereby increasing awareness of consequences including those which not only impact his/her own survival but also the effects of his/her decisions and actions to the people around (Mischel et al, 1989). References: 1. Baumeister, Roy, Brandon Schmeichel,Kathleen Vohs. Self-regulation and the Executive function: The Self as controlling agent. Accessed October 13, 2008 http://72. 14. 235. 104/search? q=cache:qpSCcMZijV0J:www. csom. umn. edu/assets/71708. pdf+Explain+the+value+and+importance+of+delayed+gratification+in+human+motivation&hl=tl&ct=clnk&cd=46&gl=ph 2. Hom, Harry, Jr. Heather Knight, 1996. Delay of Gratification: Mothers’ Predictions about Four Attentional Techniques; Journal of Genetic Psychology, Vol. 157. 3. Mischel, W. , Shoda, Y. & Rodriguez, M. L. 1989. Delay of gratification in children. Science, 244, 933-938.

Philosophy of life Essay

Do most companies have an obligation to create and enforce a code of ethics? Explain why or why not. What are some specific code of ethics mentioned in the text and readings? Most companies are not obligated to create and enforce a code of ethics but it is in the best interest of the company that they do. Companies are not obligated simply because it is up to them how they enforce rules of the company. According to the text â€Å"Most professional organizations have detailed codes of conduct that specify the obligations members are expected to honor† (Ruggiero, 2008, p. 98).† If enforced the code of ethics provided will help employees understand what is right and what is wrong when it comes to other employees and customers. In the text some specific code of ethics are â€Å"A physician shall always bear in mind the obligation of preserving Human life.(World Medical Association)† (Ruggiero, 2008, p. 98).† And â€Å"Advertising agencies must recognize an obligation, not only to their clients, but to the public, the media they employ, and to each other. (American Association of Advertising Agencies)† (Ruggiero, 2008, p. 98).† I have not worked for a company that does not have a code of ethic. Sometimes a company has to change its code of ethics to adjust to its growing business. The code of ethics of a company is something and employee can refer to when they have question about how they should act in a certain situation. I cannot remember which class but in one of my classes I remember writing a code of ethics for a pretend company and I enjoyed doing it. Reference Ruggiero, V.R. (2008). Thinking critically about ethical issues (7th Ed.). Retrieved from The University of Phoenix eBook Collection database.

Informative speech on poverty in africa Essay Example | Topics and Well Written Essays - 500 words

Informative speech on poverty in africa - Essay Example Historically Africa has always been a fertile area and remained rich in mineral deposits. After 1000 AD a number of small African states emerged with eccentric cultural settings (Davison 1966). This period is referred to as the 'late iron age.' Towards the east, the grassland zone emerged as rich in cattle, and gold. In this period an elaborate form of pottery was made. By the 13th century a Great Zimbabwe emerged. In the next three thousand years long distance trade with the word emerged. River Nile (6695 kms long) gave a bounteous opportunity to the millions of African people to build great societies like the Egyptian, Kushite and Meiotic. Africa is the unique region where music, dance, literature, religions, forests and fauna and flora have not only survived almost unblemished but also flourished in consistency and entirety. The world's oldest cultural heritage is preserved in Egypt Today more than 70 % population in Africa lives in the rural areas. This includes the sub-Saharan region. The main agricultural produce and exports of Africa are cassava, banana, cocoa, coffee, tea, rubber, maize and textile. Forest and forest products have also been a main source of livelihood for the African people. The mineral wealth is unprecedented in Africa.

Audit framework Essay Example | Topics and Well Written Essays - 1500 words

Audit framework - Essay Example the statutory audit report is a must for the company in the presentation of their balance sheet, income statement and statement of cash flows. The standard statutory audit is characterised by an auditor performs normal auditing procedures to show that the financial statements are more credible than if no external auditor's opinion is attached. The statutory audit is implemented in order to prevent frauds and illegal acts. As proof,Enron's income statement was window dressed. The company had recorded sales transactions that had never happened. Consequently, these fraudulent transactions would translate to higher sales. Higher sales would give a higher net income. a higher net income would give us a higher net assets. a higher sales would generate a higher stockholders' equity. In addition, the company did not record some of its losses. Enron had fraudulently window -dressed by presenting these Enron losses as losses of its off -shore companies. as a result, the unrecorded losses resulted to a net income that is higher than what the real net income should be. Convincingly, Enron's income statement was window dressed (Fusaro, and Miller 2002, 107) Also, Enron and Arthur Andersen knew that recording fictitious sales and profits would increase stockholder investments. Enron and Arthur Andersen knew that recording fictitious sales and profits would increase stockholder investments. Enron and Arthur Andersen knew that recording fictitious sales and profits would increase stockholder investments. The senior management officers connived with the accounting officers of Enron to prepare the fraud -laden financial statement in complete violation the harmonization standards set by violating the international accounting standards accomplish this fraudulent goal. Clearly, Enron and Arthur Andersen knew that recording fictitious sales and profits would increase stockholder investments (Madrick 2002). urthermore, the WorldCom and Enron accounting scandals are two of the reasons that triggered the approval of the Sabarnes -Oxley Law. The company was a communications company that had risen to profitability during the 1990s. However, the company found its profitability had slowly declined in the early 2000s. This is the largest accounting scandal in history. The officers of WorldCom entered tried to window dress their stock market price. The company's stock market price had decreased because company profits started to decline. The officers, specifically CEO Bernie Ebbers and CPA Scott Sullivan had to prepare false financial statements indicating that their sale and profits were higher than the real sales and profits would show in order to stave the decline of its stock market share price Zekany, Braun, and Warder 2004). Similar to Enron, the company's external auditor, Arthur Andersen, did not comply with generally accepted auditing standards to prevent or curtail material misstateme nts of the income statement and the corresponding balance sheet. The WorldCom fraudulent activities occurred from 1999 to 2002 (Ettredge et al., 1).

Children Overcoming Obesity Essay Example | Topics and Well Written Essays - 750 words

Children Overcoming Obesity - Essay Example What are some programs encouraging physical activities among children? B. Is providing sporting activities effective in treating childhood obesity? C. Is eating healthy foods the best solution to overcome obesity? D. Is cooking meals at home encourages children to eat healthy? Provision of programs focused towards promoting healthy eating lifestyle and providing physical activities that children will enjoy highlights overcoming obesity among children. What are some programs encouraging physical activities among children? One of the programs that may help improve the prevalence of obesity among children is incorporating physical education curriculum. Physical activities of 60 minutes a day is ideal for the body. However, more hours could be added depending on the body size of the child. In the study by DeRene and company (2008), they found out that incorporating physical activity in the curriculum which is done after school has decreased the skin folds of children who participated and even improved their distance in their walk- run test. Physical activities may include brisk walking around the oval of the school. This could be enjoyed by children since they could tell stories while walking without actually the thought of doing the exercise for the sake to reduce their weight. Jumping rope is another activity children could enjoy as a program. In China, jumping rope is one of the activities incorporated in their physical education. Chinese children group themselves together to have five members to jump ropes during their physical education period and recess time. Observations reveal that flexibility and physical fitness are not the only benefits of jumping rope but it is a form of enjoyment among kids too since giggling and laughing is a part of the activity. Other alternative is sports programs. How the sport is played, equipment to be used, and benefits of the sport should be explained to the participants though. Apart from this, schools should have their own s porting gym or playground. This would be another â€Å"come on† for them to enjoy the sport. Is providing exercise activities effective in treating childhood obesity? Studies confirm that physical exercises through sports are effective in preventing obesity in children. In 2008, a study by Weintraub and colleagues appeared in Arch Pediatr Adolesc Medicine wherein the authors revealed that children in the soccer group showed a significant improvement in their body mass. This might be attributed to the fact that exercises help reduce fats by building muscle mass. As the individual participates in exercises involving squats, lifts, and isometric presses, the fats stored in the body are used and muscles are strengthened. However, children who are already obese should take extra precaution to do the exercises gradually since they are prone to joints and muscles injuries. Is eating healthy foods the best solution to overcome obesity? Although obesity is caused by many factors, heal thy foods with exercises prove to be the most realistic solution for its prevalence. Healthy foods include more fruits and vegetables in the diet. This food group which is rich in minerals and vitamins are low in calories and even aide in burning unwanted fats in the body. In one study, authors found out that pomegranate consumption lowers body weight among mice because it decreases body fats (Vroegrijk, 2011). The

Human Freedom and the News Essay Example | Topics and Well Written Essays - 750 words

Human Freedom and the News - Essay Example There is also in general a lessening of the ability that people have to air their views regarding matters of their own lives. According to humanist views t5his kind of a weakening of human agency is not desirable. There may be certain views regarding human agency that talk of the importance of the privileging of the agency of the collective over the individual; the humanist view is at the other extreme of such a view and privileges the importance of the individual’s right to decide his or her own future. The philosophical impact of this issue involves also the ideas of equality that are put into jeopardy when the army invades the private spaces of the people who are on either side of the border. There are obviously always several sides that take up different positions as far as Indo-Pak relations are concerned. This may be due to the strategic position that both countries occupy during the present political era. Mahendra Ved’s article â€Å"India, Pakistan continue to talk through tensions† talks of the situation where there is an acceptance of the situation whereby there has been a breach in the relations between the two states that have then led to loss of freedom on both sides of the border (Ved, 2013). However, another essay by Mohammed Iqbal talks about the condition that worsens the situation where both the countries are in denial regarding the situation and the need for talks (Iqbal, 2013). The process of talks that is to be seen as an assertion of human agency is not taken to a logical conclusion. Instead, what happens is a blunting of certain notions of agency for the other. The decision of the leaders of the state are then considered to be the ones that need to be taken into account and not those of the people of the state. The state then becomes the main agent that destroys the force of human agency. The concepts of humanism were discussed at great length by a philosopher like Rene Descartes who felt that one needs to express a g reat deal of doubt regarding the philosophies that have been assigned to one by larger narratives. These metanarratives are questioned by Descartes and he advocates the use of one’s own reason for the purpose of understanding the world in general. The importance of humanist ideology in his thought can be understood from the following lines- But, to this end, it will not be necessary for me to show that the whole of these are false—a point, perhaps, which I shall never reach; but as even now my reason convinces me that I ought not the less carefully to withhold belief from what is not entirely certain and indubitable, than from what is manifestly false, it will be sufficient to justify the rejection of the whole if I shall find in each some ground for doubt (Descartes). In the conflict that has been described above, one may wonder how humanism can be applied. The aspect of humanism that rejects any metanarrative can then be used to look at the Indo-Pak conflict. This co nflict is largely created through the refusal of the two states to accept the individual agencies of the people who are a part of these nations. The state then seeks to create for the people a metanarrative that suppresses the individual narratives that are sought to be created. Such narratives are sought to be created through various means such as music, art, literature and sports. These too are made to fall into the larger nationalist narrative as is seen in the politicization of the major

International Political Economy Essay Example | Topics and Well Written Essays - 750 words

International Political Economy - Essay Example Gates must remain the exception, and openness the rule† made the article liberal in its orientation of what economic outlook should nations adopt. In the process of arguing that liberal capitalism is still the best form of capitalism and economic system, the article also discussed the various economic models that were used by other countries. The article has acknowledged the weakness and flaw of globalisation beginning at the 1930s until more recently during the financial crisis. But unlike in the 1930s where there was a clear and coherent ideological and economic alternatives such as fascism and Marxism, none can be found in recent anti-globalisation protesters China is cited as an example but the Chinese model did not present an alternative economic model to liberal capitalism. It may be ruled by the Communist Party but its economic model cannot be classified as Marxist. Marxist economic model involves the ownership of the state of all modes of production from land, labour, capital to technology where private ownership is prohibited. It does resemble to Marxist’s close kin which is fascism where the owners of the modes of production are required to use their properties in the national interest and the products that will be produced are dictated by one autocratic party (Richman, 2008). There may be just one party that rules in China but it is still not enough to qualify it as a fascist nor a Marxist government and economic system. It can be more aptly classified as nationalist economy where private ownership and foreign capital is allowed for as long as it is beneficial to the government. China, Russia and the world have already learned that state planning and state ownership of the modes of production does not work. The need of the people is just too complex and too vast for any state to determine and respond that we saw the inevitable collapse of the former Soviet Russia. So is the isolationist nature of Communism as

Creating an Effective Aviation Safety Management System Program Research Paper

Creating an Effective Aviation Safety Management System Program - Research Paper Example For a start, a Safety Management Systems (SMS) is a framework, which is principally formal and systematically indicates how to proactively identify risks and hazards before they eventually happen and become a big consideration to an organization (Shappel & Wiegmann, 2000). With the global business changes and the development of the modern organization, it has kind of become a regulation that before any company or business organization is legally considered safe for operation, there be a stated safety management system as a form of a reassurance that the risks that might be experienced by individuals while working for the organization are well informed to the management and that they are ready to mitigate. There actually are legal provisions and government recommendations and framed mechanisms to guide organizations on how to set their safety goals, plan for them, and measure the performance of the system (McDonald, Corrigan, Daly, & Cromie, 2000). Implicatively, an SMS is part and pa rcel of any given organization and in fact, defines the kind of operation and association the organization has and therefore every employee within the organization holds the responsibility of enforcing the frameworks for the well being of the business operations for the organization (Shappel & Wiegmann, 2000). In the aviation industry, SMS is a global standard that every industry player has to meet before they are officially licensed to operate and is closely monitored by global authorities.

Desert Food Web Assignment Example | Topics and Well Written Essays - 500 words

Desert Food Web - Assignment Example Plants such as brittlebushes, creosote bush, bur sage, catclaw, mesquite, rabbit brushes, lyceums, and jujube are abundant in deserts and these are the primary producers in this biome. The primary consumers include rabbits, kangaroo rats, grasshoppers, and ants, etc. The secondary consumers include lizards, snakes, and birds such as burrowing owls and mammals such as bats (craigmarlatt.com). Further, the energy passes on to the tertiary consumers such as the mountain lion, hawks, coyote and the scavengers. In recent decades, human impact on most of the biomes is well recorded. Even with the extreme climatic conditions, today desert dwellers make up about one percent of the world population. As a result of this, there is exploitation of several natural resources and even extinction of species. Human interferences can be seen in the form of agricultural activities, construction, oil and mineral exploitation, roads and transportation, etc. Agriculture demands water supply and the digging of wells has caused the groundwater table to drop in several desert regions. Oil and minerals exploitation takes several million years for its replenishment. There are hardly any regions of the world where humans have not made any changes or human impact is not visible. Desert landscapes have also been changed such as way that desert has turned green with the farmers using irrigation from underground sources as well as rivers. Inland waterways and pipes fetch water from remote rivers to these farms and the manmade vegetation is making use of the abundant mineral source for growth. Further, the oil and mining business support the construction of roads and infrastructures development. Residential apartments for workers and staffs and the air pollution through vehicles have also increased tremendously. Together with the agricultural activities, the increased grazing also posed a threat to the natural desert biomes.  

Media and Objectivity Essay Example for Free

Media and Objectivity Essay Human rights activists should always be conscious that the media cannot afford to always be objective for fear of losing audience loyalty. Sensationalisation is a sure tool that the media uses as it seeks to make stories, news, features, and other production appear more appealing to audiences (Sloan Mackay, 2007). Media-produced information should thus always be subjected to careful scrutiny to establish its authenticity. Media people also have personal feelings that arouse various emotions in them with regard to various news stories and other productions. Further, unscrupulous media practitioners may allow the greed for personal gain to cloud their objectivity, thus accepting financial rewards in return for distorting information to make its appeal to audiences. It is thus very likely that many media personalities are overcome by subjectivity as they execute their duties. In turn, media information is subject to subjectivity, thus customizing objectivity. It is thus possible that, with regard to the media, objectivity is usually greatly compromised, thus rendering media information unreliable or completely erroneous. Human rights activists should thus employ caution when handling and acting upon media derived information in order to avoid being ensnared into the subjectivity that usually characterizes media-derived information. Reference Sloan, W. D. ; Mackay, J. B. (2007). Media bias: Finding it, fixing it. Jefferson, North Carolina: McFarland.

Suspense Techniques Applied By Alfred Hitchcock Film Studies Essay

Suspense Techniques Applied By Alfred Hitchcock Film Studies Essay Suspense, horror, and creative are some of the words that describe Alfred Hitchcock s films. Something that no one had ever seen on screen was the techniques Hitchcock used. He was known as the master of suspense for his ways of manipulating and creating the sense of fear in the audience. Knowing the meaning of fear since childhood, he was believed to be the inventor of the suspense and horror genre in the film industry, improving movies with new technology and ideas to deliver exactly what he wanted to viewers to feel and understand. The film The Birds (1963) was a masterpiece and a thriller directed by Hitchcock that had many effective and brilliant techniques that are still used to this day. Alfred Hitchcock (August 13, 1899-April 29, 1980) was born and raised in a middle class family in London, England. Fear was the key emotion Hitchcock was very familiar with while growing up that played a huge part in the films he directed. At the tender age of five, his father sent him to a local police station many times after misbehaving and was put in jail for several minutes. The policeman returned to let him go, just to remind him that this is what naughty boys go though if they get into trouble. His mother would punish him by making him stand up at the foot of her bed for hours. Because of his overweight body figure, he stated that his childhood was very lonely and sheltered . He first went to school at St Ignatius College, but right after his dad died when Hitchcock was 14 years old, he went to the School of Engineering and Navigation, where he was fascinated by photography and film. His first job was working as a title-card creator for the film company Paramount Pictures. It took Hitchcock five years to become a film director. Being a perfectionist, Hitchcock would draw every single scene on his storyboard before shooting a film. This was one of his styles for which Hitchcock became famous. He was very dedicated to his art from the start of his career. Some techniques Hitchcock used were with the camera. The camera would capture shots that were made to build suspense so the audience can see something that the actors themselves don t see. An example of this technique being used was in The Birds. Melanie Daniels, the protagonist of the film, was sitting in front of a jungle gym smoking a cigarette. Black birds, which had attacked Melanie viciously earlier in the film, started gathering behind her, but she did not know, the viewers knew. This technique agitates the audience because something frightful can happen and we can do nothing to warn her. Knowing something that something bad can happen to an innocent makes the audience worried mixed with fear. Another technique he used was the subjective shot where th e camera was placed in the human eye perspective. The camera would stray around the setting or place mischievously looking for something unusual in a room, as if it is a detective itself. This allows the viewers to feel like they are involved in revealing the problem. Before sound films came out, the directors of films had to find a way to communicate to the audience what is the plot of the story, and Hitchcock used this technique even after sound films came out because it was so successful. He used this technique in The Birds. Perhaps the most suspenseful part of the movie was when Melanie was walking slowly up the stairs in the dark with a flashlight in her hand. The camera was put at Melanie s perspective, and we can see how frightening it can be to be in that position when we know that if she goes to the room on top of the stairs, the malicious birds will be there, waiting. The camera would start with a close-up of the actor, and then cut to the shot what they are seeing, and th en back to the actor to see his reaction. The sound of her footsteps was quiet, her breathing shallow, almost no sound was being heard. Finally, when she opened the door, she was attacked brutally. Suspense building was a major technique Hitchcock was famous for using. What we as humans find most horrendous is to know that nature can turn on us and that no place is safe. The Birds had several scenes where this technique was used, one of which was at a children s birthday party. The evil black birds came swooping down and started attacking the children, pecking until their flesh was open and bleeding. This behavior by the birds was unexplained; there was no answer as to why the birds were like this, which caused insecurity to the actors which is framed closely to show the emotion, therefore causing the audience to feel insecure also. The house was attacked during a night, windows were broken, doors were being pecked open, and the roof was being destroyed. At this point in the movie, the actors show deep concern about their safety and that their fear doesn t stop from the horror from coming, and the fear the viewers gain is exactly what Hitchcock was going for. Hitchcock s movies were planned to perfection. His ideas were sketched for every scene and chose his actors carefully that would break the clich or stereotype of people. He was well aware of what the audience was about to go through when they are watching the film, and this is what makes a great film director. Hitchcock wrote, produced, and directed films up until 1979. Despite his fondness for murder, chaos and shock, Alfred Hitchcock led a quiet life with his wife and daughter. In the last year of his life, Hitchcock was honored with the American Film Institutes lifetime achievement award. The master of suspense died in 1980 in Los Angeles, but his techniques are still alive today.

Homophobia - Educating Against Heterosexism :: Teaching Education Essays

Homophobia. It is defined as an irrational fear of sexual minorities including gay, lesbian, bisexual, transgender, and transexual individuals. It exists in our society, although at times it seems that our safe haven within the "university bubble" contains people that are both rational and educated preventing homophobia from becoming a reality. Denying that homophobia and discrimination based on sexual orientation are problems and identifying them as issues for "other" people can be extremely problematic. It is this type of thinking that perpetuates the status quo of heterosexual privilege. There have been several incidents in the past few weeks that have brought the existence of homophobia on our college campus and others as well to the forefront of many people’s minds. The incidents subsequently mentioned demonstrate the necessity of better education and understanding of sexual minorities not only for their own advancement towards equality, but for the growth of heterosexual individuals as well and progression away from the status quo. To provide a truly complete and fulfilling educational experience at Colby and other similar schools it is necessary to provide educational materials on all lifestyles and examples of diversity that exists not only in our own culture, but others as well. I believe that facilitating this complete learning experience leads to developing the individual mind morally as well as academically. I would argue that it is becoming more and more essential for our schools to provide the means for the moral development of our youth and young adults. We are living in a society where we are constantly bombarded by messages from the media, church, and even family that normalize only one way of living. It is necessary for there to be at least one facilitator of expanded thinking in people’s lives and for many college students and youth this can be found in the world of academia. Although I believe inclusiveness of sexual minorities is essential to a successful education, I demand that an institution such as Colby needs to do even more than this. The inclusion of sexual minorities is only a part of the larger picture of what needs to be accomplished to build a diverse and accepting community here at Colby. The college needs to become an institutional ally. Colby needs to do more than passively support gay, lesbian, intersexed, transexual, transgender, and questioning (GLBITTQ) issues on campus, it needs to take a stand on these issues and demand that there is progress to begin to disrupt the institutionalized heterosexism that currently exists.

Searching for the Location of Creativity :: Biology Essays Research Papers

Searching for the Location of Creativity What causes an artist to feel so passionate about his work? What leads the artist in his choice of an outlet for his creativity? What is it that inspires the artist? Is it possible that all of this is formed completely in the artists mind? Is it the case that the "gift" of creativity and genius is given to some individuals and not others, or is the gift of creativity merely the plague of a mental disorder? Do these artists even have anything in common? Whitman tends to believe that someone does have something in common with him. This is best demonstrated through his poem "Among the Multitude." Among the men and women the multitude, I perceive one picking me out by secret and divine signs, Acknowledging none else, not parent, wife, husband, brother, child, Any nearer than I am, Some are baffled, but that one is not – that one knows me. Ah lover and perfect equal , I meant that you should discover me so by faint indirections, And I when I meet you mean to discover you by the like in you. Here Whitman demonstrates a similarity between people because of some common ground. Although this poem is meant to express a hidden love between a man and a woman, the idea of a common ground work between people can be positioned between artists. In this work Whitman is saying that people with this tie between them know that it is there and can recognize it in an instant. Great artists with a creative nature share a passion for their art as well as a unique way of expressing it. Where does this passion and ability for unique expression come from? There seems to be a myth encompassing the artists with "madness." Could it be that this genius is only the result of a mental disorder? Diana Applegate seems to have explored this in her paper "Toward a Neurobiology of Creativity? Making Connections Between Art, Manic-Depressive Illness, and the Frontotemporal Dementia." She uses Dr. Kay Redfield Jamison’s book, Touched With Fire: Manic-Depressive Illness and the Artistic Temperament, as a main resource. Her final conclusion from this is that, "Jamison's book does not provide us with any answers, but it raises several new and interesting questions. If the behavioral characteristics of the creative process are similar to those of a genetic, neurobiologically-related disorder, then it is conceivable that creativity arises from the interaction of certain neurons in the brain.

Anzia Yezierska’s novel Bread Givers and Assimilation of Jews Essay

Anzia Yezierska’s novel Bread Givers and Assimilation of Jews An entire chapter of Eric Liu’s memoir, The Accidental Asian, is founded on the supposition that Jews today serve as a metaphor for assimilation into American culture. According to Liu, this is due to the ease with which Jews have been able to assimilate. However, the progress that Jews have made in embracing and affecting America has been gradual rather than instantaneous, as evidenced by the character Sara Smolensky in Anzia Yezierska’s novel Bread Givers. Sara is not the symbol of an assimilated Jew, but instead represents a period of transition between complete assimilation into American identity and complete dissimilation from her Jewish and Polish heritage, neither of which she can fully accomplish. Her identity was both â€Å"made† and â€Å"unmade† by her interaction with America, and she is left struggling for a new self that can interweave her ancestral past and her American present. Perhaps the best example of Sara’s deviation from her Jewish heritage and her attempt to assimilate was her refusal to allow the undertaker to tear her suit during her mother’s funeral service. The clothing that she wears is a symbol to her of wealth and of being an American. For Sara the ripping of her clothing had become an â€Å"empty symbol,† a cultural construction with only symbolic meaning that could help to identify her ethnicity, and does not serve any logical purpose. After being distanced from her family and immersed in American culture for so long, she no longer understands the purpose of the action, and posits verily that â€Å"Tearing [her only suit] wouldn’t bring Mother back to life again† (Yezierska 255). This represents a clear distinction between volunta... ...rself in between the two, and in doing so partially â€Å"unmakes† the ethnic identity passed on to her from her ancestors. The question of whether she is more assimilated into American culture or is more dissimilated from the culture of her ancestors is arbitrary and ambiguous. She is simultaneously both and neither; she is a new person who enjoys the American way of life but will always feel burdened by the â€Å"weight† of her ancestors â€Å"upon [her]† (297). Works Cited Liu, Eric. â€Å"New Jews.† The Accidental Asian. New York: Vintage Books, 1998. 145-74. Sollors, Werner. Forward. â€Å"Theories of American Ethnicity.† American Quarterly. 33.3 (1981): 257-83. Takaki, Ronald. â€Å"Between Two Endless Days.† A Different Mirror: A History of Multicultural America. Boston: Little, Brown and Co., 1993. 277-310. Yezierska, Anzia. Bread Givers. New York: Persea Books, 2003.

A Comparison of Special Education Philosophy, Policies an Dpractice Essay

The focus of this study is to compare the educational philosophies, policies,and practices between Malaysia and Japan, with regard to the education of children with special needs. Malaysia and Japan have some common historical experiences in that both countries were involved in the Second World War, both were colonised and given independence by Anglo-American powers. Geographically they are both in Asia. A significant difference between the two countries is the homogenous nature of Japan’s population and the pluralistic multicultural, multi lingual, multi ethnicity and religions of Malaysia. Japan is a developed and industrialised country whereas Malaysia is developing and targeting to be an industrialised one. Japan’s population of 127 million dwarfs Malaysia’s 29 million. It is needful to examine the set up of other countries, discover the root of the problems and analyse their solutions so as to better understand one’s own education system, avoid mistakes made and adopt suitable models accordingly. Hence, in this comparative study, an Asian country was chosen over an Anglo-American one, because Japan and Malaysia are both culturally group-oriented, power concentrated, inclined to be replicative and relationally holistic. As such it is probably easier to relate to contextually in matters relating to adapting globalised best practices in a culturally sensitive way. This paper seeks to look at the special educational policies and philosophies of both countries, study their practises, identify key issues and challenges faced, and to discover possibilities for mutual exchange, growth and development. There has always been a personal interest in Special education probably from parental influence and also from exposure to special people at a very young age. The increasing awareness of Special Education in Malaysia can undoubtedly be attributed to regular reporting by the media and the escalating pervasiveness of information technology available to the masses. In recent years, Special Education has given more attention to a wide range of learning difficulties, including dyslexia, autism, attention deficit hyperactivity disorder [ADHD], Asperger’s syndrome and so on, with focus somewhat moving away from visual, hearing impairment and physical, mental impairments. This is probably because in most developing and developing countries, visual and hearing impairments have already well-established special educational practices. For example, Special schools where various learning aids, such as sign language, Braille and magnified letters are used to accommodate the students’ teaching and learning needs. Some countries such as Japan and the United States of America (USA), have advanced to providing not only basic education but also pioneering tertiary education for the visually and hearing impaired. Different forms of learning difficulties have emerged over the past 25 years and are probably still emerging. In the past, these special needs (learning difficulties) were all classified under mental retardation, but as discoveries continue to be made and learning difficulties are classified differently, statistics show that mental retardation worldwide has dropped considerably. As these conditions are discovered and researched, some theories about these conditions change and some evolve due to these theories being challenged or disproved and new theories being proposed. For example there is a wide range of autism, from highly-functioning to deeply autistic. Some children who were diagnosed as autistic ten years ago, are now discovered to have Asperger’s disorder. Disorders along the Autism Spectrum Disorder (ASD) continuum include autism, pervasive developmental disorder, Rett Syndrome (American Psychiatric Assocciation, 1995) and Asperger’s disorder. Since ASD exists along a spectrum, intervention especially communication intervention must be highly individualized ( Schreibman, koegel, Charlop, & Egel, 1990), thus intervention-wise, a child with Asperger’s Disorder is to be regarded quite differently from an autistic child. The field of special education has seen growth that has been unprecedented and it is likely to continue with more contemporary curricula, programmes, materials and resources evolving at a rapid rate, driven by a developmental theoretical perspective. In response to the increasing number of children diagnosed with special needs and especially that of learning difficulty, it is imperative that policies, philosophies and practice of special education need to be redefined, reviewed and refined to cater for the development and nurture of these children. Common special needs include challenges with learning, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disorders. There are many famous personalities who have special needs and disabilities but have excelled in sport, fine arts, physics and in the music and movie arena. Olympic swimmer Michael Phelps made history by breaking records and winning eight gold medals. He also inspired thousands by speaking candidly about having ADHD. His mother has also been very public about telling their story. Professor Stephen Hawking, a renowned Physicist, is a well-known example of a person with multiple neurone disease who has against all odds, succeeded in life. Hawking cannot walk, talk, breathe easy, swallow and has difficulty in holding up his head. He could have well been classified as mentally retarded and severely physically handicapped and discharged to a home of the Spastics, yet he defied his doctor’s prognosis of not surviving more than 21 years. Stevie Wonder was born prematurely and as a result, he was never able to see. Wonder stands out as one of the most celebrated American musicians of all time. To his credit, he has won 26 Grammys and an Academy Award. This has earned him rightful standing in the Rock and Roll and Songwriter’s Halls of Fame. Phelps was told that he could never focus on anything, Hawking, that he wasn’t an exceptional student and Wonder, that he could never make it in life. They are an inspiration to one and all, both stakeholders and non-stakeholders alike. On this note let us look at Japan. JAPAN [pic] Figure1. 1 Map of Japan For many, the word Japan conjures up mystical Samurais, beautiful, graceful and demure kimono-clad geisha girls, sashimi (Japanese raw fish), beautiful spring apple-blossoms, ancient temples, lightning–fast bullet trains, Toyotas and Hondas, even the Iron Chef competitions and the list goes on; but education is certainly not an image that fills your mind when you hear the word Japan! Japan is an island country located in the Pacific ocean. It’s an archipelago of over six thousand islands, the largest being Honshu, Hokkaido, Kyushu and Shikoku accounting for 97% of Japan’s land area. Japan is often referred to as the ‘Land of the Rising Sun’ because the Japanese characters that make up Japan’s name, Nippon-koku or Nihon-koku means ‘sun origin’. Most of Japan’ s islands are mountainous and many are volcanic which is not surprising as Japan sits on the Pacific Ring of Fire. Mount Fuji is the highest mountain in Japan and an active volcano that last erupted in 1707–08. Japan has a population of 127 million people, ranks the tenth-largest populated country in the world. Tokyo is the capital of Japan with a population of 12 million. It is the Japan’s centre for culture and education and also the nation’s economic and industrial hub. The main language spoken is Japanese and most Japanese are of the Shinto-Buddhism faith. Since 1947, Japan has maintained a unitary constitutional monarchy with an emperor and an elected Prime Minister as head of government, with an elected parliament called the Diet. It is a highly industrialized, developed country and a major world economic power. Japan has the world’s second-largest economy and the third largest in purchasing power parity. It is also the world’s fourth largest exporter and fifth largest importer. It is the only Asian country in the G8 and a current non-permanent member of the United Nations (UN) security council. According to both the UN and World Health Organization (WHO) estimates, Japan has the highest life expectancy of any country in the world, and the third lowest infant mortality rate. History of Education Japan’s education maybe conveniently divided into pre-World War II(WW),post WW II, and modern Japan. On the whole, pre-WWII education was controlled centrally by the government, the education philosophy was guided by the Imperial Rescript Education (1890), Japanese values and Confucian principles were taught and stressed by society. Primary education was available to all but secondary and tertiary studies were elitist and discriminatory. This old system collapsed at the end of WWII and the United States Education Mission (1946) introduced new ideas and structures into the Japanese system such as extending free but compulsory education from six to nine years, higher education became more non-elitist, social studies was emphasized above moral studies, school boards were locally elected as opposed to being appointed under the old system, and teachers unions were formed. In 1952, Japanese sovereignty was restored and many reforms reverted back to the old system; school boards were by appointment, Japanese ideals moral studies were put back into the curricula but the 6-3-3 structure intended at democratizing education remain until today The University Control Law (1969) and other reforms emerged in the 70’s. Education in Contemporary Japan is under the jurisdiction of the Ministry of Education, Culture, Sports, Science and Technology (known also as the Monbukagakusho or MEXT). Three tiers of administration attend to the financial and supervisory educational services; namely the national (MEXT0, Prefectural (upper tier) and municipal (lower tier). There are five levels of schooling in Japan: Preschool which is free to all but not compulsory, Primary and Lower Secondary levels which are free and compulsory, and Upper Secondary and Higher Education which are neither free nor compulsory. The Fundamental Law of Education, the School Education Law and the Social Education Law provide the philosophies, policies and practices throughout the nation. The Japanese value educational excellence at all levels and their education system is thought to be extremely prestigious. Japan is consistently ranked at the top internationally in both Maths and science by the TIMSS (Trends in Interntional Maths and Science Study). Japanese education helps build student motivation. Their philosophy emphasizes effort over ability hence in the Japanese classroom, everyone is taught the same concepts and students are engaged in higher-order thinking skills. Correct answers are withheld and students are presented with material such as puzzles and encouraged to think of as many ways as possible to solve the problem. Fast and slow learners are not separated and advanced students help the less able, cooperation, a sense of belonging and oneness are fostered. This attitude is particularly important when it comes to special children. Special Education in Japan A brief history In 1878, the first special school for children with visual and hearing impairment was established in Kyoto. The first special class for children with intellectual disabilities was set up in 1890 in Matsumoto City, in Nagano Prefecture. To date Japan has 222 and 210 years of history respectively in the area of Special education, a figure to be proud of indeed. The number of special schools and special classes for children with various kinds of disabilities increased favorably until around 1930, but thereafter the WWII devastated special education. At the end of the WWII, the external number of special schools for children with blindness and deafness was still more than 100, but most schools were burned by air raids. In the case of special classes, all were closed except one in Tokyo, at which the children were also moved to rural areas without schools, let alone special classes. Special education had to be reconstructed after the WWII based on the philosophy of democratic education, which was introduced by the educational policy the United States who was then the occupation army. In 1947 compulsory education for primary school and lower secondary schools was introduced. Special education was rapidly rebuilt beginning with visual and hearing impairments schools and classes, followed closely by schools for intellectual disability, physical and health impairment. The development of special education since the end of WWII maybe seen as (1) Development of special schools and special classes. 1947- 1979 (2) Movement of integrated education – 2000 (3) Development of special needs education. – Present day The motto of the Special Needs Education System of Japan (SNES) – Where children with disabilities learn – is bold and apt. Looking at Figure 1.2, it is clear that special-needs children are given due consideration at all levels from pre-school right up to upper secondary school. Figure 1. 3 show that as the degree of disability goes from mild to severe, the children are correspondingly moved from regular classes with team-teaching, achievement-based teaching ,small-group classes, Special Support Service in resource rooms, to special classes and then on to Special Needs Schools. The four categories of special needs, the blind, the deaf, the intellectually disabled, the physically disabled and the health impaired in figure 1. 4, show the ratio of children with multiple disabilities in Special Schools in elementary and lower secondary levels. Due to increasing number of students with multiple disabilities, there is a move away from of schools catering only for single disabilities for example the blind or deaf. Japan has a national curriculum standards for children with disabilities called ‘the Course of Study or Gakushyu-shido-yoryo for schools serving the blind ,the deaf, children with physical and mental disabilities and health impairments. It can be amended when necessary to tailor to specific needs for these children. Parents, school board members and or medical and social personel are consulted in order to determine which curriculum suits the child best, be it one to one teaching, small group teaching, individual teaching plans or inclusive integration onto regular classes. Even when there is profound disability, the child is eligible for education according to their needs. In some cases teachers visit homes or institutitions to provide home tutoring. In major hospitals classes are available for children necessitating hospital treatment. Only 0. 001% of children in Japan are allowed postponement or exemption from school education. Teachers in Special education are required to have a license for special education in addition to their basic teaching license. The NISE provides highly specialized training courses. Local Special Education Centers in prefectures offer programmes to upgrade or learn new skills. Case conferences and Teacher’s study-meetings are conducted at school level. The NISE conducts research such as nationwide surveys to assist in making future national policies with regard to special education. At prefecture level, research and development schools and model schools are present throughout the country. Local Special Education Centers, Colleges and Universities conduct ongoing research on teaching methods to enhance Special Support Education. As part of the 2007 reform, the SNES aims to have schools for Special Needs Education where staff are competent in knowledge and understanding on more than one disability, so that students with multiple disabilties are be accepted and integrated into each local community. By mid 2010, Japan plans to launch their first graduate school for students with visual or aural impairments at the state-run Tsukuba University of Technology, their only University for the deaf. According to the university, it will be the world’s first graduate school for visually- impaired students and the third for hearing-impaired ones, following the footsteps of such schools as Gallaudet University in the United States, Master’s degrees will be offered: Industrial technology for visually challenged students and health science courses for hearing-impaired students. Academia is possible to all, those with special needs and those without, unless there is brain injury and the cognitive abilities are damaged. As the adage goes â€Å"There is no learning disability only teacher inability†. MALAYSIA [pic] Map of peninsular Malaysia and East Malaysia (Malaysian Borneo)Fig 1. 2 Malaysia, is made up of West Malaysia (peninsular Malaya) and East Malaysia (Sabah and Sarawak states) in nothern Bourneo. It is a land of beauty in its diversity, located in the heart of South East Asia, see figure 1. 2 which had for centuries attracted merchants and traders plying the ancient, lucrative spice and silk route between India and China. It is therefore no surprise that Chinese, Indian and Malays are the major contributors to Malaysia’s rich and vibrant cultural heritage, together with the indigenous people. Malaysia is a multi-ethnic, multi-cultural, multi lingual and multi-religious society, known for their warm hospitality, interesting and delicious variety of food and a delightful fusion of cultures making Malaysians attractive and unique. Bahasa Malaysia is the official language, but English is taught as a second language and many Malaysians are tri lingual: proficient in their mother tongue, in Malay and in English. Malaysia is well endowed in natural resources such as minerals,[ mainly tin and petroleum] agriculture and forestry. It is one of the world’s top exporters of natural rubber, palm oil, sawn timber, coca and pepper. Malaysia boasts of rich biodiversity and a wide habitat range, in the Gunung Mulu National Park, and in the Mount Kinabalu district of Sabah. Both have been marked as World Heritage Sites. In 2009 two interesting and historical townships, Malacca and Penang were also given World Heritage status. Today Malaysia is an independent nation state with a parliamentary constitutional monarchy. Kuala Lumpur is the largest city and the capital of Malaysia. It is also the main financial and commercial centre of the country. Malaysia is recognized as an emerging industrialized country with a GDP per capita PPP ranking at 48th in the world and second in South East Asia. For the past 20 years, Malaysia has been on a fast track development drive with measurable physical and economic success. Unfortunately, services and facilities enabling tangible inclusion of People with Disabilities (PWDs) into their communities were not developed in tandem, resulting in Malaysians with Disabilities excluded from enjoying a barrier-free environment and normal enriching independent lifestyle. There is a pressing need to firstly look at the education commitments of Malaysia to the children with disabilities so that indeed the mission of the Ministry of Education ‘To develop a world-class quality education system which will realise the full potential of the individual and fulfil the aspiration of the Malaysian nation† can achieved, and to reach their objectives stated below: – To produce loyal and united Malaysians. – To produce happy, well mannered individuals who have faith, knowledge and vision. – To prepare the nation? s human resource for its developmental needs. – To provide educational opportunities for all Malaysians. HISTORY OF EDUCATION Pre WWII, secular schools were mainly an innovation of the British colonial government, and English-Language schools were considered prestigious at that time. Post WWII, education was mainly aimed to feed the needs of the colonial government though the Malay, Chinese and Indian communities fought hard for their mother tongue to be used as a medium of instruction. Post independence (1957) in accordance to the national language policy, the government began to change English-medium primary and secondary national-type schools into Malay-medium national schools. In 1970, the language change was made gradually starting from the first year in primary school, was completed by the end of 1982. Malaysia’s belief that (NEP),New Economic Policy 1960-1970, the National Development Policy,1071-1990, The first to ninth Malaysia Plan, 1991-2010, ensure adequate funds to the Education sector for the development of the nation’s human resource and capital. It is through this course of action that the Malaysian Education system succeeds in responding to the issues of access, equity, quality and effectiveness of education for all Malaysians in a 6-3-2 structure. Education in Malaysia is overseen by two government ministries: the Ministry of Education for matters up to the secondary level, and the Ministry of Higher Education for tertiary education. Each state has an Education Department to help coordinate educational matters in their respective states, although education is the responsibility of the federal government. The Education Act of 1996 is the main legislation governing education which designates six years of primary education as compulsory. Pre-school is optional and most pre-schools are for profit and privately run. Five years of secondary schooling is not compulsory. For their pre-university studies, students have an option of doing two years of Form six or the Matriculation. Free education is provided from Primary one right up to Form six. A Brief History of Special Education Jabatan Pendidikan Khas (JPK) or the Department of Special Education, from being just a unit in the Education Department was established as a Department in its own right in 1995. It plays a major role in curricula planning and implementing the quality of special education programmes in both the primary and secondary schools in Malaysia. However the programmes for the deaf have a much longer history, the first residential school for the deaf was established in 1954. Interest towards Special Education in Malaysia began in 1920s among volunteers who were involved in the opening of schools for the hearing and visual impaired. The Cabinet Committee Report that studied the Implementation of Education Policy through the Recommendatory 169 was the beginning of a clearer focus and emphasis on the development of Special Education in Malaysia. The recommendatory says that: â€Å"With the awareness that the government should be responsible towards the  education of disabled children, it should then take over all the responsibilities from the organizations handling it currently. Moreover, the involvement of volunteers in developing the education for disabled children is encouraged. † SPECIAL EDUCATION PHILOSOPHY. The MoE Philosophy for Special Education states that ‘Education is given to develop the students physically, emotionally, spiritually and intellectually so that students can be educated to the highest possible level to enable them to obtain employment and live independently’. Programmes are based on the following policies: †¢ Education Act 1996, Chapter 8. †¢ Education Act (Amendment) Act 2002. †¢ Education Regulations (Special Education) in 1997. †¢ Policy Committee decision, the Ministry of Education [Education Planning Committee (SRC), Meeting Management Ministry of Education, Centre for Curriculum Committee (DFA) and Department of Management Meeting Special Education]. International Declarations: †¢ United Nations’ World Programme of Action concerning Disabled Persons (1983). †¢ The World’s Declaration on Education for All (1990). †¢ The United Nations’ Standard Rules on the Equalisation of Opportunities for Persons With Disabilities (1993). †¢ The Framework for Action on Special Needs Education (Salamanca Statement) in 1994. †¢ Biwako Millennium Framework for Action Towards an Inclusive Barrier-Free and Rights-Based Society for Persons with Disabilities in Asia and the Pacific (2002). Three ministries service children with disabilities. They are, the Ministry of Health, the Ministry of Women, Family and Community Development (WFCD) and the Ministry of Education, but education for these children are only under the auspices of the Ministry of Education and the Ministry of WFCD. The Ministry of Education provides educational services for students with special needs who have visual and hearing impairment, learning difficulties, and those needing special remedial help. Learning disorders are categorized as follows: – Downs Syndrome – Mild autism – Attention Deficit Hyperactivity Disorder – Mild Mental Impairment and – Specific learning disabilities (eg. Dyslexia). The Ministry of WFCD provides services for children with the following problems: – severe physical disability – moderate and severe mental retardation – various other defects such as and – defects that do not allow the children to learn in schools provided by the Ministry of Education. Special Education Department’s Vision and Mission JPK’s vision statement is ‘Quality Education Generates Excellence Among Students with Special Educational Needs in line with the National Education System’, with the mission to develop excellent special needs human capital based on a holistic, relevant and quality education system so that there is – Optimum development the individual’s potential – Ability to compete and be marketable. – Moral values as a responsible citizen – Smart partnerships with various parties The Special Education services provided by the Department of Education are: †¢ Special schools for pupils with visual and hearing impaired and learning (secondary). †¢ Special Education Integration Programs for students with special needs and learning disabilities, impaired hearing and sight impaired. The program is available in non-residential, normal primary and secondary schools as well as in Technical/Vocational training (secondary) schools which adopt withdrawal or semi-inclusive approach. Programmes such as the Special Education Integration Programme and the Special Rehabilitation Programmes are fully administered at state levels by the State Education Department, whereas the Integration of Special Education Programs in Technical and Vocational Education is administered by the Department of Technical Education. The Malaysian Education for All Mid-Decade Assessment Report 2000-2007 states that one of the strategies is to expand preschool places for children with special needs from 32 integration classes to 100 classrooms in order to integrate children aged 5-6 with single disability, usually the learning disabled. Expansion necessitates therefore training the necessary preschool teachers and teacher assistants and also the proviso to amend the Special Education Regulations Act 1997 to accept students with two disabilities. UNICEF, working together with the Ministry of Health’s Development Division (MHDD) devised a standardised screening tool in 2006 to improve the early detection of autism amongst toddlers so that early intervention can be instituted. Issues with Sexual and reproductive health for children with special needs are also looked into, in response and recognition of their high risk of sexual abuse and exploitation, because it directly impacts their learning and overall development. ANALYSIS Japan as a leading economic power and highly industrialised country and Malaysia as a developing and emerging industrialised one, have commonalities in that were both affected deeply by WWII, and both were dominated by a foreign power, so it is interesting to see each country recovered, rebuilt and developed post-war and how Special education has evolved since then. Looking at the philosophy with regard to Special Education mentioned earlier on, both Japan and Malaysia are very similar in that both are highly commendable, comprehensive and impressive, subscribing also to many international special-education charters such as The United Nations’ Standard Rules on the Equalisation of Opportunities for Persons With Disabilities (1993). |Mission and Vision of JPK Malaysia |Mission and Vision of the NISEJapan | | |The mission of our institute as the National Institute of | |JPK’s vision statement is ‘Quality Education Generates Excellence |Special Needs Education is to contribute to:Improving the | |Among Students with Special Educational Needs in line with |quality of education for children with disabilities and to | |the National Education System’, with the mission to develop excellent|make educational provision to meet individual educational | |special needs human capital based on a holistic, relevant and quality|needs. We aim to do this by working with the national and | |education system so that there is |government organizations. Our vision is | |- Optimum development the individual’s potential |Research Activities that contribute to National | |- Ability to compete and be marketable |Administrative Needs | |- Moral values as a responsible citizen |-To undertake research that contributes to the formulation | |- Smart partnerships with various parties |of National Policy for Children. | |- Providing education opportunities and facilities for students |Practical Research that contributes to Education | |with special educational needs. |- To undertake advanced and practical research that | |- Providing relevant education to every student with special |contributes to education | |educational needs. |Specialized Programs for Teacher Training | |- Providing opportunity for students with special educational needs |- Provide systematic and special training for the school | |to develop their talent and potential. |staff who plays the role of leadership in special needs | |- Providing sufficient and up-to-date teaching and learning |education from local public organization and support them. | |material. |Training Programs that Respond to New Challenges | |- Ensuring sufficient trained teachers in special education. |- To implement training program for the major issue of | | |National Policy and/or urgent issue at educational site | |- Planning and managing all primary and secondary special schools. |flexibly and promptly. | |- Planning and coordinating all special schools integration program. |Counseling and Consultation that Provide Activities that | |- Planning, coordinating and evaluating policies and regulations, to|Supports Local Public Organizations | |ensure education is well-balanced, to help, service and support |- To conduct consultation and provide the information for | |students with special educational needs and implement the special |counseling and consultation to the organizations. | |education vocational policy. |Provide Information for Special Needs Education | |- Planning curriculum, activities and special education affairs. |-To collect, analyze, arrange and make database of the | |- Providing special education planning, research and evaluation. |information on special needs education from domestic and | |- Providing training plan and staff development; and |overseas and provide comprehensive information to teaching | |- Coordinating Special Remedial Education Program. |site. | | |Cooperation and Partnership with Universities and | | |Organizations in Domestic and Overseas. | | |- to collaborate and cooperate with universities and | | |organizations locally and abroad through seminars, to | | |research, analyze and evaluate the issues, and to share our| | |practical research results in special needs education. | One difference in their philosophy is that when it comes to learning, the Japanese put value and emphasis in effort over that of natural ability, resulting in primary school students being taught in classes that have not been streamlined into good, average or poor students, whereas stream lining students according to their academic performance is practiced by Malaysia and many other countries. It follows then that, if effort is put into the education of a special-needs child, the child can reach its full potential given all the necessary support. This attitude has given Japan an advantage of having an over 200 year history in educating people with special needs, which began with addressing the visual and hearing impaired. The Japanese School Education Law places special education firmly within the framework of the total education system by emphasizing that it is not separate from ordinary education. Japanese special education now officially recognizes seven categories of disability: the blind and partially sighted, deaf and har.

Should Wizard Hit Mommy

SHOULD WIZARD HIT MOMMY MORAL ISSUE John Updike’s story Should Wizard Hit Mommy’ raises a very pertinent and a profound issue. Should parents have the prerogative to always decide what is best for their children? And are children supposed to listen to and obey their parents unquestioningly? Roger Skunk, though an obedient child, is a sad and a depressed one. His awful smell keeps others away and he has no friends. When the Wizard fulfils his wish and Roger Skunk gets the rose smell, he is thrilled.All the other creatures love the smell and play with Roger Skunk. However Roger Skunk’s mother is not happy. She wants her son to get back his original smell. Roger Skunk accepts his mother’s dictate and slowly the other creatures get used to his smell. Jack, who brings this twist in the story, does so to expose Jo to the harsh realities of life. But Jo insists that Wizard should hit mommy, for making the Wizard give Roger Skunk back his bad smell. Jack is adaman t in his refusal to change the ending of the story.He maintains that mothers are always right and that they know best. John Updike thus raises a very relevant question. Are parents always justified in enforcing their views upon their children in an attempt to teach their children what is right and what is wrong. Parents have experience and knowledge on their side whereas children view everything with their heart and want all to be happy and joyous. Parents need to guide their kids but they should also have the patience to respect and consider their children’s viewpoint. MIDDLE POSITIONJOHN UPDIKE in his story Should Wizard Hit Mommy’ portrays Jack as a new age father and a husband. In departure from the past, Jack does try to contribute his bit in helping his wife and look after the kids. It is Jack’s duty to put their four year old daughter to sleep in the evenings by telling her a story. Jack has been doing so for all these years. But now as Jo is growing olde r this chore has become an ordeal for Jack. Jo no longer falls asleep easily. She is an inquisitive child who has her queries and doubts about everything.Jack has little patience for her questions. Jack who is desperately trying to put Jo to sleep also needs to help his wife. His wife, Clare, who is pregnant, is painting the woodwork downstairs. Jack needs to help Clare as she should not be moving heavy furniture. Jack fails miserably on both the fronts. He is neither able to put Jo to sleep nor is he able to help his wife. Jack feels totally miserable and helpless. The monotony and drudgery of married life disturbs and disheartens him.He feels trapped in the cage of matrimony with so many duties and demands, which he is unable to meet and fulfil. Jack tries to be hands on father and a helpful husband. Yet the traces of chauvinism and superiority are clearly visible. He does not like being contradicted by his daughter. He wants women hanging on to his words and not question him. Thu s Jack does seem to be caught in a difficult middle position. He is angry and absolutely frustrated at his inability to do the right thing.

Sweat Zora Neale Hurston

â€Å"Sweat† by Zora Neale Hurston is filled with many religious symbolism. Good versus evil plays a large role in the development of Delia and Skype Jones, as characters. The story is about Delia, an African American woman who is a washwoman for whites. Delia consistently looks to her religion for guidance and support as she endures the many hardships that she faces because, which are caused by her abusive husband and unfaithful husband, Sykes. Delia and Sykes Jones is a couple that have opposite moral values, but yet they are tied together through marital vows, that no longer have much importance or value. Delia Jones is portrayed as the Protagonist and a very modest woman of weakness who later gains the strength to stand u to her abusive husband Skyes. Delia looks to God and her religion to help her build the strength she needs, so she can continue to be protected from her husband who is both physically and emotionally abusive to her. However, Sykes Jones, is every bit the opposite of Delia Jones. He has neither religious values nor any important moral standards. He is an adulterous, who takes Delia’s hard working money, and spends not on his wife but on his mistress Bertha. Delia who relies solely on her faith and continues to stay contempt, no matter how her husband treats her, but Delia warned him that in the end, Sykes â€Å"sometime or ruther, Sykes, like everybody else, is gointer reap his sowing (par. 26). † The white clothes that Delia washes are a symbol of Delia’s character, as being humble and having a humble spirit through all of Sykes emotional torment. While the white clothes are symbols of purity ad humbleness, Delia is a symbol of a God (Christian) like figure. The snake and whip are symbols in the story that represent evil. A snake is generally recognized as evil religiously, because of the biblical story Adam and eve, when Satan turns into a snake. There were two instances in the story when Sykes decides to scare Delia; the first instance is when he rubs the whip on Delia and makes her think its and actual snake, the other instance is when Sykes decides to place a box outside the front door with a rattle snake inside. Since Sykes is the one creating these scare tactics to Delia, he can also be seen as a symbol of evil, which he becomes the evil antagonist of the story. These two instances could also be seen in the religious aspect with Adam and Eve. Another symbol that was present in the story was the dark grey sky. The dark grey sky symbolically means evil, remorse, and sadness. The dark grey sky came about when the snake Sykes used to scare Delia with, bites and kills him. While Sykes was dying, he was now feeling remorse for all his evil doings that he has done to Delia, so we think because he was calling out for her after the snake had bitten him. As the sky clears the story brings about another last symbol. Eventually, at the end of the story is when the reader can really see the Good vs. Evil. Sykes soon begins to â€Å"reap is sowing†(par26), when he comes home and is killed by the snake, the one thing that he had used to scare Delia with so bad that she would leave, or die even. As Sykes is dying the sky begins to clear and the sun begins to rise. The clear, light sky and the sun represents freedom, purity, and peace, and the clear sky can also represent the Delia’s character as well as the white clothes that were mentioned in the beginning of the story. In all the symbols that were present in the story, the most important symbol was Delia’s sweat. Delia’s work-worn knees crawled over the earth in Gethsemane and up to the rocks of Calvary (par. 58)† Delia worked constantly just so she could provide for her family; however, Sykes was not appreciative at all. The sweat was a symbol of Delia’s’ hard work, pain, and tears; because through out the story Delia worked, cried many tears, put up with Sykes antics, but she stil l remained contempt through all his mess. All in all Delia’s sweat represents how she work through to those trying times to take care of her family, there was a lot of pain and tears as well. Within the story there were certain things that really stood out religiously. The white clothes that Delia washes represent her character as humble, sanity, and how she remained contempt through Sykes torment and antics. The snake is show a couple of times within the story as well, when Sykes rubbed the bull-whip over her shoulder, the other is when he brought a real snake he had caught and placed it in the soap box. The snake ties into the Adam and Eve story when Satan took the form of a snake. The snake can also represent Sykes character as the antagonist. Zora Neale Hurston uses a lot of symbols and images that allowed the readers to actually visualize the story. Her short story also revealed how no matter how much a person is in love with someone, if the other person does not love them then, not even marital vows can hold an importance. This story also shows the times. This story shows that back then some men just did not care enough for their wives to help them take care of the home. Some may have felt as though they call all the shots and when things did not go their way then they get upset. However, it shows that no matter what everybody will one day have to reap their sowing just as Sykes had to, when his own antics caused him his life.

Primary caregiving for Toddlers in Early childhood education Essay

Essay: Primary caregiving for Toddlers in Early childhood education Within this assessment I aim to investigate primary caregiving for toddlers in early childhood education; considering the influence of historical and contemporary developments, theoretical perspectives, quality provision, specific pedagogical approaches and my personal professional philosophy of teaching and learning. Primary caregiving describes the relationship between toddlers and the most significant adult within their life, generally referring to their mother (Bernhardt, 2000); in early childhood education this concept refers to a kaiako taking on the primary role of their care within the learning environment. Primary caregiving in early childhood education has been recognised as the perfect opportunity to engage in sensitive and responsive encounters; such as nappy changing, feeding and observing the toddler within the environment, the observations are used to gather information for curriculum development and to communicate to parents (Rolfe, 2004). Clarence Edward Beeby and his wife Beatrice established the first play centre, in Wellington in 1941 (Stover, 2010). The emphasis of play centre was parent involvement, parents stay with their child/children throughout the session. Play centres are parent-led early childhood centres offering quality education for children in small mixed-age groups. The play centre association provide free parenting and early childhood education for parent members. In 1963, Sonia Davies established The New Zealand Childcare Association (NZCA) recognised as a courageous and charismatic leader, working to support private and community early childhood learning environments and those involved within the organisation. The notion of NZCA was to promote a quality in early childhood education (Stover, 2010, p. 12). In the 1980s, quality in early childhood education was investigated leading to the development of the Meade Report (1988); the government commissioned and identified recommendations regarding quality in early childhood education services in Aotearoa/New Zealand the Meade report includes but is not limited to group size, staff/child ratio, and providing a safe and healthy environment. Theoretical perspectives can be linked to Bronfenbrenner’s ecological theory; identifying the layers of influence in a child’s life, focusing on the quality and context of the child’s environment. Bronfenbrenner explains how relationships within social and cultural worlds influence behaviours, development and learning, shaping us into who we become (Drewery & Bird, 2004). Lev Vygotsky believed who we are and what we do is due to the influence of our cultural surroundings, referring to socio-cultural philosophy of learning (Vialle, Lysaght, Verenikina, 2005). Vygotsky an influential contributor to the evolving acknowledgment of the significance of relationships in learning and development, believed children engage in and undertake tasks when they have a mentor guiding them; involving positive interactions between adults and children (Arthur, Bleecher, Dickett, Farmer & Death, 2005). The attachment theory developed by Bowlby and Ainsworth in 1969 was inspired by ethological research on imprinting behaviour (Lorenz, 1952); developed to provide information regarding the way children gain perception of relationships, identifying a set of observable behaviours relating to social and emotional attachment. Bowlby believed the quality of attachment relationships forms the foundation of emotional development; the attachment theory explains how young children from bonds with specific people, such as parents or other close adults such as kaiako. A secure attachment status supports the toddler to explore freely, seeking support when needed. Loughran (2010) identified in pedagogy as the relationship between teaching and learning, understanding this interplay between teaching and learning and learning and teaching is an important shift in focus from teaching alone because it really means the two exist together† Relationship pedagogy recognises toddlers individual learning techniques accompanied by the kaiako’s reflection where the kaiako identify and implement personal values and beliefs into the care and education within the learning environment. . Gallagher and Mayer (2008) recognised pedagogical involvements with toddlers as gentle, responsive and individualised timely adjustments, responding to children’s verbal and non-verbal cues, temperament, cultural background, interests and current ‘zone of proximal development’. The introduction of a three-year early childhood teacher-education qualification in 1987 provoked kaiako to reflect on their practice with infants and toddlers with the intent to see teaching and learning as a holistic endeavour going beyond physical care. The concept of quality in early childhood education has been under investigation for the last three decades, with significant research undertaken to examine the components of quality within the organisation (Dalli, White, Rockel & Duhn, 2011). Rolfe (2004) believes to foster relationship based pedagogy kaiako need to understand attachment theory, and the implications of pedagogical relationships. Dalli, (et al., 2011) identifies relationship pedagogy comprising of care, respect and security involving responsive relationships, by understanding the manner in which the kaiako approaches relationship pedagogy is influenced by individual perceptions of the child as learner. Through building relationships getting to know the children kaiako are able to observe the learning which takes place (Dalli, et al. , 2011). The Ministry of Education, [MoE] 1996 acknowledges the importance of responsive relationships in early childhood education: â€Å"In order to thrive and learn, a toddler must establish an intimate, responsive, and trusting relationship with at least one other person† (p. 22). I recognise relationships are an important characteristic of early childhood education, which impacts toddlers learning and development within the environment. As an early childhood educator I am committed to supporting young children and their whanau throughout the child’s early childhood education; in able to support children throughout their learning journey it is imperative I understand the unique qualities of each child within my care, through implementing a primary caregiving system I would be able to form quality relationships with a small group of toddlers and their parents/whanau. Primary Caregiving System refers to the allocation of specific kaiako to individual children, the kaiako are responsible for the toddler’s overall well-being within the environment. To ensure quality care the toddler needs to form a secure attachment with their primary caregiver. Quality relationships between kaiako and toddler’s, fosters learning and development; this supports the kaiako to adapt and support individualised learning opportunities. Many theorists, including those whose ideas underpin the principles and strands of Te Whariki, support the significance of nurturing responsive reciprocal relationships through primary caregiving. Relationships developed from implementing the primary caregiving system can be supported by Bronfenbrenner and Vygotsky’s theories, by the way in which relationships shape and influence a child’s development. Relationship pedagogy recognises individual pace of learning, which in turn provides a structure for discourse. The New Zealand Childcare Association (NZCA) was founded in 1963 to support learning environments to promote quality early childhood education (Stover, 2010, p. 12). Reference List Arthur, L. Bleecher, B. Dockett, S. & Death, E. (2005), Programming and planning in early childhood settings (3rd ed.) Southbank, Victoria, Australia: Thompson. Bernhardt, J. L. (2000). A primary caregiving system for infants and toddlers: Best for everyone involved. Young Children, 55(2), 74-80. Bretherton, I. (1985). Attachment theory: Retrospect and prospect. In I. Bretherton & E. Waters (Eds. ), Growing points of attachment theory and research. Monographs of the Society for Research in Child Development, 50(1-2, Serial No. 209), 3-35. Dalli, C. , White, E. J. , Rockel, J. , Duhn, I. , with Buchanan, E. , Davidson, S. , Ganly, S. , Kus, L. , & Wang, B. (2011). Quality early childhood education for under-two-year-olds: What should it look like? A literature review. Retrieved from http://www. educationcounts. govt. nz/__data/assets/pdf_file/0009/89532/965_QualityECE_Web-22032011. pdf Drewery, W. Bird, L. (2004). Human development in Aotearoa: A journey through life. New Zealand: McGraw Hill New Zealand. Gallagher, K. C. , & Mayer, K. (2008). Enhancing development and learning through teacher-child relationships. Young Children, 63(6), 80–87. Ministry of Education. (1996). Te Whariki: He whariki matauranga mo nga mokopuna o Aotearoa/early childhood curriculum. Wellington, New Zealand: Learning Media. Rolfe, S. (2000). Understanding relationships between professional carers and toddler. In child care: A case study, action research approach. The First Years Nga Tau Tuatahi. New Zealand Journal of infant and Toddler Education, 2(1), 9-12. Stover, S. (2010). A rapid history of early childhood education in Aotearoa New Zealand. In B. Clark & A. Grey (Eds. ), Perspectives on early childhood education: Ata kitea te pae – Scanning the horizon. North Shore, New Zealand: Pearson. Vialle, W. , Lysaght, P. , & Verenikina, I. (2005). Psychology for Educators.

Research Report Paper Example | Topics and Well Written Essays - 1000 words

Report - Research Paper Example But its first real passenger run was made on May 24th 1855, Queen Victoria's birthday, in itself significant of the period it represented. At the time, the transportation of merchandise was problematic, mostly because although explorers opened new ways throughout the land, the roads were built in a very rough way, with consequent increase in the time and cost of transportation, for both goods and people. This was, however, also the time in which railway expansion was being hailed as the best possible solution for fast and cost-effective transportation, a reliable alternative to those crudely made roads, something which held even more true in new territories such as Australia. Thoughts of a railway in New South Wales started as early as 1830s, but it was to take another 20 years for the dream to become a reality. The railway met with many problems, most conspicuously the cost of its making and the New South Wales Government had to take over in September 1855. The line opened officiall y on September 26th of that same year, although on that day another two engines run and not Locomotive 1. The line was then 14 miles long with five stops: Newtown, Ashfield, Burwood, Homebush and Parramatta. Over 3500 passengers were carried in that day, and the fact that they all dressed in their finest is witness to the importance of the event in the society of the time. With time lighter locomotives were designed for passenger transportation, while the heavier original ones remained in service for goods. By October 1859 the line had evolved to the point of having six trains per day during the week going to Paramatta, and the trip took 50 minutes to complete. Locomotive No. 1, the initiator of it all, run for 22 years of service and was withdrawn on March 15th 1877. Although it was at some point refitted with some parts from other engines, it is still the only surviving specimen of its kind. It seems also a kind of poetic justice that during its conservation process it was found t o include parts of locomotives 2, 3 and 4, as if in just he one engine all four of the original team somehow survived. The Victorian era was certainly concerned with progress and efficiency as witnessed by the Great Exhibition of 1851, showcasing the greatest inventions of the world at the time in the famous Crystal Palace. It was also the time for the Industrial Revolution and the consequent changes it brought socially. It is no wonder then, that in this Renaissance-like atmosphere the railway took such an important place in both industry and imagination alike, being a harbinger of power, speed, efficiency and comfort. Related designs: The first road steam engine was invented in 1801 by Robert Trevithick, a small vehicle that managed to take four men up the Camborne Hill in Cornwall. This was the beginning, with a newer and improved version he called the London Steam Carriage, which ran from Holborn to Paddington and back, a reproduction of the Puffing Devil but still uncomfortable for passengers and expensive to run. Here is a drawing of the London Steam Carriage: However, the locomotive's true ancestor can be said to be the Pen-y-Darren Locomotive, which became famous in 1804 for successfully pulling 10 tons of iron. This is a replica of Trevithick's railway locomotive hosted at the National Waterfront Museum in Swansea. Trevithick's 1804 locomotive, full-scale replica 1) 2) Motivations and effect of the design: Although the study of steam as a source of power goes back

Exercise Coursework Example | Topics and Well Written Essays - 250 words - 1

Exercise - Coursework Example One can rely on violation of the Americans with Disabilities Act or the Connecticut Fair Employment Practices Act. The law however prohibits discrimination based on age. Section 622 sub-section 3(a) say, â€Å"It shall be unlawful for an employer to fail or refuse to hire or to discharge any individual or otherwise discriminate against any individual with respect to his compensation, conditions, terms, or privileges of employment, because of the individual’s age.† It continues in sub-section 3(b), â€Å"It shall be unlawful for an employment agency to fail or refuse to refer for employment, or other ­wise to discriminate against, any individual because of such individual’s age, or to classify or refer for employment any individual on the basis of such individual’s age...† (Eeoc.gov, 2014). In the United States of America, tobacco smoking employees are protected by state statutes — Smoker Protection Laws. At the moment, twenty-nine states plus the District of Columbia have such laws operational. Although these laws vary from state to state, employers are generally legally prohibited from either firing or refusing to hire an employee for consuming any tobacco product during non-working hours and away from the employers property. Consumption of such products in the employer’s premises or during working hours is however not protected (Provine, 2007). In Colorado and New York there is no law related to tobacco use in employment relations. Smokers are however protected under other broader state statutes that forbid employers from discriminating against an employee who engages in a lawful activity seeing as consumption of tobacco is legally

Aviation Maintenance Article Example | Topics and Well Written Essays - 250 words

Aviation Maintenance - Article Example With the use of X2 technology to trounce the design related challenges in the aircraft industry.The aircraft keep up with the advancing technology by being designed in a way that it can be flown by wire. So far the electronic control of the aircraft has shown superb performance than the human-directed, this is despite the fact the system has been in use for a short period. At the same time, there is increased acceleration and deceleration speed which is of the essence in the military planes more so for the fact that the aircraft at some point may be subjected to sudden landing and taking off for the security purposes. The new innovative ways of production and employment of the innovation in the aviation industry give room for more advanced and reliable products that meet the advanced needs of the clients. The aircraft in its form flies faster and for longer distances than the less technologically advanced planes in use. At the same time, there is increased the higher limit of the loa d.However, with increased technology and production of new technologically advanced aircraft, there is a need also to have an increased number of the maintained technology experts. With an increased surge of the new aircrafts, the world over with few people to maintain the same has made the industry and the maintenance of the modern aircrafts unbearable in terms of maintenance costs. Therefore, must a company to roll out technicians as well now that there is a shortage even for the present workload.

How do YOU attempt to balance their responsibilities for child welfare Essay

How do YOU attempt to balance their responsibilities for child welfare and crime control To what extent are they successful - Essay Example Youth crime has become a significant problem in England especially in the socio-economically backward areas. A large number of youth come across some form of offending behavior in their lives whether as a perpetrator or as a victim. Most youth commit offence though the nature of the offences may not be serious. In England, Wales and Northern Ireland the minimum age of criminal responsibility is set at 10 years while the boys and girls aged between 14 and 18 years are considered young adults. (Hollin et al 2). Sufficient evidence is available to prove that among children frequency in offending starts from the age of 8 and reaches the peak during the adolescent years at around the age of 16-17 years. Excessive levels of bullying and fighting, shoplifting, destruction to property, absence from school, defiant and provocative behavior, setting fires, physical attacks, graffiti and sexual assaults are some types of offending (Liabo and Richardson 14). The frequency in offending drops shar ply at the age of 18 years and there is a strong possibility that the young offenders actually emerge as law-abiding citizens. Siegel and Welsh (282) have observed that the participation and the frequency of offences by young offenders decrease as they age. However offending does not totally vanish; it exists in the form of underage driving and consumption of alcohol (Hollin et al 2). A report conducted by Civitas (The Institute for the Study of Civil Society) showed that every year around 70,000 school aged children entered Youth Justice System with half of these first time offenders being young adults. The report also stated that both male and female were proven guilty of offence; however the number of male offenders was greater with theft and physical attacks on people being the greatest number of offences committed by the youth (Natale 2010). In England the offending youth have a love-hate relationship with the public. The public strongly condemns the offending actions of the yo ung adults and considers them a threat to the lives and property of the public. On the other hand, the public also raises a hue and cry over the treatment meted out to the young offenders on the hands of law enforcement agencies. In early England, the young offenders were awarded the same punishment for petty offences as an adult. A child forced to steal a piece of bread out of hunger was a thief as was a grown up person who stole a valuable object. The outlook of the English Justice System has changed significantly and now young adults who offend are not treated as hardcore criminals. The Youth Justice System was established to deal with offending children and young adults and is very different from the adult justice system. According to the Youth Justice System, the young offenders should not be isolated from the society rather the whole community should work together to make them law abiding citizens. It believes that arrests and jail sentences do not stop the young offenders fro m re-offending rather it has been observed that often young adults turn into criminals when sent to prison. If offending is traumatizing for the victims, it also deeply affects the young perpetrator who often is not aware of the severity of his actions until it is too late. The children and young adults who offend need the support and help from all corners so that they do not re-offend and emerge as responsible citizens of the future. Why do Youth Commit Offence There are a number of reasons for which the young offenders commit crimes some of them being peer pressure (bullying), problems at home such as lack of discipline at home, violence at home, financial problems, poor housing, lack of communication between parents

Consumption and its effects on the environment Essay

Consumption and its effects on the environment - Essay Example As members of a family under God, we have to be aware of the environmental decay that is going on because of so-called development. There are many adverse consequences we face because of our use, or abuse, of the environment, and one of these is global warming. Global warming is the biggest threat to our mother Earth and even to our own existence. Our world has gone to the extreme, or, we have excelled in everything. We have invented so many things, we have built wonders and huge structures and buildings never before imagined, and yet we have abandoned proper care for the resources to which we owed our inventions and creations. It is time everyone must be involved in fighting abuse of our environment. Students, artists, workers and everyone should encourage awareness of the environment through art or writing, in school and in our homes. Floods, typhoons, the "el nio" and "la nia" phenomena, global warming, and many other natural calamities are caused by indiscriminate cutting of trees, disposal of garbage and waste, chemicals, factories, and many things. The theme "Consumption and its effects on the environment" can have a broad meaning, but consumption and environment go together. We use our environment, our natural resources for our daily living. can not survive if we don’t make use of the things around us for food, shelter, clothing, and everything for our survival. There is one very interesting about the environment and that is if we know how to take care of it, it replaces itself. Our environment or natural resources do not just disappear from us without a cause, it has the means to multiply. We only have to help in replacing what we have consumed, and not be a tool for its extinction. "Consuming" means taking or possessing, but it doesn't mean throwing away after possessing, and in the process of throwing, we destroy. If we have to throw away because we don't want them anymore, we have to be responsible in disposing of the materials used.