Education - learning Essay Example for Free

Education learning Essay Education is not only cognitive and intellectual learning, and learning of skills and work-related competences. It is much broader to include moral and ethical issues, values, attitudes, religion, spiritualism, art and more. It is, indeed, important to focus on this when education in schools and universities has become a large â€Å"industry† and when the world, instead of becoming more peaceful, seems to be more confrontational than before. The main reason behind this scenario, that I see, is that students are being taught and not trained and also the fact that teachers do not have any target for teaching instead they teach for the pay they get and sincerity with the profession is waning very fast. EDUCATIONAL SYSTEM The educational system that I see should be one that suits all the citizens of the country. It should consider the cultural, ethical, moral, religious and economical norms of the society and should produce respectable and responsible citizens for the society as a whole and a dignified and confident person. |This point arises due to the fact that every country consists of multi-cultural and multi ethical societies with different religious and economic backgrounds. Thus the system should have contents that may not hurt the morals and values of any person and also produce effective results that can be calculated as per the prosperity of that particular society or country as a whole. PURPOSE OF EDUCATION The foundation of our work as educators is moral and ethical education. We must teach the right values and the right ways of analyzing issues. We must seek what is true and act accordingly. Part of that is to learn that we are all responsible for our own attitudes, decisions and actions. We must use education to foster equality between sexes, classes, people of different geographic areas, creeds, colors, cultures and religions. We must learn to understand the importance of solidarity among groups at home and across the borders in order to create peace, development and prosperity. Besides this we are also imparted with the responsibility of teaching science, commerce and arts subjects to the students using latest techniques, information and research to enable our students to prepare themselves to be a productive part of the society and compete with the world in the respective fields of their study. Major areas that a teacher may address are as follows: 1. To help students gain literacy: This is supposed to be the top most priority as if a student is literate he or she may mold in any society and get adapted to its culture and norms without losing its own. 2. To enable students to use and enjoy their learning experiences: Here a student gets in hand expertise to use what it learned during the schooling period to better their social and personal life in a given environment. 3. To teach students to believe and respect others, to contribute to the well-being of their community: A learned person better knows whom to respect and whom not too, who deserves to be valued and who does not, and gets bold enough to express its feelings in a dignified and respectful way in the society. He is able to distinguish between duties bestowed upon him by the community and tries to serve the community within available resources. 4. To give students the opportunity to learn how to inquire and discover new information: When a student learns through experimentation and reasoning he tries to use the same technique throughout his life and does not accepts all and sundry information without analyzing it. 5. To help students develop broader understandings of new information: This enables a student understand and characterize given information and then apply it in his daily life. 6. To help students develop the skills and values they will need to function in a free and just society: Last but not the least it makes sure that a student is made aware of the morals and values of religion and society and to act accordingly not hurting any ones feelings and making progress accordingly in the society individually and as a community as a whole. In the process of enabling the students to get all the above qualities they are supposed to be taught different subjects but should be encompassed under the umbrella of a just religion and that is Islam not because we live in the Islamic Republic Of Pakistan but due to the fact that Islam is the only religion that addresses to all the matters discussed with command and covers all the topics amicably, may it be the moral, cultural, and or ethical values or upbringing, or the contemporary studies of science, commerce and arts. Reference: 1. http://www. intime. uni. edu 2. www. nation. com. pk †º Columns.

What Is It Governance Information Technology Essay

What Is It Governance Information Technology Essay IT governance is the process for controlling an organisation information technology resource, where these resources are defined to include information and communication systems as well as technology. An organisation management and owners (represented by the board of directors ) share responsibility for governing both enterprise and IT. Enterprise governance is the process of setting and implementing corporate strategy, making sure the organisation achieve its objectives efficiently, and manage risk. It governance is an increasingly important part of enterprise governance because of organisational dependent on information and communication, the scale of IT investment, potential for IT to create strategic opportunities, and the level of IT risk. IT governance also required controlling the process to ensure that it complies with regulatory, legal and contractual requirements. Organisation structure Boards and executive management have long known the need for enterprise and corporate governance. However, most are beginning to realize that there is a need to extend governance to information technology as well, and provide the leadership, organisational structures and processes that ensure that the enterprises IT sustains and extends the enterprises strategies andobjectives. Strategic alignment focuses on ensuring the linkage of business and IT plans; defining, maintaining and validating the IT value proposition; and aligning IT operations with enterprise operations. Value delivery is about executing the value proposition throughout the delivery cycle, ensuring that IT delivers the promised benefits against the strategy, concentrating on optimising costs and proving the intrinsic value of IT. Resource management is about the optimal investment in, and the proper management of, critical IT resources: applications, information, infrastructure and people. Key issues relate to the optimisation of knowledge and infrastructure. Risk management requires risk awareness by senior corporate officers, a clear understanding of the enterprises appetite for risk, understanding of compliance requirements, transparency about the significant risks to the enterprise and embedding of risk management responsibilities into the organisation. Performance measurement tracks and monitors strategy implementation, project completion, resource usage, process performance and service delivery, using, for example, balanced scorecards that translate strategy into action to achieve goals measurable beyond conventional accounting. ITGI: ISACA recognized this shift in emphasis towards IT Governance in 1998, and formed the IT Governance Institute (ITGI) to focus on original research, publications, resources and symposia on IT governance and related topics. In addition to the work carried out by the ITGI, ISACA addresses the topic through a regular column in and occasional dedicated issues of the Information Systems Control Journal, conference sessions and tracks, and education courses. TheIT Governance Institute (ITGI)exists to assist enterprise leaders in their responsibility to ensure that IT goals align with those of the business, it delivers value, its performance is measured, its resources properly allocated and its risks mitigated. Through original research, symposia and electronic resources, the ITGI helps ensure that boards and executive management have the tools and information they need for IT to deliver against expectations. ITGI: ISACA recognized this shift in emphasis towards IT Governance in 1998, and formed the IT Governance Institute (ITGI) to focus on original research, publications, resources and symposia on IT governance and related topics. In addition to the work carried out by the ITGI, ISACA addresses the topic through a regular column in and occasional dedicated issues of the Information Systems Control Journal, conference sessions and tracks, and education courses. TheIT Governance Institute (ITGI)exists to assist enterprise leaders in their responsibility to ensure that IT goals align with those of the business, it delivers value, its performance is measured, its resources properly allocated and its risks mitigated. Through original research, symposia and electronic resources, the ITGI helps ensure that boards and executive management have the tools and information they need for IT to deliver against expectations. Publications: There are two major publications from ISACA in the field of IT Governance. COBIT VALIT COBIT: The Control Objectives for Information and related Technology (COBIT) is a set of best practices (framework) for information technology (IT) management created by the ISACA, and ITGI in 1996. COBIT provides managers, auditors, and IT users with a set of generally accepted measures, indicators, processes and best practices to assist them in maximizing the benefits derived through the use of information technology and developing appropriate IT governance and control in a company. COBIT supports IT governance by providing a framework to ensure that: IT is aligned with the business IT enables the business and maximises benefits IT resources are used responsibly IT risks are managed appropriately COBIT Framework and IT Governance Areas: COBIT Product: Briefly, the COBIT products include: Board Briefing on IT Governance, 2nd Edition—Helps executives understand why IT governance is important, what its issues are and what their responsibility is for managing it. Management guidelines/maturity models— Help assign responsibility, measure performance, and benchmark and address gaps in capability Frameworks—Organise IT governance objectives and good practices by IT domains and processes, and link them to business requirements Control objectives—provide a complete set of high-level requirements to be considered by management for effective control of each IT process IT Governance Implementation Guide: Using COBIT  ® and Val IT TM, 2nd Edition—provides a generic road map for implementing IT governance using the COBIT and Val ITTM resources COBIT ® Control Practices: Guidance to Achieve Control Objectives for Successful IT Governance, 2nd edition—Provides guidance on why controls are worth implementing and how to implement them IT Assurance Guide: Using COBIT  ®Ã¢â‚¬â€Provides guidance on how COBIT can be used to support a variety of assurance activities together with suggested testing steps for all the IT processes and control VALIT: Val IT is a governance framework that consists of a set of guiding principles, and a number of processes conforming to those principles that are further defined as a set of key management practices. The Val IT framework will be supported by publications and operational tools and provides guidance to: Define the relationship between IT and the business and those functions in the organization with governance responsibilities Manage an organizations portfolio of IT-enabled business investments; and Maximize the quality of business cases for IT-enabled business investments with particular emphasis on the definition of key financial indicators, the quantification of soft benefits and the comprehensive appraisal of the downside risk Val IT addresses assumptions, costs, risks and outcomes related to a balanced portfolio of IT-enabled business investments. It also provides benchmarking capability and allows enterprises to exchange experiences on best practices for value management. Certification: Certified in the Governance of Enterprise Information Technology (CGEIT) is an advanced certification created in 2007 by the ISACA. It is designed for experienced professionals, who can demonstrate 5 or more years of experience, serving in a managing or advisory role focused on the governance and control of IT at an enterprise level. The certification is intended to: support the growing business demands related to IT governance increase the awareness and importance of IT governance good practices and issues define the roles and responsibilities of the professionals performing IT governance work Requirements: To earn the CGEIT credential, an individual must: Pass the CGEIT exam (first exam December 2008) Adhere to the ISACA Code of Professional Ethics Agree to comply with the CGEIT Continuing Education Policy Provide evidence of appropriate IT governance work experience as defined by the CGEIT Job Practice IT Governance experience Five (5) years required: Five (5) or more years of experience managing, serving in an advisory or oversight role, and/or otherwise supporting the governance of the IT-related contribution to an enterprise is required to apply for certification. This experience is defined specifically by the domains and task statements described in the CGEIT Job Practice. Specifically: A minimum of one (1) year of experience relating to the development and/or maintenance of an IT governance framework is required. The type and extent of experience accepted is described in CGEIT domain one (1) (see IT Governance Framework). Additional broad experience directly related to any two or more of the remaining CGEIT domains are required. The type and extent of experience accepted is described in CGEIT domains two (2) through six (6). These domains are:  § Strategic Alignment  § Value Delivery  § Risk Management  § Resource Management  § Performance Measurement Individuals can take the CGEIT exam prior to earning the above work experience. Substitutions for IT governance experience (2 years maximum) To recognize other management experience and/or the achievement of specific IT governance related credentials, advanced (post-graduate) degrees and certificates, up to two (2) years of the five years of required IT governance experience can be substituted. Specifically, each of the following will qualify (substitute) for one (1) year of IT governance experience, with a maximum of two years of substitutions being accepted. Other Management Experience—other management experience that is not specific to IT governance, such as performing consulting, auditing, assurance or security management related duties will qualify for up to one year of substitution. Specific Credentials, Advanced (Post-graduate) Degrees and Certificates—Credentials (in good standing), advanced (post-graduate) degrees and certificate programs which include an IT governance and/or management component or are specific to one or more of the CGEIT domains will qualify for up to one year of substitution. These include: Certified Information Systems Auditor (CISA) issued by ISACA Certified Information Security Manager (CISM) issued by ISACA Implementing IT Governance using COBIT and Val IT certificate issued by ISACA (available in 2008) ITIL Service Manager certification program Chartered Information Technology Professional (CITP) issued by the British Computer Society Certified Information Technology Professional (CITP) issued by the American Institute of CPAs Project Management Professional (PMP) issued by the Project Management Institute Information Systems Professional (I.S.P.) issued by the Canadian Information Processing Society Certified Internal Auditor (CIA) issued by the Institute of Internal Auditors Certified Business Manager (CBM) issued by The Association of Professionals in Business Management Prince2 Registered Practitioner certificate from the Office of Government Commerce Advanced (post-graduate) degree from an accredited university in governance, information technology, information management or business administration (For example: Masters in Corporate Governance, Masters of Business Administration, Masters in Information and Operations Management, Masters of Information Systems Management, Masters in Information Technology) Exception: Two years as a full-time university instructor teaching IT governance related subjects at an accredited university can be substituted for every one year of IT governance experience. Applicants who have earned/acquired other credentials, advanced (post-graduate) degrees and/or certificates that include a significant IT governance and/or information management component and are not listed above are welcome to submit them to the CGEIT Certification Board for consideration. IT Governance Characteristics Sets direction and oversees compliance and performance Specifies the decision-making authority and accountability to encourage desirable behaviors in the use of IT Is a process for managing and controlling the use of technology to create value Are the rules and regulations under which an IT organization functions Ensures that everyone is playing by the same rules so that the computing environment works for everyone. Road Map for Implementing IT Governance The initial focus for developing an IT Governance Program is identifying needs and governance input rights and decision making based on:    Current state of IT within and supporting business organization and objectives      Internal and external requirements/regulations and applicable best business practices Business Alignment IT Business Executives set the IT Strategy, resolve issues, and shadow IT organizations eliminated Investment Board sets project priorities, costs,   oversees progress, reduced millions $ in costs Change Management and failures impacting users Changes managed actually blocked where not properly vetted or tested Number of user impact failures reduced from 200+ to Number of unauthorized application and infrastructure changes reduced to 1 or less per month Emergency changes reduced to less than 3% of total changes Improved results across the board, accountability built into personal performance evaluations Projects Projects on time, on budget increased by 60+% Improved from 40% SDLC compliance to 100% Technology Standards and architecture established and enforced via tech reviews reduced number of system software tools by over 50% 100% of the equipment on the network identified and none added unless authorized 24 hour server back-ups improved from 95% to 99.9% Security patches being performed within 24 hours of approval â€Å"System Admin Accounts† reduced by over 50% Governing Document Framework SAMPLE Conclusion: As we have discussed that in todays business environment information is the most valuable asset, therefore in order to protect the information we require a profound infrastructure that enables us to not only secure the information we have but to validate that information as well, plus enable the organization towards IT.

Impacts of Mothers’ Support for SEN Children

Impacts of Mothers’ Support for SEN Children CHAPTER ONE: INTRODUCTION Becoming a mother  is a wonderful, exhilarating experience. Raising children brings new meaning to every moment of your life and depth to your experience as a human being. Equally to become parents and to nurture a newborn baby is a great responsibility. â€Å"As parents, we develop hopes and dreams about who our baby will be in the world and how we will be as parents. This process of creating an internal life for our baby and ourselves is a natural part of what all parents go through. We do not expect that our baby will be born with, or develop, a disability or special need; when that happens, much of what we imagined and planned is forever changed† (Abilitypath.org, 2015). Special Educational needs and disability is a reality but much more than it to a parent, it is a huge responsibility to parents. â€Å"†¦it is not the child’s disability that handicaps and disintegrates families; it is the way they react to it and to each other† (Dickman Gordon, 1985, p. 109). The term Special Educational Needs (SEN) has a legal definition which is set out in the Education Act 1996 and the Children and Family Act 2014. It applies to children who have learning difficulties or disabilities that make it significantly harder for them to learn or access education than most other children of their age. So Special Educational Needs could mean a child has (Find.redbridge.gov.uk, 2015): Learning difficulties- in acquiring basic skills in schools. Emotional and behavioral difficulties- making friends or relating to adults or behaving properly in school. Specific learning difficulties- with reading, writing, number work or understanding information. Sensory or physical needs- such as hearing or visual impairments, which might affect them in school. Communication problems- in expressing themselves or understanding what others are saying. Medical or health conditions- which may slow down a child’s progress and/or involves treatment that affects his or her education. Early childhood is a crucial time of development for all children, including those with special educational needs. Convention on the Rights of the Child (1989) â€Å"Children with special needs may have mild learning disabilities or profound cognitive impairment; food allergies or terminal illness; developmental delays that catch up quickly or remain entrenched; occasional panic attacks or serious psychiatric problems† Terri Mauro, Our Children with Special Needs Expert retrieved from http://specialchildren.about.com/od/gettingadiagnosis/p/whatare.htm. Special Educational Needs include disabilities like Autistic Disorder, Attention Deficit/Hyperactivity Disorder (AD/HD), Cerebral Palsy, Deafness/Hearing Loss, Down Syndrome, Epilepsy, Learning Disabilities, Intellectual Disabilities, Visual Impairments and so on. The study focus specifically on the impacts of mothers’ support on special children in the dissertation; as acknowledged by Gilliom et al. (2002), mothers tend to be responsible for the majority of childrearing in most families. According to Dudley-Marling, â€Å"Fathers were not immune to the effects of school problems, but mothers, not fathers, talked about losing sleep worrying about their child’s schooling. Mothers, not fathers, reported that worry over school troubles frequently intruded on their lives at work. It was also a mother, not a father, who told me that she worried so much about her son’s struggles in school that she was not eating† (pp. 195). Koegel et al., (1992), study found the following: among specific concerns expressed by mothers are worries about their child’s welfare in the years ahead, the child’s ability to function independently, and the community’s acceptance of their child. Disability is a part of the human condition. Responses to disability have changed since the 1970s, prompted largely by the self-organization of people with disabilities and by the growing tendency to see disability as a human rights issue. Approximately 800 million young children worldwide are affected by biological, environmental and psychosocial conditions that can limit their cognitive development. In Europe, recent estimates place the number of children with special educational needs (SEN) at 15 million. From the MAURITIUS EDUCATION STATISTICS (2014), we came to know that as in Mauritius at March 2014, there were 59 Special Education Needs schools in the Republic of Mauritius registered with the Ministry of Education and Human Resources. Twelve schools were run by Ministry, while the other 47 were run by NGOs. The number of students enrolled in the 59 special schools stood at 2,291 (of whom 63% were boys) as at March 2014 compared to 2,008 in March 2013, representing an increase of 14%. Retrieved from http://statsmauritius.govmu.org/English/StatsbySubj/Documents/ei1132/education.pdf. Early childhood is a crucial time of development for all children, including those with special educational needs. Convention on the Rights of the Child (1989), World Declaration on Education for All (Jomtien, Thailand 1990) The Salamanca Statement and Framework for Action on Special Needs Education (Salamanca, Spain 1994) LITERATURE REVIEW ‘‘The mother-child relationship is considered one of the long-lasting and enduring interactions in which basic human development can effectively occur.’’ (Bronfenbrenner Ceci, 1994) ‘Parental adaptation to a child’s disability is a complex, lifelong process, both for parents as well as other family members’ (Hauser-Cram et al. 2001; Seltzer Heller, 1997). From the dawn of human history, mothers have been at the heart of human development. It is mothers who help the children in developing the first basic competencies, development of trust, identity and worth. Being our first emotional and social support mechanism, our first teacher, our first health care provider, the mothers act ‘as both the protector and nurturer’. Mothers remains and will remain the most powerful force for special needs children. It is said that that parental involvement in the form of ‘at-home good parenting’ has a significant positive effect on children’s achievement. This study will focus on whether the support of the mothers can improve and have a positive impact on the special children’s overall skills such as social skills, educational field and also personal lives. Researchers have evidence for the positive effects of parent involvement on children, families, and school when schools and parents continuously support and encourage the childrens learning and development (Eccles Harold, 1993; Illinois State Board of Education, 1993). According to Henderson and Berla (1994) (p. 160), ‘the most accurate predictor of a students achievement in school is not income or social status but the extent to which that students family is able to: 1) Create a home environment that encourages learning, 2) Express high (but not unrealistic) expectations for their childrens achievement and future careers, 3) Become involved in their childrens education at school and in the community’. Dubois et al (1994) showed that family support and the quality of parent-child relationships significantly predicted school adjustment in a sample of 159 young US adolescents (aged 10 –12) followed in a two year longitudinal study. De Garmo et al (1999) found suppo rt for the model of parental influence on to educational achievement for young children. According to De Garmo et al, (1999, p.1233), ‘Parenting practices act as mediators of educational achievement for the children.’ There are several articles and researches that testify that maternal support do have positive impacts on their children. The mother-child relationship precedes learning opportunities outside the home in facilitating development among preschool children. (Claspi et al., 2004). Authors increasingly argue that mothers can promote preschooler’s coping ability, if they are supportive and non-punitive in how they react to negative emotions (Eisenberg, Fables, Carlo Karbon, 1992). ‘Nurturing a child early in life may help him or her develop a larger hippocampus, the brain region important for learning, memory and stress responses, a new study shows.’ by Joseph Castro, Live Science Contributor (January 30, 2012). How a Mothers Love Changes a Childs Brain. Retrieved from http://www.livescience.com/18196-maternal-support-child-brain.html. We can now say with confidence that the psychosocial environment has a material impact on the way the human brain develops, said by Dr. Joan Luby, the studys lead researcher and a psychiatrist at the Washington University School of Medicine in St. Louis, Mo. It puts a very strong wind behind the sail of the idea that early nurturing of children positively affects their development. ‘Parental acceptance-rejection theory (PAR Theory) is an evidence-based theory of socialization and lifespan development that attempts to predict and explain major causes, consequences, and other correlates of interpersonal—especially parental—acceptance and rejection within the United States and worldwide’ (Rohner, 1986, 2004; Rohner and Rohner, 1980). Parental acceptance- rejection is commonly represented along a continuum representing the quality of the affectional bonds between parents and their children and with the physical, verbal, and symbolic behaviors that parents use to express their feeling. According to PAR Theory the need for positive response or parental acceptance not only persists throughout childhood it exerts a predictable impact on self-concept of the individual. The theory predicts the existence of positive correlation between parental acceptance rejection and seven self-concepts of children / adults: Hostility/ Aggression, Dependency, Negative Self-Esteem, Negative Self Adequacy, Emotional Unresponsiveness, Emotional Instability and Negative Worldview (Rohner 1986; Rohner, Khaleque, Cournoyer 2003a). A vast research literature shows that the quality of parent-child relationships characterized by parental acceptance (love) and rejection (lack of love) is a major predictor of psychological functioning and development for both children and adults universally (Khaleque Rohner, 2002; Rohner, 1975, 2002; Rohner Rohner, 1980). Montes Halterman (2007) reported that despite increased stress levels and diminished quality of communication, mothers of children with Autism Spectrum Disorder reported higher level of relationship closeness with their child compared with mothers in the general United States population. Ainsworth others (Ainsworth, Blehar, Waters Wall, 1978; Sroufe, 1985) have emphasized the role of maternal sensitivity and responsiveness in the development of secure infant attachment. The findings and researches mentioned above point toward one direction, that is maternal support do have an impact on children. If the studies advocates for the positive impacts of mother support, then the results should be same for the maternal support to special educational needs children. In a famous Reality TV show SATYAMEV JAYATE, one episode -‘Satyamev jayate- Persons with Disabilities- We Can Fly’ shed light on the lives on people with disabilities, their parents support and where they have reached today is all due to their parental love and support. For a normal person, parental or maternal support may not hold great importance but for special children, the support of parents means the world for them. Retrieved from http://www.satyamevjayate.in/persons-with-disabilities/personswithdisabilities.aspx. Among the several interviews conducted by Aamir Khan, many of the disabled persons dedicated the success of lives to their parents. The interviews not only portray the journey of the disabled persons but equally show that their parents support became their strength. A little disabled child, Shreya Chaturvedi of New Delhi said ‘Anyone loves me or not, but my mom loves me a lot†¦Ã¢â‚¬â„¢ Through the interview, the child speaks about her motherâ⠂¬â„¢s unlimited efforts and attempts. And the most moving and motivational interview was of Mr. Sai Prasad Vishwanathan from Hyderabad. He is a gold medalist from Chaitanya Bharathi Institute of Technology, an M.S. in Computer Science from the University of Wisconsin, and has a business degree from Indian School of Business, Hyderabad. Throughout the interview, he talked about his parental support and its impacts on him and his future. He says ‘I do not remember my parents being upset. I do not ever recall that they were despaired. They were always telling ‘‘you must study. Because you are still very ordinary. But we are with you and together we can strive to make you an excellent because it’s the only thing that we can do for you. The rest, you must do for yourself and that they have done for me.’’ Almost all the participants in the documentary admitted that the maternal support meant a lot for them and this is what kept them going in the tou gh journey of their lives. This reality show not only portrayed the lives of disabled persons but equally showed that be it from any part of the world, India or Mauritius, parental and maternal support is the key through which special persons can shine and progress in lives just like any normal person. Dr. O. Ivar Lovaas is a world-renowned autism expert who is always trying to come up with new treatment and means to improve the lives of autistic children and their families. His Lovaas Model of Applied Behavior Analysis is based on 40 years of research and is backed by published studies showing half of children with autism who receive this intensive treatment become indistinguishable from other children on tests of cognitive and social skills by the time they completed first grade. According to 1999 report from the New York State health department ‘‘Educating Children with Autism’’ ( 2001 ), ‘parents typically are active partners in their child’s education to ensure that skills learned in the educational program transfer to the home setting and to teach their child the many behaviors that are best mastered in the home and community.’ The study of Lovaas et al., (1973), Schopler and Reichler. (1971) showed there are recognition that pare nts are partners in an educational process that requires close collaboration between home and school, which favors the fact that maternal support does indeed have a very deep and positive impact on the special child and their welfare. Ivar Lovaas equally support the fact that Parental Involvement and Home-based Treatment is better for the autistic children as it help them much more. In a study of families who had a son with autism under the age of 6 years referred to the TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) program, Bristol and colleagues (1988) found that, while fathers assumed some role in children’s care, mothers carried a much greater burden. Koegel et al. (1996) reported that teaching parents how to use pivotal response training as part of their applied behavioral analysis instruction resulted in happier parent-child interactions, more interest by the parents in the interaction, less stress, and a more positive communication style. PURPOSE OF THE STUDY Disability and special needs were then, associated with shame and considered as punishment both for the disabled and special children and their families (Kofi Marfo, Sylvia Walker, and Bernard L. Charles, 1983). But it is undeniable that however the children may be, they will never be a burden on their parents as the latter love their children unconditionally. In another words, parents are the strength and prime support of the children. A family is far more than a collection of individuals starting a specific physical and psychological space. The main purpose of this study will be the impact of maternal support on special educational needs children’s welfare. There is this misconception about special educational needs children that they are useless and worthless but what they are unaware of is that with the support of parents and special educational teachers; they can perform as good as any normal children. The main focus will be on the mothers of special educational needs chi ldren as it is globally known that it the mothers who invest the most in a child’s life. As we say, education first starts at home itself. 1.3 AIMS AND OBJECTIVES The aim of this study is to investigate on how the maternal support, help and care can help special educational needs children to learn, change and adapt to the everyday tasks and activities. Objectives of the study: To understand how mothers support their special educational needs children and its impact. To investigate the positive changes and improvements brought by the mothers’ support in their children’s lives. To identify the difficult tasks that the special children were unable to perform earlier but can now handle it with the assistance and teaching of their mothers and teachers. 1.4 RATIONALE There have been literature about the Special educational needs children and also about their parents but there have been less studies being done on the impact of maternal support on the special child. This study’s aim is to shed light on the positive improvement and changes that occurs in the special children and show the importance of maternal support on Special educational needs children. In-depth interview is used in order to grasp the essence of meaning and also to allow the mothers to narrate the improvement and changes they witnessed with their special child.

Medieval world reflected in Japanese literature: examples of changes an

As with most societies, as time progresses there will always be many changes. Likewise, as Japan moved into the medieval period there would be changes, specifically in some noticeable changes that are found in the literature. In looking at how prose and poetry was affected during this time, it should be noted that in many ways the literature of the period was made as a method of honoring the old literature and building beyond it. An example can be seen in the poems of ShinkokinshÃ… «, and in drawing from KokinshÃ… «, Shinkokin waka shÃ… « is a â€Å"New Collection of Poems Ancient and Modern† (Handout 10). That being said, ShinkokinshÃ… « was compiled exactly 300 years after KokinshÃ… « was originally compiled, therefore making ShinkokinshÃ… « an anniversary collection that would also be inspired by the original works. ShinkokinshÃ… « shows within it there are parts that draw a lot from the past, while there are also works from the modern time period. As for prose, there have been some changes in language that can be seen between some examples. Descriptions of residencies and everyday life will always vary from person to person, as it is seen in The Pillow Book by Sei ShÃ… nagon with its decriptions of life in the Imperial court and the very different An Account of My Hut by Kamo no ChÃ… mei and its description of a very different world as seen by the humble Buddhist monk. The two accounts were also written about 200 years apart, which allows for there to be some significant societal changes to be seen between the writings, in addition to the difference in the lifestyles of the of the respective authors. These examples are just a small representation of the changes that occurred in Japanese literature, particularly poetry and prose during the medieval period, ... ...s that both have as they build upon the previous works from earlier times. The very obvious example is KokinshÃ… « and ShinkokinshÃ… « and their connections. There are many aspects of the works that are similar, and quite possibly the same, but there are the innovations and changes that are very noticeable in these works as there is progression through time. The most notable innovation, which is also seen in the zuhitsus, is the changes in structure. The best examples are the use of the x-no-y-no-z pattern and taigendome as found in ShinkokinshÃ… « as they stand out very clearly and the coherent and broken into groups and sections in the structure between the two zuhitsus. With all art forms, there will be changes and innovations as they evolve. While they eventually not resemble their predecessors, they will represent the survival of the art and honor it in its own way.

Misconceptions and Different Forms of Plagiarism :: Ethical Issues, Copyright Law, Writing

Misconceptions about Plagiarism Cheating and stealing are two of the many words describing plagiarism. Plagiarism is a common misconception because people do not understand all the meanings of it, do not know the techniques to avoid it, and have not come to realize that it undermines academic integrity. This misconception involves the widespread variety of definitions on the topic plagiarism. Plagiarism is a word with many meanings. One definition means to use another’s production without crediting the source. Another definition is to steal and pass off the ideas or words of another as one’s own. Plagiarism ranges from failing to put a quotation in quotation marks to stealing a passing off work. â€Å"Minimal amount of plagiarism is very common in the educational sector where person do plagiarism by substituting the synonyms and editing the original text† (Kumar 1). Terms like â€Å"copying† and borrowing† can disguise the seriousness of plagiarism. People often get confused about plagiarizing because the meanings can also get them mixed up and frustrated. â€Å"In sum, plagiarism can be a very serious form of ethical misconduct† (ORI 1). That is how plagiarism’s definitions can change one’s perspective about it. This misconception often occurs because people do not understand the styles of writing to avoid it. Most cases of plagiarism can be avoided though. â€Å"Plagiarism can vary in its extent based on the amount of plagiarism† (Kumar 1). The different styles of writing are very helpful to avoiding plagiarism. The certain style of writing techniques a person uses to avoid plagiarism reveals the writer’s own voice. It also pertains to the type of audience it would relate to. Some styles of writing include how the person uses their sentence formation. Some examples are the loose sentence, the periodic sentence, or the balanced sentence. Other styles of writing include diction. Diction pertains to the writer’s style and mode of their writing. The styles of writing can be humorous, general, metaphorical, philosophical, abstract, or concrete. Punctuation is a big part of a writer’s style because it expresses the writer’s mood or action. â€Å"Although plagiarism can take many forms there are two major types in scholarly writing: plagiarism of ideas and plagiarism of text† (ORI 1). That is how using different styles of writing can influence you to avoid plagiarism. Plagiarism occurs when people do not understand the emphasis on the originality of the work. Misconceptions and Different Forms of Plagiarism :: Ethical Issues, Copyright Law, Writing Misconceptions about Plagiarism Cheating and stealing are two of the many words describing plagiarism. Plagiarism is a common misconception because people do not understand all the meanings of it, do not know the techniques to avoid it, and have not come to realize that it undermines academic integrity. This misconception involves the widespread variety of definitions on the topic plagiarism. Plagiarism is a word with many meanings. One definition means to use another’s production without crediting the source. Another definition is to steal and pass off the ideas or words of another as one’s own. Plagiarism ranges from failing to put a quotation in quotation marks to stealing a passing off work. â€Å"Minimal amount of plagiarism is very common in the educational sector where person do plagiarism by substituting the synonyms and editing the original text† (Kumar 1). Terms like â€Å"copying† and borrowing† can disguise the seriousness of plagiarism. People often get confused about plagiarizing because the meanings can also get them mixed up and frustrated. â€Å"In sum, plagiarism can be a very serious form of ethical misconduct† (ORI 1). That is how plagiarism’s definitions can change one’s perspective about it. This misconception often occurs because people do not understand the styles of writing to avoid it. Most cases of plagiarism can be avoided though. â€Å"Plagiarism can vary in its extent based on the amount of plagiarism† (Kumar 1). The different styles of writing are very helpful to avoiding plagiarism. The certain style of writing techniques a person uses to avoid plagiarism reveals the writer’s own voice. It also pertains to the type of audience it would relate to. Some styles of writing include how the person uses their sentence formation. Some examples are the loose sentence, the periodic sentence, or the balanced sentence. Other styles of writing include diction. Diction pertains to the writer’s style and mode of their writing. The styles of writing can be humorous, general, metaphorical, philosophical, abstract, or concrete. Punctuation is a big part of a writer’s style because it expresses the writer’s mood or action. â€Å"Although plagiarism can take many forms there are two major types in scholarly writing: plagiarism of ideas and plagiarism of text† (ORI 1). That is how using different styles of writing can influence you to avoid plagiarism. Plagiarism occurs when people do not understand the emphasis on the originality of the work.

Family Type

Past research shows violent video game exposure increases aggressive thoughts angry feelings physiological arousal aggressive behaviors. The present study examined the effect of violent video on aggression. It is said that Boys would be more aggressive due to violence as compared to girls. It was hypothesized that there would be high score on aggression after watching violent video and boys would be more aggressive due to violence as compared to girls. I used Buss-Perry aggression questionnaire to measure aggression level of male and female. The sample of the study included 40 adults of 21-27 years of age. There were 20 males and 20 females. There is a highly significant mean difference between pre (M =118. 45, SD =23. 184) and post (M =130. 97, SD =29. 527, *p < . 000) test of aggression in adults with respect to total. There is also a highly significant mean difference between pre (M = 125. 15, SD = 21. 25) and post (M = 136. 40, SD = 25. 109, *p< . 00) test of aggression in men and pre (M = 111. 75, SD = 23. 59) and post (M = 125. 55, SD = 33. 12, *p < . 000) test of aggression in women. First participants were given aggression questionnaire before and after watching the violent video. The results indicated that there is significant relationship of watching video on aggression and men scored high on aggression scale than women. I used paired sample t-test technique to measure the significant mean difference between pre and postt est of aggression in adults.

Heuristics and Biased Essay

Daniel Kahneman along side of Amos Tversky revolutionized research on human judgment. They conceptualized the idea of the â€Å"heuristics and biases† program – that judgment under uncertainty Often rests on a limited number of simplifying heuristics rather than extensive algorithmic processing. Gigerenzer criticized Kehneman and Tverskys research stating that humans are capable of processing more complex algorithms than what Kehneman and Tversky were giving homage to. Thus a debate of what the cognitive capacity is and the deviations between normative models and actual human reasoning has been called into question by casting doubt on the appropriateness of the normative models used to evaluate performance, a form of the â€Å"reject-the-norm† strategy. It has been noted the Panglossians, exclusively used the reject the-norm-application strategy to eliminate gaps between descriptive models of performance and normative models. When this type of critique is employed, the normative model that is suggested as a substitute for the one traditionally used in the heuristics and biases literature is one that coincides perfectly with the descriptive model of the subjects’ performance, thus preserving a view of human reasoning and rationale as ideal. Gigerenzer urged that the cognitively capacity is in fact more than this. Gigerenzer urged that there is sufficient evidence for the existence of two types of processing in Human reasoning, decision making, and social cognition. One type fast, automatic, effortless, and non-conscious, the other slow, controlled, effortful, and conscious, which may deliver different and sometimes conflicting results. More recently, some cognitive psychologists have proposed ambitious theories of cognitive architecture, according to which humans possess two distinct reasoning systems, almost two Minds, known as System 1 and System 2. A composite characterization of the two systems runs as follows. System 1thinking, one relies heavily on a number of heuristics (cognitive maneuvers), key situational characteristics, readily associated ideas, and vivid memories to arrive quickly and confidently at a judgment. System 1: thinking is particularly helpful in familiar situations when time is short and immediate action is required. System 2 is more recent, and its processes are slow, controlled, effortful, conscious, serial, shaped by culture and formal tuition, demanding of working Memory and related to general intelligence. It is reasoning based on what we have learned through careful analysis, evaluation, explanation, and elf-correction. This is the system which values intellectual honesty, analytically anticipating what happens next, maturity of judgment, fair-mindedness, elimination of biases, and truth-seeking In addition, it is often claimed that the two systems employ different procedures and serve different goals, with System 1 being highly contextualized, associative, heuristic, and directed to goals that serve the reproductive interests of our genes, and System 2 being decontextualized, rule-governed, analytic, and serving our goals as individuals. This is a very strong hypothesis, and theorists are already recognizing that it requires substantial qualification and complication. Gigerenzer is not denying that normatives appropriate for simple case judgments exist, but rather expostulates that the existence and the nature of such normative have been imperiously assumed by the heuristics and biases literature. Gigerenzer argues that some of the biases identified by Kahneman and Tversky are unstable, in the sense that for example in some cases their magnitude can be considerably reduced by asking questions in terms of frequencies rather than in terms of probabilities. Second, on a methodological level, Gigerenzer argues that, because Kahneman and Tversky’s heuristics are formulated by means of vague, theoretical terms like representativeness, the appeal to these heuristics as generators of biases has limited explanatory power; Gigerenzer advocates instead an increasing emphasis on investigating the cognitive processes that underlie judgment under uncertainty. Third, on a normative level, Gigerenzer argues that it may be inappropriate to characterize some of the biases identified by Kahneman and Tversky as â€Å"errors† or â€Å"fallacies†. Gigerenzer’s reason for objecting to the use of the term â€Å"bias† Gigerenzer argues that Kahneman and Tversky may be comparing the performance of the participants in their experiments with incorrect normatives. Many critics have insisted that in fact it is Kahneman & Tversky, not their subjects, who have failed to grasp the logic of the problem. Or that if a â€Å"fallacy† is involved; it is probably more attributable to the researchers than to the subjects. When ordinary people reject the answers given by normative theories, they may do so out of ignorance and lack of expertise, or they may be signaling the fact that the normative theory is inadequate.