Defoe's Robinson Crusoe Essay Example | Topics and Well Written Essays - 500 words

Defoe's Robinson Crusoe - Essay Example However, Robinson Crusoe does not heed these warnings and sets out twice more on the sea. The first of these trips is to Brazil (without incident). The second and fateful trip which ultimately lands him on the desert island is the trade mission he engages upon to Guyana in Chapter 5 (Defoe, 1982). Once shipwrecked, without any shelter, dwelling, friends, comrades, family, amenities of a comfortable life, or supplies to speak of, Crusoe comes down with a high fever during a monsoon. This parallel to hubris and the utter humiliation of mankind’s best efforts is a direct parallel to the Greek writers nearly two thousand years prior to Defoe’s Robinson Crusoe. In this way, Crusoe experiences a Job like conversion and understands his hubris; therefore, he confesses his many sins of this life and sets out to read and study the New Testament with a renewed vigor. With the modern connection as it relates to Defoe’s Robinson Crusoe, the most obvious connection is to the film Castaway. Although the obvious connection is both works center around individuals who find themselves alone on a desert island, the parallels are far greater. The fact is that the underlying character development of both Castaway and Robinson Crusoe hinges upon the moment immediately following despair, self-loathing, hopelessness, and contemplations of death when the protagonists realize that this is their moment to define what they will do and how they will survive under difficult circumstances. Robinson Crusoe experiences a high fever accompanied by severe weather and a hallucination in which God speaks to him. On the other hand, Chuck Noland’s epiphany only comes after he opens the â€Å"forbidden fruit† of the FedEx packages washed ashore with him and finds useful items that can aid him in his quest for survival. In this way, both characters experi ence

Democratization in the Middle East Essay Example | Topics and Well Written Essays - 1250 words

Democratization in the Middle East - Essay Example The information revolution is seen as a leading factor of political instability in the region and as a result, it impacts on the democratization process in a negative way. This is owing to the fact that the improved infrastructure from the Persian Gulf to North Africa facilitates the effectiveness of opposition movements and terrorists. For example, Islamists in Tunisia and Saudi Arabia use recent developments in communication to fight against the current regimes. The cumulative effect of this development is a decline in democratization. The second challenge to the process of democratization is the forces of Islam and nationalism. These are known as the two most influential forces in the region. The development of Islamist factions has serious implications on the democratization process in the region as well as the relationship between Islam states and the rest of the world. For example, countries such as Algeria where Islamist regimes exist but are in their early stages may experien ce a long-term struggle that impacts democratization.Thirdly, the concept of democracy is unfamiliar in the foundations of Islam which is the main religion in the region. In other terms, democracy is irreconcilable with the Muslim religion. This can be supported by the fact that among the number of countries with an Islamic majority only twenty-three percent of them have democratically elected regimes. In fact, only one Muslim nation across the world is considered as democratic.

Principles of Maritime Administration and Policy

Principles of Maritime Administration and Policy I. Introduction Clearly stated in Article 94 UNCLOS 1982 that one of the duties of flag state is to take such measures for ships flying its flag as are necessary to ensure safety at sea, which required to conform to generally accepted international regulations (UNCLOS, 1982). Having consider that States should not only become party to the convention, but also fully implemented their obligations, IMO establish Resolution A.996(25) Code for the Implementation of Mandatory IMO Instruments. Based on this code, there are strategies that should be developed by the States in order to achieve objective of the code, which is enhancing global maritime safety and protection of marine environment (IMO, 2007). Indonesia through its maritime administration should establish system which develop this strategy to fulfill their duty as flag state. This paper try to compare four strategies mention in Resolution A.996(25) with system established in Indonesia in general; and specifically explore the consequence of the c ode for Indonesia in terms of casualty investigation. II. Strategy for enhancing maritime safety and protection of marine environment Based on Resolution A.996(25), there are 4 strategies should be developed by the States. First strategy, implementation and enforcement of IMO convention; Implementation of flag state responsibility cover many aspect, such as convention interpretation, education and manning, flag state inspection, certification issues,   authorization and monitoring RO, and casualty investigation. However, these implementation and enforcement are fully depends on ability and willingness of member parties. Contracting Governments enforce the provisions of IMO conventions as far as their own ships are concerned and also set the penalties for infringements, where these are applicable (IMO, 2009). Ratify a Convention and bring it into full and complete effect through internal law is not easy for contracting government. To establish effective maritime legislation, after set it up, it should be easy to change and keep updated with IMO change, set up IMO legislative tracking, attend IMO meeting and m aintain effective communication with other parts of government (Belcher, 2009). Survey and certification is one of the ways to enforce standard developed by administration. In some cases, countries which are lack of expertise and experience have found convenience in delegating their functions to Recognized Organizations (Villanueva, 2004). Many developed administrations also decided to delegate part of their function to RO, in order to effectively expand their capabilities on worldwide basis. RO such as classification society have believed as professional solution for global surveyor network and technical expertise (Schlott, 2009). However, some problems arise regarding statutory work delegation. For example, audit of Denmark shows the needs of more effective monitoring of statutory survey record held by RO (VIMSAS-Denmark, 2007). Therefore in term of authorization, Maritime Administration should fully refer to Resolution A.789(19) â€Å"Specifications on the survey and certification functions of recognized organizations acting on behalf of   administrat ions† and Resolution A.739(18) â€Å"Guidelines for the authorization of organizations acting on behalf of the administration† (Schlott, 2009). Second strategy, adherence to international recommendations; apart from Mandatory instrument such as Load Lines, SOLAS and COLREG, flag state should also refer to international recommendation such as IMO resolution or circular which contain guidelines or other non mandatory code. Thirdly is continuous review and verification of international obligation compliance effectiveness. One way of review is by evaluating port state control statistics. PSC usually published annual reports that contain statistics on the performance of flag States and RO. Casualty statistics also can give picture of compliance effectiveness. In addition, comprehensive measurement of flag State ability to enact and effectively enforce maritime legislation is through Voluntary IMO Member State Audit Scheme. The importance of VIMSAS in verification of flag State compliance is emphasized by IMO (Mansell, 2009). Purpose of VIMSAS is not to shame or point a finger at a state, but to assist them in fulfilling their duties and obligations which promotes flag State performance. The result of this audit is known only to the State concerned, auditors and IMO secretariat, and reports from audits are published as anonymous (Franson, 2009). Last strategy is achievement, maintenance and improvement of overall organizational performance and capability. Human resource development will influence organizational performance; and good quality system can assure achievement and maintenance of organization performance. Administration can apply ISO 90001 or other equivalent quality system. Furthermore, improvement can be done through introduce new public management principle. It is move away from administration to achievement of result, change from classic bureaucracy to flexibility and defines organizational and personal objectives through measurable performance indicator (Schrà ¶der, 2008). Although almost impossible to implement all of NPM strategies, many administration in developing countries are implementing selected aspects of NPM notably granting more autonomy to public sector organizations, emphasis on results, accountability for performance and results, introduce competition, contracting, and customer orientation (Singh ,2001). Multi-state cooperation for capacity-building is one example of new public management implementation to overcome the limitation of organization through international cooperation (Manuel, 2009). III. Flag state implementation in Indonesia Indonesia is a huge Archipelago country comprised of 17508 islands, with 5.8 million square kilometres total area of sea and 95181 km length of coast line (Indonesian Maritime Committee, 2008). This given condition generates high dependency on maritime transportation and also obstacle to develop high qualified and reliable maritime transportation system. Three main strategies in maritime transportation development of Indonesia for 2009 are improvement of national transportation service, improving safety and security of maritime transportation and improving quality of human resources (Ministry of Transportation, 2009). Indonesia also published long term development strategies 2005-2025 for maritime safety, inter alia, maintain traffic scheme, monitoring seaworthiness and vessel status regularly, assessment of technical aspect and operational of vessel, controlling implementation of planned maintenance systems, developing crew career, monitoring environmental protection and improving S AR operation (Ministry,2008a). Specific short term target are explained in roadmap of maritime transportation safety improvement for 2006-2009 plans which include facilities, law enforcement, regulation, restructure organization, human resource, institution revitalization and community socialization (Ministry,2008b). Specifically as a flag state, Indonesia is bound to the obligation of flag state duties as mention in UNCLOS. Based on Transportation Information Book 2007, Indonesia has 7,237 national fleets in 2007 (Ministry, 2008c). Compare to the world, Indonesia is in number 11 in merchant marine with 971 vessels in 2008 (CIA,2009). To maintain and assure that all vessels have fully complied with regulation is not easy task for Indonesia. As 4 strategies mentioned in Resolution A.996(25) which should be established, some are fulfilled and some are not yet accomplished. a. Implementation and enforcement Indonesia already ratify several conventions such as SOLAS 74 protocol 78, Load Line 66, Tonnage 69, COLREG 72, STCW 78, MARPOL 73/78 Annex I/II and some other convention such as CSC, STP, Facilitation and INMARSAT (IMO,2009a). Ratification processes are take time since it has to be legalizing through parliaments. However, although there are some conventions, protocol or annex not yet ratified, Indonesia always try to keep in track to recent important regulation development. For example, as mention in roadmap of maritime transportation safety improvement, Indonesia has continuous improvement in ISPS and ISM implementation (Ministry, 2008b). In terms of classification, Directorate General of Sea Transportation give authority to Biro Klasifikasi Indonesia regards hull construction, electrical and machinery. Other aspect such as radio communication and safety equipment are inspected by Directorate through their Marine Inspector (Rusdi,2009). This multiple classifications should not be a problem if every part of regulation is strictly implemented. However, often people argue that BKIs position is not helped by its close links with the Ministry of Transportation, where decisions are often described as politically-motivated (Indonesian Class, 2007). Indonesia also tries to improve law enforcement such as technical audit to passenger vessel and ro-ro ferry, sanction for careless harbourmaster and marine inspector, licence revocation for negligent operator and condition assessment survey for safety requirement in ro-ro ferry which older than 25 years. In 2007, there are 4 official and 1 operator were sanctioned (Ministry, 2008b). Unfortunately, in several cases, inadequate safety equipments are still founded. For example, in KM Levina accident case, it was proved that the sprinkle can not work. Ironically, for safety equipment certificate, the ship have complete certificate. There are possibilities that safety equipment not carefully inspected (Rusdi, 2009). As Gunther, chairman of interferry, comments that many problem are caused by poor operator administration (High waves, 2009). This problem should be cover by port clearing requirement; therefore, law enforcement should be much stricter. b. Adherence to international recommendations Overall, Indonesia has trying to implement and enforce mandatory instrument; however, Indonesia should more pay attention to international recommendation. Although ISPS are not cover in Resolution A.996(25), ISPS code including Part B which is not mandatory is one example of recommendation that already implemented in Indonesia.   Indonesia already established International Ship and Port Facilities Security since 1st July 2004 (Ministry, 2008a). c. Review and verification of the effectiveness Port state control data, accident statistics and audit are the ways to review and verify flag state implementation effectiveness.   Unfortunately, port state control statistic for Indonesian vessel not gives good news. In Tokyo MoU annual report 2008, Indonesia is in 6th place in highest detention report with 19.14% or 40 detentions. With 634 inspections from 2006 to 2008 there are 123 detentions which put Indonesia in black list.   However, Biro Klasifikasi Indonesia can prove that they have better performance, which in Tokyo MoU, BKI has medium performance level (Tokyo MoU, 2009). Number of vessel accident in Indonesia also relatively high. Figure 1 shows the statistics from 2003 to 2008. It tends to increase from 2003 to 2007 and the highest number occurs in 2007 with 145 accidents. However it shows good progress when in 2008, number of accident sharp decrease to 44 accidents. This probably prove that after second biggest ferry disaster in Indonesia, Senopati   Nusantara, happened at the end of 2006, government trying hard to improve vessel safety in Indonesia. Furthermore, Indonesia has not yet volunteered for VIMSAS. Apart of realizing that some obligation not yet fulfilled, one of the problems is probably cost which should be afforded for the audit. However this problem should not be as a reason to refrain from applying the audit. Integrated Technical Co-operation Programme (ITCP) can provide assistance to prepare audits and/or implement corrective measures in response to audit findings and, if necessary, funding part of the cost for the audit (Franson, 2009). Considering benefit of this audit, applying VIMSAS could be the starting point for Indonesia to find the right solution. d. Achievement, maintenance and improvement of overall organizational performance and capability In order to ensure achievement and maintenance of organizational performance, Indonesia realized urgency of improving human resource development. Since 2006, each year Indonesia trained approximately 600 people in various training such as marine inspector, hydrographic, Global Marine Distress Safety System, SAR, ISPS-Code, Port State Control Officer, Advance Fire Fighting, ISM Code and Radar Simulator Arpa Simulator. In terms of organization improvement, Directorate General of Sea transportation determined tasks based on competence based evaluation. Indonesia also planned to restructure and reform Biro Klasifikasi Indonesia to be more independent and professional (Ministry, 2008b). Although we can categorized Indonesian Maritime administration has traditional public administration style with its classic bureaucracy, Indonesia has implemented some element of new public management. Authorization of Biro Klasifikasi Indonesia for ISM audit also shown Maritime administration orientation in result, with realized their limited capability for doing too much task. Directorate has also published minimum standard of services which mention performance indicator (Directorate, 1999). Certainly, all deficiency should be overcome, one of the solution is by implementing the code in Resolution A.996(25). However, there are many possible consequences have to be faced by Indonesia in order to fully implement the code. One example of important parts is regarding casualty investigation. IV. Consequence of the code for casualty investigation in Indonesia As part of the strategy, casualty investigation is one of flag state responsibility that should implement.   Resolution A.996(25) point out that flag state should carried out investigation following a marine casualty or pollution incident. Three consequences that should considered regarding casualty investigations are provide qualified investigators, publish the result for certain cases, and report to IMO according to the guidelines (IMO,2007). Wherever the location of casualty or incident, flag State should be prepared to provide qualified investigators. Individual investigators should have working knowledge and practical experience in those subject areas pertaining to their normal duties. Additionally, in order to assist individual investigators performing duties outside their normal assignments, flag State should ensure ready access of various expertise such as expertise in navigation and Collision Regulations, causes of marine pollution, interviewing techniques, evidence gathering, and evaluation of the effects of the human element (IMO,2007). High qualified investigator can conduct good investigation which finds not only the direct causes but also the root causes to avoid the reoccurrence. In terms of investigator, Indonesia only has 6 individual investigators. As Karmoyono, head of maritime transportation sub committee NTSC said, to promptly deal with all accident happen in Indonesia at least 30 individual investigato rs is needed, with 1 investigator for each province (Yunita,2008). Addressing this problem, Indonesia can try to develop its capability through program offered in UNDP; as long as conform to UNDP global mandate and follow the process, Common Country Assessment, United Nations Development Assistance Framework and Common Country Programme Action Plan (Jopap,2009). Along with developing internal capability, Indonesia can also explore possibility to take advantage of multi state cooperation with get professional expert from other country. Moreover, the investigation result should be informed to every party involved as input for improvement.   According to Smith and Schmidt, â€Å"When investigating accident, success is measured by the degree to which the party efficiently receives the information it needs and is able to act in its own best interest based on that knowledge† (Smith Schmidt, 2005, p.210). It is fits to requirement of the code, which is to publish the result of investigation to the public, especially any accidents involving personal injury necessitating absence from duty of three days or more and any deaths resulting from occupational accidents and casualties to ships. In 2008, among 44 accidents, 4 accidents which considered as major accident were investigated by National Transport Safety Committee, and 40 were investigated by Directorate General of Sea Transportation (NTSC, 2009a). Among this 4 major accident only 2 of the report are published in NTSC website (NTSC, 2009b). Last consequence is requirement to report in accordance with MSC/Circ.953-MEPC/Circ.372, Reports on marine casualties and incidents, and revised harmonized reporting procedures which is reports required under SOLAS regulation I/21 and MARPOL 73/78 articles 8 and 12. V.Conclusion Strategies mentioned in Resolution A.996(25) has give comprehensive measure to implement IMO convention. Indonesia as flag state has developed short term and long term strategic plans which in line with some part of the code. Indonesia also conducted the strategy; however, there are still many deficiencies occurred, especially in enforcement, adherence to the international recommendation, and verification of effectiveness. Realizing the benefit of the code, it is every hope that all possible consequences which arise from implementing the code in Indonesia can be managed.

Contemporary Australian Cultural Issues in the works of Harper Lee Essa

Harper lee examines key cultural issues in her novel to kill a mockingbird, such as racism, socio-economic status and prejudice. These issues are still relevant to contemporary Australian society. She examines these issues throughout her book in many different ways, from many different points of view and from many different opinions from the characters in the book. The book is set in a small town called Maycomb in America and takes place during the depression years. The town of Maycomb is a town which is old and is not well looked after and is described as dirty in the book. The people who live in and around Maycomb on farms are poor people, as a result of the depression. The main characters of the book are the finches. The Finch family comprises of Atticus the father and his two kids Jem and scout who narrates the story. The story is about life in maycomb seen through the eyes of children. Life in Maycomb is full of issues such as racism, socio-economic status and prejudice. Racism and socio-econic status are easily the two most noticeable issues that the book revolves around. These issues are relevant to contempory Australian society in many different ways. Socio-economic status is the main theme at the start of the book. A good example of this issue is when Jem invites Walter Cunningham to have lunch with himself, Scout and Atticus, because he does not have any lunch money as his family is too poor to afford it. They sit down for lunch and Walter drenches his food with syrup and scout thinks this is ungrateful and rude so she remarks by asking him what the Sam hill he is doing. Walter was embarrassed and Atticus shakes his head at her and she protests â€Å"but he has gone and drowned his dinner with syrup,† â€Å"he’s poured it al... ...ou only have to look at the wars going on over in the Middle East. They are all fighting over different religion which is racism. Terrorist attacks are also based on racism because a group of fanatics from all over the world do not like westerners this is racism. On a more local level you see it even at school where racism is big because Griffith High School is such a Multicultural community, all the different groups of people are grouped together for example the Afghans and the Islanders, this starts fights and arguments between different races. Socio-economic status and racism are only two issues that Harper Lee examines, as there many more which include prejudice, maturity and growing up. Harper Lee’s issues that are discussed in her book to kill a mockingbird are still contemporary issues in Australia, because they affect us and have a significant impact on us.

Planning a system to handle school records Essay

Real user: The examination department of CAMS School has to maintain the student progress record. Part of the education process requires the examination department need to assess the students at regular intervals throughout the school year and keep a record of achievement for each student at the end of the year. The examination record should build up over the duration of the course to allow the staff, students and parents to see how the students’ are progressing. The examination officer Mr.Ahmed has asked if I can help them with a particular project to satisfy their need. The examination department and the examination officer Mr.Ahmed will be my end user. The problem and how I discover it: My friend Asad study in CAMS school. In May 2008 he gave his year 10 exams and left for his holiday without taking his result. On his return when he went to collect his result with me he found lots of mistake in the report card. The term marks of history and literature were written incorrect. He marked absent in mathematics. We informed the examination department about this blunder and asked them to rechecked and correct it. After two weeks the examination department could not done anything about the history and literature result as they had lost the record while they marked present him on mathematics paper. My friend was very upset with his result. Why Has This Problem Arisen? Cams school is keeping and making their school results manually, the manual files are prepared for each class and course and class teacher prepare result in register, from where they were shifted to big result sheet and then to report cards. there is no system in place at present to record assessment results efficiently and allow the staff to monitor the students’ progress throughout the year. Resultantly, the staff must find the time to meet these needs and are finding it difficult and time consuming to record and collate the assessment marks using a manual system. Some evidences of problem: * Every year many student complain as they were not satisfied with the result, as they complain that they had got different marks in monthly test and in term but in report card the marks appeared are different. So the recheck of the whole term marks are extremely difficult and time consuming. * Many errors like calculation in cumulative marks or wrong percentage were found in the report card which affected in not only on grades but also in their ranks. * Many test marks were either entered wrong or forget to enter. * In case of any urgent placement of faculty member, the term result could not collect from the teacher. * The teacher had lost the term result and there was no backup of it. * Some times student does not appear in the final term due to any medical grounds or any other uncertainty and they need to be promote on their past performance basis, in such situation , to find their past result of each subject is time consuming and problem as it is not visible in one page and the examiner and the teacher has to search User requirement: Mr. Ahmed wants me to develop a system which can perform following functions. * Develop a system for recording and storing all the assessments undertaken by students. * Record end of unit assessment marks for all the theory and practical units. * Record all the marks for the projects completed within the course. * Keep details of the student’s name, and year badge. * Total up the marks for the different subjects, calculate averages for each student and the group and allocate grades against level of performance. * Develop a system to identify high achieving students and those with areas of concern. * Show results of group performance in graphical format. * Be able to alter the system to record and process all the results. * The system must be user friendly. * The system should not involve any additional hardware or software costs. Having considered all the above, I have come up with my own List of Objectives that I must achieve in order to develop a robust solution to this problem. I will use these throughout my project to check that I have satisfied the requirements of the user. Objectives: > General objective: * The system must adhere to the working of old system whilst computerizing as much as possible. * The system should be automatic as possible, reducing the need of user intervention where possible. * The system should be secure. Unauthorized personnel must not be able to gain access to the details stored on the system. * The system must be stable and reliable; it must not breakdown or crash which may result in lost data. * Create a template that can be reused for each new year group * Produce graphs to show results graphically * Hard copy of reports should be formatted to be printed out on one page * Use color to identify certain groups of student > Qualitative objective: * The system should store detail of all student result and their marks. * The result should be easily identified, thus allowing the user to show the result of individual student. * Record of individual student can be maintained. * By making folder of each year each class result would be easily identified. * The system should automatically calculate the cumulative marks, percentage and graph of individual student in every subject, * The system should allow user to gain accurate result in calculation. * The user should able to enter all the data and easily view it. * Every part of the system must be accessible to the user with minimum fuss. > Quantitative objective: * The system should able to store the data of ten course and 15 children per class. * The data must be record and available to view with in 10 second. * Past result must be identified within 30 second. * Cumulative marks, percentage and graphs must be prepared within 30 second. * The user must be using the system within one week of receiving it without further help. Different solution of the problem: CAMS are already working with manual solution so it is useless to create any manual solution. My initial thoughts are that a solution could be developed using a Spreadsheet or Database package or maybe a Word Processing package. The following table identifies each of these applications, considering the function software can perform.

Phineas Gage and Emotional Intelligence

On aghast fateful day In September 1848, a Job he was a master at – safe explosions of rocks), a slight distraction caused him to sis a step In the process of blowing up rocks, a 13. 25 lb. Iron tampering rod, measuring 37 Inches entered sage's left cheek, peeling his skull and his brain before excellent at high speed through the top of his head. Miraculously, Epiphanies survived and lived through his accident with little or no Impact to his valuables. He responded to treatment, and In less than 2 months he was pronounced cured and well, he could talk. Elk and there was vision In his left eye behind which the rod pierced through. All was well after Epiphanies' recovery until he started showing signs of aggression, he sots his respect for social conventions, he basically lost his personality, and the once loved and respected foreman by family and friends was now a stranger. His new found temper and profanity cost him his job that he was once revered for and for the remaining 1 1 years of his life that he lived after the accident he was forced to become highway some will call a circus attraction to earn a living.The link between Epiphanies gage and emotional intelligence According GTAG Salesman's book 1995, emotional intelligence emotional intelligence is he capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in us and in our relationships. Sage's story also helps us to understand the complexity of the human brain that there is a portion dedicated to reasoning emotionally, managing a sense of responsibility towards self and others.Sage's accident took out his entire frontal lobe; a doctor named Harrow tried to explain the link between the accident and the changes in sage's behavior, The effect of the injury appears to have been the destruction of he equilibrium between his intellectual faculties and the animal propensities. He was now capricious, fitful, irreverent, impatient of restraint, vacillating†¦ Halls physical recovery was complete, but those who knew him as a shrewd, smart, energetic, persistent business man, recognized the change In mental character.

Age Of The Bosses Essays - Political Boss, Political Terminology

Age Of The Bosses Essays - Political Boss, Political Terminology Age Of The Bosses As industrialization caused cites to grow in leaps and bounds, political bosses started to take power. As the 19th Century came to a close, almost every sizable city had a political boss, or at least had one rising to power. Tons of immigrants from every part of the world began to pour into the major cities. Cities have had diversity in the past, but the huge diversity of the American cities was unique. The only thing the new immigrants had in common with each other was the dream of becoming rich and the poverty of their current state. Unfortunately, so many different people with so little in common often left tension between different groups on the edge of becoming violent outbreaks. The famous Tammany set the example early on of how to broaden it's own appeal to people of all races and ethnic groups. Not long after, the other bosses did the same. The bosses did much to clean up some neighbors and prevent violence, but of course it always had the ulterior motive of securing votes fo r their own power. Their corruption often lead to their downfall, such as William Tweed, who died in 1878, penniless and imprisoned. On of the main power gaining tools for the bosses was the ability to give employment to people. The people would sign onto these payrolls even when padded, since any employment was better than no employment. Another platform was the sale and regulation of liquor. Though becoming somewhat unpopular among some Americans, Europeans were appealed by the bosses' support of liquor. Also appealed were many middle class members of society who, though not needing financial aid, did enjoy the consumption of alcoholic beverages. Many businesses also were dependent on the local government cooperating with their operation and expansion. This expansion also attracted more people to the city, thus they fed and grew off each other, expansion of business and population. The boom in population meant that the city had to accommodate the new people and the services they n eeded. Yet history repeats itself, as greed and conventional thinking prevent the institution of social services that could have met the new needs and the governments began to loose control. The men who rose to power as the boss of their city were more than often a common man at birth who immigrated and seized the opportunity presented by industrialized cities. The bosses no longer exist today since public education has made for the smarter voter. Few immigrants with nothing to loose and everything to gain also contributed to the demise of the bosses. In the end, the bosses brought about the new style of municipal government, which still works today. Bibliography After the Fact

World Food Bank essays

World Food Bank essays The proposition of implementing a worldwide food bank is an enigma puzzled with questions of reasoning and morality. Some would say the possibility of establishing such an entity could lead to war, famine, and poverty on a worldwide scale. Others would suggest it could uplift a burden that plagues man constantly and bring peace and prosperity to nations abroad. I, for one, find it hard to imagine that such an establishment could possibly bring forth any long term positive effects; although I am subject to say I agree upon the theory as a wonderful proposal. At first, it would be a likely cause to the problems of our world, a wonderful thought indeed, but human nature will abort any likeliness of conceiving this creation. This would occur through the manifestation of greed, the downward spiral of the poor, and the abolishment of natural selection. The conception of a worldwide food bank would inevitably lead to a viscous constant; known to us humans as greed, that would undoubtedly ruin the system from the inside out. For instance, if someone obtains something that is given to them, knowing that it is there whenever needed, instead of working for it, there is a higher chance that the person will take advantage of it and selfishly abuse it. Humanity as a whole, in dire need, would possibly work on the same concept. On the contrary, something that is earned, worked for, will be used properly and not abused, and will be valued at a higher standard. "A farmer, for instance, will allow no more cattle in a pasture than its carrying capacity justifies [. . .] If a pasture becomes a commons open to all, the right of each to use it may not be matched by a corresponding responsibility to protect it" (Hardin).Thus, selfishness occurs, infesting this dream like a vivid nightmare. As for the select countries fueling the world food bank, they become the helpless victims to their own tragedy. Furthermore, if this concept were to be established,...

The Stoic and the Epicurean Philosophies

The Stoic and the Epicurean Philosophies Which lifestyle, Epicurean or Stoic, achieves the greatest amount of happiness? In his book Stoics, Epicureans and Skeptics, Classicist R.W. Sharples sets out to answer this question. He  introduces readers to the fundamental ways in which happiness is created within the two philosophical perspectives, by juxtaposing the schools of thought to highlight criticisms and commonality between the two. He describes the characteristics deemed necessary to achieve happiness from each perspective, concluding that both Epicureanism and Stoicism agree with the Aristotelian belief that the sort of person one is and the lifestyle one adopts will indeed have an immediate bearing on the actions one performs. The Epicurean Road to Happiness Sharples suggests that Epicureans embrace Aristotles conception of self-love because the goal of Epicureanism is defined as  pleasure achieved through the removal of physical pain and mental anxiety. The Epicureans foundation of belief rests within three categories of desires, including  the natural and necessary,  the natural but not necessary, and  the unnatural desires. Those who follow an Epicurean worldview eliminate all non-natural desires, such as ambition to attain political power or fame because both of these desires foster anxiety. Epicureans rely on the desires that free the body from pain by providing shelter and abolishing hunger through the supply of food and water, noting that simple foods provide the same pleasure as luxurious meals because the goal of eating is to gain nourishment. Fundamentally, Epicureans believe people value the natural delights derived from sex, companionship, acceptance, and love. In practicing frugality, Epicureans possess an  awarene ss of their desires and have the capability to appreciate occasional luxuries to the fullest. Epicureans argue that  the path to securing happiness comes by withdrawing from public life and residing with close, like-minded friends. Sharples cites Plutarchs criticism of Epicureanism, which suggests that achieving happiness through withdrawal from public life neglects the desire of the human spirit to help mankind, embrace religion, and take on leadership roles and responsibility. The Stoics on Achieving Happiness Unlike the Epicureans who hold pleasure paramount,  the Stoics grant the highest importance to self-preservation, by believing that virtue and wisdom are the necessary abilities to achieve satisfaction. Stoics believe reason leads us to pursue specific things while avoiding others, in accordance with what will serve us well in the future. The Stoics declare the necessity of four beliefs in order to achieve happiness, placing the utmost importance on virtue derived from reason alone. Wealth obtained during ones lifetime utilized to perform virtuous actions and the fitness level of ones body, which determines ones natural ability to reason, both represent core beliefs of the Stoics. Lastly, regardless of the consequences, one must always perform his/her virtuous duties. By exhibiting self-control, the Stoic follower lives according to the virtues of wisdom, bravery, justice, and moderation. In contradiction to the Stoic perspective, Sharples notes Aristotles argument that virtue alon e will not create the happiest possible life, and is achieved only through the combination of virtue and external goods. Aristotles Blended View of Happiness Whereas the Stoics conception of fulfillment resides solely in virtues ability to provide contentment, the Epicurean notion of happiness is rooted in the obtainment of external goods, which vanquish hunger and bring the satisfaction of food, shelter, and companionship. By providing detailed descriptions of both Epicureanism and Stoicism, Sharples leaves the reader to conclude that the most comprehensive conception of attaining happiness combines both schools of thought; thereby, representing Aristotles belief that  happiness is obtained through a combination of virtue and external goods. Sources Stoics, Epicureans (The Hellenistic Ethics)D. Sedley and A. Longs, The Hellenistic Philosophers, Vol. I (Cambridge, 1987)J. Annas-J. Barnes, The Modes of Scepticism, Cambridge, 1985L. Groacke, Greek Scepticism, McGill Queens Univ. Press, 1990R. J. Hankinson, The Sceptics, Routledge, 1998B. Inwood, Hellenistic Philosophers, Hackett, 1988 [CYA]B.Mates, The Sceptic Way, Oxford, 1996R. Sharples, Stoics, Epicureans and Sceptics, Routledge, 1998 (How can I be happy?, 82-116) [CYA]

Censorship of Books in Schools and Public Libraries Research Paper

Censorship of Books in Schools and Public Libraries - Research Paper Example Examples of such cases are: Martin v. City of Trutherss of 1943. The decision made in Minarcini V. Strongsville City School District of 1976 affirmed the case of the battle of human right. There had been recommendation by teachers to their students on the usage of† Catch 22 and God Bless you† in the students discussion of great American literature. The school board however ordered for the removal of such books. This did not spare â€Å"Cat’s Cradle† either. The court ruled in favour of students to buy the books suggested by the teachers citing that success of the students would be hindered by the removal of such books. This ruling was used by Judge Albert Coffin in1980 in making his ruling on a case filled banning the use of â€Å"The Wonderers and Dog Day Afternoon† from being used in the school library (Kim Stewart, 24). In the same year of 1980, the court ruled in favour of the school board of Warsaw Community School giving them a right of removing several books from the library. The right of the board in designing curriculum based on the school’s discretion was also upheld. The school was given powers to instil tradition and norms in the school by controlling the information resources in the school library. In 1982, the Supreme Court gave the school board powers to remove certain books from the library in good faith or based on educational principles. The basis of such censorship was to be justifiable. Court cases are but just an introduction to censorship of public libraries. Current Society In the recent times, censorship has been based on the terrorist content. With the increase in terrorists attacks in Africa and the western... This essay makes a conclusion that according to the list of the possible business strategies presented in this case study; it appears that there is need for careful censorship of both public and school libraries to ensure safety of children from materials that they cannot understand. Children should be accorded right to information access. There is need for school board and the community to work together in streamlining intellectual freedom, book banning and creation of policies that govern censorship of school and public libraries. This report approves that some school boards remove books they feel are unsuitable to the readers from the book orders. This has led to outcry among the students as well as the public. In many cases it has been viewed as a denial of the library users their fundamental human right. This however does not take place in America alone but notably across the entire globe. Banning of books in school and public libraries is a major concern of the entire society. Parents sent their children to school to gain information in the form of education. In the event students are barred from accessing this vital service, it is seen as a way of denying them their right to information access contained in the freedom of press. On the other hand there is need for ensuring the safety of the children. The safety should not only be physical in nature but also social, emotional and intellectual. There are some times when this right to information could be curtailed in a bid to ensure the emotional and safety of the child.

Develop an outline research proposal for a project related to social

Develop an research proposal for a project related to social care provision for pre-school children - Outline Example The type of social care has been found to have an influence on the personalities and behaviour patterns of children (Burchinal, 2009). The proposed study therefore aims at validating the research studies carried out by other people and seeks to improve on the measures taken towards the alleviation of the problems. The study also aims to assess the position of women in the problem and tries to find ways that can be used to incorporate them in the solutions. The problem of the study is to identify the challenges of day care facilities and organizations and suggest ways through which these problems and challenges may be resolved. The problem is an old one, which has become more pronounced with the increase in population and strain on the available social amenities (Children’s Foundation, 2007). Also, the fact that more women are participating in the workforce contributes to the burden on social care for child support. The study therefore has in its scope the implementation of both long term and short-term solutions for the standards needed for day care as well through policy change. The literature review is expected to include a discussion of the preschool day care facilities in the UK and how it impacts on the economy and the society. It will also include previous research undertaken to assess the impact of quality of day care on the development of children. Data is collected periodically by the U.K Census bureau on the different arrangements that are employed by families with working mothers. The Daycare Trust publishes child cost surveys annually. It covers cost surveys in January for general child-care costs and July for holiday child-care costs. According to Daycare trust 2011, the survey indicates that child-care costs have increased and surpassed the average wage. This has placed parents under financial immense strain. For example, the costs of child minders in Scotland for children

The Potential for Energy Savings Firms in Singapore Essay

The Potential for Energy Savings Firms in Singapore - Essay Example Singapore is one of the largest oil refiners in the world. It has a distinction of being the world’s busiest bunkering port and the world’s third-largest oil trader. The Asia Pacific oil prices are set by the Singapore oil price. Singapore has to buy all the oil resources needed for the country from abroad. Like any other country, Singapore is also facing the challenge to the sustained energy resources supply. Since the country depends solely on imported oil and gas for its energy needs, Singapore is highly vulnerable to the risk of loss of supply. The competition for energy resources between nations is tightening day by day. Hence the requirement of energy security is very crucial for the country. In the national energy policy report, Lim HNG Kiang, the Minister for trade and industry of the Singapore Government, says that â€Å"Moving forward, we need a holistic national energy policy framework to meet our objectives of economic competitiveness energy security and environmental sustainability. As a small island state with limited indigenous resources, a strong and growing economy is our best defense against high energy prices and climate change.†Ã‚   The Singapore’s energy system is largely based on imported oil and natural gas. In order to sustain their economic growth and support civilization, Singapore must take serious consideration of their energy sector and should have a clear view on energy security. There is a need to become more energy efficient. Alternative resources for energy can be utilized by Singapore, but the resources are limited. Turning to nuclear energy like major countries in the world is not easily possible for the small island city nation. For that, they should consider oceanic nuclear power plants in international waters. Biofuel and solar energy are the other two alternatives for Singapore’s energy sector.

Similarity and Categorizing Essay Example | Topics and Well Written Essays - 1500 words

Similarity and Categorizing - Essay Example Similarity and Categorizing are not dependent on each other but they complement each other. How people categorize(Oakes, L, 2003) events & things depends on theories that they have learned. A fully clothed man jumping into a pool will be categorized as "drunk" because a normal diver will take off his suit in tie. Some researchers say that there is no relation between theory derived categorization and similarity. In fact, conclusions say that children will closely categorize a man to a monkey than a worm due the closer physical features of the monkey and man. Children, even 3 yrs old, will make inferences(Keohane & King,1994) of animal properties using category labels such as dogs eat and move around and man eats and move around , therefore they are alive. Children described and categorized a set of drawings based on their environmental background. The conclusions from experiments show that categorizations are highly biased by their environmental and educational backgrounds. Cognition can not be complete without applying similarity rules and categorizing philosophies in the observation of things. Evidences show that categorization and similarity are not based on the exact similar data. Categorization relies heavily on previous theories and they are more goal driven. Decisions based on similarity is generally not related to choices made under categorization. It seems one is not dependent on the other. Similarity is too flexible to ground categorization (flexible similarity) and categorization is too flexible to be grounded by mere similarity (flexible categorization).Evidences show that support flexible categorization is refuted by evidences supporting flexible similarity. While categorization is based on theories, goals and knowledge, similarity is also dependent on theories, goals and knowledge. Goodman claims that similarity needs categorization to be understood. Categorization decisions also is depended on the same knowledge and theories that Similarity uses. Therefore, when flexible similarity debates for fancy (sophisticated notion of similarity), flexible categorization debates for a more sensory based similarity. Raccoon and snake, based on similarity, can be grouped under the subject PETS. In fact, Barsalou (1983) stated that objects that are similar in some respects are also not similar in other respects. Some similarity comparison criteria are age, expertise, gender, environment, method of presentation and others.Similarity decreases between objects when they are mixed with other neighbors. An example is when a chicken and falcon ( clearly different from each other) is mixed with a cow and a horse. This new additions will increase the similarity between the chicken and the falcon. A feature affects similarity based on the category used. When asked which country is most similar to Austria, the choice is Sweden when the category is form of government. In the same situation, if the category used this time is Scandinavian, then Sweden is the most similar.Similarity can be assessed using identification tasks. It is then true that the more similar the two objects are, the longer it will take to say that they are different. Another similarity situation is when an upright T is commented as more similar to a tilted T than a capitalized L. Similarity then is flexible because

Poland Essay Example | Topics and Well Written Essays - 3250 words

Poland - Essay Example ech Walesa and the ascendancy of Mikhail Gorbachev to the leadership of the USSR paved the way for the disintegration of the communistic hold on the country. Today, Poland has become a democratic, market-oriented country with membership in many international organizations. It is considered one of the success stories in the transition economies. In the 4th century, the Slav people who originally occupied the area between the Carpathian and the Middle Vistula in Eastern Europe, began drifting eastwards to Russia, southwards into the Balkans, and westwards towards the Order and Elbe Rivers. The pressures of a growing population resulted in the expansion of the areas originally inhabited by the Slavs. A written account of the country appeared only in the 14th century although a historical highlight of the country started when its ruler Mieszko I of the Piast Dynasty personally embraced Latin Christianity and imposed it on his people in 966. In the early medieval state, expeditions for plundering purposes were vital to the country’s existence but the reigns of Mieszko II (1025-34), Boleslaw II (1058-81), and Boleslaw III (1102-38) were marked by internal revolts and foreign invasions. It was believed that the country had no leader between the years of 1034 and 1039 when paganism and Bohemian invasion threatened to pull t he country apart. It was Casimir â€Å"The Restorer† (son of Mieszko) who restored the territorial integrity of the country and established Kraskow as its capital (Lukowski & Zawadzki p 7). Before 1157, not all of Poland accepted Christianity. However, the 12th century witnessed invasions, in the name of the religion, one after another. A deeper Christianity was established in the 12th and 13th centuries when more friars came and monasteries were established. The coming of the new bishops presented a new form of political authority in Poland, limiting the ruler’s monopoly to it. During these times, the rulers tried to attract settlers to augment

Opportunities for Food Company to Develop Healthier Eating Products Assignment

Opportunities for Food Company to Develop Healthier Eating Products - Assignment Example With growing efforts by the government and a high level of media interventions, the arena of healthy foods is becoming an important side for the research day by day. Not only that, but it is also becoming an increasingly important factor for the consumer as well as the retailers. This movement has thus worked as an advantage for the food manufacturers and processors as the demand in the product areas such as organic, vegetarian, and low-fat/low-sugar foods has increased to a great extent. In the recent years, there has been a change in the mind-set of the manufacturers and processors in dealing with the demand generated for these products and the need to develop new and innovative ways before-hand. Nowadays, these manufacturers and processors are becoming more and more proactive in dealing with these issues. The reasons for such a shift can be attributed from various reasons. To begin with, it has been realized that there has been an increase in the amount of disbelief by the consumers over the current health claims presented by the manufacturers. This means, that the consumers are now deciding for themselves; the market has now presented the manufacturers with various dimensions to market themselves to as the market has now segmented to those who fall to such claims generated by the manufacturers and those who do not. ... than that, it has also been observed that since lifestyles of each age group have now changed, there has been a decline in the formal lunch times which has, hence, increased in snack food market; for instance day time is spent on the office desk and night time is spent playing games (case study). On top of that, consumers are being more interested in healthy foods. Therefore, there has been an increase in consumers as well as the retailers that favor healthier low fat, low salt, and low sugar products. This is so, because there has been an increase in the time pressures in the lives of the consumers. The term ‘grazing’ can effectively be applied here as there has been reported an increase in the frequency of smaller meals in the day. The number of consumers carrying hand held snacks while simultaneously being health conscious have also increased during the years. This means, that the manufacturers must learn to anticipate demand quickly of this growing market and thus th ink of innovative ways in all areas to improve quality and grasp the already expanding market share. As far as the changes in the healthy eating environment is concerned, Winson (71-82) mentions in his study about a healthy eating movement that is gradually picking up pace. According to the paper, the author states that â€Å"this movement is directly related to and is a collection of various small food movements. The list includes the likes of the slow food movement, the movement promoting organic foods and the re-localizing food. The latter is one of those movements that has been on the rise lately and has held the attention of various researches. The overall food movement has also been closely related to food security initiatives that gathered attention after the era of nineties. Other than the

Poland Essay Example | Topics and Well Written Essays - 3250 words

Poland - Essay Example ech Walesa and the ascendancy of Mikhail Gorbachev to the leadership of the USSR paved the way for the disintegration of the communistic hold on the country. Today, Poland has become a democratic, market-oriented country with membership in many international organizations. It is considered one of the success stories in the transition economies. In the 4th century, the Slav people who originally occupied the area between the Carpathian and the Middle Vistula in Eastern Europe, began drifting eastwards to Russia, southwards into the Balkans, and westwards towards the Order and Elbe Rivers. The pressures of a growing population resulted in the expansion of the areas originally inhabited by the Slavs. A written account of the country appeared only in the 14th century although a historical highlight of the country started when its ruler Mieszko I of the Piast Dynasty personally embraced Latin Christianity and imposed it on his people in 966. In the early medieval state, expeditions for plundering purposes were vital to the country’s existence but the reigns of Mieszko II (1025-34), Boleslaw II (1058-81), and Boleslaw III (1102-38) were marked by internal revolts and foreign invasions. It was believed that the country had no leader between the years of 1034 and 1039 when paganism and Bohemian invasion threatened to pull t he country apart. It was Casimir â€Å"The Restorer† (son of Mieszko) who restored the territorial integrity of the country and established Kraskow as its capital (Lukowski & Zawadzki p 7). Before 1157, not all of Poland accepted Christianity. However, the 12th century witnessed invasions, in the name of the religion, one after another. A deeper Christianity was established in the 12th and 13th centuries when more friars came and monasteries were established. The coming of the new bishops presented a new form of political authority in Poland, limiting the ruler’s monopoly to it. During these times, the rulers tried to attract settlers to augment

Happening Truth Essay Example for Free

Happening Truth Essay I was wearing white, sparkly Skechers and those pants that swoosh together every time you take a step. Fourth grade was a tough year as my class moved to Proctor Elementary school and hit my awkward stage. I was taller than all my friends and my chubby cheeks overwhelmed my face. My self confidence was very low being fairly heavy for my age, I felt as if I had not excelled at anything so far. Gym class was my least favorite class because I was slower than most of the class and the year started with a dreaded test. Sit-ups, push-ups, pull-ups, and the timed mile were in my very near future. After I made it through that week we played games and I most significantly remember playing soccer hockey. After Mrs. Magner chose the teams it was up to us 10 year-olds to choose positions. I had my back turned to him when he said it. Rachel should be goalie because she is so fat! he yelled to the class. I felt my face overcome with hotness and my heart seemed to fall into my stomach. I turned to the rest of the class and looked down at the floor but still felt their eyes on my growing body. My eyes began to water but I still took my position in the net. On the bus ride home I saw people whispering about the days events and when I got off the bus I broke down. My mom tried to comfort me with compliments but I knew those were just things she had to say. School the next day was terrifying for me and when I opened my lunch the Yodels were replaced with carrots and dip. It is hard to believe that I was so affected by this event that seems ridiculous to some. I dont hold a grudge against the boy who humiliated me that day but I am actually grateful for the experience. Today I am confident in class and I enjoy going to school with my peers. I am comfortable with my body and dont feel self conscious because I know there are more important things than a simple body type. From that day I learned that others opinions should not affect your personal outlook on life. My sister is in fifth grade and is going through the same stage I experienced so I do my best to relay what I have learned so she never needs to fear school or classmates. As a high school junior, I believe I have grasped this concept by becoming involved and improving the outlook I have on myself. Self confidence is so important coming into high school and throughout life so not one person, or minute comment like the one I heard, should interfere with that.

Strategies to Integrate Children with Dyspraxia

Strategies to Integrate Children with Dyspraxia Dyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension. The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in normal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation. Dyspraxia can be remedied in part by retraining and advancing the child’s method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level. Chapter 2 – Review of Literature: Teaching Strategies: It is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia. To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of rights. The focus of Hohfeld’s analysis of rights is from an analytical perspective; the main aim of Hohfeld’s work was to clarify exactly what rights are. Hohfeld’s analysis of rights is split into four different categories which are; claim-right; privilege; power and immunity. These rights have been put together into a grid of entitlements  which enables one to understand the nature and content of rights; which the individual has in varying degrees. It is this clear and precise method that makes Hohfeld’s analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfeld’s analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discusses: â€Å"Under Hohfeld’s view†¦ it becomes clear that, traditionally, most freedoms in the UK were merely liberties; one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them†¦ When the Human Rights Act 1998 came fully into force†¦ many Hohfeldian liberties became rights in Hofeldian terms since†¦ public authorities have been laid under a positive duty to respect them† . Hohfeld’s analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kant  and MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender; discrimination; animal; and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing field, because the question concerning the equality of rights is no longer an issue. Instead Hohfeld’s analysis allows for different right-elements to be applied in different situations. Therefore Hohfeld’s analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights. Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity; claim-right; and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courts  would be a lot less likely. In short Hohfeld’s analysis has taken out all the moral quandaries in the nature of rights; and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.   In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with; however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the government’s interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults. The Learning Disabilities Association of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with â€Å"some accommodations and modifications may be necessary†.  They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material. If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level; as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child. The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can. If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.  Therefore one can infer that mainstream integration at the foundation levels would be the best approach. Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aides include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.   The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other child’s education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as follows: Figure One – What the Teacher can do: Make allowances, lower expectations in spite of child seeming bright enough. Allow more time. Adjust quantity of work. Give gentle reminders. Good teaching practices win every time. Listen to parent, who knows this child better than anyone ever will. Break tasks down into more manageable parts simplify! Dont assume the child has understood. Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same; a higher failure rate means a very much lower self esteem, etc., etc. The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching. The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees; otherwise the arguments about the degradation of mainstream education will succeed. The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account . The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabulary  where it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justification  against reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrick  were it made a positive move forward in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Case  where it was held that â€Å"an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.† It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal; hence iterating an objective medical test . In Goodwin v Patent Office  it was held that: The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law. In Cruickshank v VAW Motorcars  a test was created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner; so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side. This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument; however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development of the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).   Problems with Integration: The results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teacher’s attention. Also this may also add further stresses on the teacher’s resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individual’s perfection. This cannot always be dictated by mainstream education; therefore this di scussion will introduce this angle into the conversation, which will be focused on the discussion. The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end; it is for it; not against it†¦ Each creature exists for its own act and its own perfection†¦. Individuals exist for the perfection of the universe†¦ The reason for the existence of a determined substance or determined mode of existence is never to be found in an evil but in a good. This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of God’s creation. Aquinas’ theory is entrenched in religious thought from the Catholic Church of the 13th Century; where science, theology, philosophy and politics where within the church’s domain and the central belief is that man was created for God’s purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education. The theological concern of Aquinas’ theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas’ five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God; however humanity unlike the rest of God’s creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple. In short Aquinas’ theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God; it is this that creates man in God’s image and it is such understanding which allows for the furtherance of scientific discovery; however there are problems when humanity intervenes into the sanctity of life and the determination of life and death; which is the domain of the Necessary Being, the Creator. Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school; if this is going to hinder the child’s development, especially one with a learning difficulty as Dyspraxia. So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture; however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia. The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights – freedom and autonomy in a secular state – is criticized as very Eurocentric and fails to allow for cultural differences.  The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.  Therefore ‘there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid’.   This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.  Also it would view non-citizens as an area that each culture would deal with its own cultural norms.  The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestack  illustrates Claude Levi-Strauss argument in the following manner – all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.   Most would agree that the West should not impose its views, governance and culture upon other cultures.  Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.  Is it fair that in the name of cultural identity that repression should be allowed causing ‘an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics’?  The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.  These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.  As Shestack  argues that violations of individual’s rights are not affirmed in any valid culture and in fact the rel igions and culture basis itself on acting for the good of its people and ‘most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute’.   However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative. The main attack on Universalism is the argument of cultural relativism; it has been argued that there are no universals and all rights are from the construction of society and culture.  Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations. The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind. Chapter 3 – Design of Study: This study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia. This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices; as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best inter ests of the child.   Chapter 4 – Methodology: This discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty. This discussion is from a theoretical perspective and has not dealt with quantitative data; rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question. The search for studies and appropriate research material is done via identifying four types of discussion area; the teaching methods that are available to the teacher; the impacts of the child’s rights of imposing integration v the child rights if the child experiences specialized teaching; the legal implications of imposing new teaching methods and integration; and ethical considerations. The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration; whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion. Chapter 5 – Statement of Results: The results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the child’s educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines. The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class; however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.   Chapter 6 – Discussion: Integrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the child’s development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion. Benefits v Disadvantages of Integration: Human beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew; you had to spend years being taught how to teach . Holt is an ardent believer in home schooling and proposes it has no effect on social development; rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th Strategies to Integrate Children with Dyspraxia Strategies to Integrate Children with Dyspraxia Dyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension. The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in normal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation. Dyspraxia can be remedied in part by retraining and advancing the child’s method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level. Chapter 2 – Review of Literature: Teaching Strategies: It is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia. To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of rights. The focus of Hohfeld’s analysis of rights is from an analytical perspective; the main aim of Hohfeld’s work was to clarify exactly what rights are. Hohfeld’s analysis of rights is split into four different categories which are; claim-right; privilege; power and immunity. These rights have been put together into a grid of entitlements  which enables one to understand the nature and content of rights; which the individual has in varying degrees. It is this clear and precise method that makes Hohfeld’s analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfeld’s analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discusses: â€Å"Under Hohfeld’s view†¦ it becomes clear that, traditionally, most freedoms in the UK were merely liberties; one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them†¦ When the Human Rights Act 1998 came fully into force†¦ many Hohfeldian liberties became rights in Hofeldian terms since†¦ public authorities have been laid under a positive duty to respect them† . Hohfeld’s analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kant  and MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender; discrimination; animal; and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing field, because the question concerning the equality of rights is no longer an issue. Instead Hohfeld’s analysis allows for different right-elements to be applied in different situations. Therefore Hohfeld’s analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights. Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity; claim-right; and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courts  would be a lot less likely. In short Hohfeld’s analysis has taken out all the moral quandaries in the nature of rights; and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.   In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with; however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the government’s interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults. The Learning Disabilities Association of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with â€Å"some accommodations and modifications may be necessary†.  They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material. If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level; as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child. The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can. If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.  Therefore one can infer that mainstream integration at the foundation levels would be the best approach. Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aides include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.   The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other child’s education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as follows: Figure One – What the Teacher can do: Make allowances, lower expectations in spite of child seeming bright enough. Allow more time. Adjust quantity of work. Give gentle reminders. Good teaching practices win every time. Listen to parent, who knows this child better than anyone ever will. Break tasks down into more manageable parts simplify! Dont assume the child has understood. Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same; a higher failure rate means a very much lower self esteem, etc., etc. The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching. The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees; otherwise the arguments about the degradation of mainstream education will succeed. The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account . The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabulary  where it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justification  against reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrick  were it made a positive move forward in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Case  where it was held that â€Å"an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.† It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal; hence iterating an objective medical test . In Goodwin v Patent Office  it was held that: The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law. In Cruickshank v VAW Motorcars  a test was created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner; so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side. This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument; however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development of the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).   Problems with Integration: The results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teacher’s attention. Also this may also add further stresses on the teacher’s resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individual’s perfection. This cannot always be dictated by mainstream education; therefore this di scussion will introduce this angle into the conversation, which will be focused on the discussion. The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end; it is for it; not against it†¦ Each creature exists for its own act and its own perfection†¦. Individuals exist for the perfection of the universe†¦ The reason for the existence of a determined substance or determined mode of existence is never to be found in an evil but in a good. This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of God’s creation. Aquinas’ theory is entrenched in religious thought from the Catholic Church of the 13th Century; where science, theology, philosophy and politics where within the church’s domain and the central belief is that man was created for God’s purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education. The theological concern of Aquinas’ theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas’ five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God; however humanity unlike the rest of God’s creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple. In short Aquinas’ theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God; it is this that creates man in God’s image and it is such understanding which allows for the furtherance of scientific discovery; however there are problems when humanity intervenes into the sanctity of life and the determination of life and death; which is the domain of the Necessary Being, the Creator. Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school; if this is going to hinder the child’s development, especially one with a learning difficulty as Dyspraxia. So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture; however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia. The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights – freedom and autonomy in a secular state – is criticized as very Eurocentric and fails to allow for cultural differences.  The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.  Therefore ‘there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid’.   This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.  Also it would view non-citizens as an area that each culture would deal with its own cultural norms.  The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestack  illustrates Claude Levi-Strauss argument in the following manner – all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.   Most would agree that the West should not impose its views, governance and culture upon other cultures.  Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.  Is it fair that in the name of cultural identity that repression should be allowed causing ‘an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics’?  The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.  These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.  As Shestack  argues that violations of individual’s rights are not affirmed in any valid culture and in fact the rel igions and culture basis itself on acting for the good of its people and ‘most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute’.   However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative. The main attack on Universalism is the argument of cultural relativism; it has been argued that there are no universals and all rights are from the construction of society and culture.  Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations. The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind. Chapter 3 – Design of Study: This study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia. This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices; as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best inter ests of the child.   Chapter 4 – Methodology: This discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty. This discussion is from a theoretical perspective and has not dealt with quantitative data; rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question. The search for studies and appropriate research material is done via identifying four types of discussion area; the teaching methods that are available to the teacher; the impacts of the child’s rights of imposing integration v the child rights if the child experiences specialized teaching; the legal implications of imposing new teaching methods and integration; and ethical considerations. The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration; whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion. Chapter 5 – Statement of Results: The results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the child’s educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines. The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class; however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.   Chapter 6 – Discussion: Integrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the child’s development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion. Benefits v Disadvantages of Integration: Human beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew; you had to spend years being taught how to teach . Holt is an ardent believer in home schooling and proposes it has no effect on social development; rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th