Semiotic Analysis Of Visual Text Dasdhunga Film Studies Essay

Semiotic Analysis Of Visual Text Dasdhunga Film Studies EssayThe Dasdhunga photograph is chosen as a media text for this semioticalal analysis. Dasdhunga is directed and written by Manoj Pandit, the screenplay based on the true story of Dasdhunga Accident. The disaster took place 17 years ago and the delineation was unveild in beforehand(predicate) September 2010 in Nepal.The Jeep on which Nepals political party UML General Secretary Madan Bhandari and other central committee member Jivaraj Aasrit were travelling from Pokhara to Chitwan accompanied by Amar Lama (the driver), fell down in the Narayani River on 3rd Jestha 2050 BS. Both leaders died on that accident whereas the driver Amar Lama survived without any scratch on his body (Rijal.P, 2010). The name of the movie is titled on the name of the place where the accident happened.The story starts from the point of accident and the character follows all corresponds investigating the whodunit of accident, unfolding lots of aspe ct, the conflict designed over this struggle for unfolding the root of mystery. The story also provides the investigation of murder of Amar Lama who was shooted on an contribute space of Kritipur with 3 bullets on his head, where he died on the spot. The storys focal points be the ups and downs of the characters personal life as well as professional life and atomic number 18 structured balancing the fact and fiction. (ibid)The movie rolls around the main character Kiran Kumar who investigates the Dasdhunga accident and reveals lots of information about the accident which concludes, that was not simply an accident but a conspired accident.Actually the director wanted to process a documentary about the place Dasdhunga. The film has been in the news before its release because threats came frequently to stop the process. Censor board had also censored it seven meters. They also omitted some dialogues and scenes in without losing the essence of the film. (The Kathmandu post, 2010 Au g 31)(Zeeman, 1997 24) A sign is something which stands to mortal for something in some respect or capacity. This movie has the sympathy, suspection and expectation. For them Dasdhunga is just not a movie but the high expectation of truth. Which everybody is suspecting it was a big confederacy but not just an accident.(Saussure, 1996). As he said the sign is a combination of concept with sullen motion picture which cant be separated. abbreviate here is the psychology of citizen about the accident. Till dates the accident was a big conspiracy. This cannot be separeted in the movie dasdhunga as well. The place Dasdhunga itself is the main location in this film which makes film to a greater extent real and understandable to the viewers. (N Virginia, 2011) says it drives audience into the cinema which is participation observation.The main cast of the movie is Anup Baral, Mohan Bhandari, Daya Hang Rai, Saugat Malla and Sanchita Luitel. The central character of Madan Bhandari is play by Madan Bhandaris brother himself, Mohan Bhandari. And Ram Krishna Poudel is presented as Jeeb Raj Ashrit .Anup Baral, the acclaimed theatre actor plays the troubled detective, inspector Kiran Kumar. Subtle and impressive Baral looks very natural in his role and his natural endowment is noticeable throughout the movie. Dayahang Rai looks convincing as driver Amar Lama and did a good job. The acting of all the actors in the movie is commendable and is highly acknowledged.(The Himalayan Times, 2010).It has proved that Sometimes the performance of marital and parental roles shows a number of changes in their personal and professional life. The effect of occupational characteristics on the males role has shown in the movie as in Nepalese context. The mans participation in the family initially appears to depend upon his holding some sort of job. (J Aldous, 1969). As in the movie miscarriage of the investigators wife makes twist the story. Then he leaves the case, to live secure life, this is psycho-social fact that a human wants no harm in their life. Eight years later, a person hands over some important proof regarding Dasdhunga case to Kiran and he reopens the case. Then lift the curtain from the whole mystery.The shots are not conflict or rough cut. Director tends to take the story at a distance allowing the characters to establish their traits to the audience instead of pushing a barrage of angles at the audience. The position of the camera is intricately placed in all scenes. The movie is a perfect example of docu-fiction which is not tried before in Nepali cinema. The movie Dasdhunga was opticized in various place of Nepal, like Chitwan Dasdhunga, Kritipur, and Kathmandu. This film has a series of stunning special thriller and real scene. For example of real funeral visual footage of Madan Bhandari. This kind of real footage and, photographs from sound recording visual banks and archive consider as bearing witness to the event. (M David J Adam, 2006). The cinematography goes hand in hand with location, props, shoots to make the audience feel like they are inside the scene and enjoying the scene. The dramatic increase in tempo with tight close ups, medium close ups, and locations image are clearly shown, so that any one cant easily predict the upcoming suspense of the movie.(Kress Gunther Leeuwen the o van, 2002344) Color is discussed as a semiotic resource , a mode, which, like other modes, is multifunctional in its uses in the culturally located making of signs and a In the chosen film Dasdhunga mostly grey-headed scale colour is used, which emphasizes dangerous, suspense and full of thrill. Regardless Dim lights pale gleams and various techniques of eye catching scene gives viewers a full of suspense, fear, thrill, inflammation adventure and emotions. The real throng of the real time were also used in the film as eye witness, it makes cinema trustworthy.The loud music and sound effects has been used in the movie from the be ginning. This sticks you in the chair with your eye open. Because some time it is scary. For example feet sounds, cries, loud music and real scene of the movie makes audience awake and think of the real accident.Costumes and make ups. All forms of realism are made possible through these artistic creatives, which are appropriate for the time and characters intended. The cast also claimed that the wardrobe and dialogue fit in very well. If we take an example of Kiran Kumar the starring character always wears a hat, here is the hat as a symbol of investigation and interrogation.There are elements of surprise and unexpected twist in the development of the plot with the relation with its scenes, stories and every signs it has. As in syntagmatic approach according to H.Miriam, 1994, the proper relationship among viewer, projector, screen, story are the part of a cultural practice that has to be learned. The same way the driver of the jeep accident who was convicted as one of the planner of conspiracy, later killed by unknown in an open place. This gives full of surprise and suspense to audience. (Gorkhapatra Daily, 2010).As Signs are used in the movie as signifiers and signified, in the selected scene of trailer (while presentation), a variety of signs stand been employed to construct the preferred meaning. These signs include audio signs (dialogue, music and sound effects), facial expression, gestures colour lightning editing length of shots and slow and fast moving camera and angles signifiers are chosen to make movie more realistic.As the term intertextuality is the deal of controversy according to (Berger A Arthur, 1993) in the movie Dasdhunga, the character of the driver is can be seen in a identical way. Every time he changes his statement at the time of interrogation.The language chosen in this movie is very simple to understand. This helps audience to understand the movie in a right way. For example the driver says when I reached Dasdhunga, it was rainin g and all of a sudden I couldnt control my steering, then(prenominal) investigator countered then how just you are alive without any scratch in your body? this kind of dialogue makes you to think before something reveals in the movie. This makes you to involve in the cinema. It gives delineation of reality. (C Metz, 1974).ConclusionAs in Dasdhunga this kind of genre of mystery and investigation has not been used in the Nepali cinema before. So this movie has capable a door for the making of detective movie in Nepal. This breaks the monotony of the non-sense love filcks that Nepali movie is accustomed to. The movie is informative and it drags audience into it because it dealt with the facts that people didnt know about. This makes audience to hope. But the audience may be disappointed because the movie does not reveal the truth of the Dasdhunga. (The Himalayan times daily, 2010). But as long as rating this movie goes, it deserves an ace for sure. Anup Baral- the investigator is an absolute pleasure to watch. He was even awarded with the best actor for this movie. Saugat Malla is equally fabulous and fit in the shoes of the character and steals the show with his incredible timing and natural acting. Although Sanchita Luitel only plays a side role, she has done justice to her part. As for the other actors, they have done an equally remarkable job.

Should All Children be Included in Mainstream Schools?

Should All Children be Included in Mainstream Schools?The following composition shall discuss the informational viands available for students with lowering and analyzable demand. Such respective(prenominal)s have ascetical cognitive and neurological dysfunctions, which at times ar likewise accompanied by sensory impairments. Their expert level rearnot be thoroughly assessed. They form a vulnerable group of persons who ar in take up of everlasting assistance, even to perform the most basic needs of feeding and personal hygiene (Arthur-Kelly et. al., 2008).So what should be taught to the members of this group? Is it meaningful to follow the national curriculum? Or should it be modified? What teaching approaches should be used in order to maximise their teaching and awareness? Can these approaches be used in ordinary classes? And if so, entrust it impact negatively on the other non- disable students? Should they be included in mainstream in calm rases? These are more or less of the pungent and yet delicate arguments which shall be tackled in the following paragraphs.Section AA1. What is comprehensive cultivation?Article 26, of the Universal Declaration of Human Rights, states that teaching is a fundamental right of all(prenominal) human being (United Nations, 1948). The right to education is embraced by all since it opens the gates for employment opportunities enhances the quality of life gives empowerment to the individual and promotes equity in ordination (Peters, 2007).All youngsterren should have access to an appropriate education that affords them the opportunity to reach their personal potential(DfES 2001b2)Inclusive education refers to the education of peculiar(a) education needs (SEN) students together with their non-disabled peers in mainstream education schools. It values the right of all students to receive quality education with affect opportunities whereby they can participate in meaningful learning and hence develop their full potential (Peters, 200799). Such schools shift their focus from the concept of disability and bunk to remove barriers of participation for all students (Barton Armstrong, 2001 as cited in Ypinazar Pagliano, 2004).The goal of cellular inclusion body is not to erase differences, solely to enable all students to belong within an educational community that validates and values their individuality(Stainback et. al., 1994)A unproblematic document which, identified that the instruction forward to reach education for all is through and through inclusive education, was the Salamanca Statement in 1994. It declares that every child is diverse in his or her abilities and is therefore unique. It goes on to say that primarilyEvery child has a fundamental right to education, and must be given the opportunity to achieve and maintain an directable level of learning .. Those with particular(a) educational needs must have access to regular schools which should accommodate them within a child-centred teaching capable of go throughing these needs(UNESCO, 1994, para 2 pp viii)The philosophy of the Salamanca Statement is underpinned by the social model of disability whereby learning difficulties are not considered as the problem to educational exclusion, but rather that the general education system needs to be responsive to the needs of all students (Peters, 2007).A2. Historical Overview in the UK at peace(p) are the days when children with physical and intellectual impairment were labelled as being ineducable, idiots, or defective and hence segregated away into asylums for imbeciles (Pickles, 2004).The situation started to tell apart a better vacate with the 1944 Education Act. It stated that disabled children had the right to receive an education tailored according to their needs, however, this had to be done in spare climbs segregated away from their families and the rest of the community (Pickles, 2004).The Warnock Report in 1978 coined the term superfluous education needs (SEN) a term which included all those children who had some type of intellectual and/or physical disabilities. The sketch was a key foreland in the history of inclusive education. The 1981 Education Act followed it. Both reports introduced a multi-disciplinary approach whereby representatives from the Education, Health and Social Services sectors, teamed up in order to draw an accurate profile of the child, such that whenever possible the child was included in mainstream classes. The Act also empowered the parents or guardians in deciding on the type of education provision for their children. This legislation brought rough a change in the composition of special schools. More children with spiritless to moderate needs started to attend mainstream schools, leaving their peers with profound and complex needs segregated in special schools (Pickles, 2004). some other cardinal reports followed in 1992, in order to review the objectives of the 1981 Education Act. How ever, the Green paper, goodness for All Children (DfEE, 1997) and subsequently the White Paper Program for Action (DfEE, 1998) were decisive, for these brought about the movement of the majority of SEN students into mainstream schools. The papers also addressed the financial resources of schools and hence saw to the improved standards in all schools.A3. Inclusive Education at the turn of the 21st centuryThe redundant educational Needs and Disability Act in 2001, together with The peculiar(a) educational Needs Code of Practice (DfES, 2001) were introduced, and underscore the importance that local education authorities (LEAs) should conform to the parents choice of schooling provision, except when the school. is unsuitable to the childs age, ability, aptitude or special educational needs, or the spot would be incompatible with the efficient education of the other children with whom the child would be educated, or with the efficient use of resources(DfES, 2001107)The SEN Code of p ractice coined the idea of particular Educational Needs Co-ordinators (SENCO), in order to work closely with teachers and parents to the beat out possible educational outcome for the SEN student and drawing up and Individual Educational Plan (IEP).Removing Barriers to Achievements (DfES, 2004) followed, strengthening inclusive approaches in schools and promoting early intervention programmes. It states thatAll teachers should expect to teach children with SEN and all schools should play their part in educating children from their local community, any(prenominal) their background or ability(DfES, 20045)The policy promotes further use of assessment tools where at the age of five the child is assessed in order to move on to formal schooling. The assessment is based on the Early education Goals. However these 13 goals are not classified enough to include the circulate do by those children with profound and complex needs, who may also have additional sensory impairment. Therefore it s inclusive nature is very much contested (University of Manchester, 20009).In 2006, the Report of the Teaching and Learning in 2020 Review Group stressed the importance of personalised learning as the way forward. Personalised learning doerTaking a more structured and responsive approach to each childs learning, so that all pupils are able to progress, achieve and participate.(DfES, 200641)This approach is important for the progress of all student especially those with SEN and in particular those with profound and complex needs.Section BB1. Special and Mainstream Schools Should they join forces?The perceived divergence in the midst of special and mainstream schools should be reduced such that inclusion becomes a shared concept, and eventually the policies practiced in ordinary schools are adapted as to provide for the collective interests and educational needs of all students (Zelaieta in Armstrong Moore, 200433). At the turn of the century, the government has assigned a new ro le for special schools whereby these have to beoutward looking centres of excellence working with their mainstream partners and other special schools to support the development of inclusion.(DfES, 200123)Mittler (2000, as cited in Rose Howley, 2007) believes that the role of special schools in providing educational services for those students with profound and complex needs has been and still is, of extreme importance. Yet, today, it is widely accepted that pupils are referred to special schools only when mainstream schooling does not cater for their educational needs. Improved cooperation between mainstream schools and special schools, has led to partnerships being established in order to help the transition of students from special schools to ordinary schools (Rose Coles, 2002 as cited in Rose Howley, 2007). Such collaborationism is to the advantage of those teachers in mainstream schools who are leave aloneing to learn from the expertise of those who work with students with special educational needs (McLeod, 2001 as cited in Rose Howley, 2007). As they work closely together there will be more sharing of ideas and resources, ultimately to the benefit of all the students.The DfES Report of the Special Schools Working Group states thatSpecial schools have a vast wealth of knowledge, skills and experience which, if harnessed, unlocked and usefully utilised by mainstream schools, can help ensure that inclusion is a success.(DfES 2003b 6 as cited in Cheminais, 20034)As Cheminais deposits it, one size will never fit all (20035). She believes that as long as there is diversity of needs, special schools cannot be all closed down. She looks at inclusion from a realistic point of view one which backs the notion that a small minority of students, unremarkably those with severe and complex disabilities, will always necessitate special educational provisions in particular settings.B2. To be included, or not to be?Advocates of inclusion affirm thatthe special ed ucation system is a key element in the creation and perpetuation of the social oppression of disabled people(Barnes, Mercer Shakespeare 1999104)Butterfield and Arthur (1995, as cited in Arthur-Kelly et. al., 2008) stressed the importance that students with profound and complex needs should experience meaningful communication experiences both from their peers and teachers. Such communicative fundamental interactions could only be achieved in inclusive settings, whereby non-disabled peers could connect with them. An inclusive classroom could set the grounds for meaningful communication, and it is the best social forum for experiences such as turn-taking, requesting and greeting (Arthur-Kelly et. al., 2008163).In item, in his study, Foreman et. al., (2004, as cited in Arthur-Kelly et. al., 2008) concluded that inclusive settings further increase peer interaction and engagements for students with PCLD when compared to those students attending special schools.Moreover, Ypinazar and Pag liano (2004) retain that the segregation of SEN students in special schools accentuates their disability identity and hence the stigma of labelling. However, Knight (1999) argues that stigmatisation will not vanish just by placing a student with PCLD in a regular classroom. Peers need to be taught how to accept their difference and move beyond.Inclusion is far more than just about the location of a childs school placement(DfES, 2004 as cited in Runswick-Cole, 2008174)MacKay (2002, as cited in Armstrong and Moore, 2004) believes that there might be cases where inclusion is not always appropriate especially in the case of those students with severe and complex learning difficulties. When the mainstream school does not meet the needs of the SEN pupil, it would be highly irresponsible to allow the child attend such a school such a situation leads to the build up of pressure both on the pupil and teachers alike. John MacBeath, a Professor at the University of Cambridge, recently declar ed that mainstream classes can be a form of abuse (BBC News, 2006). He affirms thatPhysically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs.(BBC News, 2006)And in fact Peters (2007) argues that inclusion is more than just the physical presence it means conciliatory curriculum for some students teachers who are willing and prepared to welcome an array of abilities and a welcoming school community.In 2002, Hanafin and her colleagues concluded that mainstream education does not attain the concept of inclusion. They feel that mainstream education is set up on a flawed notion of intelligence and is crippling the learning process of many students (Hanafin, Shevlin Flynn, 2002410). better-looking that the national curriculum is primarily based on linguistic and mathematical skills, those students who are not as proficient in these areas are going to consider extremely difficult to cope. Whereas, if the forma l curriculum had to give further importance to other subjects which do not require such skills, such as art, practice of medicine and drama then all learners would benefit. Moreover, learning and assessment depend on the ability to read and write those students with severe disabilities, whose abilities are undeveloped if not entirely absent, are at a disadvantage. As Camiletti (1996) puts it, SEN students constantly have to rely for learning on their weakest resources (as cited in Hanafin et. al., 2002417).Young people with severe/profound intellectual disabilities are often excluded from meaningful participation in mainstream education. As a result they rarely have an opportunity to interact with their non-disabled peers. and remain an isolated and marginalised group.(Shevlin OMoore, 2000, as cited in Gibson et. al., 200523)Norwich goes on to say that this issue of student placement and location of provisions is a huge dilemma, especially in the case of students with profound an d complex disabilities. If these children are educated in mainstream schools it is very likely that they will not have access to appropriate resources and facilities if on the other hand they receive their education at special schools it is likely that they will not have meaningful interactions and thus feel excluded by their peers (Norwich 2007a as cited in Norwich 2008).From his study (2007), Norwich concludes that inclusion can have its negative aspects as well. The study revealed that sometimes severely disabled students are made to feel unwelcome as their peers do not accept them as their friends, with the result that they feel excluded in their own class. Moreover their learning process can also be compromised by lack of teacher readying and appropriate resources, as well as poor attitudes from the teachers side.B3. Has inclusion gone too far?The extent to which inclusion can be implemented still remains debatable. Baroness Warnock (2005) criticised the government for putting children with special educational needs in one scale. There isnt a single group of children with SEN every child is an individual with his or her unique learning difficulty, and it is wrong to categorise children with SEN and those without. The term SEN covers a broad spectrum of learning difficulties and needs, which need to be addressed on an individual solid ground when planning the Individual Educational Programme. The needs of a child with cerebral palsy who is wheelchair bound differ widely from those of a child with Aspergers syndrome.Mercer (1997, as cited in Knight, 1999) argues that students with profound and complex disabilities may not benefit from inclusive classrooms, since their need of highly specialised services, such as physiotherapy or speech therapy will not be catered for in regular classes. The lack of such provisions will negatively affect the learning potential of these students. In fact there are situations where inclusion has a counter effect that of excl usion, since the needs of the child are not being met while in the regular classroom (Knight, 1999). These views are also reflected by some teachers, who when interviewed saidI dont think it inclusion is realistic because a mainstream school doesnt have facilities to meet their needs and the variety of different things they need like physio, speech and medical needs(Simmons Bayliss, 200722)Baroness Warnock, who coined the idea of inclusive education more than three decades ago, has now criticised the extent to which inclusion policy has been carried. In her report Special Educational Needs a new look, she criticises the fact that special schools are closing down with the result that students have no choice but to attend a mainstream schools, which fails to meet their needs. She goes on to say that special schools should still play an important and ongoing role in the lives of those students who need special provisions (House of Commons Education and Skills citizens committee, 2005 /6).Baroness Warnock adds that the concept of inclusion has gone too far. She rejects the idea that for effective inclusion all students need to be under the same roof at all times. She believes that students with special educational needs should be included in the common educational enterprise of learning, wherever they learn best (Warnock, 2005 as cited in Norwich 2008137).This idea is further reinforced by the Centre for the Study of Inclusive Education (CSIE) who accepts the notion that SEN students can spend part of their time external the regular classroom, as long as it is for a limited period of time and the student is engaged in meaningful learning sessions.Time spend out of the ordinary classroom for appropriate individual or group work on a part time basis is not segregation . provided it is time limited for a specified purpose.(Thomas Vaughn, 2004137 as cited in Norwich 2008137)Moreover, despite the increasing numbers of SEN students attending mainstream schools and actually doing good progress in 2004, the potency for Standard in Education (OFSTED) reported that schools in England and Wales still lack the required preparation, skills and resources in order to cater effectively for the needs of SEN students (Rix et.al., 2009). In fact statistics show that while in 1974, 1.3 per cent of the school population attended special schools in 2004 there was just a slight change in the amount, with 1.1 per cent of the school population still attending special schools (DfES 2006 as cited in Runswick-Cole, 2008). This hints that maybe mainstream schools still leave much to be desiredB3. teacher trainingThe issue of lack of teacher training has been addressed by several scholars. According to Forlin (2001, as cited in Florian, 2008) it is one of the ace barriers to inclusion. Cook and Schirmer tried to identify what is special about special education (2003 as cited in Florian, 2008204). In their study they explained that the same teaching methods used w ith SEN students are as effective when used with students who have no learning difficulties.Hence, Lewis and Norwich (2005 as cited in Florian, 2008) proposed the idea that teaching approaches should be designed in a ladder-like spectrum from high to low levels, so as to reach all, from the most gifted to the least rather than designed according to one particular type of learning disability. Moreover, Florian is confident that most of the teachers, irrespective whether they teach in mainstream or special schools, have enough knowledge and skills to teach all children all they need to do is to have the courage to put their expertise into practice (Florian, 2008).Florian (2008) looked in depth at the role of teachers as an influential factor in the success of inclusion. Teachers have to be aware that not all students are the same, and therefore it is in their responsibility to ensure that every student is participating in classroom activities. It is very worrying that OFSTED Reports i n 2004 showed that teachers are still reluctant to perform the necessary adaptations to the national curriculum to include all learners (as cited in Runswick-Cole, 2008). School observations in mainstream classes conducted by Simmons and Bayliss (2007) confirmed that various teachers struggled to meet the needs of those children with profound and complex disabilities. One teacher clearly stated thatif staff want to learn more, then its up to them personally to join a course off their own back though we dont have time to do that at the moment(Simmons Bayliss, 200721)In my opinion it all burns down to attitude teachers need to focus on the potential of children with PMLD rather than on their impairment (Peters, 2007). A study conducted by Higgins and colleagues (2009) showed how one primary school principal felt about her schoolthere is a family type environment here. weve got the buddy system up and running. I do something on values at assembly each week. the big children also lea rn to be inclusive from the school staff. thats how we are here(Higgins et. al., 2009482)This proves that if the teachers attitudes are positive then inclusion is possible. As hart et. al., (2004) put itthings can change, and change for the better on the basis of what teachers do in the present(Hart et. al., 2004 as cited in Florian, 2008203)B4. The Role of ParentsParents usually have the profound task of having to choose the type of educational provision for their child. Those parents who value socialisation tend to choose mainstream schooling (Duhaney Salend 2000, as cited in Flewitt Nindt, 2007) while those who prioritise on academic performance tend to opt for a continuum of services (Palmer et. al., 1998 as cited in Flewitt Nindt, 2007).However, a recent study by Flewitt and Nindt (2007) showed that nowadays the prevalence of parents opting to immix both inclusive and special education is increasing steadily. It seems that in the majority of the cases this combination wo rked very well for the children and the parents were happy that their child is enjoying healthy peer interaction in the inclusive classroom while at the same time benefit from adequate resources at the special school. One parent said we had no hesitation about combined placement it just evolved (Flewitt Nind, 2007434). Yet, some of the parents in the study were concerned about the possibility that this combination would ultimately cause confusedness since the child would be attending two different settings.The choice of combining two educational provisions clearly shows that parents are looking for an perfect situation, and this ideal cannot be found in either one of the provisions alone. In their study Flewitt and Nind (2007) found that a common reasoning expressed by parents wasThe child would get the best of both worlds. Copying healthy children and mixing with them socially, but also getting pyhsio, and physical support and exercise they needed to improve(Flewitt Nind, 20074 36)This point is further examined by Zelaieta, where she points out that since ordinary schools are not yet equipped to provide for the needs of all students some SEN students have to attend two different schools, unlike the rest of the population. She proposes that special schools should change their approach, and instead of operating as individual bodies, start working towards an inclusive policy since, she believes, ultimately these will fade out and mainstream schools shall transform themselves into communities for all learners (Zelaieta in Armstrong Moore, 200441).Richard a father to a severely disabled child relates his storyAt this stage, we were frightfully keen, realising he was different and so, still trying to include him in the local community but he was being sort of parked in a corridor and he was actually being quite literally excluded because he was at the local primary school. So we started looking at special.(As cited in Runswick-Cole, 2008178)It is a pity that th e reason that drives parents to opt for special schools is one of a sense of exclusion and uncertainty from regular schools. In his study, Runswick-Cole (2008) observed that some parents had to abandon their original premise of sending their children in mainstream schools, due to attitudinal barriers present in the regular educational settings. Parents looked for a welcoming environment where their children could feel fully included, and for some special schools provided such safe and warm environment.ConclusionSetting up educational provisions capable of supporting all learners, including those with disabilities is not an easy task. Educators are expected to respond to student diversity, through a range of educational approaches. New teaching approaches, such as the use of Augmentative and Alternative Communication devices, enabled the effective participation and learning of those students who antecedently were unable to access the curriculum (Rose Howley, 2007).By right every ch ild should have access to mainstream schooling. Choosing whether the child shall attend mainstream or special schools depends on the parents preferences and the childs needs. Students with mild and moderate learning disabilities are increasingly being educated in mainstream schools. Special schools with their supported environment are most often seen as the best option for those with profound and complex needs. There are parents who choose to combine both provisions in order to find the ideal educational setting for their child. James, a boy with cerebral palsy attends a combined setting. He saysIf I was born 20 years ago I might not have had the opportunity to go to a mainstream school. I wouldnt have had the friends Ive got now, so things have got a lot better, but we have got a long way to go.(House of Commons Education and Skills Committee, 200637)Inclusion develops a greater sense of diversity, and helps society in general to learn that despite such differences all individuals have equal rights (Millar Morton, 2007).. regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities , building an inclusive society and achieving education for all.(UNESCO, 1994, para 2 pp ix)ReferencesArmstrong F., Moore M., (2004) Action Research for Inclusive Education changing places, changing practice, changing minds. RoutledgeFalmer, LondonArthur-Kelly M, Foreman P., Bennett D., Pascoe S., (2008) Interaction, Inclusion and students with profound and multiple disabilities towards an agenda for research and practice. diary of Research in Special Educational Needs. Vol. 8 issue 3161-166Barnes C., Mercer G., Shakespeare T., (1999) Exploring Disability a sociological introduction. Polity Press, CambridgeDepartment for Education and Employment (DfEE) (1997) Excellence for All Children meeting special educational needs. DfEE PublicationsDepartment for Education and Employment (DfEE) (1998) M eeting Special Educational Needs A Programme for Action. DfEE PublicationsDepartment for Education and Skills (DfES). (2001). Special Educational needs and Disability Act 2001. DfES PublicationsDepartment for Education and Skills (DfES). (2001b) Special Educational Needs Code of Practice. DfES PublicationsDepartment for Education and Skills (DfES). (2004b) Removing Barriers to Achievement The Governments strategy for Special Educational Needs. DfES Publications.Department for Education and Skills (DfES). (2006)Teaching and Learning in 2020 Review. DfES PublicationsFlewitt R., Nind M., (2007) Parents choosing to combine special and inclusive early years settings the best of both worlds? European diary of Special Needs Education, Vol. 22, Issue 4425-441Florian L., (2008) Special and inclusive education future trends. British ledger of Special Education Needs, Vol. 35, Issue 4202-208Gibson S., Blandford S., (2005) Managing Special Educational Needs a practical guide for primary a nd secondary schools. Sage Publications, LondonHanafin J., Shevlin M., Flynn M., (2002) Responding to student diversity lessons from the margin. Pedagogy, Culture and Society, Vol. 10, Issue 3409-423Higgins N., MacArthur J., Kelly B., (2009) Including disabled children at school is it really simple as a, c, d.? International Journal of Inclusive Education, Vol. 13 Issue 5471-487House of Commons Education and Skills Committee (2006) Special Educational Needs, Third Report of Session, Vol. 1, House of Commons, LondonKnight B. A., (1999) Towards inclusion of students with special educational needs in the regular classroom. Support for Learning Vol. 14 issue 13-7Millar R., Morton M., (2007) Bridging two worlds special education and curriculum policy. International Journal of Inclusive Education, Vol. 11, Issue 2163-176Norwich B., (2008) What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, Vol. 35, Issue 3136-14 3Peters S., (2007) Education for All? A historical analysis of international inclusive education policy and individuals with disability. Journal of Disability Policy Studies, Vol. 18 Issue 298-108Rose R., Howley M., (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. Sage Publications, London UKRunswick-Cole K., (2008) Between a rock and a hard place parents attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education. Vol. 35 Issue 3173-180Simmons B., Bayliss P., (2007) The role of special schools for children with profound and multtple learning difficulties is segregation always best? British Journal of Special Education. Vol. 34 issue 119-24United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1994) The Salamanca Statement and framework for action on special needs education. genus Paris AuthorUniversity of Manchester (2009) Profound and Com plex Learning Disability Education Child and Adult Issues, Sections 6 to 9. Unpublished course unit resource for PCLD programmes. Manchester University of ManchesterWarnock, M. (1978) Special Educational Needs. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Department of Education and Science. London Her Majestys Stationery OfficeYpinazar V., Pagliano P., (2004) Seeking inclusive education disrupting boundaries of special and regular education. International Journal of Inclusive Education, Vol. 8 Issue 4423-442Zelaieta P., (2004) From confusion to collaboration can special schools contribute to developing inclusive practices in mainstream schools? In Armstrong F., Moore M., (Eds) Action Research for inclusive education changing places, changing practices, changing minds. London, Routledge Falmer.

Lead Poisoning :: essays research papers

Lead Poisoning One out of every six children under the age of six are paroxysm from health disorders due to the poisonous metal, lead. Lead is a natural occurring bluish-gray metal found in the earths crust. It has no taste or smell. Lead can comfortably be found in all parts of our environment today. Most of it comes from mining, manufacturing, and the burning of fossil fuels. In the United States lead poison has increased because of the deficiency of knowledge in our society. Lead is released into the environment by industries, the burning of fossil fuels or wastes. When lead enters the environment, it starts to become a problem. After a period of closely ten days, depending on the weather, it falls to the surface. Here lead builds up in the undercoat particles. Where it may make its way into underground water or imbibing water due to the fact the grounds acidic or if its soft enough. Either way it stays a long time on the soil or in water. Months or years down the road afte r the lead has built up it starts to become a problem for children that play orthogonal of their homes . This lead containing soil particles get on the childs hands or clothing and end up in the childs mouth. After the build up of so a good deal lead it leads to lead poison. Lead poisoning has been an issue since the early 1900s, when the use of lead started being banned from the manufacturing of paint in foreign countries such as Australia. Unfortunately, the United States did not start banning it until 1978, when it finally became illegal in our nation. Today 90% of the lead in the atmosphere comes from the burning of gasoline. This problem has been a large issue since the 1920s, when the Environmental Protection Agency started making laws on the amount of lead allowed in gasoline. There are many other ship canal that a child, especially under the age of six can be diagnosed to lead poison besides air pollution. One of the most common ship canal is when a child eats or chews on an object that has lead based paint chips in or on its surface. Parents can easily go on this from happening by reading labels or buying objects which are not painted. Another way in a child can be alter is by drinking water that comes from lead pipes.

The Malignant American in Surfacing Essay -- Atwood Surfacing Essays

The malignant American in Surfacing Before traveling through Europe last summer, friends advised me to avoid universe identified as an American. Throughout Europe, the landmark American connotes arrogance and insensitivity to local culture. In line with the foregoing stereotype, the unnamed narrators use of the term American in Margaret Atwoods Surfacing is used to attain individuals of any nationality who are unempathetic and thus destructive. The narrator, however, uses the word in the context of her guilt over her abortion and consequent stirred up impassiveness. The narrators vituperative definition of American as an individual who is unempathetic and destructive is macroscopically attributable to the narrators projection of her suffer feelings of emotional dysfunction and guilt. Consider an individual who is incapable(p) of empathy. Such a person has the probable to be enormously destructive to their surroundings. Without the ability to identify with others, it beco mes a matter of indifference whether others experience pain or joy. The narrator rapidly begins to define an American as just such a psychopath. As the narrator is fishing in a canoe, two Americans and a local guide pull up in their power boat proudly flying the Stars and Stripes fore and aft, rocking the canoe. During the conversation in which one of the Americans is couthie as a shark, the other American throws his cigar in the water and threatens to take his business elsewhere (66). Of the Americans, the narrator comments, if they dont get anything in fifteen minutes theyll blast off and scream well-nigh the lake in their souped-up boat, deafening the fish. Theyre the kind that catch more than they can eat and theyd do it with dynamite if they c... ...st people I spoke to were cognisant of how dangerous it is to blindly apply stereotypes and labels. In Margaret Atwoods Surfacing, the narrator freely applies the label American to those who are incapable of empathy and destructi ve. Her use of the label, however, is to a large extent an expression of the emotional numbness and guilt she feels as a consequence of her abortion. At the end of the novel, there is hope that the narrator may gain in reuniting her head and body by reconciling with the events and emotions haunting her past. Perhaps as the narrator heals herself, her conception of the term American will undergo its own healing process, allowing the word to shed the qualities of insensitivity and destructiveness which were in fact always the narrators own. Works Cited Atwood, Margaret. Surfacing. Toronto McClelland & Stewart Inc., 1972. The Malignant American in Surfacing Essay -- Atwood Surfacing EssaysThe Malignant American in Surfacing Before traveling through Europe last summer, friends advised me to avoid being identified as an American. Throughout Europe, the term American connotes arrogance and insensitivity to local culture. In line with the foregoing stereotype, the unnam ed narrators use of the term American in Margaret Atwoods Surfacing is used to describe individuals of any nationality who are unempathetic and thus destructive. The narrator, however, uses the word in the context of her guilt over her abortion and consequent emotional numbness. The narrators vituperative definition of American as an individual who is unempathetic and destructive is largely attributable to the narrators projection of her own feelings of emotional dysfunction and guilt. Consider an individual who is incapable of empathy. Such a person has the potential to be enormously destructive to their surroundings. Without the ability to identify with others, it becomes a matter of indifference whether others experience pain or joy. The narrator rapidly begins to define an American as just such a psychopath. As the narrator is fishing in a canoe, two Americans and a local guide pull up in their power boat proudly flying the Stars and Stripes fore and aft, rocking the canoe. Dur ing the conversation in which one of the Americans is friendly as a shark, the other American throws his cigar in the water and threatens to take his business elsewhere (66). Of the Americans, the narrator comments, if they dont get anything in fifteen minutes theyll blast off and scream around the lake in their souped-up boat, deafening the fish. Theyre the kind that catch more than they can eat and theyd do it with dynamite if they c... ...st people I spoke to were cognisant of how dangerous it is to blindly apply stereotypes and labels. In Margaret Atwoods Surfacing, the narrator freely applies the label American to those who are incapable of empathy and destructive. Her use of the label, however, is to a large extent an expression of the emotional numbness and guilt she feels as a consequence of her abortion. At the end of the novel, there is hope that the narrator may succeed in reuniting her head and body by reconciling with the events and emotions haunting her past. Perhaps as the narrator heals herself, her conception of the term American will undergo its own healing process, allowing the word to shed the qualities of insensitivity and destructiveness which were in fact always the narrators own. Works Cited Atwood, Margaret. Surfacing. Toronto McClelland & Stewart Inc., 1972.

Free Essays - Hamlet as a Tragic Hero :: Shakespeare Hamlet

An Examination of juncture as a Tragic Hero Websters dictionary defines cataclysm as, a serious drama typically describing a conflict between the protagonist and a superior force (such as destiny) and having a sorrowful or disastrous conclusion that excites pity or terror. A tragic hero, therefore, is the character who experiences such a conflict and suffers catastrophically as a result of his choices and related to actions. The character of crossroads, therefore, is a clear representation of Shakespeares tragic hero. As the plays tragic hero, Hamlet exhibits a combination of good and heavy(a) traits. A complex character, he displays a variety of characteristics throughout the plays development. When he is first introduced in Act I- Scene 2, one sees Hamlet as a sensitive young prince who is mourning the death of his father, the King. In addition, his starts immediate marriage to his uncle has left him in even great despair. Mixed in with this immense comprehend of grief, are obvious feelings of anger and frustration. The combination of these emotions leaves one feeling sympathetic to Hamlet he becomes a real human character. One sees from the very beginning that he is a very complex and conflicted man, and that his tragedy has already begun.Hamlets anger and grief- primarily stemming from his mothers marriage to Claudius- brings him to thoughts of suicide, which only subside as a result of it being a mortal and religious sin. The fact that he wants to take his proclaim life demonstrates a weakness in his character a sense of cowarness, his decision not to kill himself because of religious beliefs shows that this weakness is balanced with some sense of morality. Such an obvious paradox is only one example of the inner conflict and turmoil that will eventually lead to Hamlets downfall. In addition to this internal struggle, Hamlet feels it is his duty to dethrone Claudius and become the King of Denmark. This revenge, he believes, would settle the score for his mothers incestuous relationship and would reinstate his familys honor. These thoughts are solidified in Act I, Scene 5, when his fathers ghost appears and informs Hamlet that is was Claudius who murdered him, and that Claudius deprived him of life, of crown, and queen (line 75). This information leads to Hamlets promise to kill Claudius, while not punishing his mother for their incestuous marriage. His statement, thy commandment all alone shall live within the book and flock of my brain (lines 102-103), demonstrates his adamant decision to let nothing stand in the way of his promise for revenge.

Realisations of direct object :: essays research papers fc

In this essay I would like to focus on the realistic realisations of a direct intent lens. At the beginning I will try to explain what an object is. I want to make clear difference amid direct and indirect objects and I will also write about any(prenominal) other clausal elements which influence objects.Generally, we can distinguish five grassroots elements within a sentence subject, verb, complement and object. Lets imagine we have a sentence in which there is involved some treat. If the action or event involves another person or thing which the action affects, relates to or produces, we express it by placing a nominal group referring to them directly afterwards the verbal group (verb). This is called direct object (I-subject- dont like- verbal group- whoreson.-object realised by a nominal group). Clauses which contain a direct object are called transitive clauses. Verbs contained in these clauses which are followed by direct object are called transitive verbs. Direct obje ct is the most frequent kind of object and if there is an indirect object in the sentence, there must be a direct object as well (but there are some exceptions from this rule). An object (both direct and indirect) can be also described as a noun phrase or clause with nominal function which follows subject and predicator (verbal group). For distinguishing objects it is inevitable to know that by being made passive they assume the role of subject.Objects can be realised by a nominal group or by finite clauses. The finite clauses can be further divided into that clauses and wh-clauses. Other way of realising objects are non- finite clauses. We distinguish two types of them to infinitive clauses and -ing clauses. The example of a direct object realised by a nominal group can be The police (subject) caught (verb) the murderer (direct object). Direct objects realised by pronouns locomote to this category as well. Pronoun is considered to be a nominal group. We use so called object prono uns in these sentences. Object pronouns are me, us, you, him, her, it and them. Example of such realisation is Jack (subject) couldnt find (verb) them (object realised by a pronoun).Usage of that clauses depends on the verb in the preceding clause. Verbs which are often followed by that clause can be divided into verbs of knowing and perceiving (believe, imagine, find, realise, see) - I believe that the situation will improve soon.

Company Watch - BSkyB :: Business and Management Studies

Company Watch - B flip-flopBCOMPANY WATCHThe company that I pretend chosen that is in the Ftse 100 is B cast awayB andthe rival company to BSkyB that I have chosen is Cable & Wireless (C &W). I will be monitoring these companies over four weeks and recordingand analysing their share prices as well as the Ftse 100. I will beusing The Times newspaper to obtain share prices and careinformation regarding the companies and the Ftse.HISTORY OF BSKYBIn 1989 Sky introduced satellite television to the UK with fourchannels. By 1990 sky reached one billion homes and merged withBritish Satellite transmit (BSB) to form BSkyB. In 1991 Sky andBSB streamline their channels into five separate channels. Between1992 and 1993 BSkyB secures exclusive rights to live FA Premier Leaguefootball coverage and Sky Multi-Channels launch with a package of 14channels at basic subscription level. In 1994 five more channels areintroduced and Sky announces 13 million investment in British filmsincluding a major output deal with British Screen. Also in 1994 17% ofBSkyB is floated on the UK and US Stock Exchanges.By 1995 BSkyB enters the FTSE 100 index, six more channels are addedand subscribers exceed five million. In 1996 BSkyB secure a contractfor FA Premier league football until 2001 season. In 1998 Sky digitallaunches offering 140 channels. More than 100,000 decoders are sold inthe first 30 days.In 1999 BSkyB enters the list of worlds top 250 companies. Also Skydigital is the fastest growing digital platform in Europe acquiringover 1.2 million subscribers in just 10 months and free baffle topdigital box offer increases subscribers. In 2000 Sky receives GoldAward for outstanding contribution to television at the RoyalTelevision companionship Programme Awards and digital subscribers grow to 3million.In 2001 BSkyB reaches its target of 5 million subscribers and switchesoff its analogue signal, BSkyB also launch Sky +, Europes first fullintegrated personal television recorder. By now in 2 002 Sky digitalnow reaches 5.7 million households which is a quarter of all Britishhomes and has a target of 7 million digital subscribers by the end of2003. For the first time, more people are watching multichanneltelevision than the five traditional normal service channels.HOW BSKYB HAS FARED OVER 4 WEEK PERIODArticles Concerning BSkyBOver this period the main articles for BSkyB in the news were thatDawn Airey will become the managing director of BskyB, beingness paid 1million a year. Dawn Airey formerly work as the Channel Five chiefexecutive but was seemingly connective the ITV network but was snatched