Concerted Cultivation VS. Natural Growth

Coordinated development and normal development are two distinct kinds of teaching a kid by their parent’s. Each kind of instructive procedure made a â€Å"class† person. Normal development made a â€Å"working class† individual, while coordinated development made a â€Å"middle class† person. Coordinated development is a white collar class youngster instructive strategy parent’s use on a kid to improve their children’s abilities. Working class guardians do this through booked exercises. Deliberate developed guardians additionally practice the language of prevailing upon their child.The guardians accept that their youngsters reserve the option to discover a concurrence with each parent. White collar class guardians additionally take more thought with specialists that are associated with their kids. Youngsters from deliberate development families invest a lot of energy in after school classes or software engineers, for example, taking move exer cises or being on a football crew. Guardians in these families are engaged with their children’s leisure time, shipping them from movement to action, which, frequently, a few mothers are called â€Å"soccer moms† for the youngsters who play soccer.Concerted development guardians likewise stress arrangement, urging their kids to address authority figures, including themselves. Thus, kids from deliberate development homes will in general be less threatened by power, for example, instructors, and achieve a feeling of â€Å"power†, accepting they are â€Å"worthy of grown-up interest† and can â€Å"customize† their condition. Normal development is utilized by the common laborers or poor class. These guardians center around their children’s security and discipline.These youngsters as a rule don't have planned exercises, yet have a wide scope of exercises to browse for the whole days-worth. Kin of the kids drew nearer with the regular development method have a more grounded security since they are frequently together and not isolated by plans, which exist in the working class family and fall under the deliberate development. Not at all like youngsters who experience coordinated development, normal development kids can't rehearse their utilization of reasoning.Parents generally have the high ground in contentions and permit no scrutinizing from the kids; also that discipline is taken under the control of the guardians, having a tendency to be increasingly extreme, beatings are discretionary. The working and poor class families additionally see educators and different specialists as high positions, and don't want to defy them with issues. With purposeful development, Lareau gives the case of working class ‘Alex’, who is taken to the doctor’s by his mom. In the vehicle, she reveals to her child that he ought not be bashful and ask the specialist anything he wants.Alex communicates in a casual manner with the specialist, asking him inquiries and in any event, intruding on him when he gets his age wrong and uses a word Alex doesn't have the foggiest idea. The Doctor takes note of that he is in the 95th percentile in stature, Alex intrudes on him. â€Å"Alex: I’m in what? Specialist: It implies that you’re taller than more than ninety-five out of a hundred youngsters when they’re, uh, ten years of age. Alex: I’m not ten Doctor: well they charted you at ten. You’re-nine years and ten months. They-they as a rule take the nearest year to get that graph†.The demonstration of intruding on an individual of power is a presentation of qualification. It is likewise characteristic of working class youngster raising needs; the incivility of interfering with a speaker is disregarded for empowering children’s feeling of their individual significance and of certifying their entitlement to air their own considerations and thoughts to grown-ups. (lareau, 2 011, p. 124-125) Children from less fortunate class, normal development, homes generally invest the vast majority of their energy playing outside with kin and other kids from their area.Parents invest brief period at home since they are working, sitting tight for open transportation or holding up in line at social assistance organizations. They don't â€Å"schedule† their children’s time or care much about developing, or advancing, their children’s abilities and interests. Child rearing is normally severe and kids are following orders without exchange. Around power figures, for example, instructors, regular workers kids and their folks will in general be calm and latent, taking a gander at the ground and not posing inquiries.

MODERN BUSINESS in Comparative Perspective (EXAM PREPARATION) Essay - 1

Present day BUSINESS in Comparative Perspective (EXAM PREPARATION) - Essay Example The populace in the urban areas expanded definitely. There was an across the board discontent between the rich and poor people. This activated new change developments. Because of the expansion in American industry, numerous advancements rose and there was an incentive for the American merchandise. Likewise, because of the utilization of machines, laborers had the option to deliver merchandise quicker than they could when utilizing hands. Additionally, the accessibility of common asset assumed a major job in the ascending of enormous business. In the UK, modern unrest started in the late 1700. Individuals make merchandise in their homes utilizing hand apparatuses or fundamental machines. Industrialization prompted the move and there was large scale manufacturing of products. The advancement of the steam motor assumed significant jobs in guaranteeing there was an improvement in the vehicle, correspondence, and banking industry. It additionally realized business openings that prompted the improvement of the expectations for everyday comforts of the poor just as the common laborers. Prior to industrialization, individuals used to live in the provincial territory working on cultivating. The material business was changed by industrialization that were made in people’s homes. It was hard for shippers to manage their own calendars in the assembling of materials in this manner bringing about various wasteful aspects. What's more, the vehicle framework was likewise best in class from the utilization of pony attracted wagons to steamer afterward steam ships. Late or recently, industrialization alludes to those nations whose degree of financial advancement is between the creating and the principal world groupings (Wyatt, 2009). This implies that these nations have moved from the horticulture based economy to the industrialized urban economy. A portion of the nations that are industrialized incorporate Germany, China, and Japan. The improvement of a the railroad organize affixed the transportation of products from one

Human Rights Study at Columbia and SIPA COLUMBIA UNIVERSITY - SIPA Admissions Blog

Human Rights Study at Columbia and SIPA COLUMBIA UNIVERSITY - SIPA Admissions Blog This following comes from the Columbia University publication, The Record: December 2008 marks the 60th anniversary of the Universal Declaration of Human Rights. Across Columbia the teaching, research and advocacy of human rights is not a historical commemoration, but an active, growing and increasingly central organizing principle for a wide range of University programs inside and outside the classroom. For the full article, please click here. SIPA provides a fertile environment for the study of Human Rights.   To give you a taste of what is available here are some resources to look into. First,   SIPA students have a Human Rights Working Group.   As stated on the Web site, the focus of the group is the following: This committee is working to inject practical elements into the SIPA human rights education, such as by creating opportunities to do volunteer work with HR organizations in the city during the school year and by preparing field trips to human rights organizations in the area. You can find out more information by clicking here. Second, you can access several interviews on our Web site with faculty and students.   Click here for an interview with Elazar Barkin, co-director of the Human Rights Concentration at SIPA. Our office also conducts interviews with students.   Madeline and Ling-chih are two of the students we interviewed last year.   Both concentrated in Human Rights while at SIPA. For the interview with Madeline click here. To access the interview with Ling-chih click here. For more information on the curriculum of the Human Rights program at SIPA please see the curriculum page.

Legal And Ethical Issues Of Computing - 1887 Words

Introduction One of the most significant concern facing IT industry in the 21st century is legal, social, ethical and professional issues that are associated with appropriate uses of technologies in computing. During the implantation of the Greenwich Freecycling website, many of these issues were encountered. By deploying the correct combination of technologies that is available when implementing the website some of these issues were conquered and overcome. Legal and ethical issues in computing are not as straight forward as one expects, these two comprehensive concepts can be divided into many sub-sections such as computer Ethics which is a moral standard used as a guideline for computer users, Code of ethics is a guideline in ICT, intellectual property is the own work that is created by individuals, privacy refers to the rights that individual and companies have and how their data is collected and restricted to outside sources, computer crime is an illegal act that involves computers and finally cyber law which is laws that are related to helping protect the internet and other online communication. professional bodies are the mechanisms to help improve professionalism of individuals within the IT industry, by increasing the competence and the skills of these individuals it will help to promote a better understanding of the legal and ethical issues and what can be done to enhance and solve these issues respectively. Users of technology will feel an impact of theShow MoreRelatedThe Cloud Of Cloud Computing Essay1715 Words   |  7 Pagesfrom the universe of IT Infrastructure into distributed computing which is also known as cloud computing. Cloud computing is presently quick turning into the most noteworthy field in the IT world because of its progressive model of computing as a utility. It permits the decision makers to turn their consideration on the business as opposed to their IT Infrastructure. There is no organization that has not considered moving to cloud computing in light of its versatility, responsiveness, and deftnessRead MoreCloud Computing And Ethics And Code Of Professional Conduct1253 Words   |  6 PagesCloud computing can be viewed as one of the most rapidly growing and evolving paradigm.Webmail,online storage and online documents are most famous examples in which customers can access their data via web browsers on the internet. 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Nevarez Olympic College OLRM 202: Introduction to Organizational Ethics Microsoft is the global leader in computer software, and well recognized in the field of corporate social responsibility and philanthropy. However, since 1990 the computing giant has been plagued by allegations of antitrust violations and monopolistic, non-competitive business practices. By answering the three questions posed in Part 5, Case 7 of Business Ethics: Ethical Decision MakingRead MoreThe Expansion Of The Internet As A Primary Source For Communication1603 Words   |  7 PagesBackground The expansion of the internet as a primary source for communication has increased concerns over data security and privacy. Specifically the technical and legal capabilities of government agencies to coerce private businesses to turn over the data. 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Gender Inequality Sports And Sports - 1930 Words

Humberto Lamas 6/10/16 Professor Callaci Eng 1A Gender Inequality in Sports It is now 2016 and sports play an enormous part in the U.S. culture. According to Youth Sports Statistics 36,000,000 kids aged 5-18 take play organized sports each year. Sports will continue to grow especially because of today’s advancements in technology. From the first Olympic games to 2016 a whole lot has changed in the world of sports. Not only has sports vastly changed but so have social norms around the United States. With that being said in the 1800s it was socially unacceptable for a woman to partake in a â€Å"mans sport.† A â€Å"mans sport† would be anything characterized from football, hockey, baseball, essentially anything involving vigorous physical activity. Nowadays many women are playing the prototypical â€Å"man sport,† however the discrimination against women still exists in manners that are less obvious. There are very few women’s leagues for a â€Å"man† sport. Although women’s league s for a â€Å"man† sport do exist they are far less respected and are no where near as recognized as the men leagues. Women continue to be looked down upon whenever they show the interest in playing a man sport and this should never be the case. Women aren’t the only gender that is looked down upon, men also get this same treatment. Men are stereotyped as gay if they take part in a â€Å"woman† sport. Mostly all stereotypes around sports come from sexuality. Although the acceptance of athletes playing an untraditional sportShow MoreRelatedGender Inequality Within Sports And Sports1197 Words   |  5 PagesAll women athletes worked extremely hard to get where they are now, but with gender inequality in sports their hard work will go to waste. Gender inequality is unlawful because of Title IX, a law that was passed in 1972, that banned gender discrimination in sports (Buzuvis and Newhall). 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Siemens Bribery Case Free Essays

Ian Collins Survey of Global Business Professor Portillo BSAD 113W 18 February 2013 Assignment #3: Siemens Bribery Scandal Before 1999 the use of bribery in Germany was not illegal and could be deducted as a business expense in a company’s taxes. This allowed companies like Siemens to gain the upper hand and have an unfair advantage over their competition in acquiring business deals around the world. Then when the law changed, Siemens still utilized bribery, and employed bribery tactics in other countries where it was also illegal. We will write a custom essay sample on Siemens Bribery Case or any similar topic only for you Order Now In this case study I’m going to analyze the rationale and high levels of corruption that transpired in the Siemens bribery scandal and utilize the Organization for Economic Cooperation and Development’s (OECD) Guidelines for Multinational Enterprises to illustrate the negative impact of bribery. Siemens use of bribery initially could have been justified by the fact that German laws allowed it and was not illegal until 1999; the issue was that Siemens continued to use bribery even after the law had changed. Corruption was deeply embedded in the business culture. Siemens transferred money into Swiss bank accounts to avoid detection and then hired contractors to set up the bribes. These actions were standard operating procedures for corporate executives who viewed bribery as a business strategy. Senior executives even made certain individuals that were directly in charge of the bribery funds sign compliance forms stating they had not engaged in that kind of activity, bribes were referred to as ‘useful’ money. The punishment Siemens faced involved paying fines totaling $2. 6 billion. In the Organization for Economic Cooperation and Development (OECD) Guidelines for Multinational Enterprises, which sets voluntary principles and standards for business conduct, clearly outlines the negative aspects that comes from bribery. â€Å"Bribery and corruption are damaging to democratic institutions and the governance of corporations. They discourage investment and distort international competitive conditions. In particular, the diversion of funds through corrupt practices undermines attempts by citizens to achieve higher levels of economic, social and environmental welfare, and it impedes efforts to reduce poverty. Enterprises have an important role to play in combating these practices. † In defense of the Siemens employees, many of them just believed that was how business was done and had the best interests of the company at heart. It was about keeping the business alive and not jeopardizing thousands of jobs,† if this indicates the intention of the employees then the act is more justifiable than just doing the action out of greed. Siemens is a company that allowed greed to cloud their judgement to use bribery to gain the upper hand, as well as not evolving with the changing laws. You can only speculate as to the real thought process behind the choice to engage in bribery, whether it was done knowingly to gain an unfair advantage or sincerely to protect the jobs of many emplo yees, the action was still committed. A company needs to be aware of the laws, regulations and what is considered acceptable business conduct of the other countries it chooses to do business with and not violate them, including the use of bribery. ——————————————– [ 1 ]. http://lilymayunjue. blogspot. com/2012/06/summary-of-siemens-bribery. html [ 2 ]. http://www. nytimes. com/2008/12/16/business/worldbusiness/16siemens. html? _r=0 [ 3 ]. http://www. oecd. org/daf/inv/mne/48004323. pdf [ 4 ]. Article: Siemens Bribery Scandal How to cite Siemens Bribery Case, Essay examples

Contingency Assessing Marketing Potential -Myassignmenthelp.Com

Questions: What Are The Opportunities That Business Experts Have After Initiating Social Ecommerce For Online Transaction? What Are The Challenges That Occur In Maintaining Social Electronic Commerce Within Business? What Should Be The Recommendations Of Overcoming Those Challenges Of Social Electronic Commerce? Answers: Introduction: Social media commerce is the form of e-commerce that employs social media in promoting online transaction. Social e-commerce is a tool that allows online buyers in sharing their views and experience about the product as well as service quality. Social e-commerce was first introduced in 2005 with the initiative of Yahoo. The primary objective of this specific initiation was gathering necessary feedback and support from the online shoppers. Based on their feedback the business experts tend to implement their new business strategy and policy for fulfilling the needs and demands of the customers. It has been observed that after the emergence of social ecommerce large number of business experts get the scope of collecting customers feedback from different geographical boundaries and attitudes. As a result, the business experts get to know the current trend of market. This specific study has provided in-depth overview on the Opportunities and Problem of Social Electronic Commerce. The primary objectives of this specific project are as follows: To critically evaluate the opportunity that business experts have after initiating social ecommerce for online transaction To identify the challenges that occur in maintaining social electronic commerce within business To provide some of the major recommendations on how to overcome those challenges of social electronic commerce Project Scope: In past few years the business experts were facing innumerable difficulties in collecting customers feedback beyond going the regional boundary. Traditional media was not sufficient enough to gather appropriate response of the customers (Turban et al. 2015). However, in order to collect necessary feedback from the online shoppers the social electronic commerce has been rendered. However, after the emergence of social ecommerce the business experts by sitting at the own workplace has collected necessary feedback from the customers. As a result, the business managers are aware of the current needs and demands of market. This specific study has focused to make an in-depth evaluation on how the business experts are successful to enhance their business process after interacting with the customers from social media. At the same time, it has also been observed that people who are providing their necessary feedback are from different geographical boundaries. Therefore, the service providers have to face communication barriers, psychological barriers while gathering feedback. At the same time, large number of business employees is not very much advanced in technology (Huang and Benyoucef 2013). Therefore, the employees have to face difficulties in operating the business process with the help of technological advancement. Summarizing literature review: Mayo (2014) stated that with the rapid growth of business customers needs and demands are changing gradually. People of different geographical backgrounds and attitudes intend to provide their necessary feedback regarding the quality of products and services. Social electronic commerce is the platform where people can share their own experience of online shopping, their service delivery process as well as the quality of products. After the emergence of social ecommerce different scholars have showed their own point of view whether social ecommerce is possessed with positive impact or negative impact. Brown and Green (2012) opined that the emergence of social electronic commerce enables the business managers in collecting necessary feedback of customers from different geographical backgrounds and cultural attitudes. As a result, the organizational managers are able to know the current needs and demands of market. However, Fang (2014) has differed the point of view of previous scholar that business experts have to face innumerable challenges in collecting customers feedback from social electronic commerce. Justification of research problem: The research problem that has been identified in this specific research work includes Opportunities and Problem of Social Electronic Commerce. After evaluating the entire literature review it can be concluded that social electronic commerce has expanded their entire business process in the international market (Zheng, Zhu and Lin 2013). People of various geographical boundaries and attitudes are flexible enough in providing their necessary experience regarding the product and services. As a result, the business managers can get an in-depth overview about the current needs and demands of international customers. At the same time, employees are not accustomed with technological advancement. As a result, they have to face challenges in gathering appropriate data from social ecommerce. Literature gap and opportunity: In this specific literature review, the researcher has focused to highlight various opportunities of using social electronic commerce for making online transaction. The research issue that has been primarily identified includes Opportunities and Problem of Social Electronic Commerce. Therefore, the researcher could have focused on evaluating the major challenges of using social ecommerce for business expansion. Research design: Research design enables the researcher in conducting the entire research work with the help of using appropriate methodological tools. In this specific study, the qualitative as well as quantitative data analysis will be conducted for accomplishing the entire project successfully. Qualitative research: 5 ecommerce business managers are selected for collecting necessary data and information about Opportunities and Problem of Social Electronic Commerce. Non-probability sapling technique would be used as this specific tool involves selective respondents (Kearns 2012). Therefore, only ecommerce business managers are involved for collecting data. Data collection technique: An effective face to face interview session would be conducted by involving 5 business managers. The primary advantage of conducting face to face interview is immediate response from the participants (Zhu 2013). Therefore, the respondents do not have to wait for a long time for analyzing data and information collected from the participants. Reliability and validity: The researcher would like to involve those respondents who are directly associated with the research issue. Therefore, ecommerce business managers have been involved so that they can provide necessary response on how online shoppers are comfortable with the platform of social ecommerce for providing their feedback. Process of research design: In order to accomplish appropriate data and information, the researcher would like to select positivism research philosophy with the help of which research issue can be observed repeatedly (Hajli 2013). Deductive approach is able to evaluate the research issue based on existing theory. In addition, descriptive research design enables the researcher to explain various modes of research issue from different point of view without making self interpretation. Research instrument: Both survey questionnaires as well as interview questionnaires are used as a research instrument for collecting appropriate data and information from different resources. Survey questions enable a participant to provide a direct feedback to the researcher (Schultz and Peltie 2013). As a result, the entire project would be conducted by collecting immediate feedback from the participants. Data analysis process: With the help of an appropriate graphical representation along with evaluating mean, median and mode the data will be analyzed. As a result, the data analyst can maintain an accuracy of data and information. Sampling size: Total 50 online shoppers have been involved for making an effective survey regarding the research issue. With the help of non-probability sampling technique the researcher has involved only those customers who use social ecommerce as a platform of providing necessary feedback (Hajli 2015). These participants with the help of non-probability sampling technique would provide necessary response about the impact of social ecommerce for business enhancement. Interview and question design: Question 1: Do you think social electronic commerce has helped organizational managers in forming new business strategies as per current demands of market? Gnatt Chart: Serial No. Activities Start Date End Date Duration 1. Selection of topic 06/10/2017 08/08/2017 3 2. Formulation of aim and objectives 09/10/2017 10/08/2017 2 3. Literature review 11108/2017 20/08/2017 10 4. Research methodology 21/10/2017 24/08/2017 4 5. Data collection 25/10/2017 1/08/2017 8 6. Data analysis 02/11/2017 07/09/2017 7 7. Conclusion 08/11/2017 10/09/2017 3 8. Final submission 11/11/2017 ------- 1 Gnatt Chart (Source: Created by the author) Research Limitation: While conducting with the research issue the researcher has selected some of the major approaches that could be improved for accomplishing the entire research work more effectively. In this very specific study the researcher has focused to the necessary opportunities of social electronic commerce for business enhancement. While using the research methodological tools positivism philosophical approach has been used in order to gather necessary data and information. However, positivism research philosophy is highly dependent on keen observation. Therefore, the researcher could have used post positivism research philosophy so that necessary data and information can be observed along with proper evidence. In addition, only 50 sample size is not sufficient enough for gathering appropriate feedback regarding the research issue. Conclusion: In last few years it has been observed that the entire process of business has been entirely dependent on ecommerce. Business managers before forming a particular business strategy intend to collect customers current needs and demands. Social electronic commerce is the appropriate tool with the help of which the business experts can gather necessary feedback from the customers of different geographical boundaries. After using both qualitative and quantitative data the researcher has analyzed the necessary opportunities as well as the challenges of using social ecommerce for online business transaction. Reference list: Brown, B. and Green, N. eds., 2012.Wireless world: Social and interactional aspects of the mobile age. Springer Science Business Media. Fang, Y.H., 2014. Beyond the credibility of electronic word of mouth: Exploring eWOM adoption on social networking sites from affective and curiosity perspectives.International Journal of Electronic Commerce,18(3), pp.67-102. Hajli, M., 2013. A research framework for social commerce adoption.Information Management Computer Security,21(3), pp.144-154. Hajli, N., 2015. Social commerce constructs and consumer's intention to buy.International Journal of Information Management,35(2), pp.183-191. Huang, Z. and Benyoucef, M., 2013. From e-commerce to social commerce: A close look at design features.Electronic Commerce Research and Applications,12(4), pp.246-259. Kearns, M., 2012. Experiments in social computation.Communications of the ACM,55(10), pp.56-67. Mayo, E., 2014.The social problems of an industrial civilisation. Routledge. Schultz, D.E. and Peltier, J., 2013. Social media's slippery slope: challenges, opportunities and future research directions.Journal of research in interactive marketing,7(2), pp.86-99. Turban, E., King, D., Lee, J.K., Liang, T.P. and Turban, D.C., 2015.Electronic commerce: A managerial and social networks perspective. Springer. Yadav, M.S., De Valck, K., Hennig-Thurau, T., Hoffman, D.L. and Spann, M., 2013. Social commerce: a contingency framework for assessing marketing potential.Journal of Interactive Marketing,27(4), pp.311-323. Zheng, X., Zhu, S. and Lin, Z., 2013. Capturing the essence of word-of-mouth for social commerce: Assessing the quality of online e-commerce reviews by a semi-supervised approach.Decision Support Systems,56, pp.211-222. Zhu, Z., 2013. Discovering the influential users oriented to viral marketing based on online social networks.Physica A: Statistical Mechanics and its Applications,392(16), pp.3459-3469.

Dantes Canto XXVIII Essays - Divine Comedy, Afterlife, Italy, Virgil

Dante's Canto XXVIII Dante begins the opening of Canto XXVIII with a rhetorical question. Virgil and he have just arrived in the Ninth Abyss of the Eighth Circle of hell. In this pouch the Sowers of Discord and Schism are continually wounded by a demon with a sword. Dante poses a question to the reader: Who, even with untrammeled words and many attempts at telling, ever could recount in full the blood and wounds that I now saw? (Lines 1-3) The rhetorical question draws the reader into the passage because we know by this point in the Divine Comedy that Dante is a great poet. What is it that Dante sees before him on the brink of the Ninth Abyss that is so ineffable that he, as a poet, feels he cannot handle? In the following lines Dante expands on this rhetorical position. He elaborates on why it is important for any man to offer a good description of what he sees. No poet can achieve this description: ?Each tongue that tried would certainly fall short...? (L. 4) It is not just poetic talent that is at stake; poets do not have the background to give them the poetic power for such description. His reasoning is "the shallowness of both our speech and intellect cannot contain so much." (Lines 5-6) Once again the reader is intrigued; how could a man of Dante's stature criticize language which is the very tool he uses to create the epic work of La Commedia ? If we cannot take Dante seriously with these opening statements, we must pose the question of what Dante is trying to do by teasing us with this artificial beginning to Canto XVIII? Dante will now contradict himself and try to describe what he says is impossible. But, if he were to go right into a description of the Ninth Abyss, it would deflate his rhetorical position. Instead, Dante first sets up a quite lengthy comparison of the sights he has just witnessed with examples of bloodshed throughout human history. Were you to reassemble all the men who once, within Apulia1's fateful land, had mourned their blood, shed at the Trojans' hands, as well as those who fell in the long war where massive mounds of rings were battle spoils-- even as Livy write, who does not err-- and those who felt the thrust of painful blows when they fought hard against Robert Guiscard; with all the rest whose bones are still piled up at Ceperano--each Apulian was a traitor there--and, and too, at Tabliacozzo, where old Alardo conquered without weapons; and then, were one to show his limb pierced through and one his limb hacked off, that would not match the hideousness of the ninth abyss. (Lines 7-21) Dante gives historical examples of the destruction of war. This is in contrast to the heroic qualities of war which Dante's predecessors most often focus on. Dante is acting less as a poet and more as an historian. He takes the reader on a mini journey through these wars. His first stop are the Trojan wars (Line 9). These wars Dante refers to actually represent the final books of Virgil's Aeneid. Part of my experience in reading the Inferno, has been that there is a great connection between the Inferno and the Aeneid. Furthermore, Dante's guide through hell is the author of the Aeneid, Virgil. (While this topic is much too broad to address in these pages, it is important too take note of this relationship.) On the one hand it is important that Virgil is Dante's first example because it is necessary for him to leave the world of the poet (poets do not have enough talent) and move to the world of the historian, whose objectivity is supposedly more trusted in front of this horror. By this time the reader can see the irony of what Dante is doing in this opening passage. Dante the poet must give up to historical fact, but the reader knows that Dante the poet is playing this game to entice the reader into listening to him. Dante moves on to the wars at Carthage in his next example. This is material which Virgil deliberately does not deal with in

How to Get the Most Out Of Khan Academy SAT Prep

How to Get the Most Out Of Khan Academy SAT Prep SAT / ACT Prep Online Guides and Tips The College Board recently partnered with Khan Academy to provide free SAT prep resources.There are a lot of resources offered, and they can be a great help if you know how to use them correctly. This guide will explain exactly what prep materials Khan Academy offers, what they’re best for, when you should rely on other prep materials, and tips for getting the most of out Khan Academy's resources. What Is Khan Academy SATPrep? Khan Academy is a free, online resource that offers video tutorials on a wide variety of subjects, including SAT prep, which is what this article will be focusing on.The resources they offer are video tutorials, personalized study recommendations, practice questions, quizzes, and eight full-length practice exams (which are also available on the College Board’s website).These resources were designed to help students identify the areas they need to improve on and give them targeted practice based on those recommendations. Because Khan Academy developed these resources with the College Board, you can be sure they are an accurate representation of what the actual SAT will cover.To learn more about Khan Academy and their test prep resources, check out our other Khan Academy guide which gives a complete introduction to this resource. How Can You Get Started With Khan Academy SATPrep? The following steps will help you get started using Khan Academy's test prep resources. #1: Set Up an Account If you haven’t used Khan Academy before, the first thing you want to do is go to their website and create an account. You’ll need an account to access their resources and track your progress.Signing up for an account is simple and requires your name, e-mail, and birthdate. After you’ve created your account, you can choose which subject you want to study. In your case, this would be Test Prep, and you can choose to study for the new SAT or the PSAT/NMSQT.If you choose to study for the new SAT, you’ll be given two options for your next step: send your PSAT scores to Khan Academy or take a diagnostic quiz. #2: Import Your PSAT Scores If you have already taken the PSAT, you can have your scores uploaded to your Khan Academy account.You do this by signing into your College Board account (Khan Academy will take you directly to the site) and giving the College Board permission to send your PSAT scores to Khan Academy. Khan Academy will then use your PSAT scores to give you personalized study recommendations for the SAT.If you haven’t taken the PSAT yet or don’t have your scores, that’s no problem, just read the next section. #3: Take Diagnostic Quizzes If you don’t have PSAT scores to upload, then you can still get your personalized study recommendations by taking diagnostic quizzes. There are eight diagnostic quizzes, four in Math, and four for Reading and Writing (two in Reading and two in Writing and Language). Choose which quiz you want to take first. The quizzes are short, only about 5-10 questions each.If you ever don’t know how to answer a question, you can select the option, â€Å"I would be guessing† so that Khan Academy knows you need to work on that topic. After you complete a quiz, you’ll immediately learn which questions you answered correctly and be given a skill level for each of the topics you were tested on. The higher your skill level, the better you understand that concept. If you get the majority of questions for a topic correct, you will be assigned Skill Level 3. If you get the majority of questions incorrect, you will be assigned Skill Level 2 for that topic. Khan Academy is still working on resources for Skill Level 1, so you won’t be assigned that level, and you can only reach Skill Level 4 after using some of their resources and showing improvement on future quizzes. #4: Next Steps After you finish either the four quizzes for Math or the four quizzes for Reading and Writingyou will be given an overall skill level for that area and recommended practice questions and video tutorials based on the subjects you need to practice the most. As you review each topic, you’ll do exercises designed to help raise your skill level in that topic. These exercises include practice questions, videos, and timed quizzes. Once you reach Skill Level 4, you can assume you have a solid knowledge of that particular subject. You can also easily choose a particular subject to review because each section has a list of all the subject areas it tests, and for each there are practice problems and videos (usually with both easier and harder examples). Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Following certain steps can help make Khan Academy much more helpful. What Is Khan Academy SATPrep Best For? Now that you know how to get started with Khan Academy, how can you get the most out of it? Khan Academy can be a helpful resource, but there are certain areas that it’s best for and other areas where you’d be better off using other resources. Read the next two sections to learn how to use Khan Academy to your best advantage. Strength 1: Specific Study Recommendations Khan Academy’s test prep resources can help you if you aren’t sure how to begin your SAT prep or you aren’t sure what to study.After taking the diagnostic quizzes or uploading your PSAT scores, Khan Academy will give you personalized study recommendations. These recommendations are based on the skills you need to focus your studying on the most, and each time you log in, there will be new recommendations for you.In this way, Khan Academy provides some structure for you to base your study plan around. This can be particularly helpful for students who don’t know anything about test prep or feel overwhelmed by it. Khan Academy will break it down and walk you through the process. Strength 2:In-Depth Ways to Solve Problems If you’re struggling to understand a certain topic and reading explanations isn’t cutting it, then Khan Academy’s video tutorials may help you.Khan Academy is known for their videos, which break down problems step-by-step. For SAT prep, they have video tutorials for each topic the SAT tests. For example, they have videos on more than 20 different grammar topics alone. These videos typically range from 2-10 minutes long, and they involve Sal Khan (the founder of Khan Academy) working through each step of a sample problem. Most topics have videos for both a basic example and a more challenging example. For some people, being able to see and hear someone work through a problem can make a significant difference in how well they understand the concept.You can also watch these videos as many times as you need to for the information to sink in. Strength 3: Drilling Certain Skills Because Khan Academy's resources are clearly organized by specific topic, you can easily use them to drill yourself on a particular skill or topic you want to strengthen. For example, if you need to improve your knowledge of, say, linear functions,you can find that topic in Khan Academy's resources, then watch videos and complete practice problems that focus specifically on that area. This is a more focused and effective method of studying specific skills than just completing an entire practice test would be, so it'll save you time and help you strengthen that skill faster. Strength 4:Official Resources As I mentioned above, since Khan Academy developed these resources with the College Board (the designer of the SAT), their resources are considered official.This means you can be certain that they give an accurate representation of what the SAT will be like and what topics it will test. Some lower-quality test companies provide prep materials that aren’t always an accurate representation of the SAT. They may ask questions on topics the real SAT doesn’t, ignore important subjects the SAT covers, or ask questions in a way the SAT never would. When you’re preparing for the SAT, the more accurate your prep materials are, the more they’ll help you, and Khan Academy offers high-quality resources.Using official prep resources can be particularly helpful if you’re just beginning to study for the SAT and don’t have a solid knowledge of the test yet. Once you’ve studied the test more, you’ll begin to be able to identify when unofficial prep resources deviate from the actual exam. What Is Khan Academy Test Prep Not as Good For? We have an entire guide that explains why you shouldn't onlyuse Khan Academy's resources for your SAT prep, but here is an overview of three of their most important shortcomings. For each weakness, an alternative resource is suggested. Weakness 1: Test Strategies As we mentioned above, Khan Academy’s resources are considered â€Å"official† because they were developed with the College Board.While this means they accurately represent the SAT, because Khan Academy is working with the College Board, they won’t provide tips and strategies forthe SAT that can help boost your score.This is probably the biggest drawback of using Khan Academy. Khan Academy explains how to answer specific questions in a very in-depth way, but they don’t include a lot of information on general trends of the test, such as which subjects the SAT has more questions on, ways the SAT can try and trick you, and patterns test makers follow when they develop questions. They also don’t give students strategies to follow when they take the test, such as when to skip questions, how to tackle Reading passages, or time-saving tricks to solving math problems.Knowing this information can really help you improve your SAT score and feel more confident about the test. ALTERNATIVE: Look for non-official prep resources to get this information. To get you started, we have a ton of information on the SAT, including guides specifically for the Math, Reading, and Writing and Language sections. Weakness 2: Variety of Lessons Khan Academy offers some high-quality video lessons, but there is very little variety in the way they cover information. Each video lesson consists of explaining an example problem. While this can be very helpful, there are no lessons just on covering general topics, such as a lesson that explains how to solve linear equations or one that explains basic grammar principles. Seeing practice problems explained step-by-step is definitely helpful, but, for many people, they’ll need more information and guidance when learning topics they don’t know much about or have trouble understanding.Khan Academy doesn’t have videos like these under test prep; you would have to look through theirother resources to try and find videos that focused on the topic you're trying to learn. Only using the test prep video lessons Khan Academy offers may mean you don’t get enough preparation for the SAT because you’re only learning how to answer specific problems, not the basic concepts behind those problems. ALTERNATIVE: It’s great to use Khan Academy’s resources, but you should supplement them with additional lessons. You could buy an SAT prep book with practice questions, or you can check out some other online resources. Weakness 3:Realistic Practice Test Experience Practicing for the SAT under realistic test conditions is important because it helps you feel more prepared for the real exam and spot potential weaknesses, like time management issues, that you wouldn't have otherwise noticed if you weren't answering practice questions under conditions similar to those of the real exam. While Khan Academy offers practice questions, quizzes, and full-length tests, using their resources will not always give you the most accurate testing experience for three reasons: Typically Only Test a Few Questions at a Time While Khan Academy does offer the eight official full-length practice tests that you can take in one sitting, most of the time you will only answer about 5-10 questions at a time. The real SAT is long, and if you only answer questions in short quizzes, you won’t know how you hold up during a 3-4 hour long exam. You may know all the content but get exhausted after 2 hours and make silly mistakes. Taking full-length practice tests lets you know how long tests affect you and also builds up your endurance. If you haven't beentaking complete practice tests, taking the entire SAT at once can be an exhausting experience. Questions Are Answered Online A smaller, but still important issue, is that, unless you choose to print out the exams Khan Academy offers, you will be taking them online, which is not how you will take the actual SAT (which is always taken with pencil and paper). Only taking practice SATs on a computer may mean you get tripped up on test day because you discoveryou’re slower at answering questions on paper and run out of time on a section. Questions Are Mostly Untimed The majority of practice questions you answer on Khan Academy are untimed, giving you as much time to work on them as you want.While this may be helpful if you’re just starting out and taking your time to put new knowledgeinto practice, timing is a huge component of the SAT, and if you get used to taking all the time you need, you could end up burned on the real exam when you run out of time midway through a section. ALTERNATIVE: Take at least a few practice tests on paper, and take the entire test at once, under real test conditions. We have a bunch of free and official practice exams you can print out and take (these are the same official practice tests found on Khan Academy and the College Board's website), as well as a guide that will explain how to make your practice tests as realistic as possible. Tipsfor Getting the Most Out of Khan Academy Now you know the strengths and weaknesses of Khan Academy’s SAT study material. Use the followingfour tipsto get the most out of their resources and raise your score more quickly and efficiently. Tip 1: Upload Your PSAT Scores or Take the Diagnostic Quizzes First While it may be tempting to start right away with video lessons or a few practice questions, the best way to start using Khan Academy is to give them a baseline of your strengths and weaknesses, either by uploading your PSAT scores or taking the diagnostic quizzes. Doing this at the beginning will allow you to see which areas you need to improve in the most in, and it will also allow you to track your skill level in each area and see how much you improve. Even if you don’t plan to follow all of Khan Academy’s suggestions, having them available can be helpful down the line if you don’t know what to study next or want to know how much progress you’ve made in a subject. Tip 2: Work Through a Few Subjects and See Which Methods and Resources Are Most Helpful Khan Academy offers several different types of prep resources, and you should try multiple methods to see which helps you learn best.For example, if you’re looking to improve your math skills, for one subject you could go straight to the practice problems, for anotheryou could watch the video tutorials first, and for a third subject you could go back and forth between videos and practice problems. See which method you learn the most from, then use that method the majority of the time as you continue studying. Tip 3: Use Practice Tests Wisely The eight full-length exams (also available on the College Board’s website), are currently the only official practice exams available for the revised SAT. While there are unofficial exams available, official exams are the best to use because they give you the most accurate representation of what the actual SAT will be like. Therefore, you’ll want to use these practice exams carefully. Don’t just take them all at once; spread them out over the course of your studying. Also, take them under official testing conditions. If you take the tests online, Khan Academy times each section of the practice exams to make themmore realistic, but they also offer you the choice to stop after each section and review your answers. We don’t recommend you do this; instead, take the test all the way through as you will for the actual SAT in order to see if your score changes after several hours of testing. Tip 4: Supplement With Other Resources As mentioned above, Khan Academy offers some high-quality resources, but there are some areas they’re not as strong in as others. Use other resources to learn about tricks of the SAT, identify patterns test makers use when developing questions, and to answer additional practice questions. To get you started, check out our guide to other online SAT prep resources. Summary The College Board’s decision to partner with Khan Academy and offer free SAT prep resources has benefits for many students. Anyone can create a Khan Academy account and make use of their video tutorials, personalized study recommendations, practice questions, quizzes, and full-length exams. Because they offer a study plan and recommendations for what you should be working on, Khan Academy’s resources are best for students who aren’t sure how to begin their SAT prep or don’t know which areas they need to focus on. The materials can also be particularly useful if you are more of a visual learner and make use of the videos that explain example problems step-by-step. Khan Academy’s SAT prep resources are not as good at providing a totally realistic testing experience or teaching students the tricks and patterns test makers use, so you will still want to supplement your study with other resources. To get the most out of Khan Academy’s resources, we recommend you upload your PSAT scores or take the diagnostic quizzes in order to learn which areas you need to study the most, make use of their multiple resources to see which study methods work best for you, and take the full-length exams underrealistic testing conditions and spread out over the period you are studying. What's Next? Interested in more information on Khan Academy and why they've decided to offer free SAT prep material? Check out this guide to learn all about Khan Academy and their SAT resources. Wondering when you can take the SAT? Our guide explainsall the upcoming SAT test datesso you can start planning. Want to use your PSAT results for Khan Academy but aren't sure how to get your PSAT scores? Learn how to get your PSAT score report. Want to improve your SAT score by 160 points? We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Imperialism Essay Example | Topics and Well Written Essays - 1500 words

Imperialism - Essay Example n instance, Michael Parenti depends on the economic exploitations of imperialism as the basis of his definition, as he says, â€Å"By imperialism I mean the process whereby the dominant politico-economic interests of one nation expropriate for their own enrichment the land, labor, raw materials, and markets of another people† (24). A true impartial tone about the core nature of imperialism is Lake’s definition, as he says, â€Å"Imperialism is a form of international hierarchy in which one political unit, or polity, effectively governs or controls another polity† (7232). Since Lake’s political perspective focuses on the core political aspect of imperialism, it, though implicitly, implicates other aspects also through the two terms â€Å"effectively governs or control† and â€Å"another polity†. The term â€Å"effective control† refers to suppressions in various economic and cultural forms because the dominant polity in imperialism cannot assimilate â€Å"another polity† within itself by obliterating the otherness and the distance that prevails between the dominant and the dominated. Lake refers to this failure of the imperialistic dominant to shed the otherness as a primary cause of suppression in the following quote: â€Å"Exploitation of the weak by the stron g is not essential to imperialism, but it is an often natural outgrowth of effective domination. The affinity between domination and exploitation explains the typically pejorative status of the term.† (7232) In fact, the definition of imperialism is such that it cannot shed off its oppressive and repressive apparels. The existential basis of Imperialism essentially lies in the early European Colonialism. Though the overall concept of imperialism is different from early European colonialism, the underlying motif to rule the weaker people is existent at the core of these two forms of dominance. Indeed the later one is more associated with the political systems of ruling the people of an area than the colonialism

International Business Essay Example | Topics and Well Written Essays - 1000 words

International Business - Essay Example Unlike Asia Tile, Platinum manufactures tiles both for import and export. At first, Platinum exported their products mainly to the United States and to several other countries, such as China, Malaysia, and Vietnam. But, due to a change of demand for the tiles’ motive, PCI started to decrease their export to the United States. However, the revenue gained from exporting to the United States is not as much as the revenue achieved from exporting to Malaysia, Vietnam, and China. The raw materials needed to manufacture exporting goods to the United States are relatively scarce in Asia. As such, this has caused the production cost to increase as the price of the raw materials increase due to scarcity. This case has become a challenging issue. PCI also outsources several of their intermediate goods from countries around Asia. They import their glaze materials, as well as coloring materials from a company in China called China Glaze. PCI gets better quality for these materials for a si gnificantly better price. However, outsourcing goods from other countries have some significant disadvantages. It is time consuming, and sometimes the coloring materials do not properly match with what PCI needs. If PCI needs to produce a certain type or motive immediately, it will not be able to use the outsourced goods as they are very time consuming. John Koh stated that the process of outsourcing the intermediate goods can be a very complicated and tedious chore. There was one time where the goods (China Glaze) were rejected because it did not meet the standards of PCI’s expectations. Therefore, they had to ship it back to China for an exchange of the better quality products, though sometimes they may even have to remake the mixture of the coloring materials in order to match the original design (the percentage of which coloring materials to be used). Not only does this get complicated at times, but it can be very time consuming (it can take more than a month for the mate rials to be received). There is also a challenging issue when it comes to machineries. PCI bought most of their machines from Europe. Therefore, when the machine either malfunctions or breaks, it takes a few days for the technician to arrive from Europe. The machine’s company will not let one of PCI’s engineers study and fix the machines as the repairs require careful and professional attention. The consequence when a machine breaks down is a decrease in production for several days. Back then, Platinum Ceramics Industry was the leading ceramic tiles manufacturing company in Indonesia. But, due to an increase in competitors, it started to lose their market. To solve this issue, PCI decided to expand their company by building new factories to manufacture export goods. Some challenges PCI encountered building new factories were the risk of market failure, the need to find decent raw materials locally to minimize production cost, and the shipping costs. However, if the loc al raw materials did not meet the standard of export’s quality, then outsourcing intermediate goods would be required. The things that need to be observed and studied in this case are reflected in Michael Porter’s Diamond model. It discusses the significant factors that we should study in an international business. These factors are demand condition, related supporting industry, firm’s strategy, infrastructure and rivalry, factor condition, and government. Demand condition

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