Wednesday, July 31, 2019

Self and Imagination in Romanticism

The Romantic era is denoted by an extensive questioning and expression of challenging notions building on the convictions of the Enlightenment. The Enlightenment challenged the Christian Orthodoxy which had dominated Europe for 1,000 years. Romanticism proposed an exploration of self, emphasising the primacy of the individual and a vision of humankind animated by the imagination, endorsing a reverence and personal connection to nature. The set texts Fancy and Ode to a Nightingale explore a world created by imagination, emphasising the importance of reflection and sustaining a relationship with nature.Northanger Abbey however, examines the interplay between reason and imagination. The related text Thanatopsis possesses tropes of Dark Romanticism, depicting humanity’s curiosity of the supernatural whilst Beethoven’s works analyse the expression of intense emotion and nature as a moral force. A propensity for self analysis and introspection is a feature of Romanticism. Thi s notion gained impetus as a response to the Neo-Classicist belief that humans were created as social beings, designed to conform to the status quo and abide by tradition.As well as a defiance against social duty and personal discipline, an emphasis on the individual came about as a result of anti-establishmentism. Closely connected to the Romantics’ rejection of the artificial was a growing opposition to established institutions such as the monarchy and the Church. Paul Brians, an American Scholar stated â€Å"The idea that the best path to faith is through individual choice, the idea that the government exists to serve individuals who have created it†¦ are products of the Romantic celebration of the individual at the expense of society and tradition. Social conventions and acceptable barometers of behaviour are questioned through the responders’ identification with protagonists who are marginalised or ‘different’. This is seen through the character isation of Emily Bronte’s, Heathcliff and Mary Shelley’s, Monster. Romantic ideologues, in contrast to Neo-Classicists, valued the solitary state and the unique qualities of an individual’s mind rather than the outer social world. Romanticism encouraged the creative exploration of the inner self and praised unconventionality.Such focus is shown through the continual use of first-person lyrical poems. This technique is prevalent in Keats’ works, particularly in his poem Ode to a Nightingale. Keats questions â€Å"Do I wake or sleep? † – his proclivity toward direct voice accentuates the importance of self reflection and moulds reader response. Keats describes the archetypal outsider – an obsessive, egocentric man of extremes who is disenchanted with life. These periods of deep introspection highlight the importance placed on feelings and creative contemplation.For the Romantics, objective outlook is inundated by a new focus on the indi vidual and the subconscious. The Romantic emphasis on introspection and imaginative reflection is critiqued in Jane Austen’s Northanger Abbey through the characterisation of the protagonist, Catherine Morland. Catherine is described as an atypical Gothic heroine -â€Å"No one who had ever seen Catherine Morland in her infancy, would have supposed her to be born an heroine† – and through her reflections and fanciful Gothic delusions, the composer highlights how imaginings hinder personal growth and objective outlook.Through dramatic irony, Austen derides these fantasies and demonstrates how they conflict with everyday realities. The composer suggests that a love for Gothic literature, or the supernatural – found in the contemporary texts of her time as a Romantic concept – contributes to impaired judgment and unworldliness. Through the growth of the antagonists in her story, Austen describes social pretension and unlike the concerns of Gothic litera ture, tells of a natural evil rather than the bizarre, macabre story lines of Gothic texts.Austen criticises the notion of the supernatural, but reinforces the Romantic ideal that personal freedom is of more importance than complying with social mores as depicted in the expulsion of Catherine from the Abbey. The scene of General Tilney’s dismissal of Catherine uncovers a dark, secretive side of human psychology, parallel to the villainous figures in Gothic novels, particularly Radcliffian works. Through plot development, Austen reveals that Gothic texts are an imaginative delineation of a mundane evil found within everyday society and hence, contribute to an understanding of the Romantic ideal of individualism.Romanticism fostered the idea that the ideal world that was conjured up by the imagination was more real than the material world and that the metaphysical or transcendental spiritual reality that was conjured by the senses and the imagination had more authenticity. Roma ntics believed that ‘Fancy’ was crucial to the expansion of the human mind and spirit. Keats frequently references the imagination as a source of elation and exhilaration, his poem Fancy focusing on how the creative power of the mind can enhance the human experience and impart immortality. She will bring, in spite of frost,/Beauties that the earth hath lost;† Keats implies that Fancy is a way of preserving feelings and periods, providing an escape from the bitterness of a Romantic ideologue’s reality. The philosopher Emmanuel Kant acknowledged imagination as the source of order and Friedrich Von Schelling argued that imagination had â€Å"a divine quality that was triggered by the generating power of the universe. † The divine was quintessential to Romantic ideology, Romantics striving for perfectibility which they felt was only achieved through nature.The height of imaginative experience is the concept of the sublime. Crucial to the full expression of imagination, the sublime was the cause of awe and terror. Nature’s rugged beauty and power was seen as both a source of jealousy and inspiration evident in William Cullen Bryant’s Thanatopsis. â€Å"The planets, all the infinite host of heaven,/Are shining on the sad abodes of death† describes nature as a transcendental force that surpasses the limitations of the superficial world. The importance of the sublime was stressed as a result of pantheism which saw nature as a powerful, untamed force to be worshipped.Pantheism came about as a response to deism and its rational view of the world as being ordered, possessing mechanistic patterns and laws. Deism supported the idea that social order was hierarchal and that human existence was divinely ordered and sanctioned. Romantics however, shared the belief that reality was organic and without any set order. Romanticism brought forward the idea that with Nature lay an ideal state, free from the artificial aspects an d constraints of civilisation. To be alone in wild, lonely places was for the Romantics to be near to heaven.This is obvious in Beethoven’s works, particularly Moonlight Sonata, which is known to be a musical delineation of the night sky. Nature was described by the Romantics as innocent and virtuous, an entity that could not be tainted by the wrongs of humanity. In this way, Beethoven depicts the morality of nature through his delicate harmonies and the employment of adagio, creating a tone of gentleness. The composer uses the musical techniques of dolce and legato to pacify his audience.The Romantic idea that nature was a moral force and guideline was used by Beethoven to criticise the French Revolution. Beethoven’s 5th piano concerto, known as The Emperor, was a political statement inspired by the ideas of justice and freedom as a result of his disillusionment with Napoleon. The idea of liberation and independence was central to Romantic ideals, a notion which came about as a response to middle and lower-class oppression and society’s hindrance of self-expression.Through their interpretations, whether they literary or musical, Romantics found within nature a means of expressing themselves. The universe was seen as mysterious, ruled by hidden, dark and supernatural forces. This is evident in the prevalence of references to the Exotic and Gothic in Romantic texts. Keats’ La Belle Dame Sans Merci tells of a woman of supernatural beauty, describing her as â€Å"a faery’s child† implying the seductress is other-worldly. This fascination with the Exotic was a response to the novelty of international exploration.Romantics had an obsession with other cultures different either in time or distance: the old and the primitive (Keats’ Ode on a Grecian Urn a perfect example of how the ancient influenced Romantic texts through his frequent references to ancient Greece as he describes â€Å"Tempe or the dales of Arcady? â⠂¬ ), Oriental, alien, vanished or Gothic. Following naturally from the Romantic interest with the old and exotic was an attraction to the supernatural and bizarre as seen in Gothicism. Gothicism was the preoccupation with the supernatural, influenced by a desire to defy the God-fearing Catholic Church.Examples of its relevance in Romantic texts can be seen in Bronte’s Wuthering Heights and Bryant’s Thanatopsis. Bronte writes of â€Å"spectres† whilst Bryant writes of â€Å"His favourite phantom† portraying the Romantic predilection to the paranormal. The complex concepts of self and imagination are analysed by the ideologues of the Romantic era through their subversion of the conventional measures of behaviour and their defiance against the traditional notions of the Enlightenment. These ideas formed the basis of the Romantic period and hence dominate Romantic texts.

Tuesday, July 30, 2019

Questions: Making Comparisons Essay

Is Lim’s speaker angrier than Clifton’s, Hayden’s, or Roethke’s? Is there a resolution in Lim’s poem? Is there in the other three poems?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lim’s speaker is much angrier that Hayden’s, but Clifton and Roethke’s are equally angry.   There is now understanding in the speaker of Lim’s poem.   Her father has given nothing but bad memories that would only hold her back if she took the time to dwell on them.   There is no room to understand that this father might have done the best that he could with what he had or with the knowledge that he had.   She seems to especially blame him for the poverty of her childhood.   There is an immense amount of resentment toward her father.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a resolution in that the speaker she has decided to put him behind her so that she will not think of him.   She will not allow him to enter her thoughts.   To her Asia and all that it was to her is dust, which is worthless and can blow away. Clifton’s speaker seems to be forgiving her father for something. Is Lim’s forgiving her father? Is Hayden’s? Roethke’s? Lim does not seem to be forgiving her father of anything.   Instead she is banishing him from her existence.   By getting rid of him, she is not forgiving or dealing with the feelings that she has about him.   She is trying to convince herself that she can eliminate him from her mind, but instead she is only burying them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hayden is displaying some forgiveness.   He allows himself to share in the blame for the poor father/son relationship and in through the reasoning that he has done, he is able to work through some of his resentment toward his father and his past.   Roethke has also displayed a level of forgiveness.   If the poem is seen as though the father has abused the son, then, Roethke has forgiven the event by turning it into a dance or waltz which is something pleasant.   Abuse is not pleasant at all, but by taking the memory and turning it into an enjoyable dance, he has allowed himself to deal with his emotions. Which speaker’s attitude seems the healthiest? Which the least?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I think that Hayden’s attitude is the healthiest because allows himself to focus on his father’s positive contributions as well as the negative.   He remembers that his father was the one who got up early to provide the small comforts of life for his family.   He realized, as the last stanza points out, that his father did provide warmth and cleanliness for his son.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Forgiving My Father by Lucille Clifton:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The poem by Lucille Clifton Forgiving My Father has a resentful and angry tone.   She is paying her bills when the ghost of her father comes to her and this allows many unpleasant memories to flood her thoughts.   She does not actually see his ghost, but his deeds haunt her.   These are memories of a father who was not there for his family and took from its members instead of giving as anyone would expect a father to do.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Clifton is not as angry for what has been done to her as she is for her mother.   She has obviously been close to her mother and felt that she has done her best to provide while her husband bled her of money and her emotions.   This made me think of the people I know who are in a relationship which should be productive but instead are counterproductive.    Every member of a family should contribute to the unit so that it can be a healthy and vital body.   Even small children play a role in the family.   They contribute to the love and serve as teachable units who will one day provide extra strength to the unit.   All of the family must work together to strengthen each other and occasionally each member will be in need and will require the support of the other members.   As soon as he /she is not in a position of need any longer, he/she will be able to be an asset.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Instead of being the provider for the family, Clifton’s father has bee a leach.   He has been this to his children as well as his wife.   He has taken so much from her that we suspect that he is partly to blame for her death.   He has sucked the life out of her just as a leach will suck the blood from its victim   This father is useless and does not deserve is daughter’s forgiveness.   She is not offering it to him for him, but for herself.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Those Winter Sunday s by Robert Hayden is set in the winter so that the cold can symbolize lack of emotions or the coldness of the heart.   It is about the speaker’s father and the relationship that they shared.   Sunday is symbolic of a day when a person is usually with the family because it is a day when there is no work   It is a day of closeness and togetherness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The father of the family gets up early to build the fire so that when the rest of the family rise, the house will be warm for them.   He also polishes the shoes.   He does not do it out of love but out of duty.   There is no warmth from him as there is from the fire which is warm and inviting.   His hands are cracked from the hard work that this father does, but again it is out duty instead love.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is obvious that the father also resents what he must do for the family.   This is evident when Hayden tells us that the house is full of anger.   He does not understand his son and his son does not understand him.   They do nothing to alleviate the problem.   They just keep growing farther apart.   The father provides without explaining why he does the things that he does and the son keeps taking and does not express his appreciation.   So the father feels as if not one is grateful to him and therefore feels worthless.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is not until the son is grown and looks back that he realizes the work and sacrifices that his father has done and made.   If he had done so earlier and his father had realized that he was appreciated, he might have performed his duties out of love.

Monday, July 29, 2019

Advance Accounting Exploration for and Evaluation for Mineral Resource

(a) partial developments to current accounting performs for examination and assessment expenses (b) discoveries that recognize and clarify the sums in the entity’s commercial statements rising from the examination for and assessment of mineral resources and also it helps the individuals to know about the future cash flow. Compliance includes all businesses involved within the examination for and assessment of mineral assets, such as extracting companies, mining companies, which also includes the Governments and the not so profit companies or entities. The assists which are explored should be actually measured at cost. Expenses which relates to the growth of mineral properties shall not be recognised as examination and assessment assets. The e evaluation of the mineral resources   would actually be then classified in to the tangible or intangible assests accordingly (Australian accounting standard board, 2017). Conceptual frameork  is an diagnostic tool with several differences and backgrounds It is existing to develop ideas. Financial statemets are prepared according to the conceptual framework Where a framework document has been corrected and a accumulated form has been prepared. This amassed Framework applies to yearly reporting periods commencement on or after 1 July 2014. Framework is not a   standard and it does not define standards for any particular type of issue. We also see that the Framework can be revised from time to time accordingly and it also deals with the dimension of the basics from which financial statements are built (Australian Government, 2017). The AASB distinguishes that in a limited number of cases there may be a clash between the Framework and an Australian Accounting Standard. In the cases of conflict, the necessities of the Australian Accounting Standard succeed over those of the Framework. AASb will therefore will be directed by the Agenda or the Framework. Compiled accounting standard (2017).Exploration for and evaluation for mineral resources [online] Available at: https://www.amec.org.au/download/0710LetterTreasuryExplorationdeductions_plusAppendices.pdf [Accessed   9 th April. 2017].[1] Australian accounting standard board (2017).Framework for the preparation and presentation of financial statements [online] Available athttps://membershandbook.charteredaccountants.com.au/static/icamh/images/141/COMM.AAAS~Framework_11_09.pdf [Accessed   9 th April. 2017].[2] Australian accounting standard board(2017).Conceptual framework. [online] Available at: https://www.aasb.gov.au/pronouncements/conceptual-framework.aspx [Accessed   9 th April. 2017].[3] Australian Government(2017).Conceptual framework for financial reporting [online] Available at: https://www.aasb.gov.au/admin/file/content105/c9/ACCED264_06-15.pdf [Accessed   9 th April. 2017].[4]

Sunday, July 28, 2019

Evolution of Performance Management Part II Assignment

Evolution of Performance Management Part II - Assignment Example Eventually, even though we could achieve our goals to some extent, the collective goal of the organization was never achieved. Your post has therefore given me a lot of insight on the best way to avoid such a situation in the future by ensuring that performance management is integrated into the larger management of the organization. I agree with you perfectly that an organization will struggle to obtain long-term success without the existence of a well-defined performance management program (Chamberlain, 2011). One probing question I would like to put forward is that in the absence of performance management program, how can the organization know whether it output from its workforce is in accordance with projected goals for the organization? Certainly there will be shortfalls in knowing how well the organization has achieved success if there are no performance management programs. But to add an insight to your take on the issue, I would suggest that when the organization is implementing performance management programs, it should not do it in an isolated manner. Rather, it will be important to integrate it into the collective program of the organization. By so doing, it will be possible to ensure that the outcome of the program is a true measure of what the organization proposes to

Management Essay Example | Topics and Well Written Essays - 1500 words - 5

Management - Essay Example He subsequently underwent a partial hip arthroplasty to repair his hip damage and allow him to regain mobility. He is hypertensive and is taking medications to maintain his blood pressure. He also has gouty arthritis and is slightly overweight. 2. Pathological changes a. Limitations on his mobility. Despite the hip replacement procedure, the patient would still likely experience limited mobility. He would have difficulty moving from one place to another; he would have difficulty sitting up, sitting down, standing, walking, and carrying out his activities due to his physical limitations. He would also have difficulty in going to and from the bathroom; and he would likely need assistance in moving about the residential facility. He would also undergo painful rehabilitation exercises and physical changes in his life. b. Depression. Having been recently widowed after the death of his wife of more than 50 years, he is also being forced to face the fact that he would spend the twilight yea rs of his life without his wife. With his recent mishap, he is also likely to feel despair from his condition and such depression and despair would likely affect the success (or lack thereof) of his rehabilitative process. Depression is a major setback during the rehabilitative and recovery process for any patient. Ronald manifests symptoms of giving up, and of not trying hard enough to help himself recover and to improve his physical condition. This depression is also attributed to his recent loss and his advancement in age. Many elderly patients have to deal with this condition as they are brought face to face with the possibility of dying, of not being able to contribute anything to society, of losing a partner, and of being alone. c. Gouty arthritis. His arthritis is a major limitation to his mobility. Before his fracture, there were already deformities seen in his joints due to his gouty arthritis. Inflammation of his joints attributed to his arthritis caused much pain and diff iculty in walking and in moving about. After the fracture, his arthritis has slowed down his rehabilitation; it is impacting on his mobility, making it difficult to move about and to carry out the physical therapy and occupational therapy exercises. 3. Nursing care needs a. Patient/resident specific care needs: Total hip replacement The patient underwent partial hip replacement after his hips were fractured. It is a procedure meant to remove and replace the acetabulum or the femoral neck. This surgery is an inpatient procedure, therefore the proper preoperative care must be carried out in behalf of the patient. He must be informed that he needs to prepare for a 3 or 4 day hospital stay. After the surgery, the patient is immediately started with his physical therapy (Gilbey, et.al., 2003). This includes transfer training and walking. The nurse would assist the patient and the physical therapist in his transfers and in his walking (Hol, et.al., 2009). This initial training would inclu de the use of a walker in these transfers. After such training, a transition to crutches or canes may be made. The nurse must assist the patient in the proper use of the crutches or canes (Hol, et.al., 2009). The nurse must also ensure that there are no physical barriers which would interfere with the patient’s use of these assistive walking devices. Regular exercises to strengthen muscles must be carried out with the patient; the nurse would help encourage the patient to carry out these exercises. Such methods help ensure that the patient would eventually and safely regain his mobility and independence (Gilbey, et.al., 2003). The nurse would also have to teach and work with the patient in order to perform his activities of daily living. These

Saturday, July 27, 2019

Health Care Utilization Essay Example | Topics and Well Written Essays - 1000 words - 1

Health Care Utilization - Essay Example Health is a basic necessity and must be provided equally to those who need it regardless of race, locality, gender, or social status in life. Health care has become effective in treating diseases and disorders, in saving lives, and in improving the quality of life; however, the cost of health care has also become expensive for Americans. President Barack Obama believes on the provision of accessible and quality health care to all Americans; thus, on March 23, 2010, he made the Patient Protection and Affordable Care Act into a law (Jacobs & Skocpol, 2012, 1). The ideal nature of the health care reform under the Obama administration is the center of debate as the Patient Protection and Affordable Care Act was viewed as expansive, ambitious, and unconstitutional. The best way to gauge the effectiveness of the current health care reform is to compare it with the previous legislations and provisions. To determine the different ways on how have recent health care reform measures expanded or inhibited access to care, we will discuss thoroughly the revolution of health care in the United States. First, previous health care is based on an insurance model as old as the Hammurabi’s code. There is a basic insurance policy where premiums from policyholders are pooled (Jacobs & Skocpol, 2012, 3). When somebody gets sick, the cost of the medical care will be paid from the pool. Therefore, this model inhibited access to care because majority of the benefits goes through the sickest patients while the healthiest members got the least. Second, the Bureau of Veterans Affairs worked on expanding a fully nationalized health care because of increasing number of commercial insurance companies (Parks, 2012, 3). The bill works by getting reimbursements from public and private insurers with charges and co-pays that don’t apply to all veterans. There are coverage limitations, however, health care has been expanded to a number of veterans, administrators,

Friday, July 26, 2019

Local Health Departments Essay Example | Topics and Well Written Essays - 250 words

Local Health Departments - Essay Example They are departments, which screen and treat sexually transmitted diseases (STDs) in rural communities (National Center for Biotechnology Information, 2011). Indeed, local health departments carry out immunization clinics, disease surveillance, health screenings, offer pre-natal care, dental health promotion activities, and participate in environmental health programs (Ohio Department of Health, 2012). Notably, Local health departments play a significant role in promoting public health services in Connecticut County in America. Some of the community partners or stakeholders that are central in Connecticut public health system include St. Vincent’s Health Partners, which is an independent physician-hospital organization that seeks to address the health of high-risk populations in this community. We also have the United Cerebral Palsy Association of S.E. Connecticut, Connecticut Main Street Center, Alliance for Living, and Lawrence & Memorial Hospital (Connecticut College, 2013). Connecticut College. (2013). Working with Community Health Partners. Retrieved from: http://www.conncoll.edu/offices/office-of-volunteers-for-community-service/what-we-do/student-run-programs/pre-health-program/working-with-community-health-partners/ National Center for Biotechnology Information. (2011). The role of local health departments in providing sexually transmitted disease services and surveillance in rural communities. Retrieved from:

Thursday, July 25, 2019

Use of Electronic Monitoring to Measure Employee Productivity Case Study

Use of Electronic Monitoring to Measure Employee Productivity - Case Study Example Nevertheless, these systems and tools have promoted intrusion into the private lives of employees by both the profession and the employer. Many organizations have opted to use electronic monitoring to track employee productivity and analyze their electronic communication. The issue of electronic monitoring intrusion into employee’s privacy has sparked a major debate between the employers and employee advocates. This paper will discuss the contemporary issues in the use of electronic monitoring by companies to assess employee productivity. Advancement in information technology: Technological growth has facilitated accurate collection and storage of a great pool of personal information usually without the permission or knowledge of the employee concerned, and whether such information is necessary for business functions. The organizations collect personal information for reasons of evaluation of employee performance,security,and protection from lawsuits among others. Nevertheless, the privacy laws are not robust enough to shield employees from intrusion (Watt, 2009). Currently, employees of private corporations in the United States lack legal protection against abusive practices of e-mail monitoring. Therefore, American employers can freely intercept, seek, and read any messages stored on the hard drives of employee’s computer.... This is attributable to the rising incidences of cyber loafing and litigation. Employers believe that their employees will comply with existing organizational benchmarks for behavior when constantly monitored. However, this has resulted to the development of perception of intrusiveness into private life by employees. In the United States, the anxiety about the stock market and concerns about safety of families makes employees seek the latest information from the Internet in the workplace (Rurhsani, 2005). Only under special circumstances would employers put up with excessive use of the internet for activities other than job although they feel that it can lower their performance. Organizations are increasingly demanding the individual employee’s personal information. In spite of enactment of legislation attempting to resolve the issue of privacy, debate is still raging over the ethical issues with regard to the privacy rights. Lack of rational regulation of such monitoring woul d significantly affect employee’s privacy rights (Mujtaba, 2003; Rustad & Paulsson, 2005). Besides loss in productivity and liabilities involved with employee’s cyber loafing, companies are worried about the sending out of sensitive and secretive information to their competitors, vendors, suppliers, and customers by mischievous employees (Rustad & Paulsson, 2005). Incidences have been reported of employees sharing company’s confidential information and trade secrets with outside employees or friends using an employer’s email system. Moreover, some employees have been found to use an employer’s Internet to initiate or operate their own business while working. Lawsuits may result due to employers being held responsible for employee’s misuse of the internet

Wednesday, July 24, 2019

Is the character Crake a hero or a villain in Margaret Atwood's Oryx Essay

Is the character Crake a hero or a villain in Margaret Atwood's Oryx and Crake - Essay Example of annihilation also involved the establishment of a new world inhabited by a peaceful, herbivorous, environment-friendly variety of human-like beings. He created them and kept them safe in a dome and then set out to annihilate the entire race of mankind. His friend Jimmy, the narrator-protagonist of the novel is spared to take care of Crake’s new creations called ‘Crakers’. My contention is that with all his super-human brain powers and wisdom Crake is ultimately a villain, not a hero. Crake, unlike Jimmy, is not open-hearted. He is treacherous though in his own way affectionate towards Jimmy, even appreciative of his essential goodness. But he has no qualms in using Jimmy for his own ends. He betrays the trust Jimmy puts in him. Jimmy loses his mother under curious circumstances at a very young age. His father, an outstanding genographer who works happily for an organ-producing multinational firm, exerts only a mild impact on him. He is more attached to his mother, an embittered microbiologist who in disillusionment throws away her job and becomes an activist, demanding a going back to nature. Crake is Jimmy’s one and only best friend in the whole world, even after the holocaust and his killing of Crake, Jimmy regards him so (Oryx and Crake, 391). Jimmy shoots him in panic, shock and confusion. But he never lets go the responsibility Crake thrusts on him and never blames him. In contrast Crake keeps him under constant surveillance from the very beginning a nd entraps him quite cleverly into his own schemes, using him and his innate peculiarities to benefit his own schemes (376). He is a failure as a friend, though Jimmy-turned-Snowman is still clinging to his memories. Crake is a betrayer. His treatment of Oryx, just like that of Jimmy is a pathetic testimony of his deep-rooted harshness of mind. He has advanced methods of surveilling the activities of others. Oryx is not aware of it. He tells her that his Blyss Pluss Pill would pave the way to the

Tuesday, July 23, 2019

IT163 unit 6 bd Research Paper Example | Topics and Well Written Essays - 250 words

IT163 unit 6 bd - Research Paper Example ortant to validate the information received from the web forms, so that by any means if the user enters incorrect data / information, the web forms should inform the users by appropriate message box. There are many web forms available over the internet which represents the poor web form design. One of the worst web form design examples is available at the URL (http://www.jamesmansfield.id.au/aflpoor-form-design/). The form available at the given URL is regarding collecting personal information of a user like name, address, contact etc. The size of the text fields is unnecessarily huge as well as the different text fields have different sizes. Moreover, the questions are not precise as to get name, the web form designer asks the ‘Initial’ which is not clear. Irrelevant and similar information / questions have been designed in the form, for instance, contact information has been designed in four different tables including the address (two times), five types of phone numbers, etc. (Mansfield, 2009). Comparatively, the web form available at the URL (www.gmail.com) for creating accounts in Gmail is simple and

How Life has been Good to me Essay Example for Free

How Life has been Good to me Essay I am a happy person. I have everything that I could ever want in my life. I am single, and yet I have the company and friendship of many. I have a good job, adequate money in the bank, and a nice house. Nevertheless, I am of the firm belief that whether or not I possess these material things, I will remain a happy person. A person’s happiness can be based on a variety of things, which could be of tangible or incorporeal nature. Happiness is a feeling that is based on an individual’s manner of thinking, philosophy in life, or religious belief. Happiness could consist in having nothing to worry about, or being in the company of loved ones. The source of happiness is as unique as every individual person. (Philosophy – Life – Happiness – Creativity). My happiness is based on my appreciation of every little thing that God has put in my way. I realize that I have been lucky because I do not live in poverty. I am fortunate enough to possess material things that make my life comfortable. I am also being prepared to be self-sufficient, as I am going through college. For all of these blessings, I have no other option but to be happy. I am optimistic about how the rest of my life will turn out. I am hoping it would still be as pleasant as the present, although I would not be sad if I encounter some rough road ahead. I believe trials make people strong. Finally, I believe I owe my happiness to God, who is the reason why I am enjoying everything that I have in the present, or will have in the future. I also believe that God is the reason why there is no second in my life that I feel empty. I know that I shall feel happy, for as long as I have God watching over me. Reference Philosophy Life Happiness Creativity. Retrieved February 18, 2007, from http://huizen. daxis. nl/~henkt/happiness. htm

Monday, July 22, 2019

Mass Communication Essay Example for Free

Mass Communication Essay According to historical evidence, oral exchange of news was the common method of communication in ancient India, whereas the modern medium of communication system was originated since the end of the eighteenth century. The present inquiry deals with variety of sub topics when analyzing Indian mass media. The coverage, popularity, diversification, westernization, commercialization, technology, entertainment, education, politics, sex, violence, women and children, are some of such topics which are deeply and sociologically analyzed in the study. The print media, Radio, TV, and Films are taken into account as comprised of Indian mass media throughout the study. Having understood that the nature of mass media is determined by social conditions, a Herculean attempt is made to understand Indian mass media as a manifestation of social implications in association with the society of India. According to study, Indian mass media is a symbol as well as a reflection of India society, which is extremely heterogeneous, diverse, and most importantly, a place of wide range of opinions. These criteria are relative, since the earliest forms of mass media (the printed book or pamphlet) were limited to the minority of a society that happened to be [emailprotected] com 20 literate and relatively close to the place of publication. There has been a continuous line of development of technologies since the earliest forms of media (rock paintings) to the latest digital forms that have expanded the capacity, speed and efficiency of transmission (McQuail, 2000). Meanwhile, as Block (1979) argues, mass media refers to methods of message transmission over space and time. Media involves a communication process by which messages are sent through space; both the [emailprotected] com Tilak Wijesundara International Journal of Communicology 2011;1(1) channels have come into existence and have been attracted by millions of listeners. Moreover, in India, Television made a humble debut when Doordarshan (DD) was initiated in 1959. Today, Television service is available throughout the country, directly as terrestrial TV and through cable operators, as satellite TV. When taking Films into consideration, India? s first Film was screened in 1896. Today, Indian Film industry which is widely known as â€Å"Bolliwood† is the largest Film industry in the world, producing over 800 Films annually. The present inquiry deals with variety of sub topics when analyzing Indian mass media. The coverage, popularity, diversification, westernization, commercialization, technology, entertainment, education, politics, sex, violence, women and children, are some of such topics which are deeply and sociologically analyzed in this regard. The print media, Radio, TV, and Films are taken into account as comprised of Indian mass media throughout the study. Having understood that the nature of mass media is determined by social conditions, a Himalayan attempt is made to understand Indian mass media as a manifestation of social implications prevalent in association with the society of India. It is due to this reason that a Sociological analysis is applied throughout the study as it bringsthe hidden realities of Indian society in general and its mass media in particular. Popularity Although it is evident that the overall popularity of mass media has been increasing, it is notable that this popularity varies in different media. In colonial India, print media had acquired an immense popularity among people as the vehicle of 21 sender and receiver devote time within that process (Hornic, Schlinger, 1981). So, in generally, as McQuail (2000) points out, it is not incorrect to denote the idea that the term „mass media? is shorthand to describe means of communication that operate on a large scale, reaching and involving virtually everyone in a society to a greater or lesser degree. It refers to a number of media that are now longestablished and familiar, such as newspapers, magazines, film, radio, television and the phonograph (recorded music). As historical factors indicate, oral exchange of news was the common method of communication in ancient India. As Malhan (1992) illustrates, religions and religious places (places of worship) employed every available medium of communication in that period. In addition, bathing places, tanks, riverbanks, sea shores, chopals also acted as forms of communication. It is also evident that educational institutions equally played a significant role in activating the process of communication in India in the past. The modern medium of communication system is seen to be originated in the land of India since the end of the eighteenth century. The print media came into existence at the end of the eighteenth century symbolizing the first modern medium of communication and information. Indian press today is one of the largest in the world with more than 30,000 Newspapers published with an annual circulation that exceeds 55 million copies. Meanwhile, it is true to state that India was among one of the earliest countries to adopt broadcasting. The cable subscriber base has increased from around 0. 05 million in the early 90s? to around 24 million by 1999-2000. Today, it is possible to view over 75 channels over satellite cable Television. In any case, as many studies do suggest, the prevalence of audio-visual media has not crippled the popularity of films. As Malhan (1992) suggests, even though TV and Video provide most of the ingredients within the home with all the comforts, people still prefer to see pictures on wider screens in crowded halls. In fact, Films provide the most direct communication to the mind and images do not need to be translated to be understood. It cuts language barriers and can be enjoyed by both the educated and the fool alike. The songs and dances in Films are immensely popular among masses and popular Film stars live in the hearts of common people for generations. What is interesting to see is that Western audiences are becoming more interested in Indian Films, which has made Indian Films a global phenomenon. Diversification The diversification has been a notable feature in Indian mass media. This symbolizes the diversity of India? s people. In 2001, India had 45,974 newspapers 22 independent movement and the voice of the people. Nevertheless, it is evident that this popularity shifted to Radio and TV with their emergence as audio-visual media, and this shift is significant after independence. Simultaneously, newspapers made a detachment of the general public. It is true that newspapers today have become a class medium. According to the present estimates, newspapers are purchased and read by less than 20% of India? s total population. Meanwhile, the broadcasting media have the capacity to reach out to the people in every four corners of the country. By indicating the popularity of Indian Radio, Malhan (1992) illustrates, â€Å"as a comparatively low cost spoken word medium, it has become a constant companion for farmers, workers, travelers, sports lovers and for all those who are interested in news, music, drama, quiz programs, farm bulletins, or views of eminent persons on public affairs. Because of its low cost and easy availability, it has been a common man? s paradise, and for people, a symbol of social respectability as well. However, it is incorrect to mention that the existence of print media has been totally paralyzed today, rather, evidence indicate that particularly the book publishing industry has been growing at an exceedingly higher level, with around 10,000 publishers and around 40,000 new titles every year. The domestic publishing market is in fact one of largest in the world today. Since its beginning, Television has acquired an immense popularity as the key media in the world. According to one idea, it is clear that Television is central to the processes of media saturation. Indeed, Television is central to modern society altogether (Abercrombie, 1997). The popularity of Television symbolizes the increase of [emailprotected] com [emailprotected] com Tilak Wijesundara International Journal of Communicology 2011;1(1) large country where many languages are spoken. Each of the larger languages supports its own Film industry: Urdu/Hindi, Bengali, Marathi, Kannada, Tamil, Telugu, and Malayalam. Accordingly, the Indian film industry is placed in diverse regions as follows; ? ? ? ? ? ? ? The Hindi/Urdu film industry, based on Mumbai is called „Bollywood The Marathi film industry, based on Mumbai and Pune The Tamil film industry, based on Chennai, Tamilnadu The Bengali film industry, based on Kolkata, West Begall The kannada film industry, based on the state of Karnataka The Telugu film industry, Hyderabad, Andhra Pradesh based on including 5364 daily newspapers published in over 100 languages. The largest number of newspapers were published in Hindi (20,589), followed by English (7,596), Marathi (2,943), Urdu (2,906), Bengali (2,741), Gujarati (2,215), Tamil (2,119), Kannada (1,816), Malayalam (1,505), and Telugu (1,289). The diversification is also apparent in Indian Broadcasting media. For instance, All India Radio? s (AIR) programs have been diversified over the years. Today, its home service programs are transmitted for 3. 91 hours every year. In addition, there are also external service transmissions which present programs in 17 foreign languages and 8 Indian languages for over 56 hours daily. AIR broadcasts programs for special audiences and occasions. Specific programs are relayed for the armed forces, women and children, youth students, industrial workers, and rural and tribal people. Fourteen stations broadcast daily programs twice a week in regional languages for women with the objective of providing entertainment and imparting information on household topics. Programs on family welfare, a very important information sector for the welfare of the women are planned and produced by 36 family welfare units at various broadcasting networks. These programs are integrated with the general programs as well as those meant for special audiences like rural, folk, women, youth, and industrial workers (Malhan,1992). Indian Television has achieved an immense success in reaching wide range of viewers. The prevalence of over 75 channels itself indicates its veracity. Doordarshan (DD) alone offers diverse national, regional, and local service for Indian Television viewers. The diversification is immensely visible in association with Indian Films. India is a [emailprotected] com The Malayalam film industry, based on the state of Kerala What all these factors suggest is that Indian mass media are highly diversified in order to access multitude of people. Commercialization/ Westernization In the present scenario, it has been often put forward the fact that Indian mass media are enormously subject to commercialization and Westernization. This is particularly true with regard to Television and Cinema. As D? Souza (1998) indicates, contemporary film making is a big financing venture more than ever before. It is usually controlled by commercial consideration rather than the demand o the art. Films make no demands on the power of thinking, rather, ignore it for the sake of commerce. This argument is supported by Malhan (1992) when he denotes the fact that the Cinema after independence is predominately commercial so far as feature films are concerned. 23 [emailprotected] com Tilak Wijesundara International Journal of Communicology 2011;1(1) advertisements or advertorials is disguised as news. Whatever it is, it can be assumed that the process of commercialization and westernization have been in a tremendous enhancement after 1990s than ever before, with the introduction of liberalization and privatization policies. Technology It is crystal clear that all the mainstream mass media in India are under the impact of high technological appliances. As Malhan (1992) indicates, the advanced technologies such as adaptation of satellite communication and broadcasting, electronic printing, electronic and digital technology, extensive use of Tele-communication, internet and computer machinery are enormously benefited by the print media today. Television and Radio too has no exception in this direction. Moreover, Indian Cinema is in extreme use of new and effective technology in the process of Film making, recording and screening. However, as D? Souza (1998) points out, even though India has been using an increasing level of technology, very powerful political and economic forces have gained control over technology in general and communication system in particular. This has obstructed the communication flow from and to the grass root level. What is indeed true is that Indian mass media today are in the hands of few business houses and companies. As Sahay et al (2006) remarks, the most visible change is the growing influence of commercial departments in the media companies in India.

Sunday, July 21, 2019

Youth Mental Health Issues Facing Australians Essay

Youth Mental Health Issues Facing Australians Essay Introduction: the problem Mental and substance use disorders are among the most important health issues facing Australians. They are a key health issue for young people in their teenage years and early 20s and, if these disorders persist, the constraints, distress and disability they cause can last for decades (McGorry et al., 2007). Associated with mental disorders among youth are high rates of enduring disability, including school failure, impaired or unstable employment, and poor family and social functioning. These problems lead to spirals of dysfunction and disadvantage that are difficult to reverse. (McGorry et al., 2007). As over 75% of mental disorders commence before the age of 25 years, reducing the economic, geographical, attitudinal and service organisation barriers for adolescents and young adults is an essential first step in addressing mental health problems (Hickie and McGorry, 2007). In Australia, rates of mental illness among young people is higher than for any other population group and represented the major burden of disease for young people with depression making the greatest contribution to this burden. In addition, youth suicide and self-harm have both steadily increased during the 1990s (Williams et al., 2005). 60% of all health-related disability costs in 1534-year-olds are attributable to mental health problems, and of the total disability years lived in Australia, 27% is attributable to mental disorders. Although most common mental disorders commence before 18 years of age, people aged 2544 years and 4564 years are more than twice as likely as those aged under 25 years to receive an active treatment when seen in general practice (Hickie et al., 2005). Research has indicated that some mental health problems can be prevented through appropriate early intervention, and that the impact of existing mental illness can be mitigated through the early provision of appropriate services (Mental Health Policy and Planning Unit, ACT, 2006). It has been estimated that up to 60% of cases of alcohol or other substance misuse could be prevented by earlier treatment of common mental health problems (Hickie et al., 2005). Despite the enthusiastic efforts of many clinicians around Australia, progress in service reform has plateaued, remains piecemeal and is frustratingly slow in contrast to what has been achieved in other countries, many of which began by emulating Australia. In addition, the specialist mental health system is seriously under-funded (McGorry and Yung, 2003). While Australias national health spending continues to grow past $72 billion the total recurrent mental health spending has consistently remained below 7% of this figure (Hickie et al., 2005). The need for coordinated national health and welfare services for people with mental health and substance misuse problems has been recognised by all Australian governments, but insufficient investment, lack of accountability, divided systems of government and changing health care demands resulted in a very patchy set of reforms (Hickie and McGorry, 2007; Vimpani, 2005). Statistics regarding the problem Close to one in five people in Australia were affected by a mental health problem within a 12-month period, according to the National Survey of Mental Health and Wellbeing. Young adults were particularly affected, with more than one-quarter of Australians aged 18 to 24 years suffering from at least one mental disorder over a 12-month period (Mental Health Policy and Planning Unit, ACT, 2006). In Australia, the prevalence of mental health problems among children aged 412 years lies between 7% and 14%, rises to 19% among adolescents aged 1317 years, and increases again to 27% among young adults aged 1824. Therefore, up to one in four young people in Australia are likely to be suffering from a mental health problem, with substance misuse or dependency, depression or anxiety disorder, or some combination of these the most common issues (McGorry et al., 2007). It is therefore more likely that mental health problems will develop between the ages of 12 and 26 than in any other stage of life (Orygen Youth Health, 2009). This situation also exists among Australian Indigenous communities, where the continuing grief and trauma resulting from the loss of traditional lands and cultural practices as a result of colonization, past policies of child removal and the destruction of traditional governance arrangements within Aboriginal communities, are an ever-present cultural reality that plays out in some of the worst developmental health and well-being outcomes in advanced industrial society (Vimpani, 2005). Risk taking by young people Studies show that psychosocial issues form a great burden of disease for young people, including intentional and unintentional injuries, mental disorders, tobacco, alcohol and other substance misuse, and unprotected sexual intercourse (Tylee et al., 2007). The pathways to substance misuse in young people involve complex interplay between individual biological and psychological vulnerability, familial factors and broader societal influences. The impact on family and society is often painful, destructive and expensive (Vimpani, 2005). In 2005, nearly half of all deaths of young men and a third of young women aged 1534 years in NSW were due to suicide, transport accidents or accidental drug overdoses (418 persons; ABS, 2008b). In 2007, amongst young men in the age group 15-24 in NSW, the average age for first consumption of alcohol was around 15, and amongst women of the same age group, the average age for first use of alcohol was around 17 years. In addition to its potential direct health consequences, risky or high risk drinking can increase the likelihood of a person falling, or being involved in an accident or violence (ABS, 2008a). 71% of persons aged 14-19 and 89.4% of persons aged 20-29 were current drinkers. 27.6% of persons aged 14-19 (40.5% at the age of 20-29) were at risk of short term harm, while 10% (14.7% at the age of 20-29) were at risk of long term harm. Around 90% of Australian youth (aged 1824 years) have drinking patterns that place them at high risk of acute harm (Lubmen et al., 2007). On aver age, 25 percent of hospitalisations of 15-24 year olds occur as a result of alcohol consumption (Prime Minister of Australia, 2008). Almost one-quarter (23%) of people aged 1524 years in Australia reported using illicit drugs during the last 12 months, around twice as high as the proportion of people aged 25 years and over (11%). Marijuana/cannabis was the most common drug used by 1524 year olds (18%), followed by ecstasy (9%), and meth/amphetamines and pharmaceuticals (both 4%). Barriers to provision and use of health services Primary-care health services are sometimes still not available. They may be inaccessible for a variety of reasons such as cost, lack of convenience or lack of publicity and visibility. Health services might not be acceptable to young people, however, even if available and accessible. Fear about lack of confidentiality (particularly from parents) is a major reason for young peoples reluctance to seek help, as well as possible stigma, fear of difficult questions. In addition, health professionals might not be trained in communicating with young people. If and when young people seek help, some may be unhappy with the consultation and determine not to go back. To ensure prevention and early intervention efforts, clinicians and public-health workers are increasingly recognising the pressing need to overcome the many barriers that hinder the provision and use of health services by young people, and to transform the negative image of health facilities to one of welcoming user-friendly setti ngs (Tylee et al., 2007). Spending in the area remains poor, and service access and tenure are actively withheld in most specialist mental health and substance misuse service systems until high levels of risk or danger are reached, or severe illness, sustained disability and chronicity are entrenched. Thus, just when mental health services are most needed by young people and their families, they are often inaccessible or unacceptable in design, style and quality. Moreover, numerous young people with distressing and disabling mental health difficulties struggle to find age-appropriate assistance. Young people with moderately severe non-psychotic disorders (eg, depression, anxiety disorders and personality disorders), and those with comorbid substance use and mental health issues, are particularly vulnerable. For many of these young people, if they survive (and many do not), their difficulties eventually become chronic and disabling (McGorry et al., 2007). Another barrier is related to the manners in which young people seek help when they have a mental problem. The most recent national survey data for Australia show that only 29% of children and adolescents with a mental health problem had been in contact with a professional service of any type in a 12-month period. Some subgroups, such as young males, young Indigenous Australians and migrants may be even less likely to voluntarily seek professional help when needed. If young people want to talk to anyone, it is generally someone they know and trust and when they do seek professional help, it is from the more familiar sources family doctors and school-based counsellors. However, many young people at high risk of mental health problems do not have links to work, school, or even a family doctor (Rickwood, Deane and Wilson, 2007). Furthermore, mental disorders are not well recognized by the public. The initial Australian survey of mental health literacy showed that many people cannot give the correct psychiatric label to a disorder portrayed in a depression or schizophrenia vignette. There is also a gap in beliefs about treatment between the public and mental-health professionals: the biggest gap is in beliefs about medication for both depression and schizophrenia, and admission to a psychiatric ward for schizophrenia (Jorm et al., 2006). Existing resources: Knowledge, policy and programs Existing knowledge: Manners of interventions Prevention and early intervention programs are normally classified into four types: universal programs are presented to all regardless of symptoms; selective programs target children and adolescents who are at risk of developing a disorder by virtue of particular risk factors, such as being children of a depressed parent; indicated programs are delivered to students with early or mild symptoms of a disorder; and treatment programs are provided for those diagnosed with the disorder (Neil Christensen, 2007). Universal prevention programs target all young people in the community regardless of their level of risk, and include economic measures, social marketing, and regulatory control and law enforcement initiatives, as well as a range of psychosocial programs (Lubmen et al., 2007). In addition, interventions can be divided between promotion and prevention programs. Mental health promotion refers to activity designed to enhance emotional wellbeing, or increase public understanding of mental health issues and reduce the stigma surrounding mental illness. Prevention of mental illness may focus on at risk groups or sectors of the whole population. (Mental Health Policy and Planning Unit, ACT, 2006). Source: Mental Health Policy and Planning Unit, ACT (2006). Finally, collaborative care is typically described as a multifaceted intervention involving combinations of distinct professionals working collaboratively within the primary care setting. Collaborative care not only improves depression outcomes in months, but has been found to show benefits for up to 5 years (Hickie and McGorry, 2007). The importance of early intervention In the last two decades research demonstrated the high importance of early intervention to promote youth mental health and cope with mental disorders and substance misuse. Early intervention is required to minimise the impact of mental illness on a young persons learning, growth and development, thus improving the health outcome of those affected by mental illness. (Orygen Youth Health, 2009). It was found that the duration of untreated psychosis (DUP) could be dramatically reduced by providing community education and mobile detection teams in an experimental study (McGorry, Killackey Yung, 2007; McGorry et al., 2007). On the other hand, delayed treatment and prolonged duration of untreated psychosis is correlated with poorer response to treatment and worse outcomes. Thus, first-episode psychosis should be viewed as a psychiatric emergency and immediate treatment sought as a matter of urgency (McGorry and Yung, 2003). The existing evidence also highlights the importance of prevention and early intervention programs on substance abuse. Such programs focus on delaying the age of onset of drug experimentation; reducing the number of young people who progress to regular or problem use; and encouraging current users to minimise or reduce risky patterns of use. Universal school-based drug education programs have been found to be effective in preventing and delaying the onset of drug use and reducing drug consumption (Lubmen et al., 2007). Early andeffective intervention, targeting young people aged 1225 years, is a community priority. A robust focus on young peoples mental health has the capacity to generate greater personal, social and economic benefits than similar intervention in other age groups, and is therefore one of the best buys for future reforms (McGorry et al., 2007). Importance of other players During the early phases of a mental disorder, members of a persons social network (including parents, peers and GPs) can play an important role in providing support and encouraging appropriate help-seeking. For mental-health problems, young people tend to seek help from friends and family rather than health services. In developing countries, young people are even less willing to seek professional help for more sensitive matters (Tylee et al., 2007). As friends and family are often consulted first by young people, they constitute and important part of the pathway to professional mental health services (Rickwood, Deane and Wilson, 2007). In a survey with young Australians and their parents, it was found that the most common response was to listen, talk or support the person, followed by listen, talk orsupport family and encourage professional help-seeking. Counsellor and GP/doctor/medical were the most frequently mentioned types of professional help that would be encouraged, but when young people were asked open ended questions about how they would help a peer, only a minority mentioned that they would encourage professional help. Among parents, encouraging professional help was a common response both in open-ended and direct questions (Jorm, Wright and Morgan, 2007). General practice is essential to young peoples mental health and is often the point of initial contact with professional services. However, there is a need to improve the ability of GPs to recognise mental health problems in young people As well asensuring privacy and clearly explaining confidentiality. Finally, GPs can provide reassurance that it is common to feel distress at times, and that symptoms can be a normal response to stressful events (Rickwood et al., 2007). Schools For the small percentage of youth who do receive service, this typically occurs in a school setting. School-based mental health (SBMH) programs and services not only enhance access to services for youth, but also reduce stigma for help seeking, increase opportunities to promote generalization and enhance capacity for mental health promotion and problem prevention efforts (Paternite, 2005). There is compelling evidence of the effectiveness of a range of school-based interventions in primary and secondary schools for children and young people at risk of substance abuse (Vimpani, 2005). One study found that participation in a school-based intervention beginning in preschool was associated with a wide range of positive outcomes, including less depressive symptoms (Reynolds et al., 2009). Best elements for SBMH include: (a) schoolfamilycommunity agency partnerships, (b) commitment to a full continuum of mental health education, mental health promotion, assessment, problem prevention, early intervention, and treatment, and (c) services for all youth, including those in general and special education. A strong connection between schools and other community agencies and programs also assists in moving a community toward a system of care, and promotes opportunities for developing more comprehensive and responsive programs and services (Paternite, 2005). Government policy There are a number of examples of governmental policy and program to enhance youth mental health. The new Medicare-based scheme now includes a suite of measures designed to increase access to appropriate and affordable forms of evidence-based psychological care. Unfortunately, it largely reverts to traditional individual fee-for-service structures. There are no requirements for geographical distribution of services, despite the evidence of gross mal-distribution of mental health specialist services in Australia and the proven contribution of lack of mental health services to increased suicide rates in rural and regional communities (Hickie and McGorry, 2007). Transformation is also occurring in primary care in Australia. GPs are increasing their skills, providing new evidence-based medication and psychological treatments, and beginning to emphasise long term functional outcomes rather than short-term relief of symptoms. Early-intervention paradigms depend on earlier presentation for treatment. Future progress now depends on development of an effective and accessible youth-health and related primary care network. (Hickie et al., 2005). As for substance abuse, The National Campaign Against Drug Abuse (now known as the National Drug Strategy) was established in 1985. It is an inter-governmental and strategic approach based on national and state government cooperation and planning. The campaign has been adopted to bring together research and practice relevant to the treatment and prevention to protect the healthy development of children and youth (Williams et al., 2005). Existing programs There are several existing programs which address youth mental health and substance abuse. Knowing which programs exist may help us in understanding existing resources and knowledge, learning best practices, and recognising what else needs to be done. Australian programs: * The National Youth Mental Health Foundation headspace: providing mental and health wellbeing support, information and services to young people aged 12 to 25 years and their families across Australia. www.headspace.org.au * MindMatters is a national mental health initiative funded by the Australian Government Department of Health and Ageing. It is a professional development program supporting Australian secondary schools in promoting and protecting the mental health, social and emotional wellbeing of all the members of school communities. www.mindmatters.edu.au * Mindframe: a national Australian Governments program aimed at improving media reporting on mental health issues, providing access to accurate information about suicide and mental illness and portraying these issues in the news media and on stage and screen in Australia. www.mindframe-media.info * The Personal Assessment and Crises Evaluation (PACE) clinic provides treatment for young people who are identified as being at ultra high risk. It involves facilitated groups using adult learning principles based on a curriculum addressing adolescent communication, conflict resolution and adolescent development. http://cp.oyh.org.au/ClinicalPrograms/pace * The Gatehouse Project has been developed in Australia as an enhancement program for use in the secondary school environment. It incorporates professional training for teachers and an emotional competence curriculum for students and is designed to make changes in the social and learning environments of the school as well as promoting change at the individual level. www.rch.org.au/gatehouseproject * Pathways to Prevention: a universal, early intervention, developmental prevention project focused on the transition to school in one of the most disadvantaged urban areas in Queensland. * The Positive Parenting Program (Triple P), which has been implemented widely in Australia and elsewhere for parents of preschool children, has also been implemented for parents of primary school-aged children. http://www1.triplep.net * The Family Partnerships training program, now established in several Australian states and already incorporated into maternal and child health and home visitor training, is designed to improve the establishment of an effective respectful partnership between health workers and their clients. Other international programs: * ARC (Availability, Responsiveness and Continuity): an organizational and community intervention model that was designed to support the improvement of social and mental health services for children. The ARC model incorporates intervention components from organizational development, inter-organizational domain development, the diffusion of innovation, and technology transfer that target social, strategic, and technological factors in effective childrens services. * Preparing for the Drug Free Years (PDFY) is a universal prevention programme targeted at parents of pre-adolescents (aged 8 -14 years) that has been subjected to several large-scale dissemination and effectiveness studies across 30 states of the United States and Canada involving 120000 families. Future directions This paper suggests that despite a wealth of knowledge and information on appropriate interventional methods, services to address youth mental health in Australia are not consistently provided and are often under-funded. New evidence is continuously available for professionals; however this knowledge has often failed to filter through to the community and those in need. As Bertolote McGorry (2005) asserted, despite the availability of interventions that can reduce relapses by more than 50%, not all affected individuals have access to them, and when they do, it is not always in a timely and sustained way. The major health problems for young people are largely preventable. Access to primary-health services is seen as an important component of care, including preventive health for young people. Young people need services that are sensitive to their unique stage of biological, cognitive, and psychosocial transition into adulthood, and an impression of how health services can be made more youth-friendly has emerged (Tylee et al., 2007). Existing and new extended community networks, including business, schools, sporting bodies, government sectors, community agencies and the broader community are asked to play their part in mental health promotion and illness prevention. These networks will: * bring together all service sectors and the broader community in closer collaboration in the promotion of mental health; * exchange information about, and increase understanding of existing activities, and encourage new ones; * develop and strengthen the mental health promoting aspects of existing activities; develop greater mental health promotion skills right across the community; and * encourage an environment that fosters and welcomes new ideas, and supports adaptation and innovation to respond to a new environment (Mental Health Policy and Planning Unit, ACT, 2006). As for substance misuse, despite acknowledgement of the substantial costs associated with alcohol misuse within Australia, there have not been serious attempts to reduce alcohol harm using the major levers of mass-marketing campaigns, accompanied by significant changes to alcohol price and regulatory controls. Young people continue to be given conflicting messages regarding the social acceptability of consuming alcohol (Lubmen et al., 2007). According to the Mental Health Policy and Planning Unit (2006), ideas about the best strategies for supporting the mental health of the community are undergoing great change in Australia and internationally, with a growing focus on preventative approaches. Mental health promotion and prevention are roles for the whole community and all sectors of government. Although Australia has slipped behind in early intervention reform, it is now emerging that the situation can improve and that Australia can again be at the forefront of early intervention work. Here are some proposals as to how this can best be achieved: Guaranteed access to specialist mental health services for a minimum period of 3 years post-diagnosis for all young people aged 1525 with a first-episode of psychosis. New funding is clearly required to support this. Such funding must be quarantined into new structures, programmes and teams. The child versus adult psychiatry service model split is a serious flaw for early intervention and for modern and appropriate developmental psychiatry models. It needs to be transcended by proactive youth-orientated models. Early detection and engagement can be radically improved through such reforms and specialist mental health care can also be delivered in a less salient and stigmatized manner. McGorry et al. (2007) suggested four service levels that are required to fully manage mental illness among young people: Improving community capacity to deal with mental health problems in young people through e-health, provision of information, first aid training and self-care initiatives; Primary care services provided by general practitioners and other frontline service providers, such as school counsellors, community health workers, and non-government agency youth workers; Enhanced primary care services provided by GPs (ideally working in collaboration with specialist mental health service providers in co-located multidisciplinary service centres) as well as team-based virtual networks; Specialist youth-specific (1225 years) mental health services providing comprehensive assessment, treatment and social and vocational recovery services (McGorry et al., 2007). Elements of successful programs (best practices) Revising the vast research on preventing mental disorders and promoting mental health among youth, particularly in Australia, as well as examining some of the successful and effective programs in the field, the following items summarise elements of current best practice: Holistic approaches and community engagement: Adopt holistic approaches which integrate mental health promotion with other aspects of community and individual wellbeing Balance between universal and targeted programmes and their relative cost-effectiveness. Engage young people, the community and youth support services in working together to build the resilience of young people, and encourage early help and help seeking when problems occur Community engagement with the youth, and youth engagement with the community Outreach workers, selected community members and young people themselves are involved in reaching out with health services to young people in the community Promote community-based health facility: including stand-alone units (which are generally run by non-governmental organisations or by private individuals or institutions), and units that are an integral part of a district or municipal health system (that are run by the government). Access to services and information: Make services more accessible to youth by collaborating with schools, GPs, parents etc. Social marketing to reduce stigma and make information more accessible Have more information online for young people with mental health issues, their families and peers. Promote understanding among community members of the benefits that young people will gain by obtaining health services Reduce costs Improve convenience of point of delivery working hours and locations Assure youth-friendly primary-care services Have other players in the community involved in promotion of youth mental health, such as schools, GPs, and community centres Practitioners training Ensure confidentiality and privacy (including discreet entrance) Addressing inequities (including gender inequities) and easing the respect, protection, and fulfilment of human rights Inter-sectoral and inter-organisational collaboration: Enable organisations to work in partnership towards shared goals Lead to multi agency, client centred service delivery and care Research and support: Provide support such as information and training for the community and for mental health carers and consumers to plan and participate in mental health promotion activity Acknowledge formal and informal knowledge Policy: Promoting a whole-of-government response to support optimal development health and well-being outcomes Policies and procedures are in place that ensure health services that are either free or affordable to all young people

Saturday, July 20, 2019

Architecture Of The California Missions Essays -- Architecture Essays

The Architectural History of the California Missions (1769-1823) You may already know that there are 21 missions today in the state of California. Starting in San Diego all the way past San Francisco, the missions remind us of an earlier time when the Spanish were colonizing Alta California. The California missions were started because the Spanish king wanted to create permanent settlements in the area of the New World called Alta California. The decision to create Spanish missions in California was political as well as religious. The Spanish government wanted to gain control in California before the Russians did. They also wanted to spread Christianity among the Native Americans (Johnson, page 5). Most of today's missions are active churches, some have held mass non-stop since their founding. Others are part of the California State Park system. All are modern day treasures and a path backwards in time to our beginnings. They have influenced many aspects of our history, and continue to be an important part of our state today. Thousands of peo ple annually visit the Missions and they find its architecture beautiful and interesting. The architecture of the California missions was influenced by many factors like the limitation in the materials, the lack of skilled workers, and the desire of the founding priest to imitate the structure of his Spanish homeland. The first thing they would do in the construction of missions was to find a location. Then they would decide what the position would be so that they would take the best advantage of the sun's position for interior illumination (Baer, page 42). After the position, they would lay out a map describing where everything would be located and constructed; starting from the pr... ...ssion had its purpose, for example; the windows were placed high for a reason not so that they would look nice. They would place them high so that they would allow the most light in and also to protect themselves from future attacks. I only hope that you could learn some of the interesting information that I learned through the reading of my paper, hope you like, BIBLIOGRAPHY 1.) Baer, k. Architecture of the California Missions. Los Angeles, CA: university of California press, 1958. 2.) Camphouse, M. Guidebook to the Missions of California. Los Angeles, CA: Anderson, Ritchie & Simon, 1974. 3.) Egenhoff, E. "Fabrica." California Journal of Mines and Geology. 1952 4.) Johnson, P. The California Missions. Menlo Park, CA: Lane Book Company, 1964. 5.) Newcomb, R. The Franciscan Mission Architecture of Alta California. New York, NY: Dover Publications, Inc, 1973.

Walt Disney Essay example -- essays research papers fc

Disney Productions is one of the leading entertainment businesses, bringing tremendous profits not to mention the joy it brings many people. It has not always been this easy for Disney however. It took the mind of one man to bring it to what it is today, and that’s mans name is Walt Disney. Walt Disney’s life was devoted to the arts and entertainment almost from birth. However, Walt’s fortunes and fame didn’t take form until his creation of Mickey Mouse. Walt Disney was born on December 5, 1901 and was the fourth child of Elias and Flora Disney. He was an extremely talented child, exhibiting tremendous creativity at such a young age. Walt began drawing pictures in the 1st grade and continued until the day he died. Another of his exceptional talents was acting. Walt relished each opportunity to perform on stage or in class. While in elementary school "on Lincoln’s Birthday every year until he graduated, Walt was hauled from class to class by the principal to give the Gettysburg Address." (Fisher, 18) Walt got bored with school however and dropped out at the age of 16. He immediately got a job as a waiter on a train line and kept this job until the U.S. entered the war. Walt had a great desire to join the army, but was rejected because he was to young. Since he still desired to have some role in the war he became a volunteer with the Red Cross. Within a week he was sent to the front and didn’t return for one to two years. When Walt returned from he war he told his father that he wanted to become an animator, but his father did not approve. Walt ignored his father’s advice and enrolled in art school. Walt attended art school for several months in both Missouri and Kansas City and then later found a job at an advertising firm in Kansas. There he met a talented artist named Ubbe Iwerks. Ubbe was a great animator and he and Walt became good friends. Walt and Ubbe worked all day for the advertising company, but at night they studied the art of animation and experimented with ways to make animation smoother by using light and a camera. Walt soon quit his job at the advertising firm because he was not satisfied with the work he was doing. He found a job in Kansas City at a Film Ad Company. Walt was quickly fired from this job and having nowhere else to go, he returned home. Walt and his brother Roy decided to form their own business available jobs did... ...found 200-acre lot in Anaheim, California and purchased it immediately. Construction was completed and the park opened in 1955 and by that time Disney Productions was a financial success. People were so anxious to be the first ones in Disneyland that when only 15,000 tickets were sold for opening day 33,000 people showed up, half of them had counterfeit tickets. Certainly, Walt Disney was a man of vision. A man who had the creativity to develop ideas and then have the patience and perseverance to carry them out. Walt Disney showed courage and the desire you need to build a successful life. Even when all odds were against him, he still was able to find a way to conquer his dreams. He taught us many things and I hope we remember this man not only for his cartoons, but also for his work ethics and the contributions he made to society. Bibliography Fanning, Jim. Walt Disney. New York, NY: Chelsea House Publishers, 1994. Fisher, Maxine P. Walt Disney. New York, NY: A First Book, 1988. Greene, Katherine, and Greene, Richard. The Man Behind The Magic. New York, NY: Penguin Books, 1991 Schroeder, Russell. Ed. Walt Disney, His Life In Pictures. New York, NY: Disney Press, 1996.

Friday, July 19, 2019

Personal Choices in Robert Frosts The Road Not Taken Essay -- Road No

Personal Choices and The Road Not Taken When I read The Road Not Taken, I thought right away of the choice I made in high school not to study foreign languages. In the poem, the speaker makes his choice in either fall or spring - when the woods are yellow. I see both these seasons as times of new beginnings. In spring, everything new is growing. In fall (at least for students) it's the start of a new school year. I made my choice one fall when a guidance director told me I was not "college material" and recommended that I drop my French class. September should have been a beginning, but I saw it as an end to my dream for college. It's only now that I can begin to think it was-in a way - a beginning, too. Dropping French was desirable because I didn't do well in languages, but taking a language was also desirable because you had to... ...ence to her own choices in life. Her observations show that she became genuinely interested in Frost's theme and was able to appreciate his poem more fully by bringing something of herself to her reading. You may think her commentary is very different from what you have previously thought of as "literary analysis." Certainly, her ideas are expresses informally and personally, yet she has indeed "analyzed" the poem (looked at how parts of it work to create the whole).

Thursday, July 18, 2019

Academic performance of disabled students and their general education peers Essay

Calls for the evolution of the educational system to maintain an inclusive program for mentally, financially and physically disabled students have been supported by the arguments that inclusion will greatly benefit the academic and social performance of children with disabilities. This is true since academic learning is enhanced when a program expecting higher output and reinforcing higher standards exists for students. These opportunities allow them to work and study harder as it exposes them to what many believe are normal real-life standards. Friendly and Lero (1993) stress that a motivation to keep up and progress without outside assistance is a driving force of enhancing performance. They also note that the labels in homogeneous or ability groupings negatively affect student potential. Contrastingly, although the effects of the inclusive system of education are favorable for non-general students, Brackett (1994) stresses that the opposite might take effect for general education students. These children might experience boredom due to the considerations given to disabled students in terms of pace and activities. Special or disabled children may also experience frustration as they try to keep up with the normal learning pace in a heterogeneous mix of students. Despite these contentions, several studies also note the positive effects of inclusion to the academic performance of both general education children and special needs education students. Hines and Johnston (1997) reported that disabled students in an inclusive set up showed academic progress and performance and improved their behavior as well. Schattman and Benay (1992) attribute this to the wide exposure of the disabled children, in an inclusive set up, to creative teachers and the nature of the inclusion strategies to expose the children to social interactions with other students. The marks and learning abilities of disabled students on specific subjects were also positively affected by being in inclusive classroom situations (Barbetta et al, 1991). The effect of inclusion to regular classroom students has been extensively studied and Staub and Peck (1995) list the general outcomes of the exposure of this group to this new learning environment. It has been noted that regular class students, after being exposed to an inclusive situation, become more aware of existence of human diversity and have reduced fear of human differences. They have more social interactions which results in a keener awareness of self knowledge. In addition, they also learned to develop their personal principles at an early age and the increased frequency of social relationships allowed them to create more friends. Hollowood et al. (1994) also answers a thriving concern about the imbalance of time allotment for students by teachers when exposed to an inclusive environment. It has been observed that the presence of special needs students in a class does not interfere with the allocated time of teachers to regular class students. And although, interruptions have been observed in some cases, the downtime did not significantly alter the average instruction hours when compared to general education classes. Similarly, in a study of primary and secondary schools that adopted inclusion, Idol (2006) reports that in a four-year study of four elementary and secondary schools, most students are generally not affected by the presence of students with disabilities in their classes. Statistics on these schools show that the elementary students surveyed registered a 68% approval rating on student performance and the respective elementary and secondary students show a 36% and 24% rating that student performance in inclusive situations was higher. 32% and 34% of elementary and secondary students also agree that academic abilities remained constant. In the four elementary schools considered, only 6% of the educators responded that there were negative reactions brought out by the presence of disabled students in class, while the statistics in the secondary schools surveyed did not vary much at 8%. The teachers also reported that a larger chunk (> 50% ) of the students increased or retained their statewide test scores. Requirements for an effective strategy Dugan et al. (1995) reviewed several studies which have been published regarding the methods and strategies used in inclusive education. According to this paper, improved academic performance is assured (Kamps et al. , 1992; Madden and Slavin, 1983; Noonan & Hemphill, 1984; Shores et al. , 1993; Stainback et al. , 1981) if the program consists of a 1. method to encourage and guide interaction among students with disabilities and their peers; 2. scheme where teachers employ adaptive measures of instruction for students with disabilities; 3. program of study that enjoins both disabled and normal children to equally participate in activities; and 4. training to improve the social interactions and abilities of a child that prepares him for the real world environment. One aspect of inclusive education that employed cooperative learning groups is also effective in enhancing the performance of students. Johnson et al (1990) notes that cooperative learning results in improved academic performance of children from different cognitive levels to be in a heterogeneous educational environment that promotes the mediation of groups for maximal learning. Inclusive education programs and strategies like the cross-age tutoring also resulted in improved performance of both students with and without disabilities (Barbetta et al. , 1991) and increased the reading and comprehension abilities of both normal children and children with autism (Kamps et al., 1994). Kamps et al (1994) also note that because of the drastic improvement in the confidence of the children in a cooperative learning set up, the time for interactions and social activities between children with autism and their peers also increased and adds to their improved learning abilities. According to Dugan et al (1995) cooperative learning groups improved student interaction through increased frequency of social activities. The effectivity of student learning also increased due to tutoring events and research activities. Hawkins et al (2001) explained that early social interactions between children create a deeper bond that acts as a defense for behavioral problems and, thus, strengthens the relationships of students. Strategies for improved academic performance Academic performance in an inclusive set up uses contemporary schemes in order to teach the lessons to students. Learning is boosted through techniques such as teams games tournaments or TGT, which allows the teacher to teach the lessons to students through games. The teams cooperate and learn from other group members by peer tutoring in order to increase their chances of winning in the tournaments. Another scheme called student teams and academic divisions or STAD allows individual members of a team to score points by adding their individual written scores, like in a quiz for example, to the total accumulated team points (Slavin, 1990). Another inclusion strategy that shows very promising results in increasing the academic fervor of children involves the use of class wide peer tutoring (CWPT). In a study of the performance of heterogeneously grouped children under the subject of reading and reading comprehension, CWPT was observed to increase the ability of students to read and pronounce words accurately and answer reading comprehension questions correctly. The technique was also found to improve the cognitive skills of elementary students with autism. It was also a tool for social interaction and learning with their classmates and showed better reading proficiencies for most students because of the relative ease in adapting this program to a normal classroom set up (Kamps et al.,1994). CWPT can also be incorporated in a team games tournament (TGT) scheme and are collectively referred to as class wide student tutoring teams (CSTT). This method employs tutoring and tests individual learning progress by competitions where individual scores comprise team scores. Reading can also be taught to elementary students through a cooperative integrated reading and composition technique or CIRC. In this strategy, students are paired and are allowed to read stories to each other while practicing and honing their reading abilities (Jenkins et al., 1991). Johnson et al (1984) reports that role playing is also a learning strategy to be employed, this technique, called circles of learning, employs group dynamics and allows students to complete assigned tasks and evaluate their performance through worksheets. In addition, the competitive atmosphere is reduced because of the nature of the activity. These techniques have been shown to improve the academic performance of a heterogeneous mix of students with different baseline aptitudes. The case of employing inclusion to disabled children and high-level students with autism can also be employed to children who are sickly, obese or those with high risks of cardiovascular diseases. Van Sluijs et al. (2007) have observed that the method of inclusion to obese adolescents shows strong evidence of improvement and increased physical activity. The effective strategies employed actively involve the school, the community and the student’s family in order to improve the physical disposition of the individuals in the study. Studies show that a key factor in the improvement of students in inclusive setups is the competency of educators handling the classes. However, every teacher has his own techniques, experiences and teaching strategies that he has developed over time. This difference in experience is especially large between teachers who handle exclusively special classes for disabled students and those who handle general education. Thus, in an inclusive setting, in order to expand the exposure of students to different teachers, collaborative teaching has been developed as a strategy for effective learning. This method is a big deviation from the previous pull-out system for partial inclusive settings. In co-teaching, both teachers complement and co-teach both disabled students and their peers (Gerber and Popp, 2000). Rea et al (2002), in a study on the teaching practices of Enterprise Middle School which handles grade school students at levels 6 to 8, show that co-teaching is an effective strategy for educating students. This mechanism involves daily class rotations with different teachers. Co-teaching also requires careful and synchronized planning on the part of the educators. Teachers actively and regularly discuss their activities and lessons and share methods of evaluating the progress of students. This way, different instructional objectives are met although by different individuals. This is necessary to coordinate and pace teachers in their work and lessons with their students as well as to share information on student development. Different schemes characterize the co-teaching method. Rea et al (2002) note that interactive teaching or taking turns observing and lecturing may be employed. The class may also be divided for parallel sessions or one teacher may be assigned for catch-up classes for some students. Nonetheless, any form taken by the co-teaching scheme aims to provide for the needs of the children, supplied variation in teaching techniques, and was seen as a healthy environment for student growth and learning. Many researchers have expressed support to the principle of including disabled students in general education practice. Among them, Villa et al. (1996) have observed that educators preferred teaching disabled students along with their non-disabled peers. This factor may have contributed to the increased academic progress of students within the inclusive education set up. On the other hand, Thousand and Villa (2000) stressed that teachers are not the only major contributing factor to student progress. In fact, they highlight the observation that inter-student relationships while in the confines of the classroom play a big role during learning, emotional and social development. As the needs of the children in an inclusive set up are congruent to the skill that must be possessed by the educators handling the classes, teacher training (Porter, 2001) is an essential part of the process that makes an inclusive set up work. Daniel and King (1997) refer to this skill as training for inclusionary practices and is a characteristic of teachers that must be developed in order to function effectively in an educational system following heterogeneous groupings. It should, therefore, be apparent that these special skills allow educators to adapt to the wide needs of different types of students and allow them to be creative in forming strategies for an efficient and effective learning experience for both disabled students and their peers. However, the great demands of the inclusive educational practice oftentimes result in work pressure among teaching personnel. For example, studies on all elementary physical education instructors from Israel show that the episodes of burnout in faculty members are related to the number of special or disabled students in their classes and the amount of assistance they get conducting these classes (Fejgin et al. , 2005). This relates the demanding work that is put in by the educators in order to make an inclusive program work. This study also stresses the chief role played by government support in the educational system, where episodes of teacher burnout are also dictated by poor quality of the workplace and inadequacy of the institution to provide sports facilities for the needs of the students, especially the disabled or special cases. Despite episodes of burnout, most teachers have expressed their support for inclusion as an appropriate program to teach disabled children (Idol, 2006) the statistics is expected to improve if more educational personnel were available to answer to the needs of all students. The necessity for improved and evolving programs that would answer the needs of students in inclusion also requires the involvement of many organizations, individuals and different types of educators, resulting in interdisciplinary interactions to improve current conditions (Robertson and Valentine, 1998). This brings about an atmosphere of community and exposes the teaching skills of effective teachers and allows room for growth and improvement. Equally important to the instructors are the provision of adequate health care safety facilities for different types of students which should be provided by the government and their policy makers. It is consequently very crucial that an educational program should be backed-up by community and policy driven education reform for a successful advocacy. Porter (2001) expresses that there is a need for legislators who understand that an inclusive community school is a method of reform that should be supported. For cases of students with severe autism and retardation, however, further studies both on the effective procedures that should be employed and on the qualitative measures of investigating the effects of peer-mediated activities and cooperative learning also require continuous evaluation (Kamps et al. , 1994). Nonetheless, Kamps and Carta (1989) note that strategies are successful if these improve or maintain the skills of non disabled students without compromising the learning of their disabled peers.