Vulnerability to Internet Predators - 1580 Words

Vulnerability to Internet Predator The publicity about online predators that prey on naive and inexperienced young children using trickery and violence is largely inaccurate. Internet sex crimes involving adults and juveniles more often fit a model of statutory rape which is adult offenders who meet, develop relationships with, and openly seduce underage teenagers than a model of forcible sexual assault or pedophilic child molesting (Wolak et. al., 2008). However, prepubescent children are even less vulnerable because their internet use is generally more supervised by the parents and guardian. In addition, they use the internet less for communication and are for developmental reasons, less interested in sex and relationships than†¦show more content†¦Children who do not have a lot of activities outside of school tend to be online longer and at the same times of day compared to those children who have lots of activities because predators have little chance to groom a child for future exploitation if that child is rarely online or is online at various times of the day. These children would be the easiest target for the predators because they unconsciously open the space and opportunity to be attacked by predators. Furthermore, the children who have instant message accounts are easy target to predators because the predators know that while emails are saved automatically and have to be manually deleted, instant messages tend to evaporate into the ether once the instant message window is closed. Usually, the children with tendency to speak to strangers are likely to become the predator victims. Lonely, sheltered and naà ¯ve children would become the target because predators seek to develop a relationship with their targets, often posing as children or teenagers themselves, and then use that relationship to initiate sexual discussion and activity or lure the child into an offline meeting. Children from a single parent family, having trouble at school or with the law, or has been experimenting with drugs, alcohol or sexual activity would also become the targeted victims of online predator. In addition, nowadays it become commonly for the internet users including the children to postShow MoreRelatedCyber Predators And Its Effects On Children1593 Words   |  7 Pagescyber crime I have chosen is cyber-predators. Cyber predators are individuals who commit sexual abuse that begins or takes place on the Internet. Although the Internet did not create child predators, it has significantly increased the opportunities predators have to meet victims while minimizing detection. They can communicate with children anonymously through instant messaging, social networking sites, chat rooms, message boards, and even cell phones. Online predators do not fit any one mold or stereotype;Read MoreSocial Media And Victim Vulnerability1538 Words   |  7 Pages Social Media’s Contribution To Victim Vulnerability to Online Predators Asonafer Washington Sam Houston State University Abstract This study investigated the relationship between social media access and victim vulnerability to online predators. I administered anonymous surveys to 20 students at Sam Houston State University that inquired about their involvement on social media and their experiences with online predation. I found my results to be supportive of my hypothesis. AccordingRead MoreEssay The Internet and The Increase of Online Predators1067 Words   |  5 Pageshas occurred regarding the increase of online predators. The internet has been one of the most important technological advancements this century. The internet has allowed people from all over the world to communicate with family, friends, and strangers. But it has also caused major concern. With everyone communicating through online forums, social networks, and chat rooms, it is impossible to figure out who the people are talking to. With the internet, people are able to live multiple lives. WithRead More Safety on the Net Essay1161 Words   |  5 PagesThe Internet is a brilliant tool for men, women and children, who are in search of information for work, school, or for just surfing the web. Kids today are so much more computer savvy than the older generation because they are taught at an early age how to operate them and how to communicate with family and friends on them. Cyber predators are always lurking through the internet to find our children to abduct and sexually abuse or in some cases even murder them. It is vital that all parents understandRead MoreThe Dangers of Online Predators1426 Words   |  6 Pagesincrease of online predators. The internet has been one of the most important technological advancements in this century. The internet has allowed people from all over the world to communicate with family, friends, and strangers. But it has also caused major concern. With everyone communicating through online forums, social networks, and chat rooms, it is impossible to figure out who the people are talking to. With the internet, people are able to live multiple lives. Predators can create differentRead MoreNegative Effects Of Social Media1064 Words   |  5 Pages There are websites that gather information about you that is true information and just list it on their site to sell to anyone. Some sites even show your information for free making it easier for predators to target you. We never take heed to that old saying â€Å"Don’t put everything on the internet.† Yet, banks come up with ways we can login via our devices and leaves us vulnerable to hackers or cyber-attacks. Websites expose our locations and open Wi-Fi hotspots can be targeted to steal informationRead MoreShould Sex Offenders Be Committed Using Social Media Sites?1540 Words   |  7 Pagesdemonstrating chances of a sexual predator committing a sexual offense while using Facebook. The results from the survey will be compared to the literature research to understand if an average Facebook users participated in the survey have the potential to conduct acts similar to an online sexual predator. This is based on analysis from the ICAC (Internet Crimes Against Children) task force stating some sex offenders use the privacy and anonymity of the internet to prey on children and teenagersRead MoreThe Mainstreaming Of The Internet And So cial Networking Sites1122 Words   |  5 PagesThe mainstreaming of the internet and social networking sites has facilitated bullying and seen the evolution of the cyberbully. NSW Department of Education and Communities (2011b), define bullying as â€Å"repeated verbal, physical, social or psychological behavior that is harmful and involves the misuse of power†¦ towards one or more persons†. However, bullying becomes cyberbullying when the perpetrator uses technology to execute the attack (Bryce and Fraser, 2013). Bullying is considered to be one ofRead MoreThe Effects Of Social Media On Teenagers1379 Words   |  6 Pagespeople believe that social media is impacting teenagers in a negative way. However, some believe that there are positive effects. The negative effects of social media on teenagers include poor student performance, lack of sleep, and increased vulnerability. However, before any of these arguments can be talked about, it is important that people know the history of social media. The development of social media started in the 1950’s with commercial computers. This led to the creation of personalRead MoreThe Cybersecurity Act ( Cybersecurity )1708 Words   |  7 PagesThe overall goal of CISA (Cybersecurity Information Sharing Act) is to improve information sharing in the hopes of preventing cyber-attacks against both the private and public sphere. Without any security or some form of protection against cyber predators, information, records, and other secret evidence will be vulnerable to anyone and everyone who wants to try and ruin and destroy the peace in the world. If the Cybersecurity Act bill does not get passed by congress, all of our personal information

Coming Up with a Computerized Students Grading System Assignment

Essays on Coming Up with a Computerized Students Grading System Assignment The paper "Coming Up with a Computerized Students Grading System" is an amazing example of an assignment on information technology. This idea entails the integration of innovative technological concepts to aid in coming up with a computerized student grading system (Shelly Rosenblatt, 2012).   Three inputs are required and they include a student registration number, a completed assignment and a set of grading parameters. The processing of these inputs requires an integer type variable to be defined for the registration number. This is followed by a Subject Score variable, which is of type float and Student Grade of type string. The idea is when one accesses the system, a user type check decision tree is initiated to confirm whether it is a student or instructor. From the instructor's end, when he accesses the system, a process called â€Å"Establish Gradebook† prompts for the necessary grading parameters. On the other hand, when a student tries to submit an assignment, a decision tree checks whether the student is registered or not. If the student is registered, a â€Å"Calculate Score† process performs marking of the submitted assignment. Upon completion of the marking process, a new process called â€Å"Determine Grade† activates a decision tree to c heck the availability of grading parameters and then perform grading of the marked work. Finally, through a â€Å"Generate Report† process, two types of outputs are produced and they include an individual subject grade to the student and full report of all students to the instructors (Shelly Rosenblatt, 2012).It is vital to note that this idea is expected to play a huge role in the implementation of an efficient and fast student grading system.

Full Inclusion Ministry Paper Free Essays

string(121) " will provide all students with useful knowledge that will be beneficial to them as they get older and closer to Christ\." Albert attends the Brownsville Church of Christ children’s ministry and has given the hurt a new insight to a full inclusion children’s ministry program. The church within one year and five years will be implementing different ways in which to make full inclusion possible for the children’s ministry as well as for the church. This paper will further discuss Cerebral Palsy and the affects that it has on Albert and his family, as well as detail about the church and their children’s ministry. We will write a custom essay sample on Full Inclusion Ministry Paper or any similar topic only for you Order Now Overview of the Brownsville Chi arch of Christ The full inclusion ministry that I am proposing is at the Brownsville Church of Christ is a local church in my hometown of Brownsville, New York. The Brownsville Church was built in the late sass’s, and was one of the first churches built in the area until the early sass’s. The church was established by a group of Christians who came together as a small group of believers, which served the LORD through community worship. The group of believers whom established the church worshipped together in a small barn that is right next to the church they had built. Brownsville is a small community, therefore, the church today consists of believers of all ages, while a great deal of attendees are elderly, their children, and grandchildren. Overall, the hurt is in a fragile state appearance wise; however, the church is a close knit family who welcomes everyone to attend and join their church family, to serve the LORD together. The Church is organized and ran by Minister Leon, and has been running it for the past 30 years with his wife Helena. Throughout the years, the church has acquired two assistance that help Minister Leon run the church, they are, Chris and Jill. The church services are convened often for those who are time restricted, they include Wednesday mornings at am, Thursday evenings at 6:30 to 7:30 pm, and Sundays from 1 0:10-1 1 am, and pm. Holiday church services are 2 hours, Good Friday from pm, Easter service is am, Christmas Eve service pm, and Christmas Service from 9:00 am-9:45 am. The services encourage those to come together and celebrate the birth and life of our savior, Jesus Christ. All new members are always welcome, as well as for the holiday services. The purpose for which the church was established was in order for members to meet in a civilized place, and come together to serve the LORD, and honor the values that we as Christians are to uphold. Through coming together as a community, we are honoring God’s ideas of uniting as group to worship, we re in turn worshiping and uniting as a community, a sense of family serving and honoring the LORD. Summary’ of the Current Children’s Ministry The Brownsville Church of Christ children’s ministry is directed by Richard, who has been the director of the Children’s Ministry and Sunday school program for 17 faithful years. There are currently meetings on Sunday mornings, with one evening meeting on Thursday’s that is specifically for older children, and it provides them with a period where they can thoroughly discuss biblical readings and religion more effectively. The Sunday school has our lead teachers, with an assistant in the toddler and infant classroom. Miss Claire is the lead Sunday school teacher in the infant and toddler classroom, Miss Rebecca is the preschool teacher, Mr.. Joseph is the lead adolescent program teacher, and finally Mr.. Brad is the lead teacher for the teen program. There are also volunteers that assist on the weekend, and they are in the classrooms to provide assistance to lead teachers in the children’s ministry. The lead teachers all work together to coordinate a primary theme for their lesson plans, this provides siblings the same educational discussions t the same time, while meeting the appropriate age level for each. This promotes comradely throughout the chi arch and families within the church, developing a closeness be;en all that attend, meeting the ideas brought upon society by God himself. Throughout the Early Childhood Center, the children meet for the children’s ministry, there are 4 large classrooms for teens, adolescence, preschool, and infant/toddlers. All Of the classrooms are all handicap accessible if needed, and also provide plenty of room for the children to run and play. The classrooms have been remodeled in recent years, and are bright and hurtful, with a great deal of colors to promote learning. Each classroom is decorated in religious sayings, and art work produced by the students themselves that promote religious worship. The educational opportunities that are taught are in regards to the LORD our savior, and promotes Christian values and encourages godly behavior to all students. The children all learn in a fun, meaningful, learning environment that provides children with a fun experience while learning about the bible. In the infant, toddler, and preschool classrooms they listen to a lot of religious songs on Cad’s including Kids Praise and Veggie Tales. In the young children classrooms, they do a lot of children’s bible readings to ensure comprehension, and fun activities that are educational and have biblical meanings. While the young adolescence and teenagers do biblical readings, discussions, and reenact scenes in plays that are often acted out in front of the elders of the church. The overall ideal of the children’s ministry is to teach children about the LORD, and encourage Christianity through fun activities, and interaction. Necessary Key Elements Volunteers The use of volunteers is critical to the success of the children’s ministry, essentially, these volunteers provide a great deal of assistance to the lead teacher. While the lead teacher provide the important information and knowledge to encourage the learning process, the assistance can walk around and help the children who need help or are not doing well, essentially allowing more of the students to have a meaningful learning experience. This will provide all students with useful knowledge that will be beneficial to them as they get older and closer to Christ. You read "Full Inclusion Ministry Paper" in category "Papers" Volunteers are useful in the church in a variety of ways, including in the children’s ministry. The ministry requests for volunteers that will help assist the program through putting out a list every weekend that is for upcoming volunteers for the following week, which helps to ensure there will be enough providers to care for students. The volunteers do a variety of things in the classroom, including assisting students who need help with an activity or with general care for children while they are in the classroom, to include: diaper changing, assisting to the bathroom, assist with hand washing, handing out snacks, and getting materials ready for the lead teacher. Overall the goal of paving volunteers as assistance in the children’s ministry is to have extra hands and eyes in the classroom, and to allow the lead teacher to maintain focus on the classroom as a whole. Having the assistance also provides more individualized attention, while also providing more eyes and ears in the classroom, which to ensure overall safety for all children. Training In order for volunteers or other people to become teachers at our children’s ministry, everyone must undergo proper training in order ensure the safety to all children within the ministry; which includes training on proper care for hillier with special needs. The training for lead teachers include: a background check, Healthcare CPRM certification from the American Red Cross, and a basic health and safety training program. All lead teachers and volunteers will also be required to watch a video in regards to caring for children with special needs, and lead teachers will be required to get certification in teaching children with special health, physical, and/or educational needs. This training ensures that if a situation arises, the students will be taken care of appropriately and precautionary measures are met to ensure their overall health and wellness, as well as the safety of others. For volunteers, the training is different, since they are on a voluntary basis; and because the lead teacher will always be in the classroom, the volunteers don’t need as extensive of training. Therefore, the primary training for a volunteer is that they are certified with CPRM through the American Red Cross and verified that they are not a registered sex offender, and upon volunteering will provided a short introductory training course on children’s health and safety. Generally, volunteers will be repeat volunteers, and Hereford, the training will ensure the volunteer is truly interested in the opportunity of working with children and promoting the word of God. Materials Albert is a boy within the children’s ministry who is confined to a wheel chair and there are only steps currently at the building, and therefore, there should be wheel chair ramps at entrances to the building for Albert to enter. Along with these ramps there should also be an automatic door button for Albert to press in order for him to be able to open the door to the church and into the classrooms as well. Within the church it-self there should be ramps or even elevators for those who may not be able to use the stairs, such as Albert or other children and adults that may have difficulties walking up and down stairs. Within the classrooms themselves, the walk areas should be wide enough so that Albert and others can maneuver their wheel chairs though, and it is important to ensure that the aisles and pathways are kept clear of toys and any other objects. Located in the corner of the room is a spot for children who may have difficulties with balance or other limited difficulties with soft patted mats where they have the opportunity to interact with teachers or oleanders one on one. The table at which everyone is seated should be able to accommodate the needs of Albertan wheelchair, or have a chair in which there is capability for Albert to transition to from his wheelchair if he feels comfortable with. The playground itself should be handicap accessible, and have a few areas in which a child with disabilities are able to play with others without feeling separated from their peers. By ensuring the Albertan overall needs are met as a whole, the environment will be an overall positive experience for everyone involved, including Albert and Other children that ay have disadvantages in a typical environment. Albert and Information on his Disability Albert is an 8 year old boy who has been attending the Brownsville Church of Christ children’s ministry for a little over 4 and a half years now with his family on a weekly basis. Albert is a very caring and sweet boy who always seems to have a smile on his face when someone speaks to him. Albert is a special little boy, who has special needs that require some assistance on a day to day basis due to his diagnosis of Cerebral palsy. When Albert was 2 years old he was diagnosed with cerebral palsy due to having a severe case of induce as an infant that was left untreated, and caused severe hardship. His parents first noticed his delays in rolling over, sitting up, and crawling all being significantly delayed. Unfortunately, Albert was never able to walk and was provided a wheelchair to get around. Through severe physical therapy, Albert can take few steps on his own, however, because of his limited physical movement in his lower portion of his body, is confined to a wheel chair majority of his days. Another medical complication brought on by Cerebral Palsy is Albertan seizures, and can often come out of nowhere. However, Albert has taken daily medications for years, multiple times a day, and they are taken to control and/or cut back the seizures, and decrease the severity. The severity of Albertan Cerebral Palsy is classified as severe, as he has lost mobility and has severe seizures, as well as other internal damage that is due to the Cerebral Palsy. Although Albert is confined to a wheel chair, he makes every attempt to be involved in activities that he typical peers are involved in. When play time arises there are always children who like to sit at the table with Albert and do guzzles, color, or simply read a book with him. Alberta communication skills aren’t that of his typical peers, due to his developmental delays that are associated with his diagnosis of Cerebral Palsy; however, he makes great attempt to socialize with his peers, and communicate with those around him with verbal and nonverbal forms of communication. Albert doesn’t allow his disability stop him from having a life, and living a life like his typical peers; he is very interested in being like others, and works hard every day of his life to meet his highest potential. Research of Cerebral Palsy Etiology Cerebral palsy was first discovered and brought about by an English orthopedic surgeon named â€Å"William Little in 1861† (Italic, A. Lurch, H. , 2010). Since the discovery of cerebral palsy by Doctor Little, there have been many people who have been interested in studying this disease further to truly understand it. The International Journal of Nursing Studies states that â€Å"cerebral palsy is a non-progressive, neurological condition, resulting primarily from damage to or malformation of the developing brain† (McCullough, N. Parker,J Kerr, C. McDowell, B. , 2013). The disease does to progress over the years, and will present with Symptoms that do not decline over the years, and is often diagnosed at an early age, typically before the age of 3. The disease can occur for a variety of reasons, to include: random mutations, maternal infections, prenatal complications, alcohol and drug use during pregnancy, fetal stroke, and lack of oxygen, infant infections, and traumatic head/brain injury such as shaken baby syndrome (Mayo Clinic). There is no way to prevent Cerebral Palsy, however, there are precautions that can be taken to decrease the risk of an infant developing Cerebral Palsy, o include: don’t drink alcohol, smoke cigarettes, or do drugs during pregnancy, report domestic violence or child abuse, and/or see a doctor if you see signs of medical complications during pregnancy or infancy. According to Mayo Clinic, one Of the leading healthcare facilities in the country, the signs to watch for â€Å"during infancy or preschool years†. By taking precautions and monitoring your child at a young age, it would be more beneficial to have an early diagnosis, so that they can begin treatment to ensure a positive outcome. Prevalence In today’s society, it is fairly common to meet an individual adult, child, or arena of a child with Cerebral Palsy. The prevalence has increased over the years, and now affect a great deal of children that are born today. It is common for one to know someone with or who has children with Cerebral Palsy, because of how common the disease is. According to The Gale Encyclopedia, it states that â€Å"approximately 8,000 babies and infants are diagnosed with the condition each year† (Poplin, S. , Caret, F. , Lour, L. , Labeler, M. 2011). Cerebral palsy can have many different symptoms in which parents need to kick for in order for their children to be diagnosed with this disorder. Although Cerebral palsy can be mild for most children there can be more severe forms in which can lead to more serious complications. Characteristics Characteristics of Cerebral Palsy can present itself in a variety of ways, and some like most diseases, the characteristics of Cerebral palsy can often be more severe for one patient, than it can be with another. While there are some characteristics that are definite between each patient, the overall symptoms depend upon the severity of the disease present. Cerebral palsy can impact the body in many different ways, including it can cause delays or impairment of a person’s health and wellness, physical ability, intellectual abilities, communication, vision, and hearing. Cerebral Palsy can affect the entire body in a variety of ways, and the symptoms may become more apparent over time, as a child gets older. In general, cerebral palsy causes impaired movement associated with exaggerated reflexes, floppiness or rigidity of the limbs and trunk, abnormal posture, involuntary movements, unsteadiness of walking, or some combination of these† ( mayo clinic). The characteristics can dramatically affect a child’s overall ability to function at a appellatively appropriate age level, and can often require intense therapies and treatment to live a generally normal lifestyle. According to Developmental Disabilities Research Reviews, † other impairments are associated with cerebral palsy which are hip dislocation, displacement and spine deformities, sleep disorders, excessive drooling, bladder and bowel control complaints, and behavior difficulties† (McIntyre, S. , Morgan, C. , Walker, K. , Novak, 1. , 2011). Although cerebral palsy can cause a variety of impairments on different areas throughout the body, not everyone experiences all of these symptoms. These symptoms can be mild to severe and may not occur at all in some cases, and present themselves significantly different in each person. Prognosis Because of growing technology, the prognosis for Cerebral Palsy is good. In recent years, there was a great deal of studies conducted helped to understand the disease and ultimately find a means of treatment that provides a better quality of life. The quality of life is overall better and a decreased death rate because of medications and treatments, however, a life with cerebral palsy will still require various appointments, therapy, testing, dedications, and treatments. Although cerebral palsy is a Nan-progressive disease, it can feel as though it worsens as a child ages, because the necessary requirements increase in order to stay as healthy as possible. However, the overall prognosis of a child with cerebral palsy depends upon the severity of the case. While the overall prognosis for mild Cerebral Palsy is good, with severe progression of the disease, there is a chance of the prognosis to become fatal. Generally though, with treatment of the symptoms, the patient has a great chance Of survival. According to The Lancet, â€Å"if all impairment domains re not severe, survival is only marginally less than that of individuals without cerebral palsy. If severe impairments are present, then life expectancy is reduced approximately in proportion to the number and severity of associated impairments† (Solver, A. , Farthest, C. , Pharaoh, P. , 2014). Current Research One research was done to see if the health of children with cerebral palsy changes within a long period of time or whether it stays the same. In this study there were 156 children who had participated within this study. Within this study the parents of the children are asked to answer 50 questions which re based upon different areas of their children functioning areas. The results had shown that there are numerous reasons why health can change over time. It states that â€Å"in this study we relied on parent report of health status, and it may be that children would have reported a different view of their health status than that of their parents. Relation to monitoring the health of children with ambulant cerebral palsy, nurses need to be aware that several factors – motor function, age and communication abilities are associated with changes in health status over time† (McCullough, N. , Parker, J. , Kerr, C. McDowell, B. , 2013). Although parents had answered questions about different areas of their children’s overall areas of growth there are also other areas of development that can affect the way in which can affect health as well. It would be impossible to determine a child has Cerebral Palsy just by looking at them, therefore, it is essential to conducting testing. Social Dynamics Social dynamics is truly a significantly important part of any child’s overall growth and development. Through maintaining positive healthy relationships, it helps create a healthy balance in a child’s life. Colonization is something hat should be valued in a child’s life and children should be encouraged often to socially interact with other children, in order to develop healthy social skills. Disorders of Childhood: Development and Psychopathology believe that peer relationships â€Å"serve as rich settings for constitutional learning (Parity, R. , Troy, M. P. 22, 2014). However, quite often, children with cerebral palsy may have communication or other impairments that may often make their social dynamics more difficult than their typical peers. It is vital to healthy development, to promote social growth and development; therefore, through he encouragement, the child will more likely develop better social skills through parental and educators guidance. One common means for encouraging social dynamics is to provide students with group activities or class discussions that requires social interaction amongst one another. As an educator or volunteer in the classroom, the primary goal is to ensure that students are interacting with one another and that not one child is being treated poorly or left out; therefore, as a teacher you are able to foster social relationships in the classroom and to intervene if necessary. Partnership Of Church, Family School PIE/IFS Goal 1: Although Albert is confined to his wheel chair most of his days, Albert will work with his volunteer for 10 minutes per day. For most of Albertan life he has been confined to a wheel chair and has been going to physical therapy week for 5 years. Recently he has made huge strides and is now able to stand up to 10 minutes; and through continuing the work that is done at therapy, he will be able to make big endeavors in the future. Therefore, it would be beneficial to provide Albert the opportunity to work with his volunteer on his ability to stand with assistance. PIE/IFS Goal 2: Due to Albertan limited abilities to communicate because of his disability he tends to have frequent outburst of screaming because he is not able to communicate with others. Albert will focus on communicating more with teachers and peers at least 50% of the time within the classroom. Due to Albert having cerebral palsy this has left him with limited abilities to communicate with others around him. Albert tries to very hard both verbally and non-verbally to communicate with everyone although at times he becomes frustrated and upset. This causes Albert to have outburst and begin o scream due to not being able to communicate with others. This PIE goal will help Albert to work on his communication skill with his teachers and peers in order to have more positive outcomes. Everyone will work together in order to ensure that the number of outbursts that Albert is having because of frustration will be reduced. PIE/IFS Goal 3: Albert is currently delayed in his writing abilities due to his disability. Albert will continue to work with his teacher and parents to achieve a 60% increase in his writing abilities at the end of the year. This goal of encouraging Albert to improve his writing will help him to intention progressing at the rate of his peers. Currently, Albert is severely delayed and has complications with his writing abilities at school, and is in the second grade with first grade writing abilities. The delay is due to his fine motor skills impaired from the disease Cerebral Palsy; therefore, to improve his writing abilities, it would be imperative to work on his pencil grip and coordination and encourage writing in and outside of his classrooms and therapies often. PIE/IFS Goal 4: Albert will be able understand more about his religion and eventually have a personal relationship with God. Albert wants to have a deep connection to God, but sometimes ask why God would make him born with an illness like Cerebral palsy. He has the faith and wants to understand, therefore, by providing him with the knowledge he needs in regards to God and the creation of illnesses being separate would be beneficial to his growing religious beliefs. The goal is to educate Albert on the LORD’s ability to cure illness, and how if this was possible, it would be done. It is important to provide Albert with the knowledge that we are all created beautiful unique individuals, and we are all beautiful in our own individual says. 2 Corinthians 5†³7 â€Å"For we walk by faith, not by sight† (ESP.). We must have faith and hope in our savior, and recognize that we cannot see all the work he does for us. Plan for Growth of the Ministry One Year In one year in the children’s ministry, it would be beneficial to add in a wheel chair ramp in the front of the church to help those with disabilities enter the building without possibility of injury. The second goal for the church in order to grow the children’s ministry would be to ensure the playground is handicap friendly and accessible, as it is currently is not completely handicap accessible, there are areas with mulch that can impair the wheelchairs ability to maneuver appropriately. The last goal for the first year in order to grow the church ministry would be to widen all the doorways throughout the building, to ensure that wheelchairs can get through the doors without struggle. In order to fulfill the needs of the church the first year, the church would be required to get volunteers to do work and to have fundraisers for the equipment that is needed in order to improve the overall church and the children’s ministry. Five Year Five year goals to achieve would be to create a summer camp for all hillier to attend, including children with special educational, physical, or medical needs. This would encourage full inclusion, while allowing children who are often not able to attend camps with typical peers, the ability to be in a full inclusion setting. The church also would benefit from adding an evening support group for parents of children with special needs that would allow families to support one another through their difficult times. Another goal for future changes for the church would be to add a full inclusion Christian based preschool for children to attend from 0-5 years old, and would teach children n education that is centered on religion and the early childhood education standards. Conclusion The children’s min sister that is being proposed at the Brownsville Church of Christ, and is a church that is in a small town in New York. The goal is to provide a children’s ministry that is handicap capable and is able to meet the needs of special needs students. The church currently doesn’t have handicap accessibility to enter the building, and could easily scare off a person or family with someone with physical disabilities. In order to promote a well-rounded program that encourages children or adults with disabilities to get involved in heir community and to do work for the LORD. How to cite Full Inclusion Ministry Paper, Papers

Nutrition Behavior Change Project Essay Example For Students

Nutrition Behavior Change Project Essay Keeping up a behaviour can be difficult. â€Å"the motive must come from within. † For the past 23 yearss I have been endeavoring to alter and win. by the 22nd of October. in two specific nutritionary behaviour ends. One of them was to intake at least 30 gms of fibre on weekdays and at least 25 gms on weekends. The other was to cut down my Na consumption by a one-fourth. on weekdays. of what it was per twenty-four hours and cut down it by an eighth on weekends. This readying all started about a hebdomad before my 23 yearss of transmutation. In the three get downing yearss I tracked my diet and found that my low fibre and high Na ingestions were eye-opening jobs. My mean fiber intake per twenty-four hours rested at 21. 18g. which was significantly lower than my end of 38g per twenty-four hours. As this issue arose so did my consciousness that multiple facets of my wellness were at hazard. For illustration. my low fibres consumption could put me in danger of developing bosom dis ease. Fiber foods cut down the opportunity of disease like bosom disease. diabetes. and many other atrocious unwellnesss. In add-on. nutrients that consist of fiber supply a feeling of comprehensiveness without extra Calories being added to a diet. As for my Sodium consumption. I was recommended a mark of 1500mg a twenty-four hours but I was really devouring a skyrocketing 3959. 4mg a twenty-four hours. Without believing twice I knew I had to do important behaviour alterations. Refering my looming sodium consumption. I found that high Na ingestion makes the organic structure continue more H2O. which can raise the blood volume and. in bend. increase blood force per unit area. Sing my high blood force per unit area it would be indispensable and important to take down my sodium consumption. Fortunately. the information collected demonstrated that the sum of Na I have been taking in each twenty-four hours has been playing a function in my elevated blood force per unit area. After reexamining t his information and carry oning research on these two foods I felt really serious about altering my dieting behaviours. In which instance. relation to the Stages of Change/Transtheoretical Model of behavior alteration. at the start of this undertaking I was most surely in the readying phase. I began with a determined attitude that would assist me alter my current behaviours within a month. To alter my behaviour I made ends to make by the 22nd and used schemes that would assist me to finish my Smart ends. For illustration. I made certain that I controlled my environment by purchasing fruit and other healthy bites alternatively of unhealthy bite nutrients. I besides had peer support from my roomie who reminded me when I was noshing unhealthily to alternatively nosh on a banana or apple. My first-class readying accomplishments granted me success in my dietetic behaviour ends. Overall I feel confident that I have succeeded in altering my behaviours. Everyday I have been witting of my fibre and Na ends. Rarely did I go eat off campus. I systematically ate tiffin at the Hanwell booming hall. except for 1 twenty-four hours when I was ill and in bed. and I ever ate dinner at Smith booming hall. Hanwell and Smith provide a great choice of fruit and assorted leafy vegetables. so mundane I could eat my indispensable bowl of fruit for tiffin and required dinner salad. I didn’t eat a salad or a bowl of fruit on entirely one twenty-four hours. nevertheless. I felt really sick that twenty-four hours. Besides. since I merely had Gatorade. juice and H2O with my repasts. my sodium degree decreased well. My typical twenty-four hours consisted of eating microwavable breakfasts with juice in the residence hall. tiffin at Hanwell and dinner at Smith. My accomplishment in altering my back uping behaviours was due to maintaining up with my tracking sheet. In bend. I increased my fiber consumption to 34. 34g on weekdays and 26. 61g on weekends. This information exceeded my end of fiber consumption on both weekdays ( 30g or more ) and weekends ( 25g or more ) . My Na consumption besides exceeded the par ; weekdays I consumed 2841. 32mg a twenty-four hours and 3303. 9mg a twenty-four hours on weekends. .uddcb52bd94c09be43c3e511fd7bbbc8e , .uddcb52bd94c09be43c3e511fd7bbbc8e .postImageUrl , .uddcb52bd94c09be43c3e511fd7bbbc8e .centered-text-area { min-height: 80px; position: relative; } .uddcb52bd94c09be43c3e511fd7bbbc8e , .uddcb52bd94c09be43c3e511fd7bbbc8e:hover , .uddcb52bd94c09be43c3e511fd7bbbc8e:visited , .uddcb52bd94c09be43c3e511fd7bbbc8e:active { border:0!important; } .uddcb52bd94c09be43c3e511fd7bbbc8e .clearfix:after { content: ""; display: table; clear: both; } .uddcb52bd94c09be43c3e511fd7bbbc8e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uddcb52bd94c09be43c3e511fd7bbbc8e:active , .uddcb52bd94c09be43c3e511fd7bbbc8e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uddcb52bd94c09be43c3e511fd7bbbc8e .centered-text-area { width: 100%; position: relative ; } .uddcb52bd94c09be43c3e511fd7bbbc8e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uddcb52bd94c09be43c3e511fd7bbbc8e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uddcb52bd94c09be43c3e511fd7bbbc8e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uddcb52bd94c09be43c3e511fd7bbbc8e:hover .ctaButton { background-color: #34495E!important; } .uddcb52bd94c09be43c3e511fd7bbbc8e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uddcb52bd94c09be43c3e511fd7bbbc8e .uddcb52bd94c09be43c3e511fd7bbbc8e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uddcb52bd94c09be43c3e511fd7bbbc8e:after { content: ""; display: block; clear: both; } READ: Tell Tale Heart Critical Analy EssayWith dedication comes success and in order for me to remain dedicated I needed to build thought out schemes. A scheme that contributed the most to my complete ends was to eat off campus merely two times a hebdomad. Normally I saved eating out for the weekends but eating on campus made it easy to do healthy picks. For case. when I ate off campus for tiffin on the 9th my Na consumption was 1324. 22mg for that individual repast and when I ate tiffin on campus on the 29th. a weekday. my Na was less than half the Na of the off campus repast I ate on the 9th. Another scheme that helped my success was my usage of environment control. I stopped purchasing debris nutrient and ended up snaking on fruit. peculiarly bananas. and on occasion transcribed beans. In bend. I increased my fibre above my weekday and weekend consumption end. These two schemes acted as a spinal column to my success in my ends. Even though I was really successful in my ends. I faced two major barriers in the procedure. Finding a manner to eat healthy on weekends was a immense barrier with my busy association football agenda. Breakfast is easy to do but tiffin and dinner is really hard to go to due to afternoon patterns and dark games. The weekends on norm boosted up my Na about 600mg higher than the weekdays ; however. I still fulfilled my Na consumption end. I knew weekends would make a job even before I started the undertaking because it’s been an on-going issue since school started. Furthermore. clip was besides a complicated barrier to work about. Time is a common barrier when seeking to eat healthy. be more active or merely traveling about a modus operandi. When I was in a haste to category or travel rapidlying around campus taking attention of things. I would sometimes compromise for speedy microwavable merchandises. which I learned contain more Na than the normal. Out of the barriers I faced there was one that I did non predict. my ADHD medical specialty. This medicine minimized my hungriness. sometimes to the point where I did non desire to eat. When this happened I force-fed myself but with smaller parts. I tended to eat more salad leafy vegetables alternatively of the heavy. make fulling nutrient. Despite these obstructions. after one hebdomad I made merely one alteration to my behaviour. I developed better shopping accomplishments that helped me obtain superior quality microwavable nutrients and I started to maintain fruit in my bag in instance I felt crunched for clip. This alteration helped me to finish my activities and thrive in my ends. During this undertaking three major issues emerged sing my nutrition. One was that some nutrients that I thought were healthy aren’t. For illustration. I ever ate flavored instant burgoo believing it was really healthy and alimentary. nevertheless. burgoo that has flavorer in it. I learned. normally has more than 12 gms of sugar in it per functioning. As I learned more about this merchandise I found that this burgoo was non whole oats which are far more fitter and can be merely as speedy to do as instant burgoo. Choosing an option for this nutrient was of import to diminish my consumption of sugar. Another major issue that emerged was what nutrient I took in when going with the association football squad. It had nil to make with the organisation. It was my personal pick of bites that I decided to convey on the coach rides ; like Zea mays everta or every bit surprising as it sounds. yoghurt. Yogurt is healthy every bit long as its kept simple. nevertheless. my yoghurts were loa ded with flavorer and colouring that boosts up the sugar content. In consequence I made alternate picks ( apples. bananas ) that would better my game and hike my energy healthily. .u364a8c2f2a77f7f6746d374c115a9d04 , .u364a8c2f2a77f7f6746d374c115a9d04 .postImageUrl , .u364a8c2f2a77f7f6746d374c115a9d04 .centered-text-area { min-height: 80px; position: relative; } .u364a8c2f2a77f7f6746d374c115a9d04 , .u364a8c2f2a77f7f6746d374c115a9d04:hover , .u364a8c2f2a77f7f6746d374c115a9d04:visited , .u364a8c2f2a77f7f6746d374c115a9d04:active { border:0!important; } .u364a8c2f2a77f7f6746d374c115a9d04 .clearfix:after { content: ""; display: table; clear: both; } .u364a8c2f2a77f7f6746d374c115a9d04 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u364a8c2f2a77f7f6746d374c115a9d04:active , .u364a8c2f2a77f7f6746d374c115a9d04:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u364a8c2f2a77f7f6746d374c115a9d04 .centered-text-area { width: 100%; position: relative ; } .u364a8c2f2a77f7f6746d374c115a9d04 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u364a8c2f2a77f7f6746d374c115a9d04 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u364a8c2f2a77f7f6746d374c115a9d04 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u364a8c2f2a77f7f6746d374c115a9d04:hover .ctaButton { background-color: #34495E!important; } .u364a8c2f2a77f7f6746d374c115a9d04 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u364a8c2f2a77f7f6746d374c115a9d04 .u364a8c2f2a77f7f6746d374c115a9d04-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u364a8c2f2a77f7f6746d374c115a9d04:after { content: ""; display: block; clear: both; } READ: THe Tempest Essay ThesisLast. I experienced a major issue with my roomie. Equally much as he helped me to do healthy determinations. hypocritically. he seemed unable to do healthy determinations for himself. He normally ever has a bag of french friess and an huge sum of confect puting around which didn’t aid in part to my ends ; my Na consumption end. Although I learned that in order to acquire in a wont of eating better and more healthy. I spent less clip in the room. Now I am reasonably good about stating â€Å"NO† when fatty debris nutrient in in my presence. Overall I learned many things about altering a wellness behaviour. I learned that altering a behav ior takes clip and attempt in order to win. Most of all. altering a wellness behaviour takes finding because without that it is impossible to alter. After finishing this undertaking I am proud to state I have moved form the readying phase at the beginning of the undertaking. to the action phase in the Transtheoretical theoretical account. This came with the aid of my committedness. in accepting the duty of alteration. ends. to maintain me motivated. wagess. when I completed my ends I bought a Redskins New Jersey I’ve been desiring. and in conclusion environment control. where I merely bought healthy nutrients like fruit and veggies. Presently I am successfully altering my negative behaviours and following new healthy behaviours in my pursuit to present figure 5. the care phase.

Life Essays (1326 words) - Startup Cult, Aldersons Store

Life The Life I started using mild sedatives in my late junior high years. This soon led to the use of hallucinogens. I soon realized I knew all and I did not need school any longer. This led to a dilemma. In the state of Florida you must attend school until the age of sixteen, where I was only fifteen. So the next step was either attend school or get shipped off. Obviously, in my state of mind, I wasn't thinking all to clearly and decided to be shipped off. By shipped off, I mean sent away to a rehabilitation institution. My parents knew of this place from my best friend Sennecca, who attended this rehabilitation the year before. I soon found myself on a plane heading for the snowy caps of Utah. This is where I would spend the next year and a half of my life. When the plane landed, two large men wearing black suits picked me up. I found this somewhat interesting, along with a slight feeling of fear. After being escorted through the airport, we arrived at a white van where I then sat for the next five hours while we drove to the middle of nowhere. Once arriving at this dystopia, I had then realized I had made a horrible mistake. Numerous kids walking around in bright orange suits gave me this first clue. I would later find that this was the beginning of the end. Almost immediately after I had arrived, I heard a voice that I would later recognize to be Tom, the man in charge. ?Look at what we got here,? Tom shouted. ?A dime a dozen,? I then heard him utter under his breath. I soon realized what he meant by this when I looked around and saw many others obviously here for the same reason I was. ?Get your stuff, you're staying in cabin Fifteen.? Tom yelled. I then went on to meet my beautiful habitat that I would be living in for the next year and a half. This boarding school worked on a system that is nearly indescribable. The main rule of thumb was to watch your own back and maintain good behavior without making staff, or peers, think you're a butt kisser. Also make sure you kept your room clean along with everything in it and around it. If by chance you broke any of these rules you would either be working out at five in the morning on Saturday and Sunday, or your peers would be jumping you. After about three months of keeping my nose clean, my best friend Sennecca offered to send me a package. I wearily accepted, knowing that the contents would most likely get me into trouble. Sure enough, my streak was ruined when my supposed best friend, who knew how the system worked, sent me a carton of cigarettes concealed in a pillow. I was soon uncloaked and received my punishment by becoming level one. This was the lowest level you could possibly be, similar to dirt. I then had to work every day from three in the afternoon till about ten at night. Then on my weekend mornings I had to wake up at exactly five in the morning to do a three hour-long workout, followed by a ten-mile hike. Let me tell you about fun, hike ten miles up a mountain in the blistering cold with snow up to your knees. I remember having a fever during the time I was level one; this meant I would have to complete a workout while being extremely sick. I remember going to the nurse the night before and telling her, ?I don't think I will make it if you guys make me workout.? I then remember her replying, ?Well then we would have one less kid, wouldn't we.? I then went to my room and prepared for the horrible travail I was about to encounter. I then took my temperature, reading one hundred and one, and went to bed. I soon woke up to, ?Morning pansies, rise and shine!? When the work out began, I instantly knew I wasn't going to make it. When I was going up on my thirty-second pushup, I collapsed. This wouldn't have

Free Essays on WWI Trench Warfare

Trench warfare was a common form of battle on the Western Front during World War 1. Trench warfare is a military operation in which the soldiers fight from protected ditches. (Danzer, p.1091) The German experience involved weapons, raiding, casualties, and recreation. World War 1 began as a local European war between Austria-Hungary and Serbia on July 28, 1914. It was transformed into a general European struggle by declaration of war against Russia on August 1, 1914. The war eventually became a global war involving 32 nations that lasted between 1914 and 1918. The countries battled mainly on a strip of land called the Western Front that stretched across France, cutting into Belgium and Germany. Fighting also occurred on the Eastern Front, the Italian Front, the Black Sea, and in Africa. (See Appendix B – Pre and Post War Europe) World War 1 was sparked by an assassination of Austria-Hungary’s Archduke Franz Ferdinand. The assassin of the Archduke (Gaurilo Princip) was in fact a â€Å"member of a secret society called the Black Hand.†(Danzer, p.556) The ‘Black Hand’s’ aim was to unite all Serbs under one government. After the assassination, Austria-Hungary declared that they were going to have a bright, brisk little war against Serbia. (Danzer, p.556) The World War was ignited when countries started to join the war to keep alliances. On July 29,1914, Russia announced that to keep its ally, Serbia, they would order a full mobilization of its militants. From August first to August third Germany declared war on Russia due to a treaty with Austria-Hungary; and Germany declared war on France, which was Russia’s ally. From there on, more countries joined to keep alliances. By the end of the war, more than 30 nations had joined World War 1. A key player was Germany. The Germans used a large variety of weapons in World War 1. Their stock consisted mainly of 77mm machine guns, infantry guns, and trench mortars. The mac... Free Essays on WWI Trench Warfare Free Essays on WWI Trench Warfare Trench warfare was a common form of battle on the Western Front during World War 1. Trench warfare is a military operation in which the soldiers fight from protected ditches. (Danzer, p.1091) The German experience involved weapons, raiding, casualties, and recreation. World War 1 began as a local European war between Austria-Hungary and Serbia on July 28, 1914. It was transformed into a general European struggle by declaration of war against Russia on August 1, 1914. The war eventually became a global war involving 32 nations that lasted between 1914 and 1918. The countries battled mainly on a strip of land called the Western Front that stretched across France, cutting into Belgium and Germany. Fighting also occurred on the Eastern Front, the Italian Front, the Black Sea, and in Africa. (See Appendix B – Pre and Post War Europe) World War 1 was sparked by an assassination of Austria-Hungary’s Archduke Franz Ferdinand. The assassin of the Archduke (Gaurilo Princip) was in fact a â€Å"member of a secret society called the Black Hand.†(Danzer, p.556) The ‘Black Hand’s’ aim was to unite all Serbs under one government. After the assassination, Austria-Hungary declared that they were going to have a bright, brisk little war against Serbia. (Danzer, p.556) The World War was ignited when countries started to join the war to keep alliances. On July 29,1914, Russia announced that to keep its ally, Serbia, they would order a full mobilization of its militants. From August first to August third Germany declared war on Russia due to a treaty with Austria-Hungary; and Germany declared war on France, which was Russia’s ally. From there on, more countries joined to keep alliances. By the end of the war, more than 30 nations had joined World War 1. A key player was Germany. The Germans used a large variety of weapons in World War 1. Their stock consisted mainly of 77mm machine guns, infantry guns, and trench mortars. The mac...

Industrial Applications of Computers Case Study

Industrial Applications of Computers - Case Study Example Profitable papermaking means continuous production with minimal deviations from quality specifications. While steady-state control performance is essential, the elimination of waste during transitions such as changes of grades and break recoveries is where the greatest economic gains can be achieved. As production rates rise, often stretching the design capacity of the paper machine, Quality Control Systems (QCS) allow the company to improve the efficiency and quality of the production. This is evident from the significant new developments in quality measurement and control since the introduction of cross direction (CD) control seen in the past years since the 1970s.For paperboard manufacturing using the paper machines, it is necessary to establish the control system that provides a high-mix, low-volume product production. Control parameters are the key component of optimizing the operation, and so the paperboard company should consider an advanced performing QCS. In many cases, the control parameters of paperboard production facilities are normally fixed to the same value using a typical product. Many of these paper production facilities operates in a high mix, low-volume condition because the equipment are consolidated and diverse products are produced to satisfy the end user’s request. Moreover, the paperboard production equipment is often disturbed by the processes of feed preparation or by auxiliary systems. It is for this reason that the control parameters require optimization.... Control parameters are the key component of optimizing the operation, and so the paperboard company should consider an advanced performing QCS. In many cases, the control parameters of paperboard production facilities are normally fixed to the same value using a typical product. Many of these paper production facilities operates in a high mix, low-volume condition because the equipment are consolidated and diverse products are produced to satisfy the end user’s request. Moreover, the paperboard production equipment is often disturbed by the processes of feed preparation or by auxiliary systems. It is for this reason that the control parameters require optimization by deploying a plug-and-play quality control system. Plug-and-play Quality Control System Network Diagram The plug-and-play QCS is a cost effective tool that is used to monitor and control the processes of producing the paperboards. The QCS will consist of a scanner that is driven by a logic controller that is progra mmable, measurement sensors that are network-ready and a station for operations which is connected to a high speed Ethernet network. The architecture provides unlimited connectivity that helps in configuring the system as part of the mill wide distributed control system for full integration into the business network (Oloufa & Thomas, 1999). The configured system featured an off-the-shelf software suite that is configured for high resolution cross the profiles of the equipment, providing historical trends, statistics as well as the supervisory controls of MD/CD. The QCS system is built with components that meet the standard of the industry providing a generic installation designed give self maintenance to the

Is Justice Scalia Wise Enough in His Supreme Court Rulings Research Paper

Is Justice Scalia Wise Enough in His Supreme Court Rulings - Research Paper Example The jurist is a fervent champion of the authority of the executive arm of government; he believes that the original ideology of the authors of the American constitution was to establish and protect a powerful presidency to ensure stability of the nation. In his rulings the judge rejects double standards in the application of the law such as policies aimed to empower minority groups. Talbot (43) avers that Scalia often files separate minority verdicts in which he criticizes the majority decision. This paper explores the philosophies of Justice Scalia as evident in some of the Supreme Court rulings he has made on discrimination and criminal procedure. Justice Scalia is widely described as a conservative figure on the bench, implying that he offers the Constitutional interpretation in letter and spirit of its key architects of the eighteenth century (Bramwell 370-375). In his rulings, the justice captures the philosophies that inspired the Amendment to the Constitution. Scalia believes various constitutional changes to the US laws should be interpreted with respect to their essence at the period of amendment. Nevertheless, the justice is at pains to explain his judicial approach relative to the verdict of Brown v. Board of Education of 1954, which declared segregated learning facilities illegal. The ruling also cited the Fourteenth Amendment, which the justice interprets otherwise, as a deciding factor in the case. The enactment of the Amendment contradicts Scalia’s observations as it allowed corporations some rights under the constitution (Niose 16-21). It is arguable that the architects of the Fourteenth Amendment wanted to enhance school segregation. Scalia however, says he would have rejected school segregation in America, an opinion which is driven by the need for a real united America. According to Scalia and Ring, the justice enthusiastically rejects the notion of an evolving society guided by an â€Å"adjusting† set of laws (9-11). Scaliaâ₠¬â„¢s ideology implies that it is beyond the mandate of the court to adapt the constitutional interpretation. The justice sounds an alarm that if Americans accepted the fact that constitutionalism should be modified to suit an evolving society, the dangers of evaluating changing standards may be tantamount to believing that the evolution has boiled down into one's personal opinion. Nevertheless, by comparing the Constitution with original statutes, which should be bequeathed future generations in its letter and spirit, the philosophies advanced by the justice may fail to enable the modern American society to manage new cultural trends, some of which may be good and promote peace and stability in the world (Lakin 47). Additionally, due to the fact that laws are crafted to serve justice, the evolution of the values of the American society may turn the people into â€Å"slaves† of their forefathers’ ideologies if Scalia’s philosophies are anything to go by. Plainti ff has an upper hand Scalia’s philosophy on criminal procedures is largely in favor of the plaintiff. For instance, he rejected the Court's landmark ruling in Miranda v. Arizona, which offered guidelines on the treatment of criminal suspects. The ruling held that a testimony by a suspect in police custody who is ignorant of his rights was unconstitutional. Scalia’s verdict to judicially review Miranda in the Dickerson v. United States case of 2000 hit a snag, when he found himself in the minority,

Schindlers List Movie Review Example | Topics and Well Written Essays - 750 words

Schindlers List - Movie Review Example The plot of Schindler’s List runs on multiple accounts under the overall parasol of German atrocities on Jews, but at the core of film is rooted on the transformational narrative of a corrupt and flamboyant German businessman named Oskar Schindler (Liam Neeson) into an unexpected hero for the Jews. In the event of German capture of Poland in 1939, Oskar moves to Krakow in hopes of establishing a business with the help of local Jewish accountant Itzhak Stern (Ben Kingsley). Initially to prosper but eventually to rescue Nazi victims, Oskar bribes the brutal SS Lieutenant Amon Goth (Ralph Fiennes). The documentary style of the story, scripted by Steven Zaillian that is based on Thomas Keneally’s book Schindler’s Ark, excels in describing what had actually happened. Since, not much was written about Oskar Schindler (Manchel, 1995 March), Zaillian had the flexibility to mould the character in the best possible manner. The essence of story would not have been captured in the movie that well if it were not because of powerful and gripping performances given by the cast. Liam Neeson’s portrayal Oskar, an enigmatic entrepreneur, with a carefree attitude exudes confidence and empathy. To the other extreme is Ralph Fiennes’ Goth character, a psychopath and cold Nazi official. The third arc, Stern essayed by Ben Kingsley has been portrayed as a calculative businessman with a hidden agenda to save lives. Minor roles such as Helen Hirsch (Embeth Davidtz) - the object of Goth’s lust and the Jewish couple that marries in the concentration camp helped recreate images of humiliation, grief and torture, often providing useful insights about the cultural chasm created at the time. The powerhouse of acting in the film coupled with equally powerful technical expertise in filmmaking provides audience the desired effect of being right there in Krakow, 1939. A variety of visual and auditory techniques have been used to inject right emotions in each frame. Using real locations, Krakow (Poland), Aushwitz-Birkenau Concentration Camp (Poland) and Jerusalem, Israel (The Internet Movie Database, 1993), Spielberg enhance movie’s claims of authenticity and credibility. The settings of dark and damp Aushwitz camp, kitchenware factory of Krakow or the posh German nightclub by production designer Allan Starski add authenticity to the story’s interest. For example, a stark duality between two back-to-back scenes, one detailing Oskar’s rich wardrobe and the other of thousands of Jews entering Krakow provides to audience an apt visualization of the two worlds of Germans and Jews. Adding to the set-design, costumes by designer Anna Sheppard also highlights the stark brutalities amongst powerful and the powerless. Oskar’s movie star possessions, Nazi uniforms, German women’s chic dresses and innocent captives’ modest clothing opinionates viewers towards what the director is narrating. The monochr omatic palette transports the viewer to that era by switching from the riches to the ghettos, and from the ghettos to the camps. Despite the fact that the film is in black-and-white, specific use of color has been used 5 times to bring viewer’

Underachievement: African Carribean

Underachievement: African Carribean Underachievement African Caribbean Abstract This study discusses various issues related to under achievement of African-Caribbean or Black boys in British schools. The study highlights the fact that there is a denial in the British educational system of race and racism and that this is reflected in the in-flexibility of many schools to consider the differential positioning of Black boys in the UK and the effect of their experiences in the school system and opportunities gained thereafter in the workplace. In sum the study shows that there is clear evidence that African-Caribbean pupils have not shared or have been received equally in the increasing rates of average educational performance at various academic platforms. Chapter 1: Introduction Boys’ underachievement has been a major concern within academic circles and among government bodies (Gorard, Gillborn) for quite a while. Ofsted 1996 highlighted the gap between the performance of boys and girls as the attainment continued to lower for boys as they move along the key stages. Coard explores some of the issues that black children faced three decades ago. Some of the abysmal failure of black children within the British school system includes: Racist policies and practices of the education authorities in the past Racism within the curriculum itself Low teacher expectation and how destructive a force this could be Inadequate black parental knowledge of and involvement in what was happening to their children (Coard 1971). According to Coard, black children were deemed as Educationally Sub-Normal (ESN) and were excluded from mainstream. This issue coupled with racist policies and curriculum and low teacher expectation caused most of these children to encounter emotional disturbances which in the long run affected their overall performance of black children in Britain. Despite the odds, in the late 1960s and 1970s some black children were able to make it academically but the majority were not so lucky (Coard 1971). Purpose of the Study The purpose of this study is to investigate the educational experiences of African-Caribbean boys in the UK. The main focus will be to identify the factors that have contributed to the poor academic performance of Black Boys over the years. Furthermore, this work would investigate the claim that there is a denial in the British educational system of race and racism and that this is reflected in the inflexibilityof many schools to consider the differential positioning ofBlack boys in the UK and the effect of their experiences in the school system and opportunities gained thereafter in the workplace. This work will draw on a study in which various stakeholders voice e.g. (Tony Sewell) their experiences of why Black Boys in Britain perform poorly in schools and alsoseek to identify alternative visionsof schooling to re-engage Black males thereby increasing their prospect for a successful future. Research Questions What is the relationship between under achievement and social exclusion of black boys studying in UK schools? How are schools dealing with the issue of student underachievement of black students studying in UK institutions? Are all black boys underachieving? Significance of the Study This study is quite significant as it shows that high under-achievement rates are not just an issue for black pupils. In 2005-2006 the permanent under-achievement rate for special schools was 0.54% compared with 0.34% for secondary and 0.04% for primary schools; overall, pupils with statements of special educational need were seven times more likely to be excluded from school than pupils without statements (DCSF, 2007). Other groups who are over-represented in the statistics include children looked after by local authorities and children from Gypsy and traveller families, despite the behaviour of travelling pupils being generally good (OFSTED, 2006b). Links have been made between school under-achievement and long-term social under-achievement (Blyth Milner, 2003), as have links between school under-achievement and juvenile crime (Graham Bowling, 2005; Gilbertson, 2005); these links are also recognised by government as a policy issue (Social Under-achievement Unit, 2005). For many pupils permanent under-achievement from school marks the end of their formal education: a recent report by the Audit Commission (2006) suggests that only 15% of permanently excluded secondary pupils return to mainstream schooling. Chapter 2: Literature Review A review of the literature on student under achievement highlights the fact that ethnic monitoring of under-achievement was first introduced by the DCSF in the 2004-2005 national schools census. Data from that census indicates that although `Black Caribbean pupils form only 1.1% of the school population they represented 7.3% of those excluded from school and were around six times more likely to be excluded than their White peers. The disproportionate under-achievement of black boys is a particularly serious problem because overall many more males than females are excluded: official statistics show the ratio to be 4.3 boys for each excluded girl. Nevertheless, within the female school population, girls identified as `Black Caribbean are also particularly vulnerable to under-achievement: the school census shows they accounted for 8.8% of excluded girls in 2004-2005 (DCSF, 2006) and are thus eight times more likely to be excluded than might be suggested by the ethnic composition of schools. There is also evidence that African-Caribbean pupils have not shared equally in the increasing rates of average educational performance at GCSE. An OFSTED-commissioned review of research on the achievements of ethnic minority pupils over a 10 year period up to 2005 concludes that the relatively lower exam achievements of Caribbean pupils, especially boys in a wide range of academic and LEA research studies is a cause for concern. The research evidence suggests that ‘A combination of gender and racial stereotypes may make it more difficult for young black men to avoid being caught up in cycles of increasingly severe criticism and control’ (Gillborn Gipps, 2006, pp. 29 and 58). For black families rising under-achievement rates, combined with boys relatively low levels of achievement in public examinations, amount to an educational crisis. Under-achievement and Special Educational Needs It has been suggested (for example, Norwich, 2004; Parffrey, 2004) that in some schools children may be excluded when it is required as assessment and provision for special educational needs (SEN). Analysis of permanent under-achievement from Birmingham schools during the 2006-2007 school year indicated that 53% of those excluded were on the schools special needs register. The Code of Practice relating to special educational needs (DfE, 2004a) requires schools to draw up an individual education plan (IEP) for a child identified as having SEN and outlines a series of stages in which the school is responsible, in co-operation with support agencies, for meeting these needs. It can be argued from a personal experience and evidence from an interview with a teacher that most of the black boys that are underachieving are SEN children who comes under social emotional and behavioural difficulties and probably that is why they are underachieving because the have not been diagnosed for IEP to be made on them yet. These are pupils whose learning and/or behavioural difficulties may be placing stress on teachers but for whom the amount of additional support is limited. It is possible that some of these childrens needs might have been met and under-achievement avoided if the school had been able to access appropriate additional support at an earlier stage. Although official national statistics recognise the over-representation of children with SEN among those excluded from school, these statistics only count excluded pupils with a statement of special education need and thus record pupils with SEN as a minority (17%) of all under-achievements (DCSF, 2007). Analysis of the Birmingham data, which allows us to consider all pupils on the special needs register, indicates that over half the children permanently excluded from Birmingham schools have identified special educational needs. If this pattern is replicated across the country, then it seems likely that the extent to which unmet special educational needs may be contributing to the problem of under-achievement has been under-estimated. It is possible that some LEAs with low proportions of children assessed as having special educational needs, both overall and from particular ethnic groups, may not be identifying children in need of SEN support. Where this correlates with high under-achievement rates, there is reason to suspect that neglected learning difficulties may lie behind some of the disciplinary problems. Ethnicity and Reducing Under-achievement An analysis of the number of groups under-achieving per secondary school over the three year period 2001-2003 with the number of under-achievement in the three years 2004-2006, in order to identify schools which had reduced the number of pupils permanently excluded in Birmingham, show a reduction in the number of pupils excluded over this period, from an average of 11 to an average of seven per school. Those secondary schools which had reduced their use of permanent exclusion had, overall, cut under-achievement by nearly half for all ethnic groups. This suggests that where schools had developed policies for reducing under-achievement, these had been equally effective for all ethnic groups. Nevertheless, this still left black pupils to be over-represented among the under-achievement from these schools. The evidence suggests that if the problem of over-representation of black pupils is to be addressed and racial equality achieved then strategies which specifically address the needs of these children are important. Since African-Caribbean pupils formed some 28% of excluded pupils and only 8% of the school population in Birmingham, I wished to argue whether this might be because African-Caribbean pupils are more likely to attend schools with high under-achievement rates. A total of 14 schools with high under-achievement rates, i.e. schools which had permanently excluded 30 or more pupils in the 6 year period 2001-2006, were identified (two of them grant maintained schools). Of these, 11 had an African-Caribbean population of 8% or less and the other three had higher proportions of African-Caribbean children than for the city as a whole, ranging from 11 to 33%. Sewell (1998), mentions that African-Caribbean boys were six times more likely to be excluded from school as compared to the other group. Furthermore there are argument that these black boys were seen to be conformists in that they were seen to be accepting both the means and goals of schooling but they are most likely to be excluded. There is evidence of an interview with a black boy on page 113 which goes further to prove that not all boys are the same. This particular point is important to my research as there seems to be the assertion that all black boys are underachieving and this is what this research seeks to address. Sewell unpacks some of the oversimplification that exists in the current debate about boys’ underachievement. He goes further to describe boys as ‘a tip of the iceberg in a doomsday scenario within the school’. There seems to be a link between gender identity and anti-school attitude which makes peer group pressure which is sensitive in boys to allow the generalization to be made about boys as unified lumps, in this content as underachieving academically Identifying Good Practice The study sought to understand teachers and head teachers attitudes and approaches to under-achievement and to equal opportunities. Previous research studies have tended to ignore teachers perspectives and the ways in which under-achievement merge into the lives of schools (Gillborn Gipps, 2006), although Haydens (2007) study of children excluded from primary schools does consider the perspectives of both head teachers and class teachers of excluded pupils. My study addressed schools with low or declining under-achievement rates with the aim of identifying good practice in minimising the practice of under-achievement. In particular, I wished to establish whether teachers in the case study schools felt supported in managing difficult or challenging pupil behaviour or whether a low under-achievement rate might be masking other problems and causing stress to individuals working in these schools. Where schools are able to avoid under-achievement we wished to identify the alternative strategies they adopt. Teachers Explanations of Rising Under-Achievement Rates Teachers and head teachers in the case study schools were not asked about the impact of recent educational reforms, but as they reflected on pupil behaviour and their own attitudes to excluding pupils they made regular reference to the changing social policy context in which they are working. They referred frequently to the impact which market forces in education have made on school discipline, increased teacher workloads, changed parental expectations and to how the National Curriculum had limited the scope for schools to meet individual needs and address pupils personal and social behaviour. They broadly agree with Charlton David (2003), Blyth Milner (2004), and Hevey (2004) and Hayden (2007) that increased competition between schools for pupils’ and resources is a key underlying reason for a general rise in under-achievement. As Parffrey (2004) argues, Naughty children are bad news in the market economy. No one wants them. They are bad for the image of the school, they are bad for the league tables, they are difficult and time-consuming, and they upset and stress the teachers. The teachers believed that although schools were all experiencing similar conditions, some had resisted excluding pupils who presented problems. In that have lower excluding rate such as their own, when teachers were working with numbers of children with behavioural difficulties, they argued that the costs of maintaining higher thresholds of tolerance were felt by teachers themselves, in terms of teacher stress and fatigue. Many teachers in the study, notably those in primary schools who have responsibility for the whole curriculum, believed that the National Curriculum has led schools to accept a narrow view of education and, as Gray et al. (2004) have suggested, that it has diminished the importance of personal and social education. They indicated that curriculum pressures and demands for additional record keeping leave them with little time to support a disruptive child or to develop appropriate alternative materials for children with learning difficulties. This in turn can lead to frustration and consequent disruption among such children if they are unable to succeed in the tasks set. Teachers set these difficulties within the context of wider social problems facing childrens families, notably unemployment and poverty. They suggested that pressures faced by children in school, allied to difficulties which a number of them were experiencing out of school and young peoples belief that schooling might not support them in finding future work, were having an impact on their motivation, even at primary level: We are into the second generation of children whose parents have not worked. A lot of the original reasons why people toed the line are not there any longer and I think that a lot of the children in our school are living in situations where there does not seem an awful lot of point [to education]. Everyone wants to achieve in some form, but I feel at home and at school they are not seeing opportunities for themselves as individuals. Some of the traditional motivations are not there. So weve got to look at alternatives. Where we become negative its because of tiredness, its because of workload, its because of the amount of curriculum we have to cover. Weve lost sight of making it interesting. (Primary teacher) Interestingly, none of the teachers suggested that the removal of corporal punishment as a possible disciplinary option had contributed to discipline problems, and ultimately to the increasing use of under-achievement as a sanction, as did a number of the teachers and parents in Haydens (2007) study of excluded children. Teachers Understandings of Racial Equality Some teachers also argued that pressures to meet the demands of the National Curriculum had led to an approach where teachers often fail to consider whether or not the content of lessons builds upon particular childrens experiences and cultures. This would lead some children to feel neglected or marginalised and thus more likely to become disaffected. One teacher argued that an inappropriate curriculum was part of the solution, as was inadequate teacher training, but felt that teacher expectations played a central role: The over-representation of African-Caribbeanboys (among those excluded) is a very complicated issue. However, I think expectations make a big difference, and I think we do tend, however well intentioned, to see a black boy and think they are going to be trouble. A lot of this is down to the media and how they over emphasise issues about black boys, the society in general as well as other research findings. I think that one of the problems is that after a long period of dependency (on National Curriculum requirements) and considering new teachers now, there is a whole generation of teachers who are sent into schools without the grounding of making decisions about what is appropriate for example SEN issues in the class (experience from supply teaching) These teachers comments about a generation of teachers being inadequately prepared to make decisions about appropriate curriculum content within the context of a culturally diverse classroom was supported by a number of newly qualified teachers. Such teachers reported that they wished to develop multicultural approaches but lacked training in this area and were unaware as to where they might find suitable materials. (Birmingham report 2004) Head teachers generally showed themselves to be more aware of issues relating to cultural diversity and racial equality than class teachers. Parffrey (2004) points out that schools in Canada and the USA do not exclude children since schooling is recognised as the means by which children realise their basic human right to education. According to research studies on teachers understating of racial equality none of the teachers or head teachers interviewed in the case study schools supported the abolition of permanent under-achievement, although all heads saw it as a last resort. A number characterised it as a failure on the part of the school: `I would say permanent under-achievement is a defeat (secondary head teacher). Some head teachers recalled their personal sense of failure and distress as they recounted the experience of permanently excluding a pupil. Nevertheless, all the head teachers, including the two primary headsone of whom had never excluded and the other who had excluded only two pupils in 20 years as head teacheradvocated retaining permanent under-achievement as an ultimate sanction: Behaviour Policies Most school had developed its own system of rewards and sanctions which were generally explicit in the behavioural code. The aim is to provide a structure of support for difficult pupils, with a system of rewards and a full range of lesser sanctions so that permanent under-achievement was, where possible, avoided: There is some evidence (for example, Holland Hamerton, 2004) that even within schools there can be inconsistency in the types of offence for which pupils are, and are not, excluded. Such inconsistency might, in certain circumstances, allow sanctions to be applied in a discriminatory way. However, it could be argued that policies listing particular offences as leading to under-achievement should be avoided, as they could place heads in the position of having to exclude a pupil when mitigating circumstances might make under-achievement inappropriate. While this might mean treating the same offence differently when committed by different pupils or groups of pupils, it could also reduce the rate of under-achievement. It is essential that clear explanations of school policy are made to both pupils and parents, so they can see the justice of a schools approach. In some cases of under-achievement from school, teacher inexperience or lack of skills or training in managing difficult pupil behaviour may play a part (OFSTED, 2006a). A lot of the behavioural problems that exist , and I do not think there are many, are due to the fact that the whole staff have not got together to go over the approach to aspects of misbehaviour in real depth. So what I think is happening for example, if a member of staff does something inappropriate-this is not criticise a kid gets into the situation where the school has to send them home. But I think if we could change the approach in the classroom more, this would happen less. At the moment we have to react to situations and also we are trying to send a message to the students about the standards that are required of them. Pastoral Care and Mentoring In a case study of schools, (Birmingham city council 2004) particularly in the secondary schools, they felt that school discipline was directly related to the degree of respect which was shown to them by teachers and also to the level of support they received from teachers. A number stressed the importance of giving pupils occasional opportunities for individual tutorials with a teacher at which they might raise personal or academic concerns. Effective pastoral care systems were also highlighted by a number of head teachers as contributing to good discipline and self-discipline among pupils. At some schools the behaviour policy was incorporated within the schools pastoral policy: Managing difficult behaviour and developing discipline is to do with the whole school ethos. We are in the business of caring and supporting; therefore we do whatever we can. We are in the business of being fair. Another thing looked at was how to reinforce positive behaviour. (Head teacher, secondary school) Some schools had worked hard to ensure that their Personal and Social Education curriculum allowed all pupils to reflect on issues of their personal conduct. For example, some had introduced a mentoring programme for pupils who were presenting problems or who were disaffected. In one secondary school, a group of African-Caribbean boys who had been regularly in trouble and were perceived as vulnerable to under-achievement were being informally mentored by the (white male) head teacher. On the other hand, an African-Caribbean man could be invited to lead weekly sessions with African-Caribbean boys. Another aim was to raise self-esteem, and we be bring in consultants to work with the pupils on half-day conferences, to get them thinking about Where do I want to be in three or four or five years time?. (Head teacher, Birmingham school) Equal Opportunities Policy and Practice One explanation for the over-representation of African-Caribbean pupils within the under-achievement statistics is racism. The suggestion is not that most teachers operate in overly racist ways but that deep-seated stereotypes held by teachers and school governors may lead to black children being seen as having behavioural difficulties. Bridges (2004) suggests that with additional pressures on black families from high levels of unemployment, cuts in social spending, racial harassment and social dislocation imposed on their family and community life it is hardly surprising that some black children present themselves as aggressive in school, as this is a stance that society outside has taught them is necessary for survival. Stifling (2003), in her research into the causes of under-achievement , found that race often featured as a background issue and that although schools think they treat all their pupils the same and do not exclude black pupils unfairly, they do not take into account the factors which have caused the unacceptable behaviour, particularly racial harassment by other pupils. She concludes: Throughout the course of my research I have found evidence of open racism demonstrated by staff in schools to be uncommon. Far more common is the racial harassment of a black child by a white peer group. A government-commissioned study to establish why some schools appear more effective in managing pupil behaviour and avoiding under-achievement also highlighted racism, in the area if not in the school, as one of the problems likely to be experienced by excluded pupils (OFSTED, 2006a). Community and Support Services Previous research has suggested that in many cases of under-achievement , support from outside the school has been lacking, while the support provided within school has been to help the teacher cope, rather than to help pupils overcome their problems (Abbotts Parsons, 2003). A case study schools drew on a wide range of outside support agencies, including voluntary agencies, independent consultants and LEA support services. However, they noted that resources for LEA services were often limited and that they may not always be available for all pupils who need them. One community-based initiative which has been welcomed by a number of Birmingham schools is the KWESI project (Klein, 2006), a mentoring project run by black men which targets black boys judged to be vulnerable to under-achievement . The mentors enter into a partnership with schools to support individual children and KWESI asks its volunteers and participating schools to adopt a no blame approach, so that both parties work for the best interests of the child. Although none of the case study schools was working directly with KWESI, evidence suggests that the scheme has been influential beyond the schools where volunteers are working. It has made head teachers aware of the need to address the disproportionate under-achievement of African-Caribbean boys and may have contributed to a change in the climate of opinion. The Role of the LEA There is a clear role for LEAs in providing feedback to schools on the patterns and trends in exclusions and the impact on under-achievement. Monitoring of exclusions varied considerably among schools. Some head teachers, for example, did not have the data to discuss numbers of fixed term exclusions in relation to permanent exclusions nor any evidence as to whether fixed term exclusions helped to prevent permanent exclusions. The desirability of recording and monitoring action taken to support vulnerable pupils was also stressed by a number of schools. Birmingham LEA currently provides support for schools own monitoring by analysing their records to highlight any patterns in under-achievement by ethnic group and sex. A school wishing to monitor under-achievement thoroughly would need to collect and analyse data for both fixed term and permanent exclusions by sex, ethnic group, special educational needs, socio-economic background (for example, by entitlement to free school meals) and year group. Schools can record additional data which might indicate a need for changes in practice or school policies; for example, noting the pupil’s and teachers who are involved in incidents leading to under-achievement. LEAs might provide guidance in such matters and put schools in touch with schools in similar circumstances who have found solutions to particular difficulties. Head teachers of schools with low under-achievement rates often feel penalised if they are asked to accept pupils excluded from other schools. Head teachers also suggested that the LEA might impose a ceiling on the number of previously excluded pupils a school should be expected to take within a given period, thus protecting the support and resources available for difficult pupils within any one school. According to a research a school had received a small grant from the LEA to assist with the integration of excluded pupils. Although the head argued the money had not stretched far, this was seen as a gesture of goodwill. Such funds can support an induction programme which might include additional supervision and support from outside agencies. Other support for reintegration might include allocation of a special teacher-tutor and the development of a peer group mentoring scheme. Within LEAs there is also a need for greater collaboration between those who address the needs of vulnerable children and curriculum and advisory services which have particular expertise regarding equal opportunities and race equality issues. In many LEAs responsibility for under-achievements rests with an individual or service responsible for special educational needs; in such a situation questions of structural or unintended racism or possible racial discrimination are likely to have low priority if they are on the agenda at all. The West Midlands Under-achievement Forum, set up to bring together representatives from nine LEAs to share expertise and develop policies and strategies to minimise school under-achievement, is a good example of inter-LEA co-operation. It is not just at the level of policy development that such co-operation is important. For children living in one area but attending school in a neighbouring LEA there are sometimes difficulties in the co-ordinated provision of services. Chapter 3: Methodology Research Method For this study I have utilised the qualitative research approach. Qualitative research is much more subjective than quantitative research and uses very different methods of collecting information, mainly individual, in-depth interviews and focus groups. However, since this research study is a secondary qualitative research the data that has been collected for qualitative analysis has been through an extensive review of literature that has been published in the field in the past few years. Secondary research is often less costly than surveys and is extremely effective in acquiring information about peoples communication needs and their responses to and views about specific communication. It is often the method of choice in instances where quantitative measurement is not required. For the purpose of this project the qualitative interview is the perfect approach to take using semi structured interviews. Quantitative research involves counting and measuring of events and performing the statistical analysis of a numerical data (Smith, 1988). The assumption behind this is that there is an objective truth existing that can be measured and explained significantly. The main concerns of the quantitative approach are that, their measurement is reliable, valid and generalisable in its clear prediction of cause and effect (Cassell and Symon, 1994). Primary Data was collected first through interviews. Merriam (1994) said that; Interviews are the best form of collecting evidence if the researcher wants to find out facts that cannot be observed. The student used semi-structured int