Working Hard Drinking Hard Is An Ethnography Written By...

Working Hard Drinking Hard is an ethnography written by Adrienne Pine who is an Anthropologist that focused her research work based out of Honduras and it took place from 1997-2003. Honduras is a country located in Central America neighbouring to Nicaragua and Guatemala. Throughout field notes, audio, and video clips along with participant observation Adrienne Pine was able to capture the way of life for certain Hondurans who were able to tell her their stories. Poverty has been a key association of many issues for the Honduran people and has had a tremendous impact on: work and employment, alcohol abuse, and violence within the community. Poverty is a major issue that many Hondurans are faced with each and everyday. In 2002, 77.3%†¦show more content†¦This is because large corporations can take advantage of developing countries and not abide to the same standards of ethics and employment treatment as they would in a developed country and Pine was able to demonstrate that through her ethnography. â€Å"In the Maquiladoras the workers are 70% women, they are subject to poor working conditions and sexual harassment. Illegal work practices also occur such as firing pregnant women and denying maternity leave. Women are paid less than men and are let go around the age of 30 with very few skills.† (Pine 2008, p.142) This shows that although the Maquiladora industries are able to provide employment to those in poverty, the end result does not help these men and women prepare for a future outside of their alienated tasks at these factories and they are also subject to unethical practices, making it clear the poverty affects the work of Hondurans. Another academic source The Economist published an article in 1997 which was during the uproar of the clothing manufacturing industries and had this to say about what they found out on the Maquiladora industries: â€Å"In the worst sweatshops, women work 16-hour days with a single half-hour break. Some work 80 hours a week without overtime pay or take

Argumentative Essay On Teen Pregnancy - 846 Words

Teen Pregnancy Teen pregnancy is a major concern in our society, but does it benefit or hinder our teen parents? The U.S teen pregnancy rate is substantially higher than in other western industrialized nations, additionally, a total of over 229,000 babies were born to women aged 15-19 years in 2015 for a rate of 22.3 per 1,000 women in this age group (CDC, 2017). While becoming a parent is a wonderful experience and a blessing, teen pregnancy should be prevented because the health behaviors associated with teen pregnancy are hazardous to good health, increases the parent’s school dropout rate, and causes substantial social and economic costs through impacts on teen parents and their children. Health Behaviors and Impacts First, teen†¦show more content†¦Initiatives to ensure our teenagers in our communities receive this type of education is crucial in the prevention of teen pregnancies and health complications. Additionally, as parents and educators, we must acknowledge that positive communication is extremely important in protecting teens from engaging in all of the risk factors mentioned earlier and research has shown that teens who have open communication with their parents delay sexual activity. Communication about peer pressure, community culture, and family dynamics will make teens aware of the added risks. They need to know that there are factors which increase the likelihood of teen pregnancy like living in a single parent household, having friends who are sexually active, dating at an early age, lack of accurate sexual and reproductive health information. Social and Economic Cost Additionally, teen pregnancies increase the parent’s school dropout rate causing lower educational attainment and earnings (Diaz Fiel, 2016). It causes substantial social and economic costs through immediate and long-term impacts on teen parents and their children. The cost and time consumed with being a teenage parent forces them to sacrifice investments in their own education and training. Consequently, this hinders employment opportunities making it harder to earn a decent amount of money or complete a high school diploma let alone a college degree. 30% of all teenage girls who drop out of school mention pregnancyShow MoreRelatedThe Case For Rights Education1665 Words   |  7 PagesExperimental Writing, and Metamodern Studies. Using this article on an argumentative essay will be achieved by using it as a supporting source on the consequences of a young adult not attending sex education courses. â€Å"American Teens’ Sources of Sexual Health Education. Guttmatcher Institue, Apr. 2016, www.guttmacher.org/fact-sheet/facts-american-teens-sources-information-about-sex. Accessed 21 Nov. 2016. As the author states in â€Å"American Teens’ Sources of Sexual Health Education â€Å" sexual health educationRead MoreArgumentative Essay: Abortion1075 Words   |  5 PagesIn my argumentative Essay, I am arguing that abortion is wrong and not to be mistaken with Abortion should be made illegal. I will explain later why I have made this statement. Abortion is the termination of an unborn child in its mothers womb for up to twenty four weeks of the pregnancy or in special circumstances e.g. Disability diagnosis a termination right up until the mother goes in to labour. I think the above definition is an easier and less harsh way of saying that abortionRead MoreWhy Sex Education Is Important Essay1835 Words   |  8 PagesName : Om Prakash Pandey Instructor : Raj Kumar Baral Roll No : 416/069/070 Subject : Rhetorical Composition (538.1) Type of Essay : Argumentative Date of Submission : 27/07/2015 T. U Registration : 6-2-301-114-2007 Why Sex Education is Important in School ? Sex is an essential aspect of human life. It is a natural phenomenon and without applying it the cycle of the human being cannot move ahead or cannot assume. Sex as being such an important part of our life, it is necessaryRead MoreInclusion Of Fiji And Why It Is Agreeable By Supporting The Argument With Evidence2049 Words   |  9 Pageslikely to be looked at as a lower status then men. Furthermore, as a result women in the South Pacific have been facing inequality. In addition, women have started to accept that male are superior and they have to right to command and abuse. This essay will discuss the above statement with references to Fiji and why it is agreeable by supporting the argument with evidence. To begin with, women stay home and look after their kids while men look for employment opportunities (Ravuvu 1983, 2010). ThisRead MorePublic Criminology Essay3270 Words   |  14 Pageslevel, as discovered through this essay. It doesn’t just include lab work, research and discoveries, it involves community based teaching in a way that the public can be informed and educated through upfront communication. Throughout this essay, the broad definition of public criminology will be discussed as well as its relevance to society. As with anything, there are challenges and promises that accompany public criminology and those will be stated in this essay. Examples will be given to help youRead More Shakespeare in Contemporary Movies Essay4875 Words   |  20 Pagesproblematic, Shakespeare is used to hide the distortion of the truth. An example of the rejection of academic Shakespeare comes near the beginning of The Last Action Hero, an attempt to mix postmodernism with Arnold Schwarzenegger. The pre-teen hero Danny is obsessed with movies and especially the Jack Slater series, a set of ultra-violent, formula action films (so formulaic, in fact, that Danny happily mutters plot details before they happen). At first, the movie appears to condemn the factRead MoreDeveloping Management Skills404131 Words   |  1617 Pagessolvers and decision makers who prefer to deal with technical tasks and straightforward, prescribed problems rather than social or interpersonal issues. They excel at problems that have one correct answer. Multiple-choice exams are preferred over essay exams. Research has suggested that these individuals are inclined toward careers in technology, engineering, and law. In college, students with a knowing style tend to major in the physical sciences, engineering, law, and computers. In business, they

Essay about Examining the Different Types of Euthanasia

Euthanasia also called mercy killing is defined as the act of putting someone to die painlessly or allowing them to die. It is a power of life and death. A doctors method of ending a life to prevent intolerable suffering. For example a person suffering from an incurable disease being taken off life support and allowed to pass away. Murder on the other hand can be defined as the act of violence against another human being. For example a man being shot and killed. The victim dies at a time which is forced by the killer whose sole purpose is to harm. This man did not decide to die or had no part in his death he was murdered. Unlike murder Euthanasia was not meant to be an act of violence. Modern technology has allowed doctors to keep a†¦show more content†¦Many religions use the 6th amendment stating â€Å"Thou shalt not kill† to further oppose euthanasia. Doctors can argument against it as well, as assisted suicide violates ones will to survive and our dignity. One of our natural human goals is to survive and If euthanasia begins to be practiced that goal is destroyed. Their have been laws passed to protect people pro-euthanasia, peoples right to die. These laws allow legally competent individuals to make wills. These can be guidelines for doctors to follow when a patient is suffering for a long term period. The options include withholding life-support systems from a person dying. Suicide is always a traumatic and painful experience for the families and friends of the victim. If there is no alternative to relieve the suffer from terminal patients the more humane option to suicide would be considered Euthanasia. It can be argued that people should be allowed to choose between life and death in a situation where they are suffering. This is just another case of freedom of choice. This can be a way of relief when a persons quality of life is low. There are different types of Euthanasia. Voluntary euthanasia is preformed at the will of the patient, or involuntary euthanasia which is administering it without consent of the victim because he/she cant spe ak for themselves in extreme cases. There are also different forms of administering euthanasia. It canShow MoreRelatedPhysician Assisted Suicide Is Considered A Taboo Subject Essay1087 Words   |  5 PagesKeeley Echols 3rd/7th Period Medical Ethics Paper For a long time, euthanasia was considered a taboo subject. No one liked to talk about it because of how wrong it seemed to be. Today, it still is a relatively taboo subject, however, it is started being accepted in more places over time. To start off examining this broad topic, one should ask themselves, what is euthanasia? According to dictionary.com, euthanasia is ?the act of putting to death painlessly or allowing to die, as by withholding extremeRead MoreEssay on Utilitarianism and the Case for Euthanasia1353 Words   |  6 PagesUnitarianism and the Case for Euthanasia One of greatest moral issues facing society today is that of freedom. Freedom is a principle that this country was founded on at the start of its inception. Freedom is still a cause that requires our attention. The great debate on simple liberties such as the right to decide what happens to one’s body is still an issue that society has failed to resolve. It is a moral quandary that will continue to be discussed and a deliberated on as long as humankind areRead MoreEssay Pro Euthanasia1372 Words   |  6 Pagesright now euthanasia is illegal in many countries and is a very controversial topic. Is it compassion for the patient helping them in ending their life or murder? The doctor is not giving death as an option, it is the patients choice and even where it is legal there are many rules. Euthanasia should not be considered a crime because the patient is not being murdered; they are having their suffering end in a painless, humane way out of compassion for the patient and their family. Euthanasia is definedRead MoreMoral Question of Hastening the Death of a Terminally Ill Patient1220 Words   |  5 Pages When deciding the most righteous type of way to appropriately end a life of a love one, many thoughts come through as weather the practice of euthanasia is an ethically correct medical procedure. There are many decisions that must be made regarding how to properly treat a individual who want to end there own life. Controversial views have always been made against those who suggest that terminally ill or incurably suffering people should be allowed to ask for and receive help to die if they so wishRead MoreThe Ethical Considerations Of Ethics1132 Words   |  5 Pagesp. 42). A duty-oriented ethicist would be against euthanasia and physician assisted death. They believe â€Å"we can’t stop all pain; what is crucial is that we act with dignity and respect in the face of suffering† (Edge Groves, 2006, p.40). â€Å"Kant’s view is a person c ommitting suicide takes the easy way out, where reason would dictate he or she face their problems† (Schuklenk et al., 2011, p.38). Virtue ethicists would also be against euthanasia and physician assisted death. Virtue ethicists holdRead More Ethical and Professional Implications Essay1261 Words   |  6 Pagesthe refusal of life-sustaining treatment. This decision had a profound effect on medical ethics, including treatment of incompetent patients in end-of-life situations, creation of advance directives, physician-assisted suicide (PAS) and active euthanasia. By ruling in the favor of Mr. Quinlan, the New Jersey Supreme Court allowed for patient autonomy to be exercised by an incompetent patient. Though the legal implications of this decision vary from state to state, medical ethics now hadRead More Euthanasia: Humane and Dignified Essay2497 Words   |  10 Pages  Ã‚  Ã‚  Ã‚  Ã‚  Advances in modern medical technology have served to deny people the right to die, and euthanasia, it may be argued, has emerged with the purpose of reclaiming that right. Euthanasia, which is defined as â€Å"granting painless death to a hopelessly ill patient with a non-curable disease,† is a very controversial issue (Russell 3). Illegal in all countries, except the Nertherlands, it is still practiced all over the world in an attempt to give people the right to a painless, and natural, death (EmanuelRead MoreArticle Abstracts: Concept of Nazism1283 Words   |  5 Pagesexamination, the author attempts to provide an explanation for how Nazism came t o flourish not as simply a right wing and fascist element, but through the combination of what are traditionally though of as left-wing and right-wing political forces. By examining the socialist roots of Nazism, Hayek is exploring the less-examined, less-understood, and even the less acknowledged aspects of the history of the Nazi party and the movement towards Nazism. Using an analytical approach that identifies key figuresRead MoreEuthanasia Should be Legalized1776 Words   |  8 Pages The ethical and moral debate on Euthanasia has been going on for years. The ultimate question: Should Euthanasia be legalized or not? In my opinion, the practice of Euthanasia can be great and should be legalized. I believe that what Dr. Kevorkian and his practice was doing was the right thing. Before moving forward, it is very important, appropriate, and necessary to say that religion should never play a part in the argument of Euthanasia especially dealing with it from a legal point of viewRead MoreWhat s The Best Way For Deal With People Experiencing These Kind Of Deaths?1854 Words   |  8 Pagesreferred to as physician assisted suicide or euthanasia or even ‘mercy-killing.’ There is really no simple introduction to the very controversial topic of euthanasia and its arguments for and against. For starters, euthanasia is when a person requests to end their life early, usually as a result of a terminal illness or as a means of escaping the immense amount of pain they are suffering from in which they have little to no hope of survival. Euthanasia can be passive, such as ending life supporting

Analysis Of Friedrich Schlegel s The Fragment No

Friedrich Schlegel’s â€Å"Athenaeum Fragment No. 116† discusses romantic poetry, an art form that the Romantic generation changed quite drastically. According to Schlegel, romantic poetry is different from previous poetry because it combines poetry with other art forms. Romantic poetry is a social and literary, allowing people from all cultures and classes to read, listen, and interpret what each poet is conveying. The topics of romantic poetry range from a comprehensive description of nature, as in William Wordsworth’s â€Å"Daffodils,† to a focus on the death of beloved, as in Wordsworth’s â€Å"A Slumber Did My Spirit Seal,† to a focus on love, friendship, and deep emotion, as in John Keats’ â€Å"Bright star, would I were stedfast as thou art.†Ã¢â‚¬ ¦show more content†¦And it can also – more than any other form – hover at the midpoint between the portrayed and the portrayer, free of all real and ideal self-interest, on the wings of poetic reflection, and can raise that reflection again and again to a higher power, can multiply it in an endless succession of mirrors.† As the poet writes, they reflect on what they are writing about and the feelings they are evoking; once the audience receives the poem, they, too, ponder of its meanings and what the artist may have been trying to convey. The audience does this with such fervency and so frequently that their thoughts make it back to the poet, who then in turn does more writing. In addition, members of the audience may both critique and be inspired by the poem, which can cause more writing and introspection. Another reason romantic poetry is progressive is because it cannot be perfected. It, like the nineteenth century, constantly evolves and adapts. Thus, as Schlegel says, â€Å"no theory...would dare try to characterize its ideal,† that is, romantic poetry cannot be defined by its ideals since it encompasses a myriad of themes and styles. It is chiefly governed by the will of the poet, not conforming to the laws of literature of the time. Romantic poetry is more than just a style of poetry; it has the ability to be defined and classified for a multitude of poems, at least it did in theShow MoreRelatedCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 PagesMarx’s economic theories as such: we shall confine our discussion to their methodological premises and implications. It will in any case be obvious to the reader that the present writer upholds the validity of their content. Secondly, a detailed analysis of Rosa Luxemburg’s thought is ne cessary because its seminal discoveries no less than its errors have had a decisive influence on the theories of Marxists outside Russia, above all in Germany. To some extent this influence persists to this day. For

Paraprofessionals in the Schools free essay sample

In order to reach an understanding of the benefits or drawbacks that arise from the work that paraprofessionals perform in the schools, it is important to appreciate the historical viewpoints in the wake of the introduction of paraprofessionals into the school environments. According to the data from the NRCP (2006,  ¶. ) National Resource Center for Paraprofessionals, post WWII licensed teacher shortages and the pressures from the parents of children with disabilities to establish school-based supports generated awareness and the need to hire teacher-aides (paraprofessionals). Societal acknowledgment that students with special needs are entitled to a just and equitable educational service cemented the need and the services of the paraprofessionals in the schools. Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities† (Giangreco, Edelman, Luiselli, MacFarland, 1997), is an empirical article that addresses the issues of how an instructional assistant influences the learning progress of a student with complaints. The title of the article suggests that the purpose of the study was to explore the world of assistance that is provided in the classrooms to students with disabilities. The title of the article suggests that the purpose of the study was to explore the world of assistance that is provided in the classrooms to students with disabilities. Using the terms helping or hovering, they sought to evaluate how the role of the instructional assistant affects the everyday existence of students, teachers, parents, and special educators. Proximity of the instructional assistant to the student was identified as one of the major themes. Within this significant theme, eight distinct areas were discussed, documented and analyzed. These areas were: †¢ interference with ownership †¢ responsibility of general educators †¢ separation from classmates †¢ impact on peer interactions †¢ limitations on welcoming competent instruction †¢ loss of personal control, loss of gender identity †¢ and interference with instruction of other students In conjunction with the main issues, the authors explored the role of instructional assistants: their training, the role they play and the implications this might have on the quality of the services that they provide. Upon further reflection, three broad categories were sp ecified based on the nature of the interaction: identity, belonging and learning process. Identity is the relationship between the student and the instructional assistant. Belonging focuses on the relationships between students. The learning process represents the reciprocal relationships between teachers and students (Giangreco et al. , 1997). The authors arrived at these categories by organizing their findings into similar issues then identifying the underlying theme. Finding new categories helped the authors view how their instructional assistants in relation to others in the same environment are supporting students. This presented them with more information, rather than focusing exclusively on the role of the instructional assistant. By doing this, it helped them to evaluate whether proximity is the only issue, or if there is a different context in which to interpret the results, as these results would affect classroom practices (Kiva Chase, 2006). In the article, Helping or Hovering? Effects of instructional assistant proximity on students with disabilities, (Giangreco et al. , 1997), identified that the proximity of the instructional assistants to their students there is potential to inhibit peer relationships between students with exceptionalities and their classmates. It was noted that the instructional assistants tended to dominate work in small groups, thereby impeding interactions between special needs students and their classmates. Even though the title of the article asks a question, it seems in some ways that the authors have determined where the role of the instructional assistant fits into the larger educational picture of a student with disabilities. At first glance, it seems very clear that the authors are trying to determine whether the effects of instructional assistant proximity on students with disabilities should be viewed as helping or hovering. However, even when paraprofessionals were perceived as being detrimental to students with disabilities, some saw their professional value increase when they contributed to the welfare of the student, as part of a team approach. The author of the article, â€Å"Paraprofessionals in the Classroom: What role do they play? † McVay (1998) is a team leader for the Multnomah Education Service in Portland, Oregon. Her article reflects information and knowledge gained through her work with support teams assigned to students with disabilities. According to McVay, who is a strong supporter of a team approach, addressing issues of inclusion and education for special needs students must occur in a collaborative manner through a team approach. The article underlines the factors that are desirable to keep teams working cooperatively and among many characteristics were: commitment, opportunity for dialogue, development of problem-solving skills, and cooperation. She stresses the need to allow members of the team to take ownership for some of the tasks related to educating students with disabilities. McVay believes that approaching the issues of educating students with disabilities clarifies the responsibilities for paraprofessionals and guarantees successful outcomes, both socially and academically. She states that, â€Å"Sometimes when the role of the paraprofessional is unclear, they may actually be a barrier to student learning† (p. 4). When paraprofessionals are no longer expected to perform clerical duties, they shift their workload more towards the academic support and supervision of students with disabilities. Their presence at team meetings is an important component of the student’s academic and social successes. Daniels McBride (2001) examine a variety of examples that constitute successful interactions between classroom teachers and paraprofessionals. Regular meetings between the teacher and paraprofessional, with the teacher delegating and explaining the tasks to the paraprofessional, contribute to a positive classroom environment. In their article, â€Å"Paraeducators as critical team members: Redefining roles and responsibilities† Daniels and McBride stress the importance of the work that paraprofessionals perform in the classroom. The article conveys a message to school administrators that paraprofessionals must be included in team meetings as they are valuable members of the school community. In the words of Daniels and McBride, â€Å"In the final analysis, schools cannot adequately function without paraeducators, and paraeducators cannot adequately function in schools that lack an infrastructure that supports and respects them as viable and contributing members of instructional teams. † (p. 73) The article by Giangreco and Broer (2005), â€Å"Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? focuses on a similar topic by means of quantitative research methods. Information collected from 737 school personnel and parents who support the, â€Å"†¦ education of students with a full range of disabilities in general education classes† (p. 12), addresses important issues in the use of paraprofessionals in inclusive environments. The bulk of the research focuses on questions about how paraprofessionals use their time in the school, their view of their duties, and how the school’s mishandling of paraprofessional time affects the quality of education for students with disabilities. The findings highlight educational concerns and suggest that focusing change efforts on paraprofessional issues without corresponding attention to general and special education issues are akin to addressing the symptoms of a problem rather than its roots† (p. 16). The authors admit that the main difficulty in correcting the existing conditions for paraprofessionals in schools may be met with the obstacle of having to restructure the system that created the need for the growing number of them. The issue does not belong to one school or some of the schools, rather to the educational system as a whole. Excessive one-to-one paraprofessional support has been associated with inadvertent detrimental effects (e. g. , unnecessary dependence, stigmatization, interference with peer interactions and interference with teacher involvement, less competent instruction† (p. 25). Although the authors include cultural context and students different characteristics as reasons for the paraprofessional’s questionable practices, the most damaging factors are educational structures and political influences. Paraprofessionals, hired to work with special needs students, lack training and education Griffin-Shirley and Matlock, (2004), discuss similar issues in â€Å"Paraprofessionals speak out: a survey. (Teacher assistants working with disabled children)† The study uses quantitative research methods, to reflect the opinions of respondents from 21 States, and incorporates responses from educators, paraprofessionals, parents, and students. The initial survey, â€Å"covered demographics, job titles and responsibilities, and the level of training paraprofessionals had acquired, needed, or desired† (p. 127). The lowest number of responses came from paraprofessionals; the bulk of the responses came from parents and other professionals, which permitted the authors to make a conclusive analysis. The survey attempted many topics and focused on issues concerning paraprofessionals and their effects on students with disabilities. The authors concluded that if students with disabilities are to be educated in regular classrooms, support staff must be trained and educated in the areas of their specific employment, and it should focus on developmental skills of children. The level of training for the paraprofessionals is crucial to the success of students with disabilities. The authors acknowledge that in the future, schools will require more support for students with disabilities and therefore, education of paraprofessionals must be mandated by hiring organizations. â€Å"The paraprofessional will be even more important to special education in the future. Their training and educational achievements determine how beneficial they can be to children with disabilities† (Griffin-Shirley Matlock, 2004, p 132). Classroom teachers hand over the responsibilities for educating students with disabilities to paraprofessionals According to the Manitoba Teachers’ Society brochure (MTS, 2000), teachers are responsible to explain to paraprofessionals, assigned to their classrooms, about their responsibilities. One of these responsibilities is to report to the classroom teacher and to take all directions from her. The teachers must be in charge of the educational process of every student in the classroom, including students with disabilities. It is the teacher’s responsibility to plan lesson activities and choose resources. Classroom and resource teachers are accountable for writing the (IEP) Individualized Educational Plans and selecting appropriate academic activities for students with disabilities. The paraprofessional’s responsibility is to work within the established school structures, including classroom management structures, classroom rules and student expectations. The role of the classroom paraprofessional is to assist the teacher in collecting and organizing materials, creating displays and other support materials. Teachers are responsible for teaching, implementing content and learning, and paraprofessionals clarify, supervise, reinforce, document, and report to the teacher (MTS, 2000). In the article, â€Å"My child has a new shadow†¦ And it doesn’t resemble her! † the word â€Å"shadow† carries a negative connotation (Doyle, 1998). It implies that paraprofessionals do not perform their duties well or are executing duties they should not be carrying out. The article states that many of the parents tend to develop close ties with their child’s paraprofessional, rather then the classroom teacher. Even when the child is invited to a friend’s house, parents attempt to hire the paraprofessional to attend the play session with the child. According to Doyle, many paraprofessionals are performing duties that should be the responsibilities of the licensed teachers and therapists: â€Å"One reasons for these changes is the increasing numbers of children with disabilities receiving part or all of their education in general classrooms† (p 6). The author encourages parents to observe the way paraprofessionals interact with their children and to inquire as what are the exact, responsibilities of their child’s paraprofessional. To make certain that paraprofessionals, teachers, and parents understand the role that paraprofessional will play in the life of the student, a clarification of that role must be examined at the initial IEP meeting (Doyle, 1995). For many teachers the areas of special needs and special needs requirements remain an unexplored dominion? The names of and the numbers of disabilities and syndromes discovered have increased in the past several years. They have become the metaphorical tidal wave that has threatened professionals in all areas of education. Availability of this information created conditions that demanded accountability and an appropriate response to the needs of students with exceptionalities. With the significance of accountability comes an awareness of the levels of stress on the teachers and the whole educational community. One of the major difficulties teachers face today is that their roles re changing in response to the demands of a rapidly changing society and profession. Teachers are facing expectations of greater collaboration, parent and student counseling, and demands for content knowledge and accountability for students learning. As these changes unfold, there is a growing sense of urgency focused on the need to prepare teachers for the new expectations (Coleman, 2000, p 4). Paraprofessionals should be included in the planning meetings and acquainted with the educational goals as stated in the student’s IEP documents To educate special needs students requires a team approach, rather then the solitary involvement of the special needs teacher or the paraprofessional. Long gone are the days when special needs students were pulled out of their classrooms and taught in isolation, when resource teachers were the only professionals responsible for preparation of the learning materials, and paraprofessionals were in charge of teaching the students without teacher involvement. Every professional, working with a special needs student, is accountable to provide those students with opportunities for learning and personal growth. That goal requires each of the professionals to follow procedures and protocols set out by the Department of Education and their school division. Some students are funded because they have been diagnosed with medical conditions requiring supervision, and in some cases, full care and support. For some individuals, the support may be marginal, while others need constant care and guidance. Resource and special needs teachers need to collaborate in applying for funding to ensure the presence of paraprofessionals within the classroom (Coleman, 2000. The process of applying for funding follows the guidelines set out by the Department of Education, Citizenship and Youth and the eligibility of the funding is determined by Program and Student Services Branch (Education and Citizenship And Youth (2008) Learning concerns or problems of unusual behaviors are tested and evaluated by the school’s special needs teacher. These results, together with anecdotal information from the classroom te acher and other school professionals, become the focal point of the funding application. The quality of information gathered by classroom teachers and paraprofessionals plays a crucial role in the successful outcome of funding applications. Therefore, every paraprofessional working with students is required to keep a record of students’ behaviors and needs. These records form the basis upon which schools develop requests for financial support, academic and behavioral interventions. The role of paraprofessionals in this process is crucial, because they have many opportunities to observe and record the needs and behavioral attitudes of students. The article by French (1998) highlights opinions and expectations of teachers and paraprofessionals, and their perceptions of the roles they play in the education of the special needs students. Research into the duties of paraprofessionals in schools, supports a collaborative and cooperative team approach. Some of the teachers were reluctant or unsure to undertake a supervisory role of the paraprofessionals assigned to their classrooms. Many teachers were not clear about the fundamental role of paraprofessionals in the classroom: where they the teachers or the student’s support. In the majority of cases, teachers preferred to think about them as peers, rather than supervisees. The recommended method of working together is to have weekly meetings between the classroom teacher and the paraprofessional to discuss student’s progress, future assignments, and how to assist students in their learning process. This collaborative process must proceed with the understanding that the teacher is the primary person responsible for the student’s education and the supervision of the paraprofessional. Based on recent research and data about paraprofessionals Black (2002) describes the roles paraprofessionals play in schools, and builds an argument for career ladders that help them become teachers. The number of paraprofessionals, in public schools, has grown faster than the number of teachers. Since the 1960s the number of paraprofessionals employed in the public schools nationally has risen from approximately 10,000 to over 500,000. It is estimated that currently 290,000 paraprofessionals work in special education roles (Using Para-Professional Assistants to Promote Student Success, 2000,  ¶. ) When properly trained, supervised, and supported these paraprofessionals could successfully contribute to students achievements. The study conducted by Hemmingsson, Borell, and Gustavsson (2003), reflected the cases of seven special needs students. The authors conducted field observations, informal interviews, and attended school team planning meetings. The purpose of their research was to determine to what degree paraprofessionals hindered social interaction of students with disabilities with their classmates. The authors identified several issues that were instrumental in Paraprofessionals having negative affects on students with disabilities. A first was that these students had experienced difficulties in social interactions with their peers, in the school environment. The second issue revealed an apparent conflict between planning and coordinating effective assistant support in the classroom and for students with disabilities. The last issue identified that paraprofessionals did not have a clear job description and the classroom teachers did not offer them guidance or support. According to Chopra and French (2004), students with disabilities form diverse relationships with their paraprofessionals. Some of these relationships were, â€Å"close and personal friendship, routine limited interactions, routine extended interactions, tense relationship, and minimal relationship† (p. 248). After meeting with all the stakeholders; parents, students, paraprofessionals, and educators, the study concluded that good communication must be established between paraprofessionals and parents. Paraprofessionals should know any pertinent information, which might impact on the student’s daily work and well being. However, for that relationship (parent-paraprofessional) to remain beneficial for the student, it must be contained within the parameters established by the school and the divisional protocols. In the article, â€Å"Building bridges: Strategies to help paraprofessionals promote peer interaction† (Causton-Theoharis Maimren, 2005), the authors address a variety of issues related to the role of paraprofessionals in the classroom. Excessive proximity, negative social effects, physical separation from the peers, and rewards promoting peer isolation are some of the negative issues addressed in this article. Causton-Theoharis and Maimren, point out that paraprofessionals have far too much influence and power over the emotional and physical well-being of students with disabilities. â€Å" These practices, coupled with the fact that many adults view independence with adult support as a goal for students with disabilities instead of interdependence with peers, lead to even more social isolation† (p 23). According to Wallace (2005), many teachers are not ready to supervise the work of another adult: the paraeducator. They received little or no training during their formal teacher training, or when they are hired to teach. If teachers are not informed of what is expected of them as supervisors, many of these responsibilities could easily be overlooked or fall through the cracks† ( p 33). To manage and supervise paraprofessionals requires more than telling them what the student must accomplish and handing them the assignment; it is also important to provide paraprofessionals with a job description and to regularly clarify their understanding of their responsibilities. Evaluation and feedback related to the work that paraprofessionals carry out in the classroom is an important component of their employment. Paraprofessionals should never be expected to work autonomously, lacking supervision and support from teachers who are, ultimately, responsible for the education of students with exceptionalities. â€Å"To ensure that students with disabilities receive the best care and education possible, proper supervision and management of paraeducators is required† (p 7). Summary or Conclusions In conclusion, schools and school divisions must invest money and time to send teachers and paraprofessionals to in-services with the focus on inclusion and the human rights of students with disabilities. Teachers and support personnel should be in serviced on the topic of inclusion and its implications for students with disabilities. It is crucial for school administrators to allocate time for teachers and paraprofessionals to meet and discuss classroom issues connected with educating students with disabilities. Professionals working in the school environments need to be informed of rules and regulations governing the roles of paraprofessionals. Since not all educators and paraprofessionals are prepared to work with students with disabilities, it is important to hand pick teachers that are interested in the process and believe in the notion of inclusion. The academic and social-emotional successes of students depend on classroom teachers becoming comfortable with their role as supervisors, include paraprofessionals into planning sessions for students with disabilities, and recognize paraprofessionals as part of the support team that works on behalf of and for students with exceptionalities. With assistance and positive classroom supports, students always demonstrate academic improvements in most areas of the curriculum and social interactions. When paraprofessionals and classroom teachers collaborate, they enhance the student’s learning environment and contribute to their academic and personal growth (McVay, 1998). Bibliography is available from the author of the article.

Hsc Mod C Julius Caesar free essay sample

Composers of texts present a biased attitude to the events, personalities or situations represented. In various texts such as Shakespeare’s â€Å"Julius Caesar† and Leunig’s cartoon â€Å"Yet another picture with the wrong caption†, the composers bias is evident even though conflicting perspectives towards the personality are presented. Although conflicting perspectives are present in Shakespeare’s â€Å"Julius Caesar†, the composers bias is still evident. Shakespeare’s â€Å"Julius Caesar† is a play which reflected the anxiety of England over succession of leadership.When the play was written in 1599, intense censorship prevailed and Shakespeare chose Caesar’s story in order to convey significant ideas and messages to the Elizabethan audience about the importance of strong leadership. Shakespeare’s biased attitude is evident throughout the course of the play â€Å"Julius Caesar† as perspectives of Caesar differs greatly. The representation of multiple conflicting perspectives in â€Å"Julius Caesar† does not ensure that the text remains unbiased in its portrayal of personalities. Conflicting perspectives are used in â€Å"Julius Caesar† to build dramatic tension, within the group of conspirators as well as those who oppose them. In the beginning, Shakespeare manipulates us to take on the conspirators’ view of Caesar as an egomaniac dictator whom is ruthless, cunning and overall intolerable. This view is depicted in Act I Scene II of the play whereby Flavius and Murellus are killed for breaking up celebrations on Caesar becoming king â€Å"Murellus and Flavius, for pulling scarves of Caesars images, are put to silence. Fare you well†.Caesars arrogance and egotistical nature can be seen through his language which is autocratic and imperative throughout the play â€Å"For always I am Caesar†. Shakespeare depicts Caesar in an unflattering light to a certain extent to reiterate the importance of strong leadership to the Elizabethan audience. Shakespeare’s bias is further presented in the play â€Å"Julius Caesar† as he moulds us to value Caesar, and we later perceive him as a successful and deserving leader. This is shown after the assassination, as Caesar remains omnipotent throughout the rest of the play whereby Brutus sees his ghost on several occasions.This notion is further heightened as both Cassius and Brutus die with their last words being concerned with Caesar â€Å"Caesar, thou art revenged†. In turn, this further illustrates that the composers biased attitude is evident in the play â€Å"Julius Caesar† as we are given multiple perceptions on the one personality. Therefore it is evident that even though different perspectives towards the personality are manifested, Shakespeare’s bias is still evident. In the play â€Å"Julius C aesar† individuals are driven by different ambitions and motivations including those of freedom, idealism and honour. Both Brutus and Cassius see the need for Caesar’s death but are driven by different motivations and perspectives on the political situation at the time. Cassius hates Caesar and his hatred towards him is caused in part for the power given to someone he sees as his physical and intellectual inferior, which is shown through persuasive rhetorical questions â€Å"Upon what meat doth this our Caesar feed/ That he has grown so great? † His hatred is trigged by his own lack of success infuriated by perceptions that a man so physically feeble should â€Å"bear the palm alone†.Cassius hatred towards Caesar and his perception of him being a Tyrant is further heightened through the use of visual imagery â€Å" he doth bestride the narrow world/ Like a Colossus, and we petty men/ Walk under his huge legs and peep about/ To find ourselves dishonorable graves†. Unlike Cassius, Brutus is an honorable, self –righteous and noble man whose motivation for Caesars deat h is driven for the love of Rome as well as his concern that Rome would become a dictatorship ruled by a single corrupted individual, rather than the malice, greed and envy that Cassius carries. Brutus’s motivations behind the death of Caesar is clearly evident in his speech after the assassination. Throughout his speech, Brutus relies on reason and logical rationale and syllogisms to explain the reasons behind the assassination â€Å"If then that friend demand why Brutus rose against Caesar, this is my answer: not that I loved Caesar less, but that I loved Rome more. Had you rather Caesar were living, and die all slaves, than that Caesar were dead, to live all free man? /as he was ambitious, I slew him†. These strong and emotive words demonstrate Brutus strong love for Rome.Thus it can be said that, although Shakespeare presents various perceptions towards Julius Caesar, the composer’s bias is not negated. In comparison to the perceptions both Cassius and Brutus have towards Caesar, is the perspectives of Antony and Caesar of himself. Antony looked at Caesar as a friend, a role model as well as a kind and deserving leader. This notion is exemplified through the use of emotive language â€Å"O mighty Caesar! /most noble blood of all this world/ the noblest man/ That ever lived in the tide of times†.Furthermore, the use of descriptive and connotative language throughout Antony’s funeral eulogy such as â€Å"sweet Caesar† paints Caesar as a victim to an appalling and monstrous crime. His disgust and pity towards the conspirators is also clearly illustrated throughout the eulogy. He describes the conspirators as â€Å"butchers† and, again in a soliloquy, cries â€Å"havoc and let slip the dogs of war†, which reiterates Antony’s deep loathing of the conspirators actions towards Caesar. On the other hand, Caesar perceives himself as invincible as well as a grand and confident leader.Self promoting imagery which relates to constancy, â€Å"But I am as constant as the northern star† as well as Godlike, monumental power, â€Å"Hence! Wilt thou lift up Olympus? † exemplifies his steady and firm nature of being a ruler. His confidence of being a successful leader which has been aroused by his social status is heightened throughout the imperative words â€Å"For always I am Caesar†. This therefore illustrates the many perceptions presented to the one personality in the play â€Å"Julius Caesar†.Hence it is evident, that the text â€Å"Julius Caesar† remains biased even though there are conflicting perspectives presented. Leunig’s sardonic cartoon â€Å"Yet another picture with the wrong caption† is another example of conflicting perspectives. The cartoon is in the form of a newspaper report in which shocking facts and statistics about the conditions in the war in Iraq are just beneath the image in which John Howard and George Bush are leaning forward, smiling and shaking hands in front of an immaculate fireplace.There are two very obvious perspectives being presented about the coalitions in the cartoon. The first perspective being their own views on themselves. In regards to the war in Iraq, both John Howard and George Bush believe they are doing an exceptional job. This view is motivated as the coalitions look self assured through their smug expressions. Also, the coalitions are overly pleased with themselves and look at one another as successful and righteous. In comparison to JuliusCaesar, the Conspirators believed that by killing Caesar, they would be doing Rome and the people of Rome a favour. They strongly believed it was the right thing to do, and if they did not act in such a way, then Rome would have been controlled by a dictator. This notion can be linked to Leunig’s cartoon â€Å"Yet another picture with the wrong caption† as only in the coalitions opinion that Sadam Hussein is a dictator and therefore must also be killed. The news reporter’s own opinion on the coalitions in Leunig’s cartoon â€Å"Yet another picture with the wrong caption† is also apparent.This view is motivated through factual information, statistics which are provided, expert opinion present of the shocking reality of the war in Iraq â€Å"Increasing numbers of children in Iraq do not have enough food to eat, and more than a quarter are chronically undernourished, a UN report says†. In comparison to Shakespeare’s â€Å"Julius Caesar†, the people of Rome go against the conspirators and disagree with the killing of their leader. The removal of Caesar as a king and leader leads to civil strife, anarchy and eventually a war.The composer Leunig has represented the personalities in a negative light in the cartoon â€Å"Yet another picture with the wrong caption†. His aim is to satirise the coalition and highlight their malice and profound ignorance. Ultimately, there are many texts which portrays conflicting perspectives. These texts include Shakespeare’s play â€Å"Julius Caesar† as well as Leunig’s sardonic cartoon â€Å"Yet another picture with the wrong caption†. Therefore is can be concluded that although conflicting perspectives towards the personality are represented the composers’ bias is still evident in various texts.