Examine the difference between the social and the medical Essay

Examine the difference between the social and the medical understanding of special educational needs. Provide examples of where - Essay Example If the policies of education for people with SEN in the beginning of the twentieth century began with segregation, or separating children with SEN from mainstream students by placing the former in special education facilities, the Warnock Report in the 1970s started the evolution of special education toward integration, and later on, to inclusion (Tassoni, 2003, p.14). Integration is differentiated from inclusion, because integration can refer to the mainstream system remaining the same, but with addition of facilities for SEN. Inclusion, on the contrary, is defined by Department for Education and Employment (DfEE) (2001, p.2) as the: ...process by which schools, local education authorities and others develop cultures, policies and practices to include pupils. With the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education. (qtd. in Lloyd, 2008, p.222). Inclusion, however, has its conceptual and p ractical dilemmas. Terzi (2005) observes the â€Å"dilemma of difference†, which pertains to the conflict between treating children with SEN as the same as mainstream students and providing individualised education instruction to attend to their individual special education needs. This paper differentiates the social and the medical understanding of special educational needs. It gives examples of where each is demonstrated in policy and practice and personal experiences. It begins with a brief history of SEN and then a discussion of social and the medical understanding of special educational needs. The final sections are personal experiences and the conclusion. HISTORY OF SEN SEN evolved greatly for the past two centuries. It started from the medical model, followed by the social model of understanding special education needs. This section focuses on the Warnock Report and developments in policymaking and educational practices after 1981. Warnock Report In 1973, Margaret That cher, then Secretary of State for Education, commissioned the Warnock Enquiry. The Enquiry began the seminal review of the state of British special education, which was under pressure from worldwide calls of â€Å"integration† (Rayner, 2007, p.20). The Warnock Report was published in 1978 and formed the concept of special education needs (SEN). SEN refers to the whole extent of children experiencing learning difficulties and the Report indicated that 20 per cent of the school population would need â€Å"special help† during their school careers (Rayner, 2007, p.20). The Report stresses that a child with disability should be viewed as an individual with complete human rights and definite special education needs, instead of a patient with a medical illness or disorder (Rayner, 2007, p.20). It also stressed that professionals should work with parents, because the latter are partners in helping the child cope in school. This marked the departure from the medical model of s pecial needs toward the social model. The Report also made numerous recommendations. It referred to the importance of a â€Å"whole school policy† in making provisions for SEN and the need to adopt integration

Childhood Obesity Essay Introduction Essay Example for Free

Childhood Obesity Essay Introduction Essay Introduction Obesity is a serious and major health complication contributing to 112,000 deaths annually most of which are preventable. Obesity is to a condition where excess fat has collected in the body has to the level of adversely affecting one’s health. There is no general agreement on the lowest explanations of obesity in adolescents and children. Therefore, most professionals accept the guidelines published on body mass index (BMI) to measure cases of overweight in children and adolescents. The increase of obesity among children in 2008 increased from 5 percent to 17 percent in the same year. This paper will focus to explore the causes of obesity in children and give methods on how it can be prevented. One is considered as obese or overweight when his or her body mass index BMI exceeds 30 kg/m2) (Flegal, 2000). Body mass index is obtained by measuring an individual’s weight in kilograms relative to his or her height in meters. Presently obesity is the widest spread medical problem affecting children and teenagers in developed countries like the United States. Other measure of obesity include: a) Weight-to-height tables- These tables define being overweight and give ranges for a healthy weight based on the height of a teenager or child. b) Body fat percentage- Fat a percentage of body weight, is a strong indicator of obesity. Boys are regarded obese when their body fat is above 25 percent and girls over 32 percent. Obesity has profound effects on the life of a patient by increasing the possibility of contracting variety of diseases. The following are health consequences of obesity according to Center for Disease Control and Prevention (CDC). Cancers (breast, endometrial and colon) Coronary heart disease Hypertension Stroke Type 2 diabetes Dyslipidemia Osteoarthritis Gallbladder and liver and disease Gynecological problems (infertility, abnormal menses) In addition to the health consequences above, obesity can also create social, as well as, emotional problems to an individual or patient due to the stigma associated with one being overweight. Causes of obesity Physical exercise and dieting are among the best ways for treating obesity. One can improve his or her diet quality by reducing the intake foods rich in energy, e.g. those high in sugars and fat and increasing the consumption of dietary fiber. Drugs such as anti- obesity medication drugs may be taken to lower appetite or inhibit the absorption of fat. A gastric balloon may enable one lose weight if exercise, medication and diet are not effective. Surgery may also be performed to lower stomach volume and or bowel length. This leads to earlier satiation and reduced ability to absorb nutrients from food. Below are some of the major causes of obesity (Ferry, 2011). Physical inactivity- The increased use of computers, video games and televisions have largely contributed to an inactive lifestyle for many teenagers and children in developed countries like the U.S. On average, teenagers and children in the United States of America spend three hours daily watching television. This form of recreation not only uses little energy but also encourages eating of snacks. Only one-third of children in the United States have daily physical exercise education in school. Dietary habits- The eating habits of teenagers and children have shifted away from healthy foods such as vegetables and whole grains to enormous reliance on fast foods, sugary drinks and eating processed snacks. These foods tend to contain high levels of fat or calories but low in essential nutrients. Unhealthy eating habits include eating when not hungry, watching television while eating or eating while doing homework e.t.c. Genetic factors- Some families tend to have obesity. Parents who are obese tend to have obese children. It is very  crucial to note that obesity does not occur through genetics alone, but when one eats more calories than he or she uses. Socioeconomic status-Non working parents or families with low incomes are more likely to consume excess calories for a given level of activity. Specific medical conditions can cause obesity but are rare. This includes inherited disorders of metabolism, hormone or chemical imbalances. Certain medications can alter how the body stores fat or processes food, thus resulting to weight gain. There is limited evidence to support the fact that some people who are overweight eat little yet gain weight due to a slow metabolism. Obese people require more energy expenditure than people who are thin due to the energy required to maintain their massive body mass. Conclusion Obesity is considered a major cause of deaths worldwide with increasing prevalence in children, teenagers and adults. The American Heart Association has guidelines for healthy children and families. It recommends that one should eat adequate calories and eat a wide variety of foods to obtain adequate nutrition. It also recommends that the total cholesterol taken per day should be less than 300mg. These guidelines are only applicable to children above two years of age. It is necessary for everyone in the family to apply these guidelines and not just those who are obese. Schools should introduce anti bullying campaign to assist overweight children. The biggest responsibility falls on parents to ensure their children observe healthy eating tips. References American Heart Association. Dietary Recommendations for Healthy Children. Apr. 19, 2012. . Ferry Jr., R.J., ed. Nutrition and Health: Management of Pediatric Obesity and Diabetes. New York: Springer Science+Business Media, 2011: 416. United States. Centers for Disease Control and Prevention. Childhood Overweight and Obesity. Apr. 27, 2012. .

My Philosophy of Education :: Teaching Philosophy Education School Essays

My Philosophy of Education I believe that the Foreign Language classroom should be one that not only teaches how to speak a language, but also how to survive in the growing, and very diverse communities that we live in and that our students live in. Students should learn about the culture that corresponds to the language that they are learning, and teachers should promote diversity and acceptance among all ethnic groups, including the people of the target language. Students should be in a classroom where they feel comfortable enough to experiment with the new language. I think that a teacher should always be responsive to their students, and should never be reprimanded for trying to answer or ask a question. I also believe that students should be exposed to a variety of different interpersonal, interpretative, and presentational communication activities. I believe students should also have a say in what they would like to learn in the foreign language classroom. There should be a wide selection and variety of authentic materials in every classroom. This could mean anything from Spanish story books, Spanish music, Spanish and Latin American Art hung on the walls, menus, greeting cards, etc. Students should feel immersed in the culture and the language, and teachers should use these materials as well as the textbook. However, the textbook should not be the only material used in teaching the language. If possible, from time to time, studen ts should take trips to authentic cultural events or restaurants. I think that every teacher should give their students a purpose for doing their assignments. These purposes should not just include getting a grade. Students can do so much, such as organizing a cultural dance at their school, singing holiday carols in the target language around the school, putting on a play based on authentic Hispanic folk tales. Finally, I believe that being a good teacher means teaching his or her students the best way possible and making sure that every students gets the most out of the class. Every lesson and every unit should be written with the five C's in mind: Communication, Connections, Culture, Comparisons, and Communities. My Philosophy of Education :: Teaching Philosophy Education School Essays My Philosophy of Education I believe that the Foreign Language classroom should be one that not only teaches how to speak a language, but also how to survive in the growing, and very diverse communities that we live in and that our students live in. Students should learn about the culture that corresponds to the language that they are learning, and teachers should promote diversity and acceptance among all ethnic groups, including the people of the target language. Students should be in a classroom where they feel comfortable enough to experiment with the new language. I think that a teacher should always be responsive to their students, and should never be reprimanded for trying to answer or ask a question. I also believe that students should be exposed to a variety of different interpersonal, interpretative, and presentational communication activities. I believe students should also have a say in what they would like to learn in the foreign language classroom. There should be a wide selection and variety of authentic materials in every classroom. This could mean anything from Spanish story books, Spanish music, Spanish and Latin American Art hung on the walls, menus, greeting cards, etc. Students should feel immersed in the culture and the language, and teachers should use these materials as well as the textbook. However, the textbook should not be the only material used in teaching the language. If possible, from time to time, studen ts should take trips to authentic cultural events or restaurants. I think that every teacher should give their students a purpose for doing their assignments. These purposes should not just include getting a grade. Students can do so much, such as organizing a cultural dance at their school, singing holiday carols in the target language around the school, putting on a play based on authentic Hispanic folk tales. Finally, I believe that being a good teacher means teaching his or her students the best way possible and making sure that every students gets the most out of the class. Every lesson and every unit should be written with the five C's in mind: Communication, Connections, Culture, Comparisons, and Communities.

Family structure in the United States Essay

During WII nuclear families were the most common family type. Men were the main breadwinners and the women stayed at home, taking care of the children. This has now shifted to shared and even reversed roles, as dual-earner families are also on the rise. Since WWII, there has been a rise in types of families such as extended, single parent and step. â€Å"Of all the households in 2005, 57% were couple families compared with 70% in 1971. The biggest fall has been in couple families with three or more dependent children† (Fisher Et Al 2012) There are many reasons why family structures have changed since WWll. The biggest factor has been divorced, with a dramatic increase from only 339 divorces in 1971 to 2,360 in 2015 (nisra.gov.uk 14/09/17). There are now approximately 1.7 million lone-parent families in Britain making up about 25% of families. This was due to the Divorce Reform Act of 1969 taking force in 1971. The social stigma of divorce was no longer as big an issue and financial independence is now increasing for women, making it easier on women to leave their husbands (www.theguardian.com). This devalued marriage, with many choosing not to legally marry. 36% of adults in Northern Ireland remain single (NI Census, 2011). Cohabitation is on the increase, with almost 6 in 10 babies being born to either unmarried parents or a single mother. The numbers are greatest in Belfast and Derry (The Belfast Telegraph, 23/9/15). Cohabitation during and after WW2 would have been seen as unforgivable with hardly any couple doing so. Lots of factors have changed to make couples living together out of wedlock more relaxed. There has been a decrease in social stigma and a decreasing church influence, with only 1 in 10 people now regularly attending church (www.bbcnews.co.uk). However, Northern Ireland has the highest level of churchgoers in the UKwww.faithsurvey.co.uk. Only 36% of marriages take place in church comparing to 1960 when all marriages took place in a church (www.stp.pembrokeshire.sch.uk). The introduction and accessibility of contraception have had an influence on family structures. This has had a major effect on couples starting their families, especially if they are concentrating on building their career. According to BBC News (4/12/11) in Britain in the 1960’s, the pill was available only to married women who felt their families were complete. By 1974 all women, including those who were single could have the pill prescribed. When contraception was more widely used it affected the UK by couples having smaller families. They were able to plan if and when to start and family and how many children to have. The NI Census shows a reduction in the average household size from 2.65 in 2001 to 2.54 in 2011. Many couples are now childless. The Sunday Times magazine (Christina Patterson, 20/10/13) backs up this information stating that â€Å"It is estimated that, by 2018, 25% of British women of childbearing age will never have a baby†, and this increases to a th ird of women with degrees. The dependence of women working in WW2 and the suffragette movement meant that the roles of women changed significantly and by the 1960’s, 38% of women were employed (www.bbc.co.uk). The equal pay act was passed in 1970 giving women their rights, however, according to ONS statistics on average, women are paid over 19% less than men. Followed by the Sex Discrimination Act, then shortly after women finally won the right to 14 weeks’ maternity leave in 1993 and more in recent years. These acts allow women to work in within a working environment fairly and being paid the same as men which means that single parents have a better opportunity of coping on their own rather than being having the stress of finding a partner (www.bbc.co.uk). Statistics back this up by stating that there are now approximately 1.7million lone parent families in Britain – this makes up about 25% of all families (Fisher et al 2012) There has also been an increase in families based on same-sex civil partners as a result of legislation in 2004. The first same-sex civil partnership took place in Belfast in December 2005. The number of same-sex marriages in Northern Ireland from 2005 to 2015 have gone up and down throughout the years due to media portrayals. In 2005 there were 12 same-sex marriages increasing to the highest number is ever been in 2010 at 116. The numbers have decreased since then to 89 in 2015.

Background Study

This project explains and explores the role that students in plays for, triggering, fostering and creating a more functional ,usability, Ideal and modern- kneeled Grading System which can be use mainly by the students and teachers for more organized ways of listing, adding, deleting, Inserting and on updating the grades of the students. In this part it is tackled the ways and procedures on how to plan the project, analyze the problems to be encountered, designing, and mostly coding which is very necessary to be done.Aside from that, the reject is useless without the GUI which serves as the foreground of the program. In addition, Database which serves alternately as the storage of every Information and data which you are going to add, delete or update if necessary. However, all these cannot be possible without the help of every members in the group, that Is why the potential for Interaction and MME- tings of the people involved In creating this said System Is highly recommended for th is to be done In time. Therefore established a functional, reliable, and user-friendly Online Grading System, cooperation and contributions areWhy use of Online Grading System? If we can still use instead of the traditional way of updating the grades? Simple, because it organizes one's work ,hassle free and can optimize and save more time. By combining all the procedures above and the qualitative knowledge of every group members in this task, the paper aims to provide and create a better and usable Online Grading System for the benefits of all the authorized people involved in here. This findings suggests that the role of the students in this said project is very necessary for making it work in the right direction to be done.