Interview With Special Education Teacher Essay

What she finds to be the most satisfying part of her job is when a parent is involved in their child’s education. This involvement and investment helps the student succeed. Unfortunately, there are many parents who don’t return calls or attend meetings, which really hinders the child’s ability to grow since they are not receiving the same support in the home as in the school. She also mentions how great of a staff she works with in her building. This ranges from speech therapy, hearing/ vision assistance, the counseling office, social workers, the career  center, reading services and numerous teachers. The staff has been meeting as a team for the entire ninth grade this school year because they have found that this class has many emotional needs. It is wonderful that there is a group of dedicated people who truly care for the students they work with. The most frustrating issue she and her team have faced this year is not only the common core curriculum and Annual Professional Performance Review (APPR) mandated by New York State, but also the lack of attendance of many of the students. The staff calls Child Protective. Services (CPS) or Persons In Need of Supervision (PINS) program and takes students to court, but there are no concrete threats. The students know that there is no real consequence for not attending school besides failing. Unfortunately, Niagara County does not take the parents to court as Erie County does. It is unfortunate not to be able to hold the parents accountable for their own child’s education and essentially their well-being. Her advice to those starting out in the education field is to be prepared to work hard for less pay than most other fields. However if it is your passion, love it and live it. The students are the pay, is what she said. There are students that truly appreciate the teacher and to see them enter ninth grade and grow to be successful twelfth graders makes her smile. She is still in contact with many of her students and some even ask her for help in college courses. Parents of past students remain in contact, also. It is nice to know that one person can make a difference in the lives of many students and families, alike. Her main advice would be enter the field and don’t get defeated by all the political issues. It will be hard work, but very rewarding work.

Wireless network management

The 802.11 protocol is defined for a wireless LAN (Local Area Network) and is based on a cellular architecture in which the network is divided into cells where each cell (called a Basic Service Cell (BSS)) is controlled by a base station called an Access Point (AP).The basic access mechanism implemented in the protocol is a Carrier Sence Multiple Access with Collision Avoidance (CSMA/CA). The CSMA protocol works as follows:Â   if a station wishes to transmit information through it network, it senses the medium. In case the medium is busy (another station in the network is currently transmitting information) then the station will delay its transmission requests to a later time. Otherwise, the medium is free and the station is allowed to transmit the desired information.The problem with the CSMA protocol is the case where a collision occurs. A collision may occur if two different stations sense the medium as free and begin to transmit information. For this purpose, we use a collision avoidance mechanism: a station willing to transmit senses the medium. If the medium is busy, it defers its request.Otherwise, it sends an RTS (Request To Transmit) which includes the source, destination and the duration of the transaction. If the medium is free then the destination station will respond with a packet called CTS (Clear To Send) which will include the same duration information and once the source station receives this packet, it starts to transmit. The destination station checks the CRC (Cyclic Redundancy Check) and sends an acknowledgment package (ACK).Receiving the ACK informs the source station that no collision had occurred. If the source station does not receive the ACK it will keep resending the data or will throw it away after a given number of retransmissions.When a station wishes to join an existing BSS, it needs to receive synchronization information from the BSS’s AP. First, the station needs to go through the AP’s authentication process. Durin g this process, the station and the AP exchange information proving to each other that each side is familiar with a specific password.

Information System Coursework Example | Topics and Well Written Essays - 500 words

Information System - Coursework Example The use of robots can generate more employment opportunities by increasing the number of professional working on the robots and within the robot manufacturing firms. It also comes out that many companies may perceive themselves as being digital while they are actually looking digital. Looking digital has actually resulted to the negative effect of IT (Thomas, Kass, & Davarzani, 2014). Being digital requires more than making use of digital activities like video chats, social media, and hosting online tools. Being digital thus requires new technologies to augment, but not to replace the physical tasks done by humans. Instead of creating unemployment, new information technologies should create better opportunities for workers by enhancing human capabilities, work experience, knowledge, and job opportunities (Thomas, Kass, & Davarzani, 2014). Agile refers to one of the various big buzzwords within the IT development industry. Agile development is a different approach to the management of IT development teams as well as projects. Agile has some key principles that include active user involvement, team empowerment in decision making, fixed timescale for requirement evolvement, capture requirement, and the development of small, incremental releases and iterate (Walters, 2007). Other agile principles include focusing on frequent product development, systematic completion of feature, applying the 80/20 rule, testing, and the use of collaborative/cooperative approaches between stakeholders (Walters, 2007). Siemens has developed a â€Å"dense mesh of technologies that are integrated and cooperating into a smarter, more efficient whole" according to the article â€Å"The Dawn of Smart Factory.† The implementation of the mesh technology has impacted enhancement of efficiency through minimization of defects and downtime as well as waste and waiting issues (The Dawn

Challanges for The SME's ( Small and Medium Size Enterprises ) Essay

Challanges for The SME's ( Small and Medium Size Enterprises ) - Essay Example The annual balance sheet of the organization should not be more than 43 million euros. Hallberg (2000) further explains that in Europe, different countries have a definition of SMEs. For instance in Germany, an SME must not exceed a limit of more than 255 employees. In Belgium the number of employees must not exceed 100 people. This means that a company that has 255 employees in Belgium would pay taxes at a full rate, but it will qualify for a subsidy in the European Union (Padoan, 2010). In the United States, there is a criteria used in the definition of an SME. This criterion is based on the structure of ownership, the type of industry, the number of employees, and the revenue that the organization gets. In the United States, the cap that limits an organization identified as an SME may be 1500 people, but on most occasions, the cap stands at 500 people (Nummela, 2011). SMEs normally face a series of challenges, and one such challenge is the inability of the organization to get some appropriate office space (Lenihan, 2010). For instance, an SME would need some appropriate infrastructures in their buildings, which comprises of adequate water and electrical facility. However, these organizations rarely receive such facilities (Jetter, 2006). This is because of inadequate financing, and capital resources that can make them to afford these kinds of facilities. Furthermore, SMEs are always unable to access high quality internet services at a cheaper cost. This is because most of them have to get their own DSL links or wireless internet services which are always expensive. This is because they are unable to pool their resources and purchase bulk internet connectivity at a wholesale price (Levy, 2005). Most entrepreneurs of SMEs normally lack experience, and this plays a role in the failure of their business enterprises. Because of their inexperience, they are

Management Theory And Practice Essay Example | Topics and Well Written Essays - 3000 words

Management Theory And Practice - Essay Example Management is the dynamic, life-giving element in every business. Without it the resources of production remain resources and never become production." (Sharma, 2004 11) This definition emphasizes that the managers achieve organizational objectives getting things done through the employees. Human resource Management is very essential for successful running of an enterprise. It ensures proper use of physical and human resources by deriving the best results. It leads to efficient performance and higher productivity. Human Resource Management is very essential for every organization to make productive use of human physical and financial resources or the achievement of the organizational goals. It helps in determination of objectives. No organization can succeed in tits mission unless its objectives an identified and well denied. Management helps in achieving these objectives by the efficient use of resources. "Planning is the selection and relating of facts and making and using of assumptions regarding the future in the visualization and formalization of proposed activities believed necessary to achieve desired results" (Sharma, 2004 26). Planning is straightforward, and the process of planning can be summarized in five steps, which can be adapted to suit any planning activity at any level in the organization with the support of highly skilled individuals. (Yvonne 28) Assess... Policies, procedures and rules are often referred to as standing plans; they are automatically activated when certain events occur. The Planning Process Planning is straightforward, and the process of planning can be summarized in five steps, which can be adapted to suit any planning activity at any level in the organization with the support of highly skilled individuals. (Yvonne 28) Step 1 Establish a goal, or a number of goals. Planning begins with defining what the organization wants to achieve. Being as specific as possible, and establishing priorities will assist the organization in focusing its efforts. Step 2 Assess the present situation and forecast the future situation. The current situation needs to be assessed and analyzed before future activity can be investigated. Questions such as 'How far is the organization away from its goals 'And 'What resources does it have to reach the goals' need to be addressed. A SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis needs to be undertaken. This involves identifying the strengths and weaknesses of the organization and determining the opportunities available to the organization and the threats it faces Step 3 Develop and evaluate alternatives. After auditing the resources of the organization and making forecasts, it is likely that there will be several courses of action, which could accomplish the organization's goals. These must be carefully evaluated. Step 4 Implement the plan. Once the choice has been made from the various alternatives, the plan can be drawn up and implemented. However, planning alone is not a guarantee of success. Success depends on the effective implementation of the plan, and involves management skills in organizing, staffing, leading and

Compare and contrast two slave narratives from two different states Research Paper

Compare and contrast two slave narratives from two different states - Research Paper Example This was cognizant to the fact that the slave’s slavery was largely examined in economic terms. Virginia is one of the States that was found in the southern part of America. Largely, the Southern States were more preoccupied with the cotton production than the Northern part. In the first half of the 1600s, Africans had already started occupying Virginia.2 This was, whether they were enslaved or not. At the same time, Europeans were also thronging Virginia because of its vast land that would help in Agricultural production. The demand of cotton in Europe increasingly became high and the needs for extra production became a necessity. The labor that was offered by the Native Americans became unsustainable. This was mostly because European diseases affected the native America and most of them died. Landlords were therefore left with no option but to turn the African as slaves. The enslaved individuals in Virginia plantations were made to drain swamps, burned stubble, raked fields and broke grounds as a preparation for the plantation. They were also forced to drain, hoe, flood, dry and weed the fields in many occasions before the crops could be ready for harvesting. Introduction of new crops made individuals land owners richer and richer. This also affected their acquisition of slave. They owned more and more slaves and further expanded their farming from rice to cotton and even to the growing of tobacco. The planters became cruel and tyrannical to the slaves and in most cases they forced their will on the slaves to do things they wanted done. In Virginia, particular in the farms of the rich planters, Slaves were toiled in groups of 20 to 25 and a supervision of one person as an overseer. At the peak of the seasons of harvest, work for slaves increased and they could even be forced to work for more than 15 hours in a day. The overseers could whip the slaves whenever they felt like they were not doing what

Developing Self Essay Example | Topics and Well Written Essays - 2500 words

Developing Self - Essay Example Upon graduation, my first job was that of presenter of Oriental Princess, a prominent cosmetics company in Thailand, during which time I gained the exposure I needed in public relations. Thereafter, I transferred to Boonrod Company where I worked as marketing officer, and it was here that I realized my calling was in the field of marketing. I felt that I liked the challenges of being confronted with problems and finding creative solutions for them. I enjoyed meeting new people and gaining new experiences. There is much about myself that I feel I am still not aware of. According to the Milesians, first school of Greek philosophy before even Plato and Socrates, the most difficult of undertakings is to seek self-knowledge (Burnet, 1920). Easily also, it can be the most painful. This is because first step to self-knowledge is always to confront the reality of oneself, not only the virtuous and laudable, but also the mediocre and humiliating. When one is blind to her shortcomings, she is normally unable to address them and, therefore, unable to improve herself. Being manager is assuming a position of great responsibility. A manager is both agent to the organization and leader to the workers, thus she is committed to both. In order to successfully perform these roles, one must be aware of strengths, that he may use them, and weaknesses, that he may compensate for or eliminate them. Plan. To plan is to think through the programs and processes that must be undertaken to achieve the organizational goals. The plan is a blueprint of the organisation’s activities, and will be the basis for exerting control over the various activities. Aside from determining what to do, planning entails the forecasting of the four M’s - materials, manpower, machinery, and money – required to operationalise the plans. As early as this step, the manager must be aware of

Customer Accomodation Essay Example | Topics and Well Written Essays - 1250 words

Customer Accomodation - Essay Example The Channel on the right shows how the Map stocks move from the print planning to the Printing lines, the printed maps move to the Bulk store. Broken down orders are then taken to the Picking area. The channel on the left displays how the customers' orders and trade orders meet up with the Moulin inventory control system. The system is in constant communication with the right hand side channel making sure there is enough stock in place. Through a bar coding system, using hand held scanners, Moulin automatically finds the requested orders in the Bulk store, a picker then brings it down to the picking line. The goods are then packed and dispatched using a contracted logistics service provider. The movement of goods within CSF have both a manual and an automated system working together to produce maximum output. The printing department has the most activity, as much as 4 hours can be spent on setting up just one machine with the majority of time spent on configuring the plates and adjusting the colours. Once set up, the printing machines work two seven-hour shifts, each producing as much as 8000 maps per hour. The company has four printers with two different printing machines, Alpha and Beta. The Alpha machines are older and less efficient, with almost twice as much time needed for set up whilst, only producing half as much output compared with the Beta machine. (Johnston et al, 2003:170). CSF has two fairly distinctive levels of demand. The first is a lower level, where monthly sales volume accounts for only 5% and 7% of the annual total and a second, higher level of demand shows monthly sales of 9% and 11% of the annual total. The planning procedures department use as much as 12 months lead time in preparation for new maps and stock replenishment. The team determine the need for placing a map (stock) on the printing schedule as much as 6 months in advance. They aim to deliver a batch of printed maps to the Bulk store 3 months before stock is projected to run out. Holding 12 months of inventory can be expensive. Warehousing for storage including rent and utilities, Insurance and taxes on inventory finance for the stock, and stock lossage due to shrinkage/deterioration are just a few costs for holding inventory over a long period. Inventory optimization www.sap.com Accessed 2.1.2007 Moving over to the left channel of figure 1 we see more activity coming in from customers and trade orders. CSF aim to have dispatched the customers order within three to four days of receipt, with an 88% performance target regularly being exceeded. Only over the busy Easter months have CSF had problems with delivery times, this was mainly due to their contract logistics service provider. CSF should have forecasted from previous years that Easter was the busiest time and so they should have hired more transport through their logistics providers. The company uses an Electronic Data Interchange (EDI) for their customers to place orders. Only 50%-60% of the orders are EDI with the remaining orders being keyed in to Moulin by hand. This process is slow, not cost effective and can generate errors. Use of this channel is limited to a small amount of CSF's largest customers. Here I think is CSF's biggest downfall. According to Stock, If the

Financial Strategy Statistics Project Example | Topics and Well Written Essays - 3000 words

Financial Strategy - Statistics Project Example Last year was a very challenging period for the company as its total operating profit fell from ' 500 million (in 2004) to ' 302 million in 2005 [1]. The company has set as its mission [1] the delivery 'of great service and results through its people and the achievement of leadership in chosen foodservice markets'. The basis for the achievement of the above target is the commitment towards the employees, the shareholders and the customers (Parnell, 2003). Moreover, the firm recognizes the need for high levels of customer satisfaction which it aims to achieve through the extension of its activities and the development of its relationship with the client. Towards, this direction the use of innovative strategic plans is been considered as a useful tool towards the increase of the company's performance on a long-term basis (Hodgetts et al., 2003). Historically [4] 'strategic decision analysis focused on the effects on individual firms; decisions were based solely on firm optimization criteria, such as return on investment and net present value. Increasingly, firms are recognizing that their internal strategic choices affect their suppliers and customers; however, traditional firm profit-maximizing criteria (e.g., return on investment and net present value) often reject new and emerging technologies' (Shank and Govindarajan, 1993) The firm's strategy for the future has to be based on the effort to retain its place in its industry while trying to secure its level of development throughout the years (Winston, 2002). On the other hand, the chosen plan has to be in accordance not only with the market's current trends but also with the company's financial strength and its ability to respond effectively in every issue appeared in the daily commercial transactions of the specific industry sector. The influence of particular elements has to be taken into account during the design of the corporate strategy for the future (Pritsker, 1997). In order to estimate the effects of the firm's strategy in the future we could use the strategic cost management framework as stated by Shank and Govindarajan which [2] 'demonstrate the strategic power of value chain analysis, i.e., linking external value creating activities all the way from basic raw materials, to component suppliers, and through to the ultimate end-use product delivered to the consumers'. Moreover, the specific framework helps to examine 'how cost management and cost control must be differentiated depending on the strategic positioning chose by the firm, be it cost leadership or product differentiation' [2]. Relative Market position Compass Group is - as always stated - a leading company in its area of operations. Moreover, the company is listed on the London Stock Exchange and is a member of FTSE100 [1]. In addition, as always stated above, the firm currently operates in over 90 countries around the world, an achievement that supports its recognition as the leading company in the specific industry. On the other hand, the company has achieved to extend its activities through the establishment of a series of brands which currently dominate

The Market for Separately Ticketed Suits Essay Example for Free

The Market for Separately Ticketed Suits Essay 1Versatility refers to the ability to mix-and-match items after the purchase. 2Traditional suits have low versatility as they are expected to be worn as a ‘whole’ suit (or uniform). 2. The traditional suit (TS) customer is different than the target customer for high-quality separates (HQS), as they have distinct preferences and exhibit different behavior. Firstly, the TS customer will require sales assistance, while the target customer for HQS will prefer to shop by self-service. Secondly, the TS customer likes to plan his purchase, while the target customer for HQS will most likely make his purchase spontaneously. Thirdly, the target customer for HQS prefers versatility in the form of choosing and customizing his own suit, while the TS customer does not mind purchasing the prescribed design of a business suit. Finally, the TS customer puts higher emphasis on achieving the ‘executive look’ when they make a purchase, while the target customer for HQS focuses on comfort and ease of purchase. 3. With regards to merchandising and marketing techniques, high quality separates (HQS) will offer a good fit with Jaymar Ruby (JR). As the Jaymar customer is already a quality-slack (or separates) customer, encouraging him to purchase other quality separates would be considerably easier. Hence, selling HQS in JR will seemingly be an expansion of the product line since JR already has a head-start in selling ‘separates’. In addition, the aggressive marketing strategies of JR would be put into good use when introducing this new segment of products into the market. However, it is worth noting that the quality of garments in JR seems to be in conflict with HQS, as JR’s garments are classified as 1 make (Exhibit 4), which is in the lower end of the ‘quality spectrum’. In spite of this, HQS will offer a good fit with JR as the competitive advantage reaped in initiating the separates business via JR outweighs the conflict in quality of garments. A possible solution to this issue is to communicate clearly to the customer that HQS are of a superior quality. 4. This will depend on the position that HSM will take. The separates customer ignores quality in preference to the ability to purchase more garments, and might not perceive any difference b etween HQS and low-quality separates (LQS). Hence, if no action is taken by HSM, the separates customer might still prefer LQS (since it costs lesser than HQS, and enables them to purchase more garments), and HSM will still face significant competitive threat from LQS. Therefore, HSM must be able to differentiate HQS such that the separates customer perceives distinct benefits in HQS as compared to LQS, which also justifies the difference in price. One example would be to market HQS strategically so as to convince the separates customer that higher quality will equate to higher comfort (since separates customer places emphasis on comfort), which justifies the higher prices charged for HQS. Thus, LQS could cater to the separates customer who prefers having the ability to purchase more garments (and hence, sacrificing ‘comfort’), while HQS could cater to the separates customer who does not mind paying a higher price for more ‘comfort’. Hence, if HSM is able to create perceived value for its HQS and communicate this message effectively, it will be able to successfully thwart the competitive threat from LQS in the short run. However, it should be noted that if HSM experiences success in selling HQS, companies of LQS will then consider upgrading to HQS, or new competitors could be attracted to the market. Therefore, in the long run, it is a likelihood that the competitive threat faced by HSM might then intensify. 5. HSM should introduce a line of HQS. Firstly, from the perceptual map, we can see clearly that HQS, LQS and TS each represent a different benefit combination, and hence, could cater to different segments of customers. As seen from the second question, the traditional suit customer and the target customer for HQS have distinct preferences and behavior, and HSM could thus better target the separates customer by introducing a line of HQS. In addition, as seen from the 3rd question, HSM will have a competitive advantage in selling HQS as the avenue chosen for starting the separates business (JR) is already selling quality slacks, and introducing HQS in JR would only be an expansion of the product line. Also, as mentioned in question 4, introducing a line of HQS will be able to thwart the competitive threat from LQS for the time being. Therefore, based on the above points, and that the current level of competition in the market for HQS is nearly non-existent, it is strongly recommended for HSM to introduce a line of HQS.

Introduction To Deaf Culture Course Syllabus Education Essay

Introduction To Deaf Culture Course Syllabus Education Essay This is a course to provide students an introduction to the unique aspects of Deaf Culture and Deaf community. This course provides in-depth discussion of the beliefs and customs of this sociolinguistic/cultural minority in relation to language use and history of Deaf people in the United States of America. This course is intended for students who are interested in learning about Deaf Culture and the Deaf community. III. REQUISITES: Advisory: ENGL 051 with a grade of C or better, or equivalent. or Assessment Skill Level W5 ENGL 056 with a grade of C or better, or equivalent. or Assessment Skill Level R5 Limitation on Enrollment: This course is not open to students with previous credit for SPED 104 STUDENT LEARNING OUTCOMES: Upon successful completion of the course the student will be able to: 1. Compare and contrast the phenomena of culture among Deaf people in the United States of America as seen from within that cultural group and as observed by people outside it. 2. Discuss, compare and contrast United States Deaf Culture and foreign Deaf Cultures. 3. Differentiate between the various aspects of United States of America Deaf community and Deaf Culture and United States of America Hearing communities and their culture(s). 4. Examine the relationships between Deaf children and their Deaf parents, Deaf children and their Hearing parents, and Hearing children and their Deaf parents. 5. Identify some basic values and behaviors of United States of America Deaf people related to language use; as opposed to sign system usage e.g. sign supported speech such as SEE1, SEE2; Oral Method; etc. 6. Describe how ASL fits into a linguistic framework and pattern. 7. Describe how American Sign Language fits into the family of human languages. 8. Summarize the historical ideas and perspectives from Hearing people about Deaf people, Deaf persons own perspectives about themselves. 9. Describe the historical development of Deaf Culture. 10. Identify past and present Deaf artists, writers and storytellers who influenced Deaf Culture and American Sign Language. 11. Compare and contrast the changing image of Deaf people and how the changes have influenced the art of Deaf people. 12. Identify and differentiate the social and political organizations of Deaf people. 13. Identify and describe the functions of various past and current devices used by Deaf people, and how these devices have changed over the years. 14. Describe how Deaf cultural values relate to technology and how technology has changed the Deaf Culture in the United States of America. V. COURSE CONTENT: The American Deaf: The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. The American Deaf: Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. Deaf Values and Behaviors: The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Deaf Values and Behaviors: Some basic values and behaviors of United States of America Deaf people related to language use. The American Sign Language: Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. Deaf Heritage: Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. VII. The Deaf Culture in Art: ASL Literature and Deaf Artists: Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. VIII. Organizations of Deaf People: Various organizations of Deaf people. IX. Technology and Deaf People: How technology affects the Deaf culture and the Deaf community. VI. METHODS OF INSTRUCTION: A. Question and Answer Sessions B. Discussions C. Homework assignments D. Videotapes E. Vlogs F. PowerPoint Presentations VII.STUDENT EVALUATION: The breakdown of each line item for grading purposes are as follows: The following exams will consist of various questions such as filling in the blanks, matching, multiple choice, paragraph, short answer, T/F, etc.: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam# 1 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 30% (The American Deaf, and Deaf Values and Behaviors) Mid-Term Exam #1 begins on March 16, 2011 from 12:01am to March 23, 2011 12:00 midnight (take the exam anytime that week). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 6-9) pertaining to The American Deaf, and Deaf Values and Behaviors]. Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #2 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 30% (The American Sign Language) Mid-Term Exam #2 begins on April 13, 2011 from 12:01am to April 20, 2011 12:00 midnight (take the exam anytime that week). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 9-10) pertaining to The American Sign Language]. C. Individual Written Report à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 5% (see Roman numeral VIII Individual Written Report p. 3 p. 13-16 of the syllabus). 1. Due on May 16, 2011 D. Final Exam à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ 35% (Deaf Heritage, The Deaf Culture in Art, Organizations of Deaf People, and Technology and Deaf People) Final Exam on May 18, 2011 from 12:01am to May 21, 2011 12:00 midnight (take the exam anytime during these four days). [from PowerPoint, Lead Questions assigned pages from three required textbooks (see class schedule on p. 10-11) pertaining to Deaf Heritage, The Deaf Culture in Art, Organizations of Deaf People, and Technology and Deaf People]. *Students with disabilities who may need academic accommodations should discuss options with their professors during the first two weeks of class. INDIVIDUAL WRITTEN REPORT: Each student is to select one textbook from pages 14 -16 of the course syllabus or a textbook not listed that focuses on the humanistic aspects of Deaf people (student must request approval from professor). Each student should follow the Written Report guidelines on page 13 of the course syllabus as closely as possible. *One Individual Written Report due on May 16, 2011. LEAD QUESTIONS: These are questions I have developed to prepare you for the Midterm Exams and Final Exam. Answers to Lead Questions will be provided on March 9th, April 6th, and May 11th. X. REQUIRED TEXTS: A. Ladd, P. (2003). Understanding Deaf Culture In Search of Deafhood, Buffalo, NY: Multilingual Matters LTD; ISBN: 1-85359-545-4 B. Lane, Harlan; Hoffmeister, Robert and Bahan, Ben (1996) A Journey into the Deaf World, Dawn Sign Press; ISBN: 0à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ915035à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ63à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ4 C. Moore, M. S. Levitan, L. (2003). For Hearing People Only 3rd ed. Rochester, NY: Deaf Life Press; ISBN: 0-9634-016-3-7 XI. RECOMMENDED SUPPLEMENTAL TEXTS: A. Gannon, J. R. (1981). Deaf Heritage (A Narrative History of Deaf America), Silver Spring, MD: NAD Padden, C. Humphries, T. (2005). Inside Deaf Culture, Cambridge, Mass.: Harvard University Press Van Cleve, J. V. (1993) Deaf History Unveiled, Washington, DC: Gallaudet University Press STUDENT RESPONSIBILITY * Students are responsible to pay all fees and process the ADD code for the course within the established time frame. Students will not be able to continue in the course if the enrollment process is not completed within the given time frame. * Students are responsible to drop the course as to avoid the potential of having a grade be assigned for the course at the end of the course. *Students are expected to respect and obey standards of student conduct while in class and on the campus. (Policy 3100 and Procedures 3100.1 and 3100.2) Charges of misconduct and disciplinary sanctions may be imposed upon students who violate these standards of conduct or provisions of college regulations. In addition, instructors expect appropriate classroom participation and conduct. Monopolizing classroom discussions, being uncooperative, talking during lecture, using profanity, reading unrelated material, and using electronic equipment (texting, chirps, ring mode) are examples of behavior that may not be tolerated. Bringing children to class is not allowed. Regarding talking in class, the student will be warned once, and if the student disregards the warning, s/he will be requested to leave the class for (1) one day resulting in (1) one class absence. The next warning will result the student requested to leave the class and miss (2) two consecutive classes. This inevitably means the student will fall behind in his/her class work. *Cheating, plagiarism, or other forms of academic dishonesty are not acceptable and will not be tolerated in accordance with the college student code of conduct and basic standards of academic honesty. Violations of standards of academic honesty will be reported to the college disciplinary office for appropriate action. *If you have to miss a class, it is your responsibility to find out what you missed. There are three questions you should never ask the instructor: Did I miss anything? Of course you did. Did we do anything important? Of course we did. Can you tell me what I missed? No. You are responsible for everything that happens in a class, so you are responsible for gathering whatever information you have missed. *At the beginning of each of your classes, you should identify a study buddy, someone you can study with on a regular basis or just call in emergencies. AMSL 104 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ INTRODUCTION TO DEAF CULTURE Class Schedule Week One Jan. 24: Introduction and Overview UDC: Introduction: pp. 1-9, 14-19, 21-25, Ch. 1: pp. 32-39. Week One Jan. 26: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 124à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ130. Week Two Jan. 31: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 1: pp. 26-32; pp. 39-48. Week Two Feb. 2: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 1: pp. 59-64; pp. 72-73. Week Three Feb. 7: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. UDC: Ch. 5: pp. 232-266. Week Three Feb. 9: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 10, 37,38, 39 40. Week Four Feb. 14: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 51, 52, 53, 55 56. Week Four Feb. 16: The American Deaf The phenomena of culture among Deaf people in the United States and foreign Deaf cultures. Distinguishing the various aspects of United States of America Deaf/Hearing communities and Deaf/Hearing Cultures. The relationships between Deaf/Hearing children and their Deaf/Hearing parents. FHPO: Ch. 57, 58, 59, 60 77. *Week Five Feb. 21: Washingtons Birthday Week Five Feb. 23: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 1 pp. 3à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ23; Ch. 2 pp. 24à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ41. FHPO: Ch. 21, 22, 23, 24, 44, 85, 90, 95. Week Six Feb. 28: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 67à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ77; Ch. 7 pp. 213à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ227. FHPO: Ch. 104, 105, 106, 107, 108, 109, 110 111. Week Six March 2: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 13 pp. 369à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ378. FHPO: Ch. 112, 113, 114, 115, 116. Week Seven March 7: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 408à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ425. FHPO: Ch. 117, 118, 119, 120, 121. Week Seven March 9: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 437à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ451. *Answers to Lead Questions provided. Week Eight March 14: Deaf Values and Behaviors The relationships between Deaf/Hearing children and their Deaf/Hearing parents. Some basic values and behaviors of United States of America Deaf people related to language use. FHPO: Ch. 122, 123, 128, 130 131. Week Eight March 16 to March 23: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #1 Week Nine March 21: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 42à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ51. Week Nine March 23: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 63à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ66. Week Ten March 28: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 4 pp. 78à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ123. Week Ten March 30: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 3 6. Week Eleven April 4: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 7 11. Week Eleven April 6: The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 17 18. *Answers to Lead Questions provided. Week Twelve April 11 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ The American Sign Language Recognizing, comparing and describing how ASL fits into a linguistic framework and into the family of human languages. FHPO: Ch. 19 67. Week Twelve April 13 to April 20: Midà ¢Ã¢â€š ¬Ã¢â‚¬ËœTerm Exam #2 Week Thirteen April 18: Spring Recess: No classes held Week Thirteen April 20: Spring Recess: No classes held Week Fourteen April 25: Deaf Heritage Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 3 pp. 51à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ63; Ch. 14 pp. 379à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ386. UDC: Ch. 2: pp. 90-133; Ch. 3: pp. 135-161. Week Fourteen April 27: Deaf Heritage Summarizing and describing the historical ideas, perspectives and development of Deaf Culture, and the perspectives held by Hearing and Deaf people. UDC: Ch. 7: pp. 297-329; Ch. 8: pp. 332-366. FHPO: Ch. 1, 4, 8, 13, 28, 29, 78, 99, 100, 101, 102 129. Week Fifteen May 2: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 138à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ158. Week Fifteen May 4: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. UDC: Ch. 1: pp. 48-56. Week Sixteen May 9: The Deaf Culture in Art: ASL Literature and Deaf Artist Some past and present Deaf artists, and the changing image of Deaf people influencing the art of Deaf Culture and American Sign Language. FHPO: Ch. 9, 61, 62, 63, 64, 65, 66 68. Week Sixteen May 11: Organizations of Deaf People, Technology and Deaf People Various organizations of Deaf people How technology affects the Deaf culture and the Deaf community. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 5 pp. 131à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ138; pp. 138à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ158. UDC: Ch. 1: pp. 64-72. *Answers to Lead Questions provided. Week Seventeen May 16: Organizations of Deaf People, Technology and Deaf People Various organizations of Deaf people How technology affects the Deaf culture and the Deaf community. JDà ¢Ã¢â€š ¬Ã¢â‚¬ËœW: Ch. 15 pp. 431à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ437. FHPO: Ch. 75, 76, 103 125. *Individual Written Reports Due. Week Seventeen May 18 to 21: Final Exam *Professor reserves the right to modify the instruction schedule Important Dates: February 4 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Last day to receive and process an add code issued by the instructor. Last day to process and pay for add codes. Deadline to drop classes with no W recorded. February 7 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Last day to drop and be eligible for refund of enrollment fees and/or nonà ¢Ã¢â€š ¬Ã¢â‚¬Ëœresident tuition.  · April 1 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Withdrawal deadline à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ No drops accepted after this date.  °Ã‚  It is the students responsibility to drop all classes in which he/she is no longer participating.    °Ã‚  It is the instructors discretion to withdraw a student after the add/drop deadline February 7th due to excessive absences.  °Ã‚  Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class. WRITTEN REPORT This report should be about 5 typewritten pages. Papers may be handed in early, but NO late papers will be accepted. The papers should be typed in DS (double spaced) with size 12 font. The first paragraph should briefly summarize the story idea as you understand it. The second paragraph should describe how you felt as you read the story. Did you experience any changes of feelings as you read along? What were they? Third, answer the question, Do you think this could have really happened? Explain your answer. This question may or may not apply to your story. Fourth, describe the major characters. What kind of people were they? Fifth, select one incident from the story that seemed especially important to you and why you chose that particular incident. REFERENCE MATERIALS LIST (ASL or DEAF CULTURE Classes) DEAF CULTURE Bowe, Frank (1986) Changing the Rules, T. J. Publishers, Inc. Breindel, Tina Jo (1999) Quotes from Deaf Women for a Positive Life. Dawn Sign Press Cohen, Leah Hager (1994) Train Go Sorry: Inside a Deaf World, Random House Drolsbaugh, Mark (1997) Deaf Ate, Handwave Publications Eastman, Gil (2000) Just a DEAF Persons Thoughts II. Linstok Press Erting, Carol (1994) Deafness. Communication.. Social Identity. Sign Media, Inc. Erting, Carol J. Johnson, Robert C. Smith, Dorothy L. Snider, Bruce N. (1994) Deaf Way: The International Celebration of the Language. Culture. History, and Arts of Deaf People Gallaudet University Press Farb, Anita B. (1998) Unrealized Visions: Whats Next for the Deaf and Hard of Hearing Community?. NAD Garretson, Mervin D. (1994) Life Culture. Harris Publishing Co. Garretson, Mervin D. (1995) Life Culture II. Harris Publishing Co. Garretson, Mervin D. (1996) Historical Perspectives, Harris Publishing Co. Glickman, Ken (1999) A Proverbial Professors Points to Ponder. Harris Publishing Co. Hairston, Ernest Smith, Linwood (1983) Black and Deaf in America. T.J. Publishers, Inc. Holcomb, Roy Holcomb, Samuel Holcomb, Thomas (1995) Deaf Culture. Our Way. Dawn Sign Press Jacobs, Leo M. (1989) A Deaf Adult Speaks Out, Gallaudet University Press Jepson, Jill (1992) No Walls of Stone: An Anthology of Literature bar Deaf and Hard of Healing Writers. Gallaudet University Press Kannapell, Barbara (1993) Language Choice à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Identity Choice. Linstok Press Lane, Harlan (1992) The Mask of Benevolence. Alfred A. Knopf, Inc. Maher, Jane (1996) Seeing Language in Sign: The Work of William C. Stokoe, Gallaudet University Press Moore, Matthew Scott Panara, Robert F. (1996) Great Deaf Americans: The Second Edition, Deaf Life Press Padden, Carol and Humphries, Tom (1988) Deaf in America: Voices from a Culture, Harvard University Press Paris, Damara Goff Drolsbaugh, Mark (1999) Deaf Esprit: Inspiration. Humor and Wisdom from the Deaf Community, AGO Gifts and Publications Podmore, Ron (1995) Sins in Success: Profiles of Deaf Americans, Harris Publishing Co. Rutherford, Susan (1993) A Study of American Deaf Folklore. Linstok Press Sacks, Oliver (1989) _See~ g Voices: A Journey into the World of the Deaf, Harper Collins Schaller, Bob (1999) The Kenny Walker Story, Harris Publishing Co. Schein, Jerome D. (1989) At Home Among Strangers, Gallaudet University Press Stokoe, William (1980) Sign and Culture: A Reader for Students of ASL, Linstok Press Toole, Darlene (1996) Living Legends: Six Stories About Successful Deaf People. Butte Publications, Inc. Toole, Darlene (1998) Living Legends II: Six Stories About Successful Deaf People , Butte Publications, Inc. Winefield, Richard (1987) Never the Twain Shall Meet: The Communications Debate. Gallaudet University Press Woodward, James (1982) How You Gonna Get to Heaven If You Cant Talk With Jesus: On Depathologizing Deafness. T.J. Publishers Wright, Mary Herring (1999) Sounds Like Home: Growing Up Black and Deaf in the South, Gallaudet University Press DEAF HISTORY Albronda, Mildred (1994) Douglas Tilden: The Man and His Legacy, Mildred Albronda, Publisher Boynton, Douglas C. (1998) Forbidden Signs: American Culture and the Campaign Against Sign Language. 1847à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ1920, University of Chicago Press Carroll, Cathryn Mather, Susan M.(1997) Movers Shakers: Deaf People Who Changed the World. Dawn Sign Press Gannon, Jack R. (1981) Deaf Heritage: A Narrative History of Deaf America NAD Groce, Nora Ellen (1985) Everyone Here Spoke Sign Language,, Harvard University Press Jankowski, Katherine A. (1997) Deaf Empowerment: Emergence. Struggle. Rhetoric Gallaudet University Press Lane, Harlan (1984) When the Mind Hears. Random House, Inc. Van Cleve, John (1993) Deaf History Unveiled: Interpretations from the New Scholarship, Gallaudet University Press Van Cleve, John and Crouch, Barry (1989) A Place of Their Own: Creating the Deaf Community in America. Gallaudet University Press AMERICAN SIGN LANGUAGE Battison, Robbin (1978) Lexical Borrowing In American Sign Language. Linstok Press Stokoe, William (1993) Sign Language Structure. Linstok Press Valli, Clayton Lucas, Ceil (1979) ASL PAH! ! Deaf Students Essays About Their Language. Sign Media, Inc. Wilcox, Sherman (1992) Academic Acceptance of American Sign Language Sign Media, Inc. Woodward, James (1994) Describing Variation in American Sign Language, Linstok Press

Maintaining A Healthy Lifestyle In College Essay example -- Healthy Li

The Dining Hall at State University is bustling with kids in sweatshirts and pajama pants. The make-your-own Belgian waffle line is long and students are complaining about the lack of forks. Phrases like â€Å"I got wicked smashed last night,† and â€Å"I really need a cup of coffee† can be heard around the tables. It’s typical Sunday morning on campus. It’s hard to find something healthy, nutritious, and tasty at the university’s dining halls. Students normally just go to the â€Å"caf† and choose whatever looks good to them, and the health effects really start to add up. â€Å"That’s why I don’t have a meal plan,† said Jamie Cooper, a sophomore anthropology major. â€Å"Last year I gained 20 pounds. I was a vegetarian and I would load up on carbs and wouldn’t eat the vegetables because they wouldn’t look appetizing.† The dining halls at Northeastern are managed by a company called Chartwells and not by the university itself. The dining hall offers a large selection of food, but the overwhelming majority of the food is starch and carbohydrates and loaded with fat. Chartwells keeps the menu on a bi-weekly rotation of choices. Some dining selections are a constant option while other main dishes rotate. Students can always get burgers, hot dogs, grilled chicken, pizza, salad, and some sort of pasta in Stetson East. Stetson West, a dining hall only open on week days, offers brick oven pizza and stir-fry daily. In both dining halls an assortment of high in sugar cereals are always offered along with a selection of dessert, ice cream, soda, juice, milk, and coffee. After constantly eating in the dining halls many students become disgruntled with the monotony of the food selection. â€Å"When I first got here I though the caf was awesome but a... ...bulk when I can,† says Carter â€Å"when I [have access] to a car. I also try to cook things so I can eat more than once a day. Pasta is always good especially when you’re broke.† For unavoidable life-on-the-go there are a couple fast healthier food options. â€Å"The dining halls do have some pretty healthy choices,† he says. â€Å"The wraps and sandwiches are usually good, [the Churchill dining hall] has a grill and a great salad bar. The Wrap on Campus has a ton of healthier choices. Whole Foods is right around the corner and I haven’t found a better grocery store.† Ellen Glovsky, a health professor from the Bouve College of Health Sciences agrees that eating healthy on a hectic schedule and tight budget may be a challenge. â€Å"I know that students try to eat well but often are unsuccessful,† she says. â€Å"It is possible, however, with some creativity and advance planning.†

Depression Essay -- essays research papers

Depression Consider this: Elizabeth Wurtzel has struggled with depression throughout her life. She has a history of suicide attempts, self-mutilations, and serious mood swings. She took numerous antidepressants and medications in an attempt to regulate her irregular behavior. She quit using the medications due to the multiple side effects the drugs had on her. The result was chaos; after Elizabeth quit taking her medication her body experienced episodes of withdrawal. Despite her continued attempts to combat her illness, she experienced nervous breakdowns and alienation from her friends and family. Elizabeth Wurtzel reluctantly went back to taking medication despite the potentially serious side effects of taking so many drugs (Kim 46). â€Å" In the news, on the streets, and in neighborhoods, individuals are confronted with a variety of social problems†(Kim 7). A person may watch a loved one battle cancer, suspect a friend of having bulimia, or he/she may struggle daily with depression (Kim 7). The National Institute of Mental Health estimates that as many as 17 million Americans each year suffer from depression. About one in twenty-five of these sufferers is under the age of 18, and one in seven women will experience depression in her lifetime. The illness strikes regardless of age, gender, class, culture, or ethnic background (Kim 9). The occurrence and distribution of depression in a population may be related to a variety of factors. Such factors include a wide range of possibilities such as sex, age, living in the town, living in the country, nutrition, marital status, socioeconomic background, and genetic factors (Winokur 18). â€Å"Many people who are depressed do not seek treatment either because the y are unaware that their condition can be helped or because they are all too aware of the stigma and shame associated with depression†(Kim 9). Discovering and analyzing the complexities of issues that are associated with depression is a necessity in the goal of obtaining a comprehensive understanding of depression and of those who suffer from the disease (Kim 13). In order to completely understand the illness of depression, people should understand what the disease is, what factors cause the disease, and the how disease is treated. â€Å"Feelings of hopelessness, sadness, or discouragement occasionally tug at us all† (Kim 13), but those feelings eventually fade away. Th... ... therapists a depression patient decides to see, the first step in getting help â€Å" is to find a suitable therapist to guide the patient through the process† (Kim 87) of recovery. In conclusion, depression is a psychological â€Å"condition of general emotional dejection and withdrawal† (Webster 311). Depression affects people both mentally and physically (Kim 14). In order for a person to enter the realm of depression different biological, psychological, and sociological risk factors must exist (Kim 89). The severity of the depression experienced by a person is predispositioned by the severity of the risk factors experienced by that person. Even the most severe cases of depression can be treated with the help of professionals. Psychiatrists can prescribe drugs and biological means of treatment (Kim 90); psychologists offer psychotherapy as a means of help (Kim 90). â€Å"It is (also) important to look at what is happening in life from a perspective that does not turn everyday problems into overwhelming ones.........Remember that everyone has bad days. The trick is to take them in stride. Research tells us that people who don’t catastrophize are less likely to become depressed† (Robbins 180).

The Evolution of Frankenstein :: Frankenstein, Mary Shelley

The Evolution of Frankenstein Not so long ago, relative to the world at large, in picturesque Geneva not so far from Lake Leman, Mary Wollstonecraft Shelley took part in a not so commonplace "contest". The contest was to write a ghost story. The outcome was Frankenstein; what is considered today to be a classic, one of the first science fiction tales, and a story immortalized many times over in film. And what at its inception was considered little more than the disturbed and ill conceived writings of a woman by some, and a noble if misplaced effort by others. Critical readings of the novel have grown over time to encompass more aspects of the critical range and to allow for a broader reading and understanding of the work which accounts for more than merely face value formal, rhetorical, mimetic or expressive theories alone. In March of 1818, the same year Frankenstein was published, The Belle Assemblee magazine reviewed Frankenstein. In its opening paragraph states "..that the presumptive works of man must be frightful, vile, and horrible; ending only in discomfort and misery to himself. But will all our readers understand this?". Clearly this reviewer is, in some part, taking into account rhetorical theories. The analysis given is in the interests of the reader, so that they might better be able to appreciate the work. As well, credit is given to formal aspects of the work, the "excellence of its style and language" as well as "its originality, excellence of language, and peculiar interest". Though this review was brief, and did little more than summarize the book for interested readers of the time, it did what many others did not, in that it focused on Frankenstein as an original work that offered something new to readers of the time. Further reviews, from sources such as Blackwood's Edinburgh Magazine allowed the author, whose identity was not known for certain at the time, some small leeway in their criticisms. Though they too agreed that the formal style of Frankenstein was unique and praiseworthy, strictly mimetic theories are taken into account in matters they consider inconsistent within the novel, particularly as they pertain to the nature of the monster. It is looked upon as non-reflective of the way of the real world, that a The Evolution of Frankenstein :: Frankenstein, Mary Shelley The Evolution of Frankenstein Not so long ago, relative to the world at large, in picturesque Geneva not so far from Lake Leman, Mary Wollstonecraft Shelley took part in a not so commonplace "contest". The contest was to write a ghost story. The outcome was Frankenstein; what is considered today to be a classic, one of the first science fiction tales, and a story immortalized many times over in film. And what at its inception was considered little more than the disturbed and ill conceived writings of a woman by some, and a noble if misplaced effort by others. Critical readings of the novel have grown over time to encompass more aspects of the critical range and to allow for a broader reading and understanding of the work which accounts for more than merely face value formal, rhetorical, mimetic or expressive theories alone. In March of 1818, the same year Frankenstein was published, The Belle Assemblee magazine reviewed Frankenstein. In its opening paragraph states "..that the presumptive works of man must be frightful, vile, and horrible; ending only in discomfort and misery to himself. But will all our readers understand this?". Clearly this reviewer is, in some part, taking into account rhetorical theories. The analysis given is in the interests of the reader, so that they might better be able to appreciate the work. As well, credit is given to formal aspects of the work, the "excellence of its style and language" as well as "its originality, excellence of language, and peculiar interest". Though this review was brief, and did little more than summarize the book for interested readers of the time, it did what many others did not, in that it focused on Frankenstein as an original work that offered something new to readers of the time. Further reviews, from sources such as Blackwood's Edinburgh Magazine allowed the author, whose identity was not known for certain at the time, some small leeway in their criticisms. Though they too agreed that the formal style of Frankenstein was unique and praiseworthy, strictly mimetic theories are taken into account in matters they consider inconsistent within the novel, particularly as they pertain to the nature of the monster. It is looked upon as non-reflective of the way of the real world, that a

The Evident Existence of Races

Many sociologists believe that ‘races† do not exist therefore have to find alternative groupings to study racism or patterns of racial disadvantage in the United Kingdom. There exist many differing theories but no finite method of determining the true cause of racism. This dissertation will outline the different theories used by sociologists and attempt to show the patterns of ethnic disadvantage present in Britain. Racism is thought by many to be the notion that some ethnic groups are naturally superior to others. The Oxford Dictionary†s definition of the word ‘race† is ‘ A group of persons of common stock† ‘Human abilities are determined by â€Å"race†Ã¢â‚¬ . Although ‘Race† and Racism are defined in the oxford dictionary sociologists claim that ‘races† do not exist. They have considered the work of human biologists who in turn have studied the genes of many individuals that are said to be associated with different ‘races†. The results of these studies show that there is no distinctive gene that defines which ‘race† a person belongs to. Blood groups have been examined and results show that while some ‘races† have higher tendencies to certain blood types, no one ‘race† has been found to have one particular blood type unique to their origin. Due to there being no conclusive biological evidence biologists refer to different ‘races† as different populations. Any cultural differences are said to be ethnic differences, not differences in race. There is a belief that if ‘race† does not exist then sociologists can†t rightfully use the term in their study of different populations. It is due to this belief that they must find alternative ways of analysing population differences. The history of ‘race† is important to examine in the attempt to show why ordinary people, known as actors, still think that ‘race† exists. Racism is thought to have always existed. The Romans considered slaves as being inferior to themselves, but there has been no scientific evidence to support claims of superiority. In the early 18th century until early in the 19th century there was a progressive belief that there was basic similarity between all men, that social differences were due to the environment. This view was overridden by the rise of scientific racism where all social differences found previously were labelled and explained as ‘natural†. But again ‘race† has never been a scientific concept. It was due to this that in the 20th century political/moral reasons forced scientific racism into decline and was eventually replaced by cultural racism, which shares the same beliefs. Racism is thought to be a set of beliefs and racial discrimination the set of practices that are synonymous with these beliefs. There are several contrasting views of racism and racial discrimination. The functionalist model looks upon it via the perspective of ‘race† relations, that racism exists due to the creation of bad relations between ‘races†. Due to ‘race† not existing, functionalists study situations that are apparent in society. They look at events which actors define as racial, and by this expedient they examine the processes of racialism. John Rex a radical weberian believes in the conflictional view that competition over scarce resources in different markets is the cause of conflict between Afro-Caribbean†s, Asians and whites in relation to employment and housing (Bulmer et al, 1999:335). He say†s that it is not due to the lower wages which ethnic minorities receive. The Marxist perspective focuses on labour relations. An ideology masking contradiction of capital between capitals† need for free labour and nationalism. Robert Miles, a hard line Marxist believes that class is the determining factor and all inequalities derive from class inequalities. Miles is very much alone in his claim but gives the example of the white working class fearing immigrants due to a rise in unemployment levels and a decline in standard of living. However, Miles states that the immigrants were not the cause of this. He claims that capitalism was. He states many find this hard to see because: ‘We are offered definitions and theories of racism which are so specific to the history of overseas colonisation (that is specific to the domination of ‘white† over ‘black† as so many writers express it) that they are of little value in explaining any other non-colonial) context† (Miles, R (Bulmer et al, 1999:344)) Another Marxist theory focuses on wider relations. ‘Race† has no reality but can be used in analysis, this theory is concerned with racial politics and how they may be independent of class. Marxists who follow this belief say that groupings and conflicts intersect, and may not actually be connected with class. With the term ‘race† being seen as invalid by many people the question has arisen. Are we better to talk about ethnicity rather that ‘race†? Ethnicity is a sense of identity to a group that shares a common history. Ethnic groups are also held together by ties of language, culture and group spirit that are now referred to as nationalism. There are also territorial ties, although many ethnic groups had previously left their homeland they still share a common geographical link. The term ethnicity is often confused with ‘race†, again when talking about ethnicity there have never been boundaries whether cultural or geographical that clearly states the limits of ethnic groups, even though many believe ethnicity is naturally determined. The idea that ethnicity is ‘natural† is said to be ‘wrong†. Ethnic differences are cultural, we all have an identity, though we may not always be conscious of it. There has recently been a revival of ethnic differences followed by reactions to discrimination and racial disadvantage. An example of this is Afro-Caribbean†s beliefs of what Britain would be able to offer them, these beliefs have changed due to certain types of discrimination and disadvantage. Cultural and religious issues can now be seen as more significant than economic inequalities. There are however some problems with ethnicity. Emphasis is placed on difference and cultural issues of power and inequality, therefore, ethnic groups may be seen to be fixed racial groups with another identity. Racial disadvantage in the United Kingdom is visible in many different areas of the community. Employment, education and crime are just a few examples. Throughout employment, horizontal segmentation can be seen to be apparent via clustering. Ethnic minorities are more likely to work for themselves, graduates from these backgrounds tend to do relatively badly, many Asians are self-employed and Afro-Caribbean†s are largely recruited to the private sector. This shows that ethnic or racial factors are involved in stratification in Britain. Within the generalisation that, ethnic minorities are treated less equally, individual successes and inter-group variations are present. This is shown by vertical segmentation, Afro-Caribbean†s being placed at lower levels of employment than Asians. When the ‘The Race Relations Act ‘ was amended in 1976 The Commission for Racial Equality was established to promote racial harmony. This was to try to counter the acts which had been enforced prior to the Race Relations Act of 1965. Such acts, for instance, as the British Nationality Act 1948 and the Commonwealth Act 1962 which where more concerned with restricting immigration than trying to promote good ‘race† relations. In the context of the recruitment of employees, the Race Relations Act 1976 stated that it is unlawful to discriminate: By a company giving racial instructions to a personnel officer or an employment agency. In relation to terms of pay. By rejecting an applicant or refusing to consider him for the post on the basis of race. These laws were enacted in order to try to increase equality in employment. As a mechanism to bring about change to employment rights the Commission for Racial Equality has made extensive recommendations to successive governments including a move to make ethnic monitoring compulsory for all employers with an excess workforce of 250. In the belief that ethnic monitoring is essential for progressing to racial equality. Racial disadvantage has also been found to be present in the theatre of education. Before 1973 it was known that white pupils topped the performance list with Asians and Afro Caribbean†s coming further down. The differences in levels of performance were considered to be related to the duration of the pupils† stay in the UK. Newcomers would have experienced problems adapting to a new way of living and may even have encounter communication problems. Moving on to early 1970†³s – 1980†³s the focus of discrimination in education moved to examine the effects of class and the school at which they enrolled. It was found that ethnic minorities are more likely to go to an underachieving school than their white counterparts due to their class framework, lower income and location. Curriculum was also thought to be a cause of the poor academic findings relating to ethnic minorities. The syllabus that the schools were offering was not relevant to children from ethnic backgrounds, a ‘white curriculum† concentrated on ‘white history† and the history of Britain. This was modified to give a wider education on the history of ethnic countries in an attempt to make studies more relative for ethnic minorities. With these problems tackled, education monitoring in the 1980†³s showed children from ethnic backgrounds to be improving at a faster rate than white children of the same age. Schools support the right of all children to receive quality education and fair treatment. The governing body of education aims to ensure that no one receives less favourable treatment on the grounds of race or any other social/cultural labels. It is believed that racism can be learned from an early age but to control this unwanted learning the children must be taught respect for other people in-order that they might learn ‘rights from wrongs† ‘If segregation of the sexes or races prevails, if authoritarianism and hierarchy dominate the system the child cannot help but learn that power and status are dominant factors in human relationships†¦.If the teacher and the children are each respected units, the lesson for respect for the person will easily register† The Race Relations Act of 1976 again places barriers on education by stating that; ‘By excluding a pupil from the establishment or by treating him unfavourably in any other way† is unlawful. Now in higher education a higher percentage of ethnic children stay on after 16 years old. This is encouraging but fewer now enrol at university, on academic courses and more drop out. This however can no longer be explained due to lack of adjustment since most were born here and therefore need no time to adjust to the a new community or learn a new language. Within the Criminal Justice System racial discrimination also exists. It is understood that black people are far worse off at every stage of law enforcement. They are more likely to be stopped by Police, charged with serious offence, prosecuted, convicted, and imprisoned. They are less likely to be given lenient treatment for example, fined, put on probation, or allowed bail. It has been declared that in 1997 the United Kingdom had one of the highest levels of racist orientated attacks in Europe, and that 1 in 3 British citizens classed themselves as racist (Thompson B., Roots of poison). Racial hatred and prejudice is an example of extremism, when cultural differences start being connected to ‘race† a persistent hatred can occur. Racism, it is argued, is a specific form of discrimination usually associated with skin colour and ethnicity. It involves the use of power of one group over another. When this power is unequal it enables those that share a particular culture to deny others access to opportunities, hence treat them in a racist way. As well as being more inclined to be the perpetrators of crimes, ethnic minorities are also prone to be the victims. These crimes are not however due to ethnic background but are due to the social background of their class. Despite this, people are sometimes ignorant to this fact and state that ethnic crimes are more apparent because they are of an inferior race. A Report by Sir William Macpherson that examined the Lawrence case (in which it was claimed that the police neglected their job because the victim was ‘black†), was published on 24th February 1999. In the report, which was presented to the Government and to the Home Office, McPherson revealed that the problems, which occurred during the case, were the result of Institutional Racism defined as; ‘The collective failure of an organization to provide an appropriate and professional service to people because of their colour, culture or ethnic origin† It was said that institutional racism can not be used in the labeling of individuals but must be a label that is associated with the organization as a whole. It is due to the finding of racial disadvantage, that the police have set up ‘Operation Athena† to tackle the problems outlined in the report. The operation aims to improve prevention, awareness, communication, response and the identification of needs in the context of ethnic minorities. The three examples of employment, education and crime are only a selection of the sectors of the community that show racial disadvantage. Although there is no finite definition of ‘race† there has been continual work to improve the social conditions for ethnic minorities. It is hoped that in the future there will be racial harmony between all populations and that ‘true† equality will be gained.

EchoStar Communications

Charles W. Egren founded EchoStar Communications in 1980. The Company and its subsidiaries deliver Direct Broadcast Satellite (DBS) television products and services to customers worldwide.EchoStar Communications Corporation acquired the license to deliver DBS products in 1987 and is a publicly traded company (NASDAQ: DISH).   As at April 27, 2007, EchoStar Communications Corporation is trading at $ 46.51 per share.EchoStar provides Direct Broadcast Satellite (DBS) television products and services (satellite delivered digital television) through its DISH NetworkTM to over 12 million customers in the United States of America.The company’s shares are doing very well compared with companies in the same industry like Comcast and Verizon. As at April 27th, 2007, Comcast Corporation (NASDAQ: CMCSK) is trading at $26.68 per share while Verizon Communications Inc. (NYSE: VZ) is selling its shares at $38.15 a piece.Comcast Corporation is a cable operator in the United States and offer s a variety of consumer entertainment and communication products and services.Verizon Communications Inc. is a provider of communications services. It has two segments, Wireline and Domestic Wireless, which it operates and manages as strategic business units and organizes by products and services (www.businessweek.com).These companies all have similar products to Dish Network.Comcast Communications is a cable giant and was the number one broadband provider in the country in 2005. Cable operators like Comcast have been leaders in supplying speedy Internet connections to consumers. They offer lower prices and higher speeds, thereby gaining a market of about 22 million U.S. households out of a total of 39 million that have broadband.Verizon (a telecom giant) had to get into the television business because Comcast and the other cable companies were getting a share of the telecom market. In order to boost growth Verizon need it needed to move aggressively into new markets.   Verizon dr opped their prices for broadband to as low as $15 a month and cranking up speeds. The company also started offering speeds 10 times as fast as standard cable service.It targeted TV and broadband and offered extra-fast Net connections and TV services. In addition, Verizon started to offer customers the same bundles of voice and video that the cable players do. They had to do this because the cable industry was taking a share in the voice market. This gave birth to Verizon TV, which offers services like allowing customers to watch one show and, at the same time, record another. Other cable companies did not offer this. Verizon TV also has more channels and more choice of on-demand video than some of its competitors like Dish.Today, with more than 12 million customers, DISH Network offers the lowest all-digital TV price in America. References Rewired And Ready For Combat. (2005). Retrieved April 27, 2007, from http://www.businessweek.com/magazine/content/05_45/b3958089.htm http://www.echostar.com http://www.verizon.com http://www.comcast.com

Personal Responsability Essay

Definition of personal responsibility and what it means to you The relationship between personal responsibility and college success A preliminary plan to practice personal responsibility in your education This week, using the Center for Writing Excellence resources, provide the thesis statement and informal outline for your Personal Responsibility Essay assignment. Thesis Statement: Even though someone with personal responsibility values the consequences of their acts; having personal responsibility is also knowing how to manage your time wisely, and recognizing what sacrifices will need to be made to meet deadlines, because a responsible person does their obligations and puts special attention to its compromises in order to meet them. To be successful in college as a student, you must maintain good attendance, make substantial post in discussions, and turn all of your assignments in on time. Informal Outline: Introductory paragraph: Being successful in life it requires taking personal responsibility for your actions. In order to reach personal responsibility it is important to be focused on what you want to accomplish. Time management is a key element, as well as making the necessary sacrifices in order to meet deadlines. These values are essentially useful in college, as you are required to participate actively, maintain good attendance, and submit your assignments in on time when trying to achieve academic success. Body paragraph #1 personal responsibility is also knowing how to manage your time wisely, recognizing what sacrifices will need to be made to meet deadlines on time in order to achieve college success Body paragraph #2 In order to be successful as a student, you must maintain good attendance, make substantial post in discussions, and turn all of your assignments in on time. Body paragraph #3 The most important reason why personal responsibility helps to manage your time wisely is because you learn to recognize what sacrifices will need to be made to meet deadlines. In order to achieve college success, a responsible person does their obligations and puts special attention to its compromises in order to meet them. Conclusion: In conclusion, although someone with personal responsibility values the consequences of their acts, personal responsibility also knows how to manage your time wisely, recognizing what sacrifices will need to be made to meet deadlines, in order to achieve college success for two main reasons. First, In order to be successful as a student, you must maintain good attendance, make substantial post in discussions, and turn all of your assignments in on time. But most importantly, a responsible person does their obligations and puts special attention to its compromises in order to meet them.

Although the foetus has no right to life, its interests are adequately protected by English law.

Introduction The right to life is a moral principle that is based upon the premise that all individuals have a right not to be killed by another human being. This concept that is central to the debates surrounding abortion since it is often contested whether unborn children should also have the right to life. Those in favour of abortion often take the view that a foetus is not sufficiently human to be capable of acquiring a right to life, whilst those in opposition believe that a foetus is human and that its right to life should therefore be protected. There is currently no direct right to life that is provided to a foetus, yet the law in the UK does make some attempt to protect its interests. This essay will focus on the interests that are provided to foetus’ in order to consider whether adequate protection is in place. In doing so, it will be examined whether every woman should have a right to abortion on demand or whether the interests of the foetus should be given due consideration. A ccordingly, it will be shown that because there are arguments for and against the interests of the foetus, it is necessary for the law to strike a balance between the two competing interests. This does appear to have been achieved to a certain degree since the interests of the mother are being preserved, whilst also providing some protection to the foetus. The right to life The right to life is provided to all individuals under Article 2 of the European Convention of Human Rights (ECHR) 1951, as incorporated by the Human Rights Act (HRA) 1998. Whether or not a foetus has a right to life, however, is a highly contested topic because although the foetus does not have a right to life per se, it appears as though its interests are still being protected by the law to a certain extent.[1] On the one hand, it is believed that all women should have the right to do as they wish with their own bodies and that they should therefore have a right to abortion, yet on the other it is believed that the interests of a foetus should be provided with adequate protection.[2] The law in England does seem to have attempted to strike a balance between these two competing interests by permitting abortion, whilst at the same time imposing some restrictions. Under English law (Human Fertilisation and Embryology Act 1990) abortion is permitted until the 24th week of a pregnancy. Whilst this provides women with the right to choose what to do with their own bodies, it prevents them from having abortions in the later stages of pregnancy. Because abortion is not legally available at the request of the woman, it has been argued by the Abortion Rights Campaign that; â€Å"women’s access to abortion can be and is still threatened.†[3] This is because, once a woman has decided that she wants to have an abortion, she will first be required to persuade two doctors to agree to her decision taking into consideration certain restrictive legal criteria.[4] Therefore, even though women are capable of having an abortion up until the 24th week of pregnancy, it will be the doctors that make the final decision. And, if they do not agree that the relevant criterion has been satisfied, they will not have to carry out the abortion. This protection is in place to enable the rights of the unborn child to be ascertained in circumstances which would render an abortion unlawful. However, the extent to which such rights are being adequately protected is in fact arguable. Confliction continues to arise in this area because of the difficultly in striking a balance between the rights of the foetus and the rights of the mother. It cannot be said that this balance is currently being achieved as there remains strong opposition of both viewpoints. As pointed out by Mason and Laurie; â€Å"attitudes to abortion depend almost entirely on where the holder stands in respect of, on the one hand, the foetal interests in life and, on the other, a woman’s right to control her own body.†[5] Consequently, because the difference in opinions is based upon moral values rather than empirical facts, it is unlikely that such confliction will ever be resolved.[6] In effect, it is unlikely that a solid understanding of the rights in this area will ever be made as the controversy surrounding abortion will continue to exist. The Foetus’ Right to Life It is believed that the Abortion Act 1967 violates Article 2 of the Convention on the Rights of the Child on the basis that a child’s rights are not being adequately protected if women are able end their pregnancy if they so wish.[7] Section 1 of the 1967 Act provides that; â€Å"a person shall not be guilty of an offence under the law relating to abortion when a pregnancy is terminated by a registered medical practitioner.† In effect, women will not be found guilty of an offence is they decide to have an abortion. Whilst this section does appear to undermine the rights of the foetus, the fact that the termination must be conducted by a registered medical practitioner acting in good faith suggests that some form of protection will still be in place. Furthermore, as put by Herring; â€Å"for an abortion to be lawful, the abortion must comply with the requirements of the 1967 Abortion Act.†[8] Section 1 will therefore only apply if certain provisions can also be sa tisfied. Nevertheless, because abortions are rarely ever refused, it could be said that the provisions under Article 2 are being undermined and that the interests of the foetus are not, in reality, being adequately protected. In view of this, it has therefore been argued by Foster that the 1967 Act is not being used in the way that Parliament intended and that abortion are instead being used as another form of contraception.[9] This demonstrates how abortion is easily accessible to women, which limits the protection that is currently being provided to the foetus. It is likely that doctors will only refuse to conduct an abortion if the woman’s pregnancy has gone past the 24 week threshold or if the circumstances are exceptional. This signifies how the rights of unborn children are not being preserved, yet it is debatable whether further protections ought to be in place. The right to life is an extremely sensitive subject since it basically provides a right to every human being not be killed.[10] However, much complexity exists when considering the right to life in the context of unborn children. It is difficult to determine whether the mother’s rights should prevail over the rights of the unborn child or vice versa. However, it has been said that the right to life is a human right that is â€Å"inviolable and must be protected at all costs.†[11] If this statement was to be taken strictly, every abortion would be considered a violation of one’s human rights and would not be permitted. However, in order to ensure that the rights of the mother are also being protected it is necessary that abortions are permitted in certain circumstances. This would ensure that a balance is attained between the two competing interests by allowing abortions to take place only if it is deemed necessary. Consequently, abortions should not be used carelessly as another form of contraception and this would means that the rights of the mother are being given greater consideration than the rights of the foetus. Abortions should therefore not be as accessible as they currently are and should only be permitted in limited situations. It is unclear what extent the interests of the foetus are actually being considered and it seems as though the right to life is being violated by the abortion process and so further protections may need to be provided to the foetus so that the rights of unborn children are given the same considerations as the mother. At present, it appears as though the rights of the mother prevail over the rights of the foetus, despite the restrictions that are in place. In order to ensure that the foetus right to life is being protected, it is necessary to impose further restrictions upon the mother’s ability to have an abortion. At present, a mother is capable of aborting a foetus for various reasons including the fact that the child will suffer from a disability. Many people do not agree that this should be a reason to end the life of a foetus, though it is legal in the UK for a woman to abort a baby on grounds of disability up to birth. As a result of this many parents opt for an abortion if pre-natal screening reveals that their baby is suffering from a disability. Moreover, it has also been suggested that the parents are even put under pressure to do so.†[12] The Society for the Protection of Unborn Children strongly disagrees with this approach and believes that; â€Å"a person with a disab ility has the right to life along with every other member of society: aborting a baby because he or she has, or even might have, a disability, is the ultimate form of discrimination.†[13] It cannot be said that the foetus’ right to life is being upheld as a result of this since they can be terminated at any point if they are found to have a disability. Not only does this undermined their right to life but it also discriminates against them on the grounds of their disability. As such, the provisions under the Disability Discrimination Act 1995 are too not being complied with. In Vo v France,[14] however, it was made clear that Article 2 of the Convention is â€Å"silent as to the temporal limitations of the right to life, and in particular does not define ‘everyone’ whose life is protected by the Convention.† Effectively, it is clear that because Article 2 does not provide a definition as to who shall be protected, it is likely that the rights of the foetus will continue to be restricted. Jackson does not believe that the moral status of the foetus should be sufficiently wide enough to make abortion unlawful,[15] however, and it seems as though the European Court of Justice is also reluctant as identified in Open Door and Dublin Well Woman v Ireland.[16] Furthermore, in the case of X v United Kingdom[17] the ECJ also stated that the right to life would be subject to an implied limitation in order to respect the mother’s life even if this was at the expense of the foetus’ right to life under Article 2. Furthermore, it was also expressed in Paton v United Kingdom[18] that; â€Å"the life of the foetus is intimately connected with, and cannot be regarded in isolation from, the life of the pregnant woman.† This limited the rights of the foetus even further as it was demo nstrated that the right to life under Article 2 was not available even though the abortion was not considered necessary to protect the life of the mother. This was also identified in H v Norway,[19] which illustrates that even if an abortion occurred as a result of the mother’s choice and there lacked any specific reason for terminating the pregnancy, Article 2 will still not be capable of providing protection to a foetus if this is at the expense of the mothers rights. This seems to indicate that unborn children are not actually provided with any rights despite the fact that Article 2 initially seemed to protect such interests. The termination of a pregnancy will continue to be a morally and ethically complex issue, particularly if the reason for aborting relates to a foetal abnormality.[20] It has been pointed out that a clear legal framework is needed because of the complexities that exist in this area, though it was noted that this continues to prove extremely difficult to create.[21] The Rights of the Mother Whilst it is believed by many that the rights of the foetus should be given due consideration, it is equally argued that the rights of women should be considered foremost when deciding whether an abortion is lawful or not. This was shown in Roe v Wade[22] where it was made clear by the Court that a person has a right to abortion unless the foetus has become viable. This means that the foetus does not become a human being until it is capable of living outside the mother’s womb without any artificial aid.[23] Although this decision was made by a Court in the US, it sparked a significant amount of debate. It was argued on the one hand that a foetus becomes a child whilst it is still in the womb and that the decision whether or not to allow abortion to take effect should not be based upon whether a foetus has the capacity to enjoy life as a person.[24] It has been said that the decision in this case effectively allows an abortion on demand to take place.[25] On the other hand, how ever, it has been expressed by Loveland that; â€Å"the judgment neither produced abortion on demand nor allowed states to prevent late-stage terminations.†[26] The decision in Planned Parenthood v Casey[27] imposed further limitations on the rights of the mother when it was found that the viability period would be reduced from 24 weeks to 22 weeks. It is questionable whether this was sufficient in ensuring that the right to life of the foetus under Article 2 was being provided with greater protection since the rights of the mother will continue to prevail in the majority of situations. It could be said that it is necessary for the mother’s rights to be ascertained over the rights of the unborn child because women should be regarded as individuals as opposed to being merely containers for the foetus. In accordance with this, greater consideration should be given to the rights of the mother, though some protections should also be available for the unborn.[28] Arguably, it is important that both the rights of the mother and the unborn child shall be considered, though much more weight ought to be given to the mother’s interests as she is already considered a viable person. It has been contended by Herring that; â€Å"women who want an abortion should not be required to continue with the pregnancy.†[29] Therefore, although Article 2 expressly states that the right to life is to apply to â€Å"everyone†, the extent to which this applies to the foetus is arguable in view of the confliction that exists between the rights of the mother and the rights of the foetus. In A-G’s Reference (No 3 of 119)[30] it was noted that a foetus is not regarded as a â€Å"person† and will therefore not be directly protected by Article 2 of the Convention. It was further added that the only right to life in which a foetus has is implicitly limited by the mother’s rights and interests. This suggests that a foetus will only be provided with the right to life indirectly from the mothers right under Article 2. It is unclear whether this completely undermines a foetus’ right to life, though it seems likely given that that Article 2 will not be violated if a pregnancy is terminated. The Courts have expressed great reluctance to elucidate on this matter, by assessing whether Article 2 will provide rights to the foetus or not, because of the existing moral and ethical considerations. As a result, great complexity continues to exist within this area of the law and unless Article 2 is more clearly defined, complexity will continue to ensue. Yet, because of the moral issues that are prevalent throughout, it seems as though a single approach would not be workable. Therefore, the decision as to whether an abortion should be permitted or not will continue to be decided on a case by case basis. As such, it will depend primarily upon the circumstances of each case. This allows a certain degree of flexibility to exist which is necessary given that each case will differ from the next. However, it is likely that the rights of the mother will continue to be favoured over the rights of the unborn child. Nevertheless, because of the politics that surround abortion, the European Court of Human Rights has been said to be â€Å"wary of making a general rule concerning the legal status of the foetus, preferring to leave this question to the margin of appreciation.†[31] It cannot be said that this is acceptable given the ambiguity that arises within this area. But because there is no right or wrong answer as to whether the rights of the mother should prevail over the rights of the foetus the legal status of the foetus could not be defined by the Courts without attracting opposition. It could be said that the UK has made some attempt to identify the rights of the foetus despite the fact that no right to life exists, yet the extent to which these interests are being protected will be likely to remain debated. When the case of Vo was brought before the ECHR they appeared to focus more on the question as to when life begins as well the nature and characteristics of the foetus, as opposed to focusing on the relationship between the mother and her potential child and the others right to reproductive freedom and autonomy.[32] Therefore, the approach taken by the ECHR should have been based upon the recognition of foetal interests as well as the loss of a mother’s relationship. Whilst this would not have addressed all of the difficulties that arise in this area, it would have provided some recognition as to the interests of the foetus. Much more needs to be done if foetal interests are to be provided with greater protected, whilst at the same time maintaining the rights of the mother. The rights of the mother appear to be protected in favour of the rights of the foetus, yet it has been said that this ensure the human dignity of the mother is being preserved.[33] This is because if a mother was not provided with the choice to terminate a pregnancy, it is likely that their human dignity would be violated. Whilst this this may be at the expense of the rights enshrined in Article 2, it is deemed necessary in protecting the mother’s interests. Balancing the Rights It is doubtful that the rights of the foetus and the rights of the mother are being balanced since the rights of the foetus continue to be undermined. Whilst there are some protections in place to preserve the interests of the foetus, these do not appear sufficient and so it seems as though tighter restrictions ought to be implemented to ensure that abortion is not easily accessible. This would allow for a more acceptable balance to be attained because at present it seems to be largely one-sided. If abortion was only permitted in extreme circumstances, it would not be capable of being used as another form of contraception and the interests of the foetus would be better recognised. On the contrary, it is argued that further limitations would limit the mothers freedom to choose and their own rights would be undermined if Article 2 was to provide express rights to unborn children. Therefore, whilst abortion should still be permitted, limitations should be imposed so that the rights of the foetus are given better protection. It is unclear whether judges should be left to make a decision on whether an abortion is lawful or not since opinions will differ significantly on this subject. Thus, it cannot be said that judges should be left to decide upon moral issues. Whilst one judge may agree with abortion, another judge may not as individuals have different perceptions on what is and what is not morally right. This is why the courts have been quite reluctant to use a single approach when deciding upon the interests of a foetus and it seems that the matter is better left undefined. This was identified by Sandel when it was argued that there are differences of opinions as to whether abortion is morally reprehensible and therefore worthy of prohibition, whilst many avoid passing judgment on the morality of these practices.[34] The ECHR appears to have adopted the latter approach, by failing to provide a decision on the legal status of foetus’. This lack of definition may actually be in the interests of the foetus since rights are capable of being provided that may not have been had a definition been in place. The determination as to whether abortion should be a mother’s choice or not will be capable of being assessed differently in all cases. This is necessary given the diverging opinions that exist since it will continue to be argued by many that Article 2 should provide a right to â€Å"anyone† including unborn children, whilst others will continue to be of the view that the decision should be left with the freedom of choice as protected u nder Article 13 of the Convention. The current practice that is being adopted in striking a balance between the two competing interests does appear to be the most plausible approach to take since each case will be determined by its facts. This could, however, lead to judicial activism occurring, which appears to have happened in the Roe case above which was described by Thielen as â€Å"an incredible reach of judicial activism.†[35] Judicial activism occurs when a ruling is said to be based upon political or personal considerations as opposed to being based upon existing law.[36] Therefore, if when Courts are provided with the ability to decide upon matters concerning abortion, judicial activism is likely to emerge which undermines social policy and, in some instances, human rights. Still, as put forward by Ewing and Gearty; â€Å"English judges have shown a powerful engagement with the rights of the unborn in the past,†[37] yet whether violations of one’s huma n rights are arising out of this is likely and it seems quite difficult for a balance to be achieved between the rights of the unborn with the rights of the mother. Conclusion This area is extremely controversial and because of this it is difficult for legislators as well as the judiciary to make a decision as to whether a foetus does have rights. Many people are of the view that every woman should have the right to choose whether or not to have an abortion, yet not all agree with this. Instead, it is argued that women are capable of using abortion as a form of contraception because of how easily accessible it is. Whilst there are some restraints in place to prevent this from happening, such as the requirement to obtain permission from two doctors, it cannot be said that such measures are effective. This is because it is highly unlikely that an abortion would be refused unless the stages of pregnancy have gone past the 24 week threshold. Furthermore, because women are permitted to have an abortion past this stage if the unborn child is suffering from a disability, the rights of the foetus are being undermined even further. It is therefore questionable whet her the current law is effective in preserving the interests of the foetus since the law has not made it difficult for abortions to be performed. Therefore, it could be said that further restrictions are needed so as to balance the rights of the mother with the rights of the unborn child. Conversely, because there is a limit on the number of weeks a person can abort a foetus, it could be said that their interests are being adequately protected to a certain degree. Whether this is sufficient, however, is likely to remain a contestable subject for many years to come as there will continue to be differing opinions as to whether abortion should be so easily available. In effect, there are both strengths and weaknesses for right to abortion, yet it is questionable whether the strengths do in fact outweigh the weaknesses. BIBLIOGRAPHY Cases: A-G’s Reference (No 3 of 119) [1998] AC 245 H v Norway (1992) 73 D & R 155 Open Door and Dublin Well Woman v Ireland (1992) 14 EHRR 244 Paton v United Kingdom (1980) 3 EHRR 408 Planned Parenthood v Casey (1992) 404 U.S. 833 Roe v Wade (1973) 410 U.S. 113 Vo v France Judgement of 8 July 2004 40 EHRR 12 X v United Kingdom (1980) 19 D & R 244 Legislation: Abortion Act 1967 Disability Discrimination Act 1995 European Convention of Human Rights 1951 Human Fertilisation and Embryology Act 1990 Human Rights Act 1998 Textbooks: Herring, J. Law Express: Medical Law (Revision Guide), Longman, 2nd Edition, (2009). Herring, J. Medical Law and Ethics, OUP Oxford, 3rd Edition, (2010). Hope, T., Savulescu, J. and Hendrick, J. Medical Ethics and Law: The Core Curriculum, Churchill Livingstone, 2nd Edition, (2008). Kaczor, C., The Ethics of Abortion: Women’s Rights, Human Life, and the Question of Justice, (Routledge: London, 2013). Kennedy, I., Grubb, A., Laing, J. and McHale, J. Principles of Medical Law, OUP Oxford, 3rd Edition, (2010). Jackson, E. Medical Law: Text, Cases and Materials (Text, Cases and Materials), OUP Oxford, 2nd Edition, (2009). Mason, K. and Laurie, G. Mason and McCall Smith’s Law and Medical Ethics, OUP Oxford, 8th Edition, (2010). Articles: Abortion Rights Campaign, Why women need a modern abortion, law and better services, Available [Online] at: http://www.abortionrights.org.uk/content/view/180/121/ BBC, Women’s Rights Arguments in Favour of Abortion, Ethics Guide, (1992), Available [Online] at: http://www.bbc.co.uk/ethics/abortion/mother/for_1.shtml K.D and Gearty. CA, Terminating Abortion RightsNew Law Journal, 142 NLJ 1969, Issue 6579, (04 December, 1992). C, Forty Years On, New Law Journal, 157 NLJ 1517, Issue 7295, (02 November, 2007). Frankenburg, G., ‘Human Rights and the Belief in a Just World’ International Journal of Constitutional Law, Volume 12, Issue 1. Holetzky, S. 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