Of Mice and Men by John Steinbeck - 652 Words

One of the major themes in John Steinbeck’s novel Of Mice and Men is that having a dream spreads hope, friendship, and determination, which helps to strive onward in life. Three major examples inside the novel show this idea. The first example is Candy’s loss of his dog and following George and Lennie’s dream of owning land. A second example is Crook’s memory of his father’s chicken ranch. Anothert example is Georges and Lennie’s dream of having their own place. These three examples show the theme that having high aspirations breed hope, friendship, and determination, allowing one to strive onward with a sense of self-worth or importance. Candy’s loss of his dog and joining George and Lennie’s dream of owning land shows how a shared dream can spread hope and friendship. After the death of the dog, Candy expresses a deep sense of loss. He is so empty inside. When Candy hears George and Lennie talking about owning a piece of land Candy’s emptiness begins to fill up with the idea George and Lennie share. Candy tells George, â€Å"Tell you what-. . .Spose I went in with you guys. Tha’s three hundred an’ fifty bucks I put in†. George’s reaction makes Candy spill his soul out to George. When he tells George that he would ‘make a will an’ leave his share to Lennie and George†. George and Lennie let Candy share their dream and this gives hope, later when Candy is constantly â€Å"figurin’ and figurin’† because of his excitement about the â€Å"ranch. Candy develops a friendship withShow MoreRelatedOf Mice and Men by John Steinbeck 973 Words   |  4 PagesIntroduction: I. Background A. John Steinbeck was born on February 27th, 1902 in Salinas, California. 1. Salinas River was one of the few centers for shipping, farming, and agriculture a. John Steinbeck worked as an employed laborer, digging canals and working beside men similar to characters in his novels. 2. In a discussion John Steinbeck said, I worked in the same country that the story is laid in. The characters are composites to a certain extent. Lennie was a real person. Hes in an insaneRead MoreOf Mice and Men, by John Steinbeck842 Words   |  4 Pages it was not uncommon to become morosely secluded while working. Men would go far away from their families in search of any jobs they could get, with only themselves to confide in; colleagues only filling in the void of friends and family partially. Naturally, John Steinbeck’s novel Of Mice and Men, written during this period, would reflect this fact as a major aspect of the story. Loneliness would become the sinew of Of Mice and Men, manifested in some of the story’s main characters: Candy, CrooksRead MoreOf Mice and Men by John Steinbeck1358 Words   |  6 Pagesthis expression to stress the fact that there are and will be difficulties in life. John Steinbeck, in his novella Of Mice and Men, does not fall short of the same views. It takes place in the year 1937, a period associated with the Great Depression, and illustrates the hardships of the time, and more so those that laborers such as George and Lennie experience. Life proves to be full of disappointments for both men who are victims of harsh circumstances in more ways than one. The two have a dreamRead MoreThe And Of Mice And Men By John Steinbeck1549 Words   |  7 PagesThis essay will be exploring the role of women in the texts ‘DNA’ by Dennis Kelly and ‘Of Mice and Men’ by John Steinbeck. Both texts are quite dissimilar for the most part, with ‘DNA’ being a contemporary play, dealing with problems faced by modern youth groups and ‘Of Mice and Men’ being a classic novella. Set in the 1930’s, the novella tells a story of two migrant workers who flee to Salinas, California, for work. In spite of this, both explore the presentation of female characters similarlyRead MoreOf Mi ce And Men By John Steinbeck894 Words   |  4 PagesOf Mice and Men Essay John Steinbeck once said, â€Å"A journey is a person in itself; no two are alike. And all plans, safeguards, policing, and coercion are fruitless. We find that after years of struggle that we do not take a trip; a trip takes us†. In his novella, Of Mice and Men, two men go on an unexpected journey in search for their dream of happiness. There are many themes that come from their journey such as, the gilded American dream, the bond of male friendships, the power of women and femininityRead MoreOf Mice And Men By John Steinbeck1433 Words   |  6 PagesI am writing a literary essay on the novella, Of Mice and Men by John Steinbeck. I will be responding to the question describe an important character and explain how the character helped you understand an important message. In the novella, Of Mice and Men, written by John Steinbeck, two characters, Crooks and Curley’s wife, help me understand the message ‘Discrimination isolates people’. The book takes place in Soledad, California, mid 1930’s, during the Great Depression, at a time when discriminationRead MoreOf Mice And Men By John Steinbeck1747 Words   |  7 Pages Of Mice and Men is a tragedy And The Pearl is a parable. Author s Name John Steinbeck -Title of Work #1: Of Mice and Men -Genre: Tragedy -Evidence of Genre (explain what makes the work an example of the genre): Tragedy is a branch of literature that uses a serious and dignified style the sad or unfortunate events encountered or caused by a heroic individual. In Of Mice and Men George and Lennie face a lot of tragic events. -Complete Summary of Work: Of Mice and Men is theRead MoreOf Mice And Men By John Steinbeck1354 Words   |  6 PagesThe novel ‘Of Mice and Men’, written by John Steinbeck, is set near the Salinas River in California, America during the Great Depression between 1930-1939. The Great Depression was a distressing time in the history of America as the unemployment rate was high which in turn led to poverty and hunger. During this time, many struggled to find work and this steered them to travel long distances, often without having anyone to talk to. Dreams were crafted by this travelling workforce and were somethingRead MoreMice Of Men By John Steinbeck785 Words   |  4 Pages It was an hopeless time period. For George in steinbeck s book mice of men by John Steinbeck,it was the great depression.This was a time period of a deep and dark economic downturn that affected the whole country. While the story focuses on George and Lennie s struggles through this hopeless time.They were best buds that got along great. They went to farm to farm as migrant works to get there pay. George had to take care of Lennie throughout the book and pick up the pieces, but lennie was a kindRead MoreOf Mice And Men By John Steinbeck1400 Words   |  6 PagesOf Mice and Men, it is not just a band! Of Mice and Men was originally a short novel written by John Steinbeck in the 1930s. Regardless of the shortness in length, though, it is a rather deep and emotional book with quite a few messages behind the fictional storyline. These messages, however, cannot be discovered right off the bat. To genuinely absorb the messages Steinbeck teaches and actually understand the meaning behind them, one must read the book in its entirety. Steinbeck educates readers

Equal Rights Amendment - 585 Words

The Equal Rights Amendment, which was introduced in 1923, was a movement for women’s rights that ultimately lasted until 1982. The Equal Rights Amendment is discussed in our textbook, America, A Concise Theory, on page 898. This particular site was chosen because it comes directly from the website dedicated to the history of the Equal Rights Amendment. The amount of informative content and photos was also a factor in choosing this website. Although there were several interesting facts in the articles, three stuck out to me the most. The first interesting piece of information was the amount of effort it took to allowing equal voting rights. In 1848, Elizabeth Cady Stanton and another woman, Lucretia Motts, gathered over 300 people for a two day meeting to bring attention to the lack of equality. After several resolutions were passed fairly easily, equality in voting still proved to be a problem. Twenty four years later in 1972, Susan B. Anthony was arrested, convicted and fine d for trying to cast a ballot in the election. Stanton, Motts and Anthony all pioneered the way for women to work towards equality in voting, but all died before they ever had a chance to cast their own votes. The second interesting fact of the articles was how the 19th Amendment passed. At the start of the 20th century, the 19th Amendment, which is women’s rights to vote, seemed to be making major progress. More than half of the required states ratified the amendment within the first year,Show MoreRelatedThe Equal Right Amendments Of The Equal Rights Amendment727 Words   |  3 PagesThe Equal Right Amendment The Equal rights Amendment was proposed to set equality for every citizen no matter the sex. The amendment has three sections. The first one states â€Å"equality of rights under the law should not be denied by the U.S on the account of ones sex.† Section two says that â€Å"congress has the power to enforce this law.† Last but not least, section three says the amendment will take effect two years after ratification. The ERA is a proposed amendment made to guarantee equal rightsRead MoreThe Importance Of The Equal Rights Amendment810 Words   |  4 PagesAlice Paul introduces the Equal Rights Amendment in 1923 to Congress, but is pushed aside as it was not seen as great importance at the time, hence why it was not urgent for it to be reviewed and passed for an awaited ratification. A new movement rolls in to improve the conditions women faced in the late 1900s, also known as the second-wave feminist movement. Martha Griffiths, a woman who served on the House Committee on Ways and Means, reintroduces the Equal Rights Amendment, after revising it, inRead MoreThe Equal Rights Amendment Essay2328 Words   |  10 PagesThe Equal Rights Amendment Essay What could be more important than the equality of rights for all American citizens? Women have tried without success for 80 years to be acknowledged as equals in our Constitution through an Equal Rights Amendment (ERA). Currently there is nothing in the United States Constitution that guarantees a woman the same rights as a man. The only equality women have with men is the right to vote. In order to protect women’s rights on the same level as men, I am in favorRead MoreThe Equal Rights Amendment ( Era )1107 Words   |  5 Pagesshould be at least approximately  ½ page in length. The Equal Rights Amendment was the one that impacted on me the most because everyone deserves equality no matter what gender, race, sex and color. The Equal Rights Amendment (ERA) was the second-wave feminists group’s goal to get ratified after gaining the right to vote by first-wave feminists. ERA was started in 1923 but it took 50 years to get passed. In 1972, ERA states that equality of rights under the law should not be denied or abridged by theRead MoreThe Equal Rights Amendment Proposition2110 Words   |  9 PagesThe Equal Rights Amendment proposition to the United States Constitution was sent down to the state level in 1972, but was met by an organized opposition of religious conservative women trying to save the country and the family home from the secularizing transition to modernity. The ERA embodied all the fears of the conservative woman. Since statehood there has been a strong cultural division based on gender in Oklahoma. A comprehensive Legislative Council study, in 1972 and revised in 1976, coveringRead MoreWomen s Equal Rights Amendment1433 Words   |  6 PagesCampaigning for the Equal Rights Amendment in the early twentieth century, women found it particularly difficult to have their efforts opposed by other women. One of the hovering questions that went along with the proposal of the amendment was whether those supporting equality for women, advocating the equality of opportunity, would also support the enablement of women to be freely different from men without consequence. There were passionate feelings on both sides of the arguments and this debateRead MorePros And Cons Of The Equal Rights Amendment1887 Words   |  8 Pages Should women be treated equal to any other person under the law? Should the United States of America abolish all legal differences of men and women? This is a very controversial topic and the discussion of this goes all the way back to the early feminist movement of the ninteenhundreds. Equality for women could be accomplished if the equal rights amendment is ratified by the states. The Equal Rights Amendment states, â€Å"Equality of rights under the law shall not be denied or abridged by the UnitedRead MorePros and Cons of the Equal Rights Amendment Essay1285 Words   |  6 PagesPros and Cons of the Equal Rights Amendment The Equal Rights Amendment began its earliest discussions in 1920. These discussions took place immediately after two-thirds of the states approved womens suffrage. The nineteenth century was intertwined with several feminist movements such as abortion, temperance, birth control and equality. Many lobbyists and political education groups formed in these times. One such organization is the Eagle Forum, who claims to lead the pro-family movement. OnRead MoreThe Failed Ratification of the Equal Rights Amendment in the U.S.475 Words   |  2 PagesThe ERA was introduced in every Congress since 1923, and yet it still failed to gain ratification. The ERA was the Equal Rights Amendment, which means that equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex. I believe it was never passed because of many reasons. One reason was because some ERA supports got offended by other supports who were very obnoxious, which was a backl ash on feminist tactics. (Doc. E F) Another is that menRead MoreThe Pros And Cons Of The Equal Rights Amendment1239 Words   |  5 PagesThe full text of the Equal Rights Amendment (ERA) reads as follows, â€Å"Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex† (qtd. in Stewart 33). These twenty-four words would become some of the most controversial of the twentieth century. Under the nineteenth amendment, American women obtained the right to vote in 1920. This amendment inspired Alice Paul to draft the first ERA which she then introduced to the United States Congress

Chronological order is the most convincing way to convey a story or an idea Essay Example For Students

Chronological order is the most convincing way to convey a story or an idea Essay This statement sums up the majority of the essay without going into too much detail. This essay attempt to use two different books about vaguely similar topics; The Plague and Beloved to explore why chronological order is the best method of conveying a story or an idea. Beloved does not follow chronological order therefore this makes it a lot harder for the reader to understand the story and the chain of events that occur in the book. Limited attention span of an average person is a great reason why literature should be direct and simple. Each book takes a very different approach into presenting the story. The book beloved uses a story telling approach where there are multiple timelines that are going on at the same time, each from a very different time period. While The Plague follows a chronological order giving the reader information as the story goes progresses. It is commonly accepted that Tony Morrison used the chosen method to present the story to show the fractured state of mind that many of the African-Americans of that generation were feeling as a result of their new found freedom after generations of being used ant treated like animals. This makes the story significantly harder to comprehend than The Plague and requires the reader to read the book multiple times before the book can be fully understood in depth. Overall, I prefer the presentation method of The Plague as the message that the author is trying to present is a lot easier to understand because of the method of presentation. Beloved does not follow chronological order; this makes the story significantly harder to understand. The use of flashbacks and multiple timelines that are running in between each other makes the book a lot more complex and harder to understand than if the book was to be presented in the chronological order. The complex chain of events that take place in the book is not fully revealed until the end of the book. Although this technique was used by Tony Morrison to present the fractured state of mind that many of the slaves were in at that time, this was because of all the confusion that they faced at that time. However, if the story is presented in the chronological order, it will lead to the reader getting a better image of the concurrent events that are occurring in the book as they read it rather than find out after they have finished the book. The previous statement embodies what the majority of the paragraph is trying to imply. The Plague however, uses chronological order and the refore allows the person to understand the story as they go and be able to understand what is going on as they read rather than reading after they have finished. Chronological order was invented to allow people to store and manage data and events more efficiently. For example, people would normally list the order of people and items from the first to the last and not skip around; this is basically what book beloved is doing. By placing events in chronological order it allows the person to understand the motives behind each event as many of the actions that have been taken to cause these events may have been because something had made the character react in the way that he did. However by not placing the events in chronological order, it will not allow the reader to have an insight into the details that might have cause the character in the book to take the actions that he took. The format of presentation makes it impossible to get a sense of what is going on until the end of the book. .ub2bd610553829b4f8acd253f6a02ec7b , .ub2bd610553829b4f8acd253f6a02ec7b .postImageUrl , .ub2bd610553829b4f8acd253f6a02ec7b .centered-text-area { min-height: 80px; position: relative; } .ub2bd610553829b4f8acd253f6a02ec7b , .ub2bd610553829b4f8acd253f6a02ec7b:hover , .ub2bd610553829b4f8acd253f6a02ec7b:visited , .ub2bd610553829b4f8acd253f6a02ec7b:active { border:0!important; } .ub2bd610553829b4f8acd253f6a02ec7b .clearfix:after { content: ""; display: table; clear: both; } .ub2bd610553829b4f8acd253f6a02ec7b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub2bd610553829b4f8acd253f6a02ec7b:active , .ub2bd610553829b4f8acd253f6a02ec7b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub2bd610553829b4f8acd253f6a02ec7b .centered-text-area { width: 100%; position: relative ; } .ub2bd610553829b4f8acd253f6a02ec7b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub2bd610553829b4f8acd253f6a02ec7b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub2bd610553829b4f8acd253f6a02ec7b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub2bd610553829b4f8acd253f6a02ec7b:hover .ctaButton { background-color: #34495E!important; } .ub2bd610553829b4f8acd253f6a02ec7b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub2bd610553829b4f8acd253f6a02ec7b .ub2bd610553829b4f8acd253f6a02ec7b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub2bd610553829b4f8acd253f6a02ec7b:after { content: ""; display: block; clear: both; } READ: Many have paralleled Sylvia Plath's novel, The Bell Jar, to her very own life EssayPeoples limited span of attention explains why it is essential for an piece of literature to be direct and forward. The average persons attention span is no longer than 20 minutes and if people arent captivated or interested in the book after spending the 20 minutes reading it, people are unlikely to finish the book or even continue reading the book. This would mean that the message that the author is trying to convey would not be passed on to the reader, even if it is very meaningful. By using chronological order, the person will able to understand the course of events better and be able to understand the chain of events and therefore the book better. By making the story complex, the author is preventing the majority of the people without better knowledge to read and understand the book. This would prevent the message, no how good it is from reaching the average person and therefore would fail. In the book beloved the author is trying to convey the message of suffering that many of the original African-Americans suffered to both the current black population and the descents of their Caucasian owners. However, the high school graduation rates in America are at 70.1% as of 2008, this would mean that the at least 29.9% of teenagers that are 18 would not be able to understand the book. This is a shame considering that the message that the book is trying to convey is such a meaningful one that everyone should be able to understand when reading a book with such a beautiful meaning and storyline. Chronological order is the most direct and convincing way to convey a message. This is because of human nature and the limited attention span, making a direct method the most effective method of getting the message across to the reader. A majority of the readers want novels that would allow them to relax after a hard day of work and not be made to think deeply and try to connect all the information together. Therefore the author makes it harder from himself to pass his message across to the reader which is his intended audience.

Threats To Democracy Essays - United States,

Threats To Democracy What threats to Democracy presented themselves during the first few decades of independence? How did leaders of the U.S. solve these problems? During the first decades of our premature nations' existence, it is hard to imagine that the United States would evolve to become such a great democracy. A democracy others would prefer to believe with hypocrite reasoning. When the U.S. first won its independence it was a united group of people left to fend for themselves. This group was to become a nation and creating it involved more than winning independence from Great Britain. In 1783, the U.S. was a country forming in its premature stages. By 1787, this baby begins to develop, to become a nation. By 1787, people perceived that their constitution represented what the people desired the U.S. to be; well at least the Federalists presumed this. The Anti-Federalists watched for signs that threatened their republican principals for which they so recently had fought the American Revolution. After winning the war the unity and optimism among Americans did not translate easily or smoothly into the creation of a strong central government. The Federalists and Anti-Feds were very opposed to eachother's views. By the late 1700's and early 1800's, a deep political division had occurred amongst the Federalists and the Anti-Federalists. Anti-Federalists were mostly from the South, and were labeled Jeffersonians. Their label came from the fact that they defended slavery and third President, Thomas Jefferson, was known for owning herds of black slaves. Southerners held agreed with many of Jefferson's views. The Anti-Feds, Republicans, believed in strict interpretation of the constitution, peaceful foreign relations, and a reduction of the role of the federal government in the lives of average citizens. They were opposed to a strong central government and felt states should hold the power to govern. The Federalists believed that the constitution should be loosely interpreted and that America should follow the spirit of it to make laws and judgements. Federalists wanted to organize the states so a strong federal power could govern over them in order to keep enough power for the economy, war and ruling. Many were opposed to this form of government because it so closely mimicked that of Great Britain. Between these two di verse groups, their followers split the nation. The United States was geographically split North from South. The North was home of manufacturers and industry. Farming was not the North's economic base as was manufacturing. Crops would not grow year around due to freezing weather; therefore slaves were of no need during off-seasons in farming. Here, it was not economically safe or resourceful to own slaves, because of the fact that they were expensive to acquire and maintain. Since slaves were mostly used in manual labor, their use in the North was almost nonexistent. Blacks were not used in factories for fear of them gaining knowledge and accessing power. In the South, large plantations and small farm owners used slaves for their manual labor of the fields and common household work. Not every household in the South owned a slave, as many people may believe. Only the wealthy could afford slaves. These slaves abducted from Africa were characterized and treated equivalent to animals by their owners. Since slaves were owned, they were property, and they were treated however their holders felt fit. This was a great threat to democracy because it went against what democracy supposedly stood for. Slavery, at the time, was disregarded in the constitution and therefore it can be concluded that the government ignored it. There were greater threats to democracy during the first decades of U.S. independence that are far more important to the significance of the period. Americans held an optimistic view of the nation's manifest destiny. Manifest destiny meant that the United States would eventually reach from sea to sea no matter what speed bumps it ran into. The Louisiana Purchase in 1803 enabled President Jefferson to partake in this view. The purchase consisted of a vast 885,000 square miles of land for $15 million acquired from France. The purchase was done behind closed doors without the knowledge of the federal government; Jefferson wanted the transaction to be speedy and quiet. James Monroe arrived in France with power

Free Essays on Adultery

â€Å"Why did it happen?† â€Å"How long has this been going on?† â€Å"Does this mean my relationship is over?† Many people asked themselves these questions and similar after an unfaithful partner has been discovered. There are many answers to those questions, but never a simple one. Some people are unfaithful for reasons that lie in their past, for example a history of adultery between their parents in their marriage. Others are unfaithful because of how they view the purpose of the opposite gender. You have men who believe that women are prey and should be caught and then women who believe that they cant survive without a man. These people are caught in a way of thinking about the other gender, which causes their behavior to lead to unfaithfulness. After realizing the many reasons why it could happen. It always important for the person to try to understand why it has occurred, the reason may lie within the relationship itself. Once you understand or h ave some sense into why it happened, you can work on ways to approach the situation. This is as important for the person being unfaithful, the partner, and the third willing participant. After grasping a sense at what of what is going on, most psychologists suggest you try to understand the various ways a partner can be in an extramarital affair. Affairs are defined in many ways. First an affair always takes place over a period of time, it may be very emotionally charged and it may or may not involve sexual intercourse. Also, an affair can have a sexual involvement and not be part of an emotional attachment, but it may also include it. Once a committed relationship is established, if there is a secret sexual and romantic involvement outside of the relationship, it is experienced as an infidelity. We can best understand any act by openly considering many factors that are involved. It may also help to know whether there was a strong emotional bond between your mate and t... Free Essays on Adultery Free Essays on Adultery â€Å"Why did it happen?† â€Å"How long has this been going on?† â€Å"Does this mean my relationship is over?† Many people asked themselves these questions and similar after an unfaithful partner has been discovered. There are many answers to those questions, but never a simple one. Some people are unfaithful for reasons that lie in their past, for example a history of adultery between their parents in their marriage. Others are unfaithful because of how they view the purpose of the opposite gender. You have men who believe that women are prey and should be caught and then women who believe that they cant survive without a man. These people are caught in a way of thinking about the other gender, which causes their behavior to lead to unfaithfulness. After realizing the many reasons why it could happen. It always important for the person to try to understand why it has occurred, the reason may lie within the relationship itself. Once you understand or h ave some sense into why it happened, you can work on ways to approach the situation. This is as important for the person being unfaithful, the partner, and the third willing participant. After grasping a sense at what of what is going on, most psychologists suggest you try to understand the various ways a partner can be in an extramarital affair. Affairs are defined in many ways. First an affair always takes place over a period of time, it may be very emotionally charged and it may or may not involve sexual intercourse. Also, an affair can have a sexual involvement and not be part of an emotional attachment, but it may also include it. Once a committed relationship is established, if there is a secret sexual and romantic involvement outside of the relationship, it is experienced as an infidelity. We can best understand any act by openly considering many factors that are involved. It may also help to know whether there was a strong emotional bond between your mate and t...

When To Use Time Sensitive Salutations [Etiquette Mistakes]

When To Use Time Sensitive Salutations [Etiquette Mistakes] Two participants in our Effective Business Writing courserecentlyquestioned why using â€Å"Good Evening† was not best practice for an email salutation. We always want to engage our reader, and shape any document, including email, from our reader’s perspective, not our perspective. With email, when the recipient is likely to read the email is more relevant than when we send it. Good Evening Email Etiquette For example, if you work in London and send an email off at 9:00 P.M. to a colleague or customer in Los Angeles, the recipient would receive it 1:00 P.M. Los Angeles time. If the first words your recipient reads are â€Å"Good Evening† while he or she sees the sun shining and is midway through the work day, it fosters reader disconnect. If you do not know when your reader is going to read your email message, choose a time-neutral salutation: Dear, Hello, Hi – choosing whichever best matches the relationship and purpose of your email. (More on appropriatebusiness email salutions.) Using the salutation â€Å"Good Morning† can be particularly warm and engaging, if you are certain your reader will receive your message in the morning. For example, you have a phone conversation with your reader in the morning (reader time zone), and promise to email a document right after you conclude the call. In this case, â€Å"Good Morning† is a great salutation because it enhances the connection because it is immediate and warm and reader-focused. This same thought process should apply to description of your activities. My friend, based in Seattle, recently shared that she was momentarily concerned when her colleague, based in Glasgow, sent an email to her that began â€Å"I’m savoring a single malt and reading your proposal†¦Ã¢â‚¬  It was 6:00 P.M. in Glasgow, so a single malt was well deserved and in order, but it was a little jarring at first read for my friend in Seattle, who was sipping morning coffee at 10:00 A.M. Of course, any reader will understand with brief reflection, but we don’t want to require reflection or questioning. We want to engage our readers right away. Reader-focused writing requires that we keep content, organization and tone on our reader, not on our own thoughts. Good Night Use â€Å"Good Morning† and â€Å"Good Night† with care – they are engaging when you know your reader will read them at the right time, but will wedge an intimation of lack of awareness for your reader if you miss the time mark. Master Business Email in ThisEmail Course

Paraphrase creditor rights, remedies, and insurance as a component of Essay - 2

Paraphrase creditor rights, remedies, and insurance as a component of risk management - Essay Example t the Insurer performs in "good faith" towards the insured However in case the debtor has destroyed, concealed, mutilated, falsified or failed to preserve any registered information like books, documents, papers, records from which the financial condition of debtor or the transactions related to business might be ascertained. When a customer of a business fails to disburse his/ her debts, the creditor (business in the given case, to which the loan is payable) has numerous accessible remedies to assist collection of the due money from the debtor (customer as "debtor"). These techniques take account of remedies that do not necessitate court participation (known as"self-help" remedies), and remedies that do engage the courts. State immunity laws were developed to permit insurance to execute its proposed functions and to prevent the insured’s dependents from turning into a fiscal load on society. In case of limited annual premium insurance policy, a creditor may be confined to retrieving only extra premium paid. The lender of Interstate Distribution Corporation, â€Å"The First National Bank â€Å"and Interstate itself can collect the policy amount up to interest earned while Eagle does not has any Insurable interest as it might have kept the policy associated with warehouse but with the sale of property, it lost its ownership and so the claim to the policy (Creditors Rights and Collection

Immigration and education- Research report Assignment

Immigration and education- Research report - Assignment Example ounding issues of immigration in United States of America One main issue that has been able to raise question across political divide and all other realm is the issue of education. Mostly, the concern that revolves around this issue is whether the immigration process is usually legal or illegal. Study has revealed that the largest numbers of immigrants usually come from Mexico; this group of immigrants always come in United States and lives in States that are close to their borders such as California, Arizona, New Mexico as well as Texas. However, studies have also indicated that other States such as Oregon, Nevada, Utah, Colorado, and Louisiana have also constantly received immigrants. This raises the question of why this trend has constantly increased. A group member has also tried to explain several reasons as to why this trend of immigrant increasingly continues. Some arguments have suggested that United States a big economy and therefore attracts a number of people all over the world. This desire to be part of United State has also resulted into different types of immigrants, where it is now evident that both legal and illegal immigrant get into the country in equal number. The issue of immigrant has resulted into the country having a number of categories of people who would like to make propositions on the matter of immigration and education. One of the categories that have been developed includes the views of the liberals and the conservatives. The liberals and the conservatives have confronted this matter of immigration and education in different ways. The liberals view the issue of immigration to be liberalized so that people can be regulated. The main argument by the liberalist is founded on the fact that United States is already overpopulated and can no longer sustain any additional immigration. As pointed in one of the papers, onservatives however have tried to approach the issue of immigration and education through a different process of the 2010

Childs personality and life Essay Example for Free

Childs personality and life Essay Andy Murray is one of the more extrovert tennis players on the tennis court and is known for his frequent outbursts of passion and his aggressive style of play. In December 2004 he was named the Young Sports Personality of the Year which supports my theory that he is an extravert. Also Andy Murray does not shy from the media he often talks about his game, coaches and even family members such as: After a match against Stepanek, he spoke to the media saying; I was pretty happy with the way I played and you could see that by the celebrations and my mum making an idiot of herself A more introverted person would usually just talk about there performance and there own reaction. Tim Henman Tim Henman is one of the more introvert tennis players on the field he is quite conservative and quiet. His celebration (the trade mark fist clench) supports that he is conservative though he may have an outburst of passion it usually is quirt and short. Tim Henman does get a lot of media attention because he is Englands number one, though he can handle the media spotlight know when his career first started he did not like all the media attention and tried to avoid it. That showed an shy introverted characteristic. A more extroverted person would of liked being centre of attention and looked forward to meeting with the media. Rugby Union The two rugby union players I have chosen to investigate are Martin Johnson and Johnny Wilkinson. Martin Johnson Martin Johnson is one of the well known and accomplished captains of all time. He captained England to the 2003 Six Nations Grand Slam and led club side Leicester Tigers as they won four consecutive Zurich Premiership titles and a European Cup double. He has also toured with the Lions three times. He became the first man in history to captain them twice when he led the Lions on the tour of Australia in 2001, after leading the winning tour of South Africa in 1997. On the pitch he is a player who inspires the best out of his players by leading by example and shouting encouragement and instructions which shows extravert qualities. Off the pitch when Martin Johnson talks to the media he does not like talking about himself which is unusual for an extravert but when talking to the media he always focuses on the collective which shows he is a big team man. In the interview after the winning world cup final he said: It was a huge effort by the entire squad of players, coaches and backroom staff, everybody. Thanks to the fans they were incredible he also said I cant say enough about the team What he said to the media reinforces that he is a big team man. This also shows an extravert characteristic of enjoying doing activities that involve other people Johnny Wilkinson Johnny Wilkinson is an introverted rugby player but the drop goal during extra time that won England the World Cup in 2003 made him the most famous players in international professional rugby. On the field he has a reputation for accurate kicking and fierce tackling; off the field he has a reputation for practicing incessantly and avoiding publicity. This shows two introverted characteristics one of doing things alone (training) two avoiding media attention (publicity) being shy. Are we born with our personalities? The answer is well there isnt one there is only theories weather we are born with a personality. I believe we may be born with a personality disorder (mental disorder) but they are the ones that have been scientifically proven. I believe our personality depends on environmental factors (schools physiology etc) and hugely how our parents interact with us and other people. Children learn from copying others and they copy there parents more than anybody. Parents are gods in the eyes of their children I think that phrase sums up how much a parent affects a Childs personality and life.

How concentration affects the rate of reaction between Hydrochloric Aci

How concentration affects the rate of reaction between Hydrochloric Acid and Sodium Thiosulphate Chemistry Coursework How Concentration Affects a Reaction Aim: The aim of this experiment is to find out how concentration affects the rate of reaction between Hydrochloric Acid and Sodium Thiosulphate. Introduction: This experiment will be carried out by drawing a cross on a piece of paper and mixing hydrochloric acid and sodium thiosulphate together to see if the cross disappears. The concentration of hydrochloric acid would change every reaction to show that concentration effects a reaction. The time in which the cross took to disappear would be recorded as well as the temperature at the start and end of the reaction, the concentration of the hydrochloric acid and the amount of hydrochloric acid and sodium thiosulphate used. Sodium Thiosulphate + Hydrochloric Acid ------------> Sodium Chloride + Water + Sulphur Dioxide + Sulphur Na2S2O3 + 2HCl 2NaCl + H2O + SO2 + S Preliminary Work: The problems that arose whilst doing the preliminary experiment was that the beakers and measuring cylinders were not cleaned out properly and some of the sodium thiosulphate turned cloudy were there was previously hydrochloric acid inside the beaker. The preliminary experiment showed that concentration effects the rate of reaction as well as the temperature does. The higher the concentration of hydrochloric acid, the faster the reaction was because the more particles there were to collide and break old bonds and make new bonds. Also if the temperature was higher the particles would move around faster because they have more energy and would also cause more effective collisions. GRAPH Fair Test: The experiment will ... ... anomalies within the experiment and this may have been caused by the stirring or the timer being started and stopped wrongly. I think that our group had a good method because our results showed what we were trying to find out, which was to test how the change of concentration affects a reaction. To get rid of any anomalies we could have either not stir the mixture or use a machine to stir it at the same speed each time. I think that the procedure that we had used was adequate to test and that it was reasonably reliable. In my prediction I had stated that as the concentration increases, the time taken for a 10% decrease in light intensity would decrease. This is because more particles would be in the higher concentration causing more effective collisions to happen. In future experiments we could increase the range of results as well as having more intermediate values.

The Western Europe countries

Question 1: It has long been generally assumed that the West (in this case referring to the nation-states of western Europe, such as Spain, England, France, Portugal, and even the Netherlands, that rose to prominence between the fifteenth and seventeenth centuries) burst upon the global scene at the turn of the sixteenth century to begin a long-term domination of the rest of the world for at least the next three hundred years. Based on your reading of McNeill, Curtin, Stearns, and relevant primary sources from MyHistoryLab or the Internet History Sourcebook, does this assumption still hold water?Why or why not? The Western Europe countries like, France, Spain, Europe and neighboring countries that rose to power amid 16th and 17th century and burst to commence a long term domination of the rest of the world will continue colonizing those countries for a little while. The assumption made about their rule still holds water. The proposed three hundred years might not be practical but it can be a good estimation for the coming duration. Colonization did not terminate at the point where the countries obtained ‘independence’.These colonizing countries (West) had populated the countries they colonized and their influences are still evident and vivid. The term colonization is broad and means to rule, cultivate, inhabit, practice or even lean against. This is still happening in the countries that they had colonized. Though their direct influence might not be physically visible but their weight can be felt. They constantly deprive these countries their raw materials in name of processing and offering assistance. The flower can appear beautiful but the serpent under it! At times their assistance is not vivid and they do so to gain rather than to aid.They can be considered as cultivating the countries’ lands (resources). They guard and rule them up to date and it can be true to say that this will continue till all the colonized countries become fully ind ependent. Real independence has not arrived and will only come when the countries become fully dependent. They do have at least a say in any organization formed, mineral invented and mostly their claims benefit themselves but not the founders. They have over the centuries dominated the countries or found ways to do so in countries where they were chased from example Somalia (Africa).

Ba420 Power and Politics

1. What forms of interpersonal power are evident in the case? Provide evidence to support your answer. One form of interpersonal power is coercive. This is shown by the attitude of the original executives at Disney. The reason for this observation is how the executives required Lasseter to receive ‘great art education' in order to be hired at Disney. It was also mandatory for him to be taught animation prior to his hiring. Next interpersonal power is reward. Lasseters persistence to learn animation and to work at Walt Disney was his driving force.Eventually his reward came when he was hired on by Disney. Another reward was the amazing 3D animation movies he created for Disney (Pixar). Lastly expert was also evident in this case. This is obvious in the expertise and detail in the animated movies created by Walt Disney and Lasseter. Combined, their innovative talent in 3D animation set the standard for major motion pictures of this style. 2. In what ways do the two faces of power appear in this case? Two faces appear in the story. The first is the face of darkness, the other one the face of light and truth.In the case of executives at Disney, they perceived the presence of Lasseter as a threat to their existence. What John Lasseter wants, on the other hand, is just pure contribution of his modern talent to the organization that he sees with ‘personal admiration and respect for Walt Disney and animation in general. There were faces of power to maintain the manual style of animation. While the other force was Lasseter's overflowing enthusiasm to infuse technology into traditional animation in order to improve on it.The end result was two forces merging and creating a single reinvigorated Disney company, relevant to the present era. 3. Does the firing of John Lasseter from Disney Studios and the events leading up to his firing demonstrate the ethical use of power? Explain your answer. I don’t believe that there was ethical use of power in this cas e. Both Lasseter’s hiring and firing was exercised by the executives at Walt Disney in order to continue their existence. The executives realized that the blend of Lasseter's talent into the company could mean the end to their presence with the company.They choose to benefit themselves over improving Disney’s animation department by firing Lasseter. 4. Did the firing of John Lasseter indicate the existence of political behavior in the Disney organization? Yes. The company was politicized by the fact that Walt Disney has never been closely challenged by any serious animation studios. They were wary of the fact that Lasseter would bring a change to their system, ultimately changing it from within the organization. Because of this the executives reacted in a way as to preserve their perks and other benefits.They decided the best strategy would be to terminate Lasseter from the company by any means necessary. 5. Describe a situation, from your experience, where political b ehavior in an organization contributed to benefit or detriment to you or someone else. In my experience as a Soldier, I have not experienced too much of this issue during my career. As I rose through the ranks and began to work in higher echelons I began to see and experience more of the political banter that occurs to benefit people of the organization.My example is small, although it led to the decision to retire by a man who had no plans on retiring. My first line supervisor had 24 years of service in the military when we worked together. He had a wealth of knowledge and never held back or strayed from helping his subordinates. He and his boss did not see eye to eye on many things and often had long discussions about what was right and wrong with the organization we worked in. He never faltered and stood for what he believed was right.One morning as we prepared to leave on a mission his boss wanted him to be somewhere even though the mission took precedence over everything else. His boss came over to our area and halted all actions from happening. Next followed a claim of disrespecting a person of higher grade and he was removed from our company within a week. As he felt the system had failed him he decided it was time to retire. Our organization lost years of experience and the Army lost a valuable part of its senior core of Non-Commissioned Officers over a grudge.

The opening scene of The Crucible Essays

The opening scene of The Crucible Essays The opening scene of The Crucible Paper The opening scene of The Crucible Paper As Act two progresses, Her back is turned to him. He turns and watches her, a sense of their separation arises. Miller wants the audience to see that Elizabeth and Johns relationship is not as usual as they were trying to convince one another. This is the turning point in Act two. John becomes more and more frustrated over Elizabeths false emotions which she was portraying to John previously, however, John remains calm when Elizabeth turns her back, with a gentle reply, I think youre sad again. Are you? . A Puritan wife should have been at her husbands side doing her duties without question, but Elizabeth turning her back is showing disregard to Johns presence in the room. John follows up Elizabeths turn of her back by asking gently, I think youre sad again. Are you? John is wanting to confirm that Elizabeth is still sad about his affair with Abigail and that he is not mistaken by her actions, but he is hesitant to say it straight up. John asks gently because he either does not want to release all of the anger that they have both built up by arguing, or that he really does care for Elizabeths wellbeing and therefore asks gently. Elizabeths reply is brief, You come so late, I thought youd gone to Salem this afternoon. Miller wants the audience to see that Elizabeth does not want to start an argument with John, but she must tell him how she feels because if their relationship is going to be fixed, she must be truthful with him and tell him how she feels. The stage direction, she doesnt want friction, and yet she must. supports the idea that she doesnt want to tell John about what she is thinking, but she must. Once John tells Elizabeth, She [Abigail] told it to me in a room alone I have no proof for it. Elizabeth begins to question whether John and Abigail were in the room alone. When John confirms it, Elizabeth says, Do as you wish then. and the stage direction is, quietly she has suddenly lost all faith in him Miller wants the audience to realise that Elizabeth does not believe that nothing happened while John and Abigail were in the room alone. Elizabeth believes that John lied to her before about having an affair, and he has lied again now. All that John has been doing to make Elizabeth happy has been ruined and John and Elizabeth are back to how they would have been just after Elizabeth found out about the affair. Elizabeth has no trust in John at all, so although John defends himself by saying, For a moment, I say. The others came in soon after. Elizabeth does not even begin to believe that what John is telling her is true. Elizabeths lack of trust in John frustrates John to the point that he loses his calmness which he has been speaking with all night. John says, Woman. Ill not have your suspicion anymore. and then interrupts her reply by shouting, Ill not have it! All of the tension that was building up between the two has finally exploded into anger and the friction that was avoided by both John and Elizabeth has started. The reason John is so angry with Elizabeths lack of trust is because a Puritan wife should have never question anything that their husband said to them and should accept it as the truth. As the scene progresses, John begins to tell Elizabeth exactly how he feels about how she has been behaving with him. John says, Spare me! You forgive nothin and forget nothin. Learn charity, woman. This line has been included by Miller because it tells the audience Johns exact feelings about how Elizabeth is behaving around John. It also tells the audience some extra details about Elizabeths personality. You forgive nothin and you forget nothin. This line tells the audience the nature of Elizabeth and one of the reasons that John is so frustrated with her. Elizabeth is not a very forgiving character and this is made more obvious as she also does not have any trust in John since the affair. John is telling Elizabeth to show him some consideration by having some trust in him when he says spare me. As the Act progresses, John and Elizabeths argument is stopped as Mary enters with a poppet for Elizabeth. John lets some of this anger out on Mary as she walks in. When John gets mad at Mary, she tells him how she saved Elizabeths life, as her name was mentioned in court. Towards the end of Act four, John decides that he will confess himself, however, refuses to sign the confession that Hale produces as he does not want to tarnish his good name for his children. Danforth rejects Johns confession without him signing it, and orders for John to be hanged. Hale begs Elizabeth to change Johns mind and sign the confession, but Elizabeth claims that John wants to keep his good name, and nobody should take that.

Whats a Bad ACT Score Nationally and By College

What's a Bad ACT Score Nationally and By College SAT / ACT Prep Online Guides and Tips Have you taken the ACT recently? Do you think you did badly? Or maybe you’re just wondering what the minimum score you need to get into college is. We will explain what a bad ACT score is, both in terms of the national averages and colleges you want to go to. Nationally, What’s a Bad ACT Score? If you look at the ACT percentiles, any composite score below 20 (the 50th percentile) is below average. (For more on how the ACT is scored and how the composite is calculated, see our guide.) In other words, to be above average nationally, you need at least a 21 ACT composite score. Any composite 16 or lower is in the bottom 25%. If you score below 16 or lower on the ACT, your score is definitely in the very low range nationwide. What Do Colleges Think Is a Bad Score? Your percentile rank is important, since it compares you to every other high school student who has taken the ACT. But it’s actually more important to think about what your score means in terms of the colleges you want to attend. After all, you take the ACT to get into college! If you’re above a college’s average ACT score range, even if your score seems low nationally, then your admissions chances aren’t compromised. On the flip side, you could have an ACT score that looks great nationally – say the 90th percentile, a 28 composite – but is far below the ranges of selective colleges like the Ivy Leagues, Stanford, and MIT. So it’s much more important to consider scores in context of your target colleges, rather than just the national percentiles. Let’s explore what a bad ACT score might look like at highly selective, selective, and less selective colleges. What’s a Bad ACT Score for the Most Selective Schools? If you’re aiming for the most selective schools – like Harvard, Stanford, Princeton, Yale, MIT – most scores that aren't considered amazing at the national level will be seen as low. For example, at Stanford, the middle 50% range for the ACT Composite is 31-34, which is between the 97th and 99th percentile nationally. Additionally, since these top tier schools often turn away applicants with scores in range, it’s best to aim for the top 50% of admitted student scores, not just to be within the middle 50% range. In fact, being in the lower end of score ranges can lower your chance of admission by half of the usual admission rate. For example, if the normal admission rate is 10% and you're at the 25th percentile for that college, it can lower your chance of admission to 5% or lower. So you shouldn’t just aim to break a 31 composite if you're set on a top school. Your ACT composite should be 33 or higher – in the 99th percentile nationally – to be very competitive at Stanford or other top colleges. And the closer you can get to 36, the more you will stand out. (Read more abouthow many students get a 36 ACT every year and how their admissions chances are improved.) So to recap, any ACT score below 33 will lower your chances at the most selective schools. And any score below a 30 is decidedly low for top colleges. What’s a Bad ACT Score for Selective Schools? Once you’re out of the top 15, a â€Å"bad† ACT score for a school is anything below their middle 50% ACT range. We say â€Å"bad† not because the score is necessarily bad on a national scale, but because it could lower your chances of admission at certain schools. Let’s look at NYU as an example. It’s a top 50 school, with an ACT middle 50% range between 28 and 32. That means a bad ACT score for NYU would be anything below 28. It’s still possible you would get in, but much less likely. Even though 28 is very strong nationally – it’s in the 90th percentile! – you need to get to that score or higher to be competitive at NYU. But the threshold for â€Å"bad† will vary by school, so definitely look up the ranges of schools you are interested in using our guide below. What’s a Bad ACT Score for My Local State School? When you are applying to large local universities or less-selective colleges (colleges that admit more than half of applicants), the ACT score ranges are often much more forgiving. As an example, let’s take a look at California State Long Beach. Their ACT middle 50% range is between 20 and 25. Fun fact: that giant pyramid is called the Walter Pyramid and is used for athletic events at CSU Long Beach. This score range is between the 50th and 80th percentile nationally. So you could get an average ACT score but still be competitive for admission at CSU Long Beach. In other words, many schools are more forgiving of an average ACT score. If you’re mainly applying to schools in this range, you won’t have to stress quite as much about studying! How To Find a College’s Score Ranges To see what any college’s ACT score ranges are, you just have to do a quick search online. Here at PrepScholar, we’ve compiled the ACT score ranges – as well as GPA averages and overall admissions rate – for colleges and universities nationwide. To find our data page for any school, search â€Å"[Name of College/University] ACT Scores site:prepscholar.com† in any search engine. We should be the first or second result. As an example, this is what a search for Harvard's ACT score ranges would look like. Click on the first link to see Harvard's ACT score ranges, as well as a tool that predicts your admission chances based on your GPA and ACT score. Next Steps Look up the middle 50% ACT ranges of all colleges you are interested in. This will help you get a better understanding of the ACT score you should aim for – and which scores to avoid. If you want, you can fill out the table below as you look up colleges’ ACT middle 50% score ranges. Name of College/ University ACT 25th Percentile ACT 75th Percentile If you haven’t taken the ACT yet or are planning to retake it, set your target score at the upper bound of the middle 50% range of the most competitive school on your list. For example, if NYU is the most competitive school on your list, set your ACT target score at 32. If you make that score, you’ll be competitive wherever you apply! But if you miss it by a bit and get a 30, you’ll likely be well within range for most colleges on your list, and still be competitive at NYU. What’s Next? So you know what a bad ACT score looks like. What's a good score? An amazing one? See our guide here to find out. Read our guide on getting a perfect ACT score by our 36 full scorer. Even if you’re not going for a perfect score, following these principles will help you reach your score goal. Not sure you can study alone? Consider using our online ACT prep program. We take the hard part out of studying by analyzing your weak spots and giving you targetted practice questions. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Population Growth in Earlymodern Europe Essay Example | Topics and Well Written Essays - 1250 words

Population Growth in Earlymodern Europe - Essay Example "Migration to urban centres was a long-term trend over the century; it was also a short-term trend during periods of famine, and it resulted in a disproportionate growth in the numbers of the urban poor," Bonny (1991, p.273). Another obvious cause was the tight-knitted family of those days which gave enough security, care, medical included, and the right atmosphere for the children to survive. "Family was at the foundation of private life. In western Europe, the nuclear family was most common. In eastern Europe, the nuclear family was also prevalent, although extended households were more common than in the west. Kinship ties bound the family to other groups within rural communities" http://wps.ablongman.com/long_kishlansky_cw_6/0,10852,2350097-,00.html Even though here the discussion is between mortality rate and fertility, there were many other contributing factors to the population. Change in land-labour ratio and hence, in real wages and land rents, affected the economy and the population growth levels. Differences in marriage patterns, modernization of rural societies, loss of communal and private properties, alternation in the social hierarchies, empire building and travels to distant lands resulting in high economic development, scientific discoveries and advancement in medical science, were all such contributors to the population. Representative government, literacy, technology, development are all might not be major factors; still they contributed. It is important to know that population could work in two ways. "Population can function in two ways to explain social and economic change in early Modern Europe. First, changes in the land-labour ratio can explain changes in real... Early modern period is approximately from 1500 to 1750 that includes rise of colonies, agrarian revolution, industrial revolution, initiation of transportation, communications and mobility, and reformation. This was a period of transition and even the people who did not migrate, eventually did well.This was the time when there was a booming increase in the population of Europe. The increase was proportionately larger compared to the increase in the rest of the world and one particular cause of this sudden demographic expansion is difficult to pinpoint. According to Musgrave, countries like Italy, Spain and Southern France developed higher strata of political, economic and social existence, which eventually ensured a much higher standard of living, even better than that could have been offered by the industrial revolution. This development eventually established â€Å"Europe’s place in the world.† In spite of the disastrous Thirty Years' War, this period, comparatively e njoyed a better peace and the earlier crisis-ridden days were forgotten fast enough to give place to a period of growth, arts, creativity and intellectuality. "Although some areas took as much as a generation to recover pre-crisis levels, many managed to do so with surprising speed. Fertility rates have improved with better standard of living and relaxed way of life. It is necessary to conclude that there were many factors that led to an unprecedented population growth during this period.

Legal citations Assignment Example | Topics and Well Written Essays - 500 words

Legal citations - Assignment Example James Mathes Garrett had a conviction by the jury of one count of bank robbery. It was in violation of 18 U.S.C. Â § 2113 (a) and (d). Garrett sentence was a term of incarceration of eight years and one month, followed by forty-eight months of supervised release. In his appeal, Garrett raised several issues that were challenging both his conviction and the sentence. After the court had reviewed the record, the issues were found to be with no merit. The defendant had a conviction for armed robbery and murder and received concurrent terms of 50 and 30 years in prison. The Supreme Court held that plain error doctrine did not apply in the case after the defendant raised the issue of unfair judgment. The disposition did not reach all the issues the defendant presented; the Supreme Court had directions to consider those questions. Gilbert Martinez-Jimenez, the defendant, appeals his conviction after a bench trial on one count of armed bank robbery. It was in violation of 18 U.S.C. Sec. 2113 (a) & (d). Martinez contends that the court was wrong in deciding that the toy gun that he had in the bank robbery was a "dangerous weapon" as defined by Act 18 U.S.C. Sec. 2113 (d). The judgment of the district court was right in his decision. Alton Campbell appealed his conviction of two counts of offering to pay voters in violation of 42 U.S.C. Â § 1973i (c) (1982). The county judge of Newton County, Arkansas, was acquitted of his crime, twelve counts of vote-buying, one count of voting numerous times, and one count of conspiracy, 18 U.S.C. Â § 371 (1982). On appeal, the defendant argues that there was no sufficient evidence to support the results of the ballot of Pamela Cross. Eugenia Toney was playing on a public sidewalk in Arizona when she was bitten by a German Shepherd dog on September 13, 1976 that is owned by Harlean Bouthillier. The dog had no leash, and it was roaming in the neighborhood Eugenia had to go through several operations. The plaintiff argued

How do girls measure up to boys in Mathematics Essay

How do girls measure up to boys in Mathematics - Essay Example Therefore, girl’s participation in higher or advance mathematics subjects were less which led to a conclusion that boys have higher scores. Nowadays, more girls opt to take advance mathematics which results to same performance level in state tests. Also, the female population taking up SAT tests increased over the years which can be a fertile ground in comparing the performance of boys against girls. According to the article in Discovery, the study revealed that there was not much difference in the performance in math tests between girls and boys ( 2008). Furthermore, the National Science Foundation statistics revealed that : â€Å"†¦.In 2004, women earned 58 percent of all bachelor’s degrees, 78 percent of bachelor’s degrees in psychology, 62 percent in biological sciences, 51 percent in chemistry, 46 percent in mathematics, 25 percent in computer sciences, 22 percent in physics, and 21 percent in engineering.† ( 2007 ) Therefore, females do not really underperform in Math and Sciences as compared to Males. However, there are factors that affect girls in learning Math and Sciences which will be discussed in this paper. Cultural Orientation. Result of the study was the argument of professor and psychologist Janet Hyde that the cultural orientation are â€Å" incredibly influential†( cited in Media Relations, 2008 ). This means that girls are often not expected by their own parents to excel in Mathematics or other masculine field such as Engineering and Sciences since these areas are only suited for the boys. No wonder, girls were stereotyped as underperformers when it comes to Mathematics. The importance of self- esteem plays a big role in encouraging girls to perform in Mathematics. In 2007, a guide titled Encouraging Girls in Mathematics and Science was published by the National Center for Education Research. The main thrust of the

The Inclusion For Special Education Needs Students Education Essay

The Inclusion For Special Education Needs Students Education Essay Introduction This essay is divided in to three main parts: the first part discusses the inclusion for special education needs students and specified on inclusion for students with ASD and discuss the role of inclusive policies in school, school managers and staff in generating a positive experience for autistic students; the second part discusses some of the barriers to learning that students with autism might have: including their social impairments, language development and some of other symptoms they might have such as obsession with routine. The third part illustrates how these barriers might be overcome and gives more then one solution such as training for skills and attitude for teachers and students. Making the school experience a positive one for all students with learning difficulties and practically for students with ASD Inclusion is the right for all students regardless of their background or disability and to be given an equal opportunity with non-disabled people in the society inclusion is a process of meshing general and special education reform initiative and strategies to achieve in order to achieve a unified system of public education that incorporates all children and youth as active, fully participating members of the school community, that views diversity as the and that achieve a high quality education for each student by assuring meaningful effective teaching, and necessary support for each student (Ceri,1997, p.53) . Including students with learning difficulties requires supporting them with the services they need to enable them to be included successfully in school. The supporting efforts included forming inclusive policy in schools to give the right for each individual to be included and have equal opportunities (Armstrong, Armstrong, Barton, 2000); trained teachers in dealing with student with learning difficulties; taking into consideration the individuals needs and try to meet them (Lewis, Norwich 2005); having an additional support team in place with an adequate supportive framework, including regular special education assessments in order to assess the progress of the student and to adjust, as necessary, their educational need and the additional support they receive. Managers in schools play a significant role as well in making the school more positive experience for pupils with learning difficulties (Homas, Walker, Webb, 1998). In a line with that, each school should include encouraging p olicy for involving parents in the learning process for their children as this a crucial factor to ensure successful inclusion and then successful leaning to the students (Hornby, 1995;Ceri, 1997). Policy and curriculum Regarding to the school policy, the aim of inclusive policy is to prevent the marginalization for people who experience unfavourable circumstances in life (Vitello, Mithaug, 1998, p24). The role of Inclusive policy in school is to offer educational opportunities to each individual, taking into consideration all their different needs and regardless of their disability, culture or race. . Educations system should be formed on the basis of meeting each individual needs as some students are vary in their needs. A school policy should take into consideration how to address the need for the entire student in the classroom such as gifted and talented students or student with learning difficulties such as children with ASD and apply inclusive curriculum to meet such these students need. In terms of inclusive curriculum the national curriculum council (1990) defined three main roles for developing inclusive curriculum: setting suitable learning challenges. This means that the teacher should facilitate an experience of success by providing students suitable learning for their abilities, not harder and not easier: Responding to pupils diversity learning needs; teacher have to recognize their students need and try to meet all of them; Overcoming potential barriers to learning and assessment for individuals and groups for pupils: some individuals have a special requirement for learning and assessment and if such requirements have not been addressed then students may fail in their learning which could create barriers to learning for them. Therefore, teachers have to meet all these requirements and assess the students progression in the learning process. (National curriculum council, 1990, p.18). The role of school managers To implement inclusion in schools, schools have to consider inclusion as one of the main goal that school have to achieve, with the importance of principals leading the school toward inclusive setting. The school managers have a huge responsibility to ensure inclusion practice in school. They have to make sure that; the inclusion procedures are followed in schools and all the inclusive policies are applied in the classroom. They have to assess whether their staff needs for any further training in order to create a positive learning experience for student with learning difficulties (Eaney, 2006). In line with that, managers have to support the communication between the stockholders inside the school such as between special education coordinator and the subject teacher as it is key element in successful inclusion, as one student stated: It is the teachers [that] are rubbish they know about their subject but they know nothing about us with Aspergers syndrome (Umphrey, Lewis, 2008, p.1 35) this expression from a student in mainstream school who felt that teacher does not understand him. In this case the teachers lack of experience and information may cause the problem. However, this would not put the responsibility away from the teacher but it shows the importance of the communication between the staff in the school for better understanding for students with learning difficulties ((Eaney, 2006; Umphrey, et al., 2008). (Kugelmass, Ainscow, 2005) argued, head teachers and other school managers as leaders are expected to make commitments to all their students, Educating every child is not just about SATs or GCSEs or all of that standards written agenda that the government is so obsessed with, its about turning them [out] as human beings and developing of the skills to enable them to go on learning through their lives and what it is to be a member of the community and so on and so on. (Umphrey,et al., 2008, p.134) for example. A school leader made this commitment. As such, this attitude for school mangers reflects a positive attitude toward inclusion and it is encouraging for school staff to meet their students needs which would lead to here they treat me just like all the other pupils, but also provide the backup that I need to (Thomas, Vaughan, 2004, p.180). A student with learning difficulties in mainstream school made this statement, as it is the main aim for inclusion to give the all the students equal opportunities for learning. As such, school managers are fundamental in determining the success of any mainstreaming school experience for a student with learning difficulties. On the other hand, the opposite is true, If a school manager, or head teacher shows any sign of a negative attitude towards special needs students, this will reflect this negative attitude in the inclusion for student with learning difficulties in school, I think one of the major difficulties is that the senior management team dont really understand about these childrens needs(Umphrey, et al., 2008, p134). This statement was taken from special education coordinator in mainstream school when the head teacher has a negative attitude toward inclusion, indeed in such condition this may lead to exclusion and not inclusion (Umphrey, et al., 2008). Concerning the head teacher negative attitude toward inclusion and special for children with ASD, Praisner (2003) illustrates that such negative attitudes for school leaders could lead him to fail to provide a suitable educational programme and fail to provide the students with the additional services they might need such as, support staff. As co nsequences a negative learning experience for children with learning difficulties might develop. The role of teachers In line with head teacher attitude toward children with learning difficulties, Campbell (2006) argued that, attitude of teachers toward children with learning difficulties is an important in creating a positive learning experience in the school for them. This is for several reasons such as the influence that teachers have over the students attitude and their academic attainment. Indeed, Teachers hold a huge responsibility in making inclusion a successful experience for children with learning difficulties. (Riseser, 2004) summaries teachers responsibilities as followed; teacher have to plan their lessons in a advance in order to ensure a satisfactory improvement for each child in the class room; making the atmosphere of the classroom challenging, encouraging and enjoyable for all the students; seeking each student needs and adapting a suitable teaching methods for individuals; providing easy access to the learning resources and encouraging the student to engage in school activities to gether; monitoring students progressions. In summary, including an inclusive policy in school is significant in making school a positive learning experience for pupils with learning difficulties. Thomas, Loxley (2007) claim that it is important to reform educational policy to ensure it dictates that all members of society should be treated in the same manner and offered the same opportunities in life and this policy should be applied in schools as a part of the society. However I firmly believe developing and maintaining an inclusive policy in schools is a crucial for the inclusion process but that would be conditional upon the practitioner attitude toward students with learning difficulties in the school such as and the degree of training they have had to dealing with these students. They may accept students with learning difficulties in the school physically but do not fully include them Some teachers ignore kids with learning disabilities altogether even though they are in the lessons they are stood separately(Umphrey, et al., 2008, p.134) this statement was taken from learning support assistance in mainstream school. Therefore the responsibility falls on the managers, teachers and all the stockholders in the school in their attitude and training to meet all students needs and to make their inclusion a successful learning experience for them. Inclusion for students with ASD Inclusion for students with ASD is not different from inclusion for students with learning difficulties, which was discussed in the previous part. However, taking into consideration their specific characteristics is important in making schools a positive learning experience for them. ASD is a lifelong developmental disability that affects the way in which a person communicates and related to people around them (Wall, 2010.p.7). The term autism derived form Greek word autos which means self and it was first identified by Kanner in 1943 and then by Hans Asperger in 1944 while they were studying children behaviours (Worth, Rynolds, 2008) and both of these researchers believed that children are born with it. The cause for this disorders is wildly believe to have a biological basis, however the research in this area is still ongoing (Sugden, 2010). (Barnard, Prior, Potter, 2000) carried out a study about the notion of inclusion for autism and they examined this idea in wider context, which include the society and arrived to inclusion can not rely on the interest, commitment and enthusiasm of one or two individuals (Barnard et al, 2000, p.12). They emphasised the essential role for every individual who involved with the child to support the inclusion process. However, that does not mean involving some of the individuals and not all of them would result failing in including for students with ASD. Sugden (2010) stated that involving and training each individual in the school or in the society in which the child is involved in some manner, in a real situation may seem hard to achieve. In terms of education for children with ASD, Moore (2007) stated that autistic children are academically able to learn. As a consequence, he assumed that autistic students should have the ability to cope in mainstream schools. Furthermore, Jordan (2008) added that education should be a useful therapeutic approach for children with ASD, however that would depend on many factors such as, training teacher to teach student with ASD which could make mainstream schools positive learning experiences for children with ASD; using Information and communication technologies (ICT) in teaching pupils with ASD, which could help students with ASD to learn; for students with severe autism, providing them with specialist support may be useful, but that should not segregate them; a suitable curriculum and teaching methods for students with ASD. However, Jordan (2008) claimed that, teaching autistic students is not an easy task for the teacher, as it is, learning for them in our school system is hard and that would be for some of the difficulties they have which will be illustrated in the next part of the assignment such as, difficulties in communication with other people (Umphrey, et al., 2008); the preference for routine (Moore, 2007), predictability and low sensory stimulation; preferred learning style which is sometimes challenging for teachers to teach these students some skills (Jordan, 2005). The next paragraphs will illustrate these symptoms in details. Barriers to inclusion for students with ASD ASD is a lifelong developmental disability as it was illustrated in the definition in the previous part and it is characterised by impairments in social interaction, social imagination and social communication, with these impairments occurring to different degrees in different individuals, leading Wing and Gould (1979) to the establishment of term autistic spectrum disorder to describe a wide range of abilities and disabilities caused by deficiencies in these areas (Umphrey, et al., 2008; Good Schools Guide, 2010). ASD influences individuals in many ways, such as their language development, their ability to interact with other people and the ways in which they deal with routines. They may experience impairment in their language, and it is likely that children with ASD may have delays when they start to speak compared to typically developed children. Even in the usage of language, once their language is developed, it may be not as typically developed child in term of vocabulary they use and in the way they speak (Worth, et al., 2008; Good Schools Guide, 2010). Children with Autism have a problem in developing social relationships, as they can fail to understand the social interaction. Moreover, It is difficult for autistic children to use or even understand, what do social cues are such as non-verbal signals or eye contact mean. This may cause the children with ASD to misunderstand the others and may react improperly to them. Furthermore, children with autism have a deficit in empathy, which is the ability to understand peoples feeling and understand their problem (Moore, 2007; Baron, Cohen, 2008; Umphrey, et al , 2008; Good Schools Guide, 2010) In regarding to the lack of communication skills in children with ASD which could affect their interaction with the people around them, Batten (2005) stated that the inequalities in social interaction and communication between children with ASD and their peers can lead to frustration, bullying and low self-esteem (Batten, 2005, p.93). Since, their lack of understanding of normal forms of communication, such as verbal, non-verbal and cues, it is necessary to communicate with these children in very literal ways in order to avoid any misunderstanding to them, which may cause confusion for them and then might lead to anxiety or frustration. As consequences for this frustration or anxiety, students with ASD may demonstrate different types of behaviours than other children exhibit such as self-injurious behaviours or repetitive movement behaviours, which may affect their interaction with the others and then their inclusion in the school (Batten, 2005). In addition, children with ASD are bound by routines and sameness, such as their need for routine in their everyday lifes activities, such as in playing or in educational time. They do not like the routine to be absent from their activities as they resist any change even to their physical environment such as, in bedroom or classroom and if that happens for any reasons, this may cause for them frustration and distress. Autistic children have imagination impairment and they may engage in doing the same activities such as playing in the same game, repetitively, without showing any lack of interest (Moore, 2007; Baron, et al, 2008; Umphrey, et al, 2008). These kind of characteristics for children with Autism which may lead them to prefer some particular subjects in schools such as since and mathematics for the natural of this subject. Since they have some rules need be followed, at the same time this may lead them to dislike some interpretive subjects such as history (Good Schools Guide, 2010). All of these symptoms for Autistic children verify that they may experience difficulties in learning in the school, beside the fact that some Autistic children also have concurrent attention deficit disorders and/or other conditions, such as epilepsy or dyspraxia, which means that they are faced with significant barriers to their learning (Reid, 2005). However, a huge improvement can be made with autistic children and this improvement can be made through educating them and providing them the suitable learning environment which will require removing the barriers they may face in their learning, which may contribute to their development (Sugden , 2010). On the other hand, students with ASD have strengths and not only weakness. In terms of education some individuals with Aspergers syndrome show a unique performance in particular subjects such as Mathematics or Computer since, and not only in education but also in working life, some companies prefer employees with Aspegers syndrome for their stickiness with routines and obeying the rules. Therefore, educators have to take that into consideration and try to support their talents (Sugden , 2010). The next section will look at the ways in which a child living with ASD can be helped to overcome the barriers that they might face in schools. Overcoming the barriers to learning faced by students with ASD There are multiple issues relating to include children with autism in school, In the top of what have been mentioned about their characteristics, teachers understanding of the disability and their capability to work with children with ASD has a significant impact on including children with ASD (Batten,2005; Reid,2005). An autistic child goes to the front of the dinner queue. A teacher standing nearby tells him not to barge in. The pupil becomes anxious but does not move. The teacher insists that the pupil must not jump the queue. The pupil becomes more and more agitated and hits the teacher (Batten, 2005, p.94), This student was excluded from the school for his behaviour, whereas, this kind of behaviour would be as a result for the students inability to manage and understand this kind of social situation. To avoid exclusion for children with ASD from schools, Schools managers and staff may have to equip themselves and their students by sufficient knowledge to deal with this kind of s ituation in a suitable way. That may happen by training the staff skills and attitude to understand the ASD and how to deal with children with autism in any situation and training the student in how to behave in the classroom and in a social situation (Batten, 2005; Reid, 2005). This could promote their learning and overcome the barriers they may face in mainstream schools. Teachers attitude and training Inclusion for student with ASD requires teachers with an inclusive attitude because they play an important role in including children with learning difficulties such as ASD (Ried, 2007). Some school administrators and teachers are in disagreement with the idea of including pupils with ASD as they claim that, the characteristics that children with ASD demonstrate such as, their inappropriate behaviours would not make their mainstreaming a positive learning experience for them (Connor, 2000, 2006). However, Waddington and Reed, (2005) argue that, it is the teachers negative attitude rather than the students capability to study in mainstream school or the school ability to include them. 2006). It is, therefore, essential that teachers have a positive attitude toward children with ASD. As Cook (2001) argues, however, this can be influenced by different aspects, such as the amount of experience that teachers have in dealing with autistic students, the level of training the teachers have received, the preparation that teachers do in order to meet their autistic students needs in the class room and also the severity with which the autistic child presents themselves. Teachers attitudes to students with ASD is, thus, made up of a variety of different factors, each of which determines how, overall, the teacher deals with the presence of a student with ASD in their classroom. Training teachers is an essential factor for including children with autism, as many teachers are not aware about the spectrum and dont have the ability to deal with children in the spectrum. Indeed, children with autism are varied in their needs (Sugden, 2010), it is, thus, important that teachers are trained to meet all the needs for students with ASD, and in the skills that they may need to deal with these special needs, in order that they can offer a good teaching to these students. In regard to teachers training, Reid (2005) stated that One of the key aspects to ensuring that inclusion is effective in terms of practice is to ensure the tasks that are set for students and the objectives that have to be met actually match the students needs and, importantly, that students have the means to achieve these needs and outcomes (Reid, 2005.P107). Indeed, teachers would be required to have certain skills in order to deal with children with ASD as they have to identify the individuals needs in order to meet them and then, making schools a positive leaning experience for pupils with ASD as they have different needs then the other students do. (Lewis, et al., 2005) put forward three forms of educational needs, the first one is common needs, which are the needs that are shared by all the students; second one, specific needs, which means the needs for groups of students have the same characteristics; third one, unique needs, which are the needs for each individual and not s imilar to any other one. As the idea of individual needs or what is so called distinct needs position in terms of mainstream educational provision for students with ASD is gathering support (Hmphrey, et al , 2008, p.133). Considering the teachers skills, Marks, Shaw-Hegwer, Schrader, Longaker, Peters, Powers, Levine, (2003) argued that the use of antecedent management strategies in the classroom can make it as a positive learning environment for student with ASD and assisting the teacher to increase the chance for learning and reduce the students challenging behaviours. Indeed, by addressing the problems that prevent students with ASD from learning in the classroom such as their challenging behaviour, their chance of leaning in the classroom would increase. As Market et al. (2003) argued, most of autistic students would be able to understand the content of the lessons when their problem are accommodated. In addition, students with ASD can be easily become overwhelmed by the large amount of knowledge and information they may receive in the classroom and they may not be able to recognise the most important information during the lesson in the classroom. Therefore, it is fundamental that teachers have to stress and repeat the important part of the lesson for them (Marks et al., 2003). There are many methods teachers could use to overcome this problem for these students, for example, teachers may use electronic equipment such as a recording machine and videotaping, as it enables the students to access the information as many times as they want. Moreover, teachers may use visual aids such as graphics or mind maps, to help the student visualise the information of the lesson, which can lead to better understanding for the students (Marks et al., 2003). Providing ASD students with some electronic equipment or other methods for learning such as visual aids can be very useful for students living with ASD and may help them to perform better in the classroom (Marks et al., 2003). However, teachers should ensure not to place a very high expectation on Autistic students, because if they could not meet these expectation, this may lead them to anxiety and frustration, which could lead them to demonstrate some impropriate reaction such as, self- injury behaviours or anxiety as a student with ASD once said when he faced anxiety in mainstream school Im upset every second, every second Ive got tears in my eyes (Humphrey, 2008, p.43). One of the major issues that autistic students may face is becoming familiar with the routine of the lesson as students with ASD require always a specific stricter to their activities, which requires that all information is presented in a controlled manner (Marks et al., 2003). Reducing ambiguity is the key element to mange any negative behaviour that might arise as a consequence of the ASD and so lesson planning in a detailed manner can allow the symptoms of the ASD to be controlled, as students know what will be coming in the lesson and what is expected of them (Marks et al., 2003). Training for students with ASD In addition, training students with autism to cope in school is an important for them to experience a positive inclusion in mainstream school setting. This may happen by priming Autistic students to what they could expect in their school time and providing them a timetable of what they should expect every day, every week and every term, which is a good technique of providing these students with antecedent management. Preparing students with ASD to position themselves and assimilate the required information before the beginning of the lesson may allow them to be symptom-free, as this preparation would give them time to recognise and understand what is required from them to do, which may enable them to come to the class, and their school experience, relatively anxiety-free (Marks et al., 2003). Indeed, preparing students with ASD in this way could be important and fruitful in managing their symptom and as consequences that may contribute to a positive learning experience for student wi th ASD. Moreover, as it has been discussed that, individuals with ASD have a social impairment, which can become main barriers for their inclusion in school. As they find social cues are not understandable for them such as body language. Myles and Simpson (2001) called these cues a hidden curriculum. Students have to be trained to understand these social cues and how to understand and respond to any social interaction. (Humphrey, 2008) illustrated one popular method to help autistic students to cope in social situations, which is social stories. The social skills simply describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format (Humphrey, 2008, p.44) and the goal for these stories is to enhance children (change to childrens) understanding to social cues and interaction as it equips the children by some skills, which they can use them in interaction with other people (Humphrey, 2008). The role of school managers Furthermore, school managers have a crucial role to play in including children with autism as it was discussed earlier in this assignment. (Beaney, 2006) classified the school leaders responsibility and put them into four groups. The first one would be the leader positive attitude and their commitment toward inclusion, which can influence the staff and other students as well; communication, empower the school staff and give them the confidence to deal with students with ASD is an important factor in making the school a good learning experience for them, as some school leaders state that Give confidence teachers flourish when they know they are doing well. (Beaney, 2006, p.20); Approach which is the responsibility for school leaders to be in the front position in implementing inclusion and not only just to supervise it; development implementing inclusion in school and providing children with ASD the service they need is really important, however, developing these services, when it is required, as some of the students may develop their symptoms and then developing the degree of training that the teacher has in order to cope with mainstreaming autistic students successfully (Beaney, 2006). In terms of development, school managers should support continuously training courses for their staff, a week every year for example, to ensure a positive attitude for teachers toward children with ASD and to develop their basic skills in dealing with students with ASD, and support any special courses for particular teachers, special education teachers for example, in the schools which enable the teachers to be highly skilled in dealing with autistic students and keep the other staff always up to date with latest information about this spectrum and how to deal with it (Sugden, 2010). All-in-all Cutler (2000) discuss, in order to make the inclusion for autistic children a positive learning experience, a wide range of criteria need to be followed by the school, including a positive commitment made by the managers and the staff to include autistic children in regular classes; an awareness of the managers and staff about the need for the autistic students, ongoing, training for the staff to deal with these needs and continuous training for the student to enable them to overcome their barriers to learning (Humphrey, 2008) ; making links with the family and additional support staff as to the objectives and need of the student (Connor, 1996) as a parent for autistic child state Its good for parents and practitioners to come together and to hear each others views and frustrations. (Beaney, 2006, p.37). When theses conditions are achieved then inclusion for student with ASD is more likely to happen. Inclusion Firstly this essay discusses how the school experience can be made a positive one for students with ASD, including a discussion of the role of inclusive policies in school, school managers and staff in generating this positive experience and It was shown the important of them in making school a positive learning experience for student with learning difficulties such as those with ASD. Then the barriers to learning for autistic students as a result of their condition were discussed, such as difficulties in social interactions, with communication and problems with frustration and anxiety, which may lead the child to demonstrate some extreme behaviours such as self-injury which would be disruptive to their learning in the school. For these barriers some solutions were put forward such as training attitude and skills for teacher and students, accommodating the needs of students with ASD via antecedent management and training the student how to overcome some of the barriers they may face.