Evaluate Inclusive Practices for Children with Special Needs

Evaluate Inclusive Practices for Children with Special Needs According to Ainscow et al. (1999:1) the Green Paper Excellence for All Children and the follow-up document Meeting Special Educational Needs: A Programme of Action place inclusion at the centre of policy and practice and politicians now emphasise their commitment to social justice and inclusion rather than competition. This new mood has facilitated an increased demand for mainstream schools to include children who would have in the past been sent to special schools (Thomas et al. 1998:1). There are a number of strategies that schools and parents can adopt to enable all children to be accommodated in an inclusive setting and make learning a more enjoyable experience. Inclusive practices adopted in mainstream settings focusing on secondary schools, will be critically evaluated in the following paragraphs using specific case studies to inform the analysis. Obstacles which hinder effective practice and policy will also be examined. History of Inclusion According to Walker (2009:3), during the 1980s and 90s, new special schools were given much investment to meet the needs of those with learning difficulties and physical disabilities. The justification for this approach was that mainstream schools could not provide these children with additional support needed. However, there has been a clear shift in thinking since the beginning of the 21st century with many secondary schools closing or merging with mainstream schools. Champions of this development have asserted that the social element of education is critical to all children and that childrens learning requirements are best met in an inclusive setting. Consequently, mainstream schools have developed a number of strategies to help cope with the requirements of children with special educational needs and they have to demonstrate that they are addressing the educational needs of all their pupils. Additionally, since September 2008, all schools have added a Special Educational Needs Coordinator (SENCO) to their Senior Leadership Team (SLT). Defining Inclusive Education According to Stubbs (1998:1) inclusive education is a strategy contributing towards the ultimate goal of promoting an inclusive society, one which enables allà ¢Ã¢â€š ¬Ã‚ ¦to participate in and contribute to that society. Difference is respected and valuedà ¢Ã¢â€š ¬Ã‚ ¦ Thus, inclusive education is child-centred, acknowledging that children are individuals with different learning requirements. As well as improving schools, inclusive education increases awareness of human rights and reduces discrimination. According to the Centre for Studies on Inclusive Education (CSIE, 1996, cited in Thomas et al. 1998:15) an inclusive school is community based; is not exclusive or rejecting; is barrier-free; is accessible to all members both educationally in terms of curricular and physically in relation to buildings; and promotes collaboration between other schools and all those involved in the childs welfare (Thomas et al. 1998:16). Ainscow (2005:15) asserts that inclusion is characterised by four key elements. The first one defines inclusion as a process. In other words, inclusion is an endless search to find better ways of responding to diversity. Here, differences are viewed as a stimulus for cultivating learning for children. Secondly, inclusion focuses on identifying and removing barriers. This involves collating and analysing information from a range of sources so as to plan for improvements in policy and practice. Thirdly, inclusion is concerned with the participation, presence and achievement of all students. Children must frequently and punctually attend school, their views must be listened to and acted upon and they must be provided with the tools for achievement in learning across the curriculum. Finally, inclusion focuses on those groups of children who may be a risk of exclusion, marginalisation or underachievement. This involves careful monitoring of those statistically most at risk and a commitmen t to ensuring their presence, participation and achievement in mainstream schools. However, Ainscow (2005:14) asserts that there is still confusion about what inclusion actually means which is rooted in central government policy statements. The term social inclusion has been associated primarily with improving attendance and reducing exclusions. The concept of inclusive education on the other hand, has appeared in most national guidance in connection with the rights of individual children identified as having special educational needs to be educated in mainstream schools. More recently, Ofsted has introduced the term educational inclusion, noting that effective schools are inclusive schools. The minor differences between these ideals, contributes to a lack of common understanding amongst stakeholders and leads to subsequent difficulties in implementing educational reform (Fullan, 1991, cited in Ainscow, 2005:14). Defining Special Educational Needs According to DirectGov (2010:1) the term special educational needs refers to children who have learning difficulties or disabilities that make it more difficult for them to learn than most children of the same age. According to Frederickson and Cline (2002:35) a child has a learning difficulty if they have a far greater difficulty in learning than most pupils of a similar age and have a disability which hinders them from being able to make use of school facilities of the kind provided to pupils in schools in the local authority area. According to Topping and Maloney (2005:3) the old system of categorisation of children located the problem within the child, conceiving it is as a deficit in the individual, and applying a medical tool as if learning difficulties were some kind of disease with labels such as educationally subnormal being applied. However, from 1980 onwards political pressure from disability groups had begun to change societal values and pathological models were replaced by social and educational models of disability, which acknowledged that educational difficulties are dependent upon the educational context in which the child is situated, and the of quality teaching they receive. However, although inclusive discourse encompasses ideas that appear to be contrary to the medicalisation of special educational needs, evidence reveals that this is not a message that has been delivered effectively to pupils leading to the discriminatory treatment of children who are not obviously different from so-called normal children. According to Abberley (1987, cited in Florian et al. 2006:38) the medical model sees difference in relation to disease and endeavours to quantify individual impairments in terms of implications for standard treatments. Oliver (1990, cited in Florian, 2006:39) argues that educational assessments have historically identified the particular dysfunctional characteristics of a child in order to prescribe treatment. Inclusion on the other hand, views children with special educational needs as valued members of society who are totally normal people who just happen to have these extra differences. All schools in the UK have a register of pupils with special educational needs which holds details of pupils learning needs and includes information regarding any emotional and behavioural difficulties they are experiencing. This information goes towards the development of an individual education plan (IEP), which outlines learning targets for staff to include in their teaching (Visser, 2000:8). The biggest increase of special educational needs in mainstream school has been for children presenting learning difficulties. However, teachers express most concern about pupils with emotional and behaviour difficulties perhaps because they are viewed as most likely to damage the education of their classmates as well as being most stressful for the teacher. It is also evident that some children who are perceived to have special needs in one classroom are not necessarily seen as having special needs in another. Moreover, teachers tend to perceive learning difficulties more readily in children of South Asian origin (Topping and Maloney, 2005:6). Inclusive Practice in Secondary Schools So far, this paper has outlined the historical development of inclusion and provided a definition of inclusive practices and special educational needs. The following paragraphs will illustrate how inclusive practices can be used effectively in mainstream secondary education, using specific case studies as examples. According to Ainscow et al. (1999:2), as a result of half-day conferences with key stakeholders including parents and pupils, it was concluded that there are a six inter-connecting themes which are critical to the development of more inclusive practices within LEAs, which include policy development; funding strategies; processes and structures; the management of change; external influences and partnerships. There was general support for the view that an LEAs policy for inclusive practice should contain a review of future basic principles; capable of being applied to other policy areas; clear, despite differences of opinion between stakeholders; and supported by central government. Funding was perceived to be a significant factor in creating more inclusive arrangements. Across the LEAs, there was great disparity of funding between the most and least needy schools which influenced the extent to which each school was able to meet the needs of their pupils without external support. Hence, it was felt that LEA funding policies would facilitate progress towards inclusive practice and contribute towards more coherent funding strategies (Ainscow et al. 1999:2). In relation to processes and structures, it was felt that existing arrangements could inhibit inclusive practice and so there was an identified need to set up various interim arrangements to help move things forward. For example, some LEAs viewed the work of classroom assistants as integral to inclusive practice. Others felt that this arrangement led to further segregation within mainstream schools. Some LEAs had set-up training for classroom assistants and for teachers on working with another adult in the classroom (Ainscow et al. 1999:2). The conference revealed a strong feeling that management processes should be reviewed. It was identified that there are frequently dilemmas arising in decision-making amongst officers, advisers, educational psychologists and parents because they all have their own interpretations of what inclusive policies mean. This requires closer scrutiny so that there can be closer agreement between all those involved in the childs welfare (Ainscow et al. 1999:3). There was considerable focus on the importance of partnership working with particular reference to the role that LEA support services can play in cultivating effective partnerships with parents. It was considered crucial for there to be good communication between teachers and parents in order to iron out differences and misunderstandings. This view is supported by Beveridge (2005:95) who adds that in order for reciprocal support to occur, communication must be underpinned by mutual trust and respect if it is to be regarded as a genuine partnership. Appleton and Minchoms (1995, cited in Beveridge, 2005:95) empowerment model, focuses specifically on promoting parental control and highlights the need for professionals to tailor their involvement in ways that are responsive to the needs of individual parents and families. At a classroom level, there are a set of conditions which form the foundation of inclusive education for pupils with learning difficulties. Such conditions include: an opportunity for pupils to participate in the decision-making process; a positive attitude about the learning abilities of all pupils; teacher knowledge about learning difficulties; skilful application of specific instructional techniques; and parent and teacher support (Tilstone et al. 2003:22). However, Tilstone et al. (2003:22) assert that a positive attitude alone is not sufficient to achieve inclusive education. If a teacher is unskilled, regardless of how open-minded they are, they will fail to provide adequate education for pupils with special educational needs if they are unsupported. Similarly, skill in the various teaching methods needs to be supplemented with knowledge of pupils learning difficulties and the belief that such pupils can learn. Ainscow (1999:4) has observed that teachers who appear to be effective do pay attention to certain important aspects of classroom life. They recognise that the initial stages of any lesson are crucial to help pupils to understand the meaning of what is about to occur and they help children to recall previous experiences to which new learning can be related. They also acknowledge that the two most important resources are themselves and the children. Thus, pupils are frequently encouraged to think aloud, either with the class as a whole or as a result of the teachers questioning. However, in order for teaching methods to be truly effective much of it needs to be directed at the whole class. According to Ainscow (1999:5) individualized responses, based on systematic programmes of intervention, are now a thing of the past and the planning frame now needs to be directed at the whole class. When integration efforts rely on importing practices from special education they are likely to lead to new forms of segregation within mainstream settings (Fulcher, 1989, cited in Ainscow, 1999:5). English schools have experienced a significant increase in largely untrained classroom assistants who work with vulnerable children and their individualized programmes in mainstream education. When such support is withdrawn teachers feel they can no longer cope (Ainscow, 1999:5). Another important aspect of inclusive education is to ensure that all pupils have access to the National Curriculum. According to Rose (2003:28) the introduction of entitlement of all pupils to a curriculum which is broad and balanced has enabled a widespread recognition that all pupils have a right to receive a curriculum which contains some common elements. Pressure to apply the national curriculum has meant that a number of schools have addressed the ten subjects in such a way that the importance of the extra curricular elements has been diminished. Therefore, establishing a balance so that those with special educational needs can benefit, may demand that greater emphasis is placed on subjects that lie outside the core curriculum (Rose, 2003:32). In the Dearing Review of the National Curriculum in 1994, Richard Byers wrote pupils personal and social development: the cross curricular skills, themes and dimensions; methodological and practice-related notions like group work and prob lem solving must continue to be seen as of prime importance (Byers, 1994, cited in Rose, 2003:32). Improved formative assessments, according to Black and Williams (2001:3) are another way of ensuring a more inclusive environment for children with special educational needs. Many studies show that improved formative assessment helps low attainers more than the rest, and so reduces the spread of attainment whilst also raising it overall. One investigative study devoted to students with learning difficulties revealed that frequent assessment feedback helps both groups enhance their learning (Fuchs et al. 1997, cited in Black and Wiliams 2001:3). So far, this assignment has focused on the ways in which mainstream schools can successfully implement inclusive education. The following paragraphs provide some examples of the way in which inclusive practice has been introduced in mainstream secondary schools. Elias et al. (2002:1) conducted an in-depth case study of an effective inclusive school in the south west of England. The findings revealed a number of positive results. Respondents expressed positive attitudes towards inclusion to the extent that the general school ethos could be viewed as inclusive. To illustrate: students with special educational needs were not excluded from any activity in their class, there was very little withdrawal from lessons with most support provided in-class, all pupils participated in the mainstream life of the school, and there was a heavy focus on terminology and language with curriculum and learning support being replaced by SEN. Additionally, parents were exceptionally pleased with the communication they received from the teachers and the students with SEN who had been integrated benefitted academically. It was not clear whether they benefitted so much socially although this might have been because they had to take a bus and had less opportunity to b uild friendship out of school hours. School participants were pleased with the way that the physical environment was restructured and professionals felt personal satisfaction in implementing inclusive practice. However they did feel that the policy should be LEA-wide rather than restricted to a few schools. As the deputy head commented because we have a very good reputation for including students with additional needs, we have got the label that the school is good for SEN, and that is not the label that we want because we are losing the brightest of the students locally. Another example of a successful inclusive school is Hillbank, a state Secondary High school that serves a poor area in the North of England.  Ã‚   Reportedly, an estimated quarter of the local population draw some form of welfare assistance there (Ainscow and Kaplan, 2005:1). Ainscow and Kaplan (2005:1) collaborated with a group of sixteen year old students to record their views of the school in the hope that it would bring them deeper insights into what happed in the school.   Generally speaking, the students made a number of positive comments about the school and its inclusive practices, and this was supported by the impressions given by staff who also confirmed that the school had a good reputation in the local community and achieved good grades (Ainscow and Kaplan, 2005:1).   However, they did indicate that there were a number of aspects that made the school a less welcoming place. The students argued that the best and worst students were exempt from certain rules, leaving those in the middle, sometimes feeling unfairly penalized (Ainscow and Kaplan, 2005:1). Students also felt it was difficult to outlive a poor reputation in the school, even when pupils changed their behaviour and improved their academic performance. One student exhibited frustration at feeling that the teachers sometimes picked on the pupils and asserted that if you had a bad reputation one year, the teachers would still hold a grudge against you and make you feel that it was impossible to do anything right the following year (Ainscow and Kaplan, 2005). The above case studies are an illustration of the way that some schools have managed to implement inclusive practices effectively. However, the last case study especially, shows the importance of gaining the perspective of students in examining inclusive schools if one is to go beyond literal interpretations of inclusion. It also has the added benefit of allowing the students to feel that their voice is important (Ainscow and Kaplan, 2005:1). As Ainscow and Kaplan (2005) assert, inquiry based approaches can be a powerful way of stimulating the development of inclusive practices and evidence provided by students can be a powerful lever for change although this does depend on forms of leadership which encourage a willingness to address the challenges that emerge as a result of listening to the voices of young people. Obstacles An analysis of the previous paragraphs shows that there are clearly a number of practices and policies that can be introduced for a school to become sufficiently inclusive. However, there are a number of challenges that schools can face in order to fulfil the criteria needed to become an inclusive school. According to Evans and Lunt (2002) the conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. Elias et al. (2002:1) assert that the introduction of performance tables and the pressure to raise standards means that pupils with special educational needs may not be welcome in schools. The authors therefore debate whether education can be separated from the social, cultural and political context in which the school is embedded. Another issue is associated with a lack of resources within schools. Teachers often cite a lack of resources as a barrier to mainstreaming pupils with special needs. Sufficient and appropriate expert practitioner time, appropriate physical space, and the required learning and teaching materials have also been perceived to be lacking in a number of mainstream schools (Topping and Maloney, 2005:11). There is a plethora of research evidence which points to the fact that everyday practice of assessment in classrooms is beset with short-comings. Although teachers have a conscientious approach to marking they frequently fail to provide guidance on how work can be improved. Instead, marking often appears to reinforce underachievement by being too generous or unfocused and inadequate information of the pupil received by the teacher is insufficiently used to inform subsequent work (Black and Wiliams, 2001:3). There are intrinsic dangers associated with using specialist support in inclusive schools and this is evident through Depeller et al. (2005:117) analysis of Australian secondary schools where inclusive education provision relies heavily on specialist support from outside the classroom. Students with special educational needs are taught within the mainstream classroom and additional specialist services such as counselling, special education teaching and psychological assessment are required to support their placement. This type of support usually relies upon a diagnostic- prescriptive viewpoint whereby the specialist plays a central role in shaping practices. This approach can serve to marginalize pupils even further. Thus, the authors suggest that a prospective alternative may be to shift the focus from the students who are different, to the community of learners in the school. This approach uses collaborative practices to support inclusive ideals and grounds improvement efforts in c hanges in teachers knowledge as well as the cultural and organisational conditions of the school. It is important that teachers be aware of the dangers of pathologising educational difficulties as inherent within students, even when those same difficulties are employed effectively to interrogate some aspects of school practice (Ainscow, 2005:13). This is not only relevant to students with disabilities but also of those whose socioeconomic status, language, race, and gender renders them problematic to particular teachers in some schools. In view of this insight, it is necessary to develop the capacity of those within schools so as to challenge deeply ingrained deficit views of difference, which define certain types of students as lacking something (Trent et al. 1998, cited in Ainscow, 2005:13). As Ainscow (2005:14) asserts, even the most advanced teaching methods are likely to prove ineffective in the hands of those who subscribe to a belief system that views some pupils, at best, as disadvantaged and need of fixing, or worse, as deficient, hence, beyond fixing. An analysis of individual types of special educational needs reveals an understanding of how a commitment to inclusive practice can present challenges in mainstream settings. According to Wender (2000:10/11) ADHD is characterised by a range of learning disorders, shortness of attention span and hyperactivity. However, there are a number of external influences that could impact on a normal childs emotional status and behaviour which may result in them displaying behaviours with ADHD. According to the journalist Garner (2008:1) an independent Royal Commission is being called by teachers to examine why a number of children in Britain seem to be so unhappy. One theory proffers that family breakdown and social dysfunction are detrimental to the educational attainment of children and the performance of schools and colleges. Moreover, more and more pupils are resorting to suicide because of academic, social and peer pressure and the Governments obsession with standards, performance targets and testing. The implications of this finding are that if teachers are to be truly inclusive of children with special educational needs they need to try and gain a full understanding of where these needs originate from and not just assume that because children convey a certain set of systems, that it has a specific medicalized cause as the wrong diagnosis can inevitably lead to the wrong treatment and misguided teaching practice. Conclusion In conclusion, a critical evaluation of inclusive practice for children with special educational needs in secondary mainstream schools has revealed that there are a number of strategies that can be employed both at a policy level, and in classroom teaching practice that can contribute towards effective inclusive schooling. These include improved funding mechanisms and management processes; better communication and partnership working with parents and children; a positive attitude and appropriate skills held by teachers; full involvement in curriculum subjects; and improved formal assessments. An analysis of some case studies within secondary schools has also revealed the importance of taking seriously childrens viewpoints in order to inform future inclusive practice. However, there are a number of obstacles that schools face in implementing inclusive practice. The conflicts in government policy between the standards and the league tables discourse and the inclusive schools discourse make it difficult for schools to become more inclusive. There are also complaints from teachers about the lack of resources available and everyday practice of assessment in classrooms is beset with shortcomings. In addition, there is a danger of placing too much emphasis on outside specialist support which could marginalize pupils even more. Nevertheless, the case studies of inclusive practices in secondary mainstream schools do clearly show that inclusive school development is a social process and clarify the importance of engaging with different views on schools practices and policies. Thus, if educational commentators continue to collect these different forms of evidence, this may enable them to analyse barriers to learning and participation and make thoroughly informed recommendations for future inclusive practice.

Techology Review

Technology Review Create a list of five educational games website: 1. Pbskids. org 2. Starfall. com 3. Ixl. com 4. FunBrain. com 5. abcmouse. com www. Ixl. com- IXL make math practices fun and motivate students through interactive games and practice questions. Widely recognized as the Web's most comprehensive math site, IXL offers a dynamic and enjoyable environment for children to practice math. Students who use IXL are succeeding like never before. With that said, this website allow teachers and parents to create accounts for their students, track their progress, and view a rich assortment of reports showing them just how their students are improving. It also enables students to correct their mistakes and master math concepts easily. With little training, it is very easy to use and manipulate. For a teacher and thirty students to have unlimited access to this educational Web-based technology for the whole year, the school or teacher must pay $199. This technology provides an excellent technical support. It is readily available at any point and time of day; twenty-four seven of the day. Many teachers have testify that this web-based technology help students to be stimulated, engaged, enthusiastic about math and reduces frustration out of math because it gives students the opportunity to practice at his or her own pace and keep them focused. www. FunBrain. com- Teachers can use or customize over 40,000 ready-made quizzes for all ages and grade levels, track student and class progress daily with instant analysis, and assign FunBrain games that build skills and correlate to national testing standards. Teachers can confidently encourage students to use Funbrain in the classroom during their free time, assured that kids will enjoy an educational, safe online learning experience. Funbrain's games help students build on what they have learned in class and acquire new skills in reading, math, and problem solving. Funbrain to delivers an easy, fun and safe experience for even the youngest children. It introduces preschoolers to the Internet and teaches them how to manipulate the mouse and keyboard. Funbrain is free of cost to students but teachers ought to pay $39. 95 membership fee yearly to have full access. This technology is available to teachers twenty four seven but I think students have access to it only at school. This personalized to help students of all ages take control of their learning and make it part of their everyday lives. www. Starfall. com- The Starfall reading program is designed to be fun, exciting, and to instill confidence in young children as they learn to read. This web-based technology provides clear and effective tools to help teachers implement proven teaching methods. The Starfall Website is easy for students to navigate independently, but it is not intended as a surrogate for the teacher. Starfall employs the computer to develop feelings of wonderment and play, not rote assessment. The activities, songs and books complement your classroom by creating an atmosphere of fun and enthusiasm that infuses all aspects of learning. This site is available to teachers and students twenty four seven and it’s free of charge. Technology Review1 Technology Review Joyce A. Sama EDU225: Instructional Technology January 18, 2012 Professor Tisha Faulkner – Grant Technology Review2 Starfall. com is a web based resource technology that can easily be integrated into most k-2 classrooms to enhance students’ language and literacy skills which can increase student learning. Starfall includes alphabet knowledge, cvc readers, emergent readers and seasonal interactive activities. The format is engaging and student-user friendly. Here are two ays Starfall could be integrated into the classroom setting. The teacher could use the projected on the Interactive white board during a whole group review or at the student’s computer centers when reviewing literacy skills. To use Starfall technology within the classroom, the teacher would need an internet connection and a computer or two. This is a free resource, all teacher may need is a projector, lap top and interactive white board for whole group activiti es and classroom computers or computer lab for the students to use independently. A teacher must also book mark Starfall by adding it on the computers toolbar. The bookmark has the words Starfall and an image of a star making it super easy to teach students what bookmark to click on to access Starfall. Starfall is making teaching more effective through the combination of educational games, online stories, and songs which is meeting the needs of those who are lacking in many areas with a fun and interesting activities. Technology Review3 There are three ways a teacher could integrate IXL into the classroom. One way is to [pic]take the work out of homework. This is what the teacher will have to do. For homework assignments, she could have the class work on IXL skills from their home. She must pick out skills that correspond to your lesson for the day, and then have the students reinforce their understanding of those skills on IXL. The next day, use IXL’s reporting suite to make sure that all the students completed their assignments, and to see how well they did! Another strategy she could use is to pair up IXL with the electronic whiteboard. IXL technology is compatible with all electronic whiteboards, so project the site onto your classroom e-board to involve the entire class. The teacher could have the students answer questions in turn, or even make a competition out of it. With this integration the students will be excited to show you the teacher what they’ve learned on IXL. The last way IXL could be integrated into the classroom is by making the most of the class lab time. Since IXL is accessible from anywhere, it’s the perfect way to make sure the students are learning valuable skills in the computer lab. Give the kids some IXL topics to work on, and be ready to marvel at how much fun they have earning medals and awards for mastering skills. Plus, the lab is one place you’ll be happy to have real-time progress updates as you are using IXL’s reporting suite to make sure everyone stays on task. Technology Review4 Here are few ways FunBrain. com could be integrated into classroom. One ways is the teacher setting up a learning center with the Smart Boards. Because Smart Boards are touchable, it gives student the opportunity to touch them with special markers and the screen respond. This versatile tool allows a wide range of teaching and learning option in the classroom. Funbrain. com could be projected on smart board so that the children can play math or language art games from the website. The teacher could use the FunBrain web-based technology to quiz students individually on a classroom desktop computer as a formative or summative assessment. Teachers could also use the FunBrain flashcard game as a review tool for the entire classroom. FunBrain. om also have an online activity called â€Å"Pain by Idioms† that provides examples of idioms which asks students to determine the real meaning of the phrases. Teachers could use this tool as a formative assessment to determine which students have mastered this skill. Another activity I found online that a teacher could integrate into her classroom is the activity called â€Å"Figurative Language Skits. The game is started by a student picking a card from deck of figurative language cards that has been design ed by the teacher, and must act out the word on the card until someone guesses the answer. For example, a student could act out running as fast as lightening or ducking cats and dogs as it rains. This activity appeals to spatial, verbal, interpersonal and kinesthetic learners, targeting different students who learn information in varying ways. Technology Review5 Reference www. Starfall. com/Aboutus Company Information. www. IXL. com http://www. ixl. com/membership/school/integration Facts about Us. www. FunBrain. com How to Integrate IXL into the Classroom. www. edutechlife. com Integrating FunBrain. www. eHow. com

My view on scent of woman

This film Is about a young man named Charles who studies In a middle school and the e Thanksgiving Day he wants to go home with his family, but he has not enough moon y so he Is going to work as a companion of Colonel Frank who Is a strange, blind, Ion Ely man. First, Charles wants to finish this task for money, but when he lives with the Colonel, he finds himself. On the other hand, there Is a terrible thing disturbs him, w hither he should tell the true about who have done the thing which makes the head master embarrassing and have destroyed the school rule.The headmaster tells Chart sees that if he doesn't tell him the true he will be fired. At the end, he doesn't tell who d this thing, and Frank is proud of him, the students from this school also cheer up of r him. In my opinion, this film is very good. Not only because of its wonderful story but also I t tell us that we should maintain our principle. Nowadays, more and more people are selfish, but Charles can maintain his princi ple, it's difficult for him to do that. Because he doesn't tell the true that he will be fired.At first, I see this film's name, I think this film maybe about the woman, but when I finish this film, I know that this is not about Oman but about two men. I am moved by this film, because there are many reasons for me to move by this film. The most moved screen is that when the woman says that t Charles wont be fired from school, almost all students cheer up for him. That is not only Charles' personal win but also the spirit that keeping principle's win. In this film, there is another man who makes me impressed, his name is Frank.Frank is blind, an d because of this makes him go to the bottom of life, but the tourism of New York hell him find himself, and he finds the life passion again. Nowadays, more and more persons lose themselves; they are selfish, dishonest, and s nobles. They lose their soul. But in our society there also are people like Charles. So when we meet the setbacks, we should remember the Colonel's word: Person's life Juju SST a few decades, the most important thing Is to not let their own, and malting a com plate soul. Because of a broken leg missing arm Is not the ugliest, Incompleteness Is t he soul of the ugliest!

In This Term Paper I Will Be Discussing The Creation Of

In this term paper i will be discussing the creation of life and the first question that has come to mind is where did we come from? Where are we going ? this is an elementary question of life. Perhaps it is the question of life and the only way to answer it is to learn who we are.often we meet a person we cannot quite make out. Then we are likely to inquire about the family he or she comes from and their social backgrounds. If i know the origin of man (or of a â€Å"man himself), i know where he comes from, then i know what he amounts to, then i know his secret. To put the answer of where we come from is simply we are seeking the secret of our life. In any case, we ask different questions about nature. For example if we want to know what a†¦show more content†¦The third point is interesting because the word created in this special sense it is repeatedly used: â€Å"So God created man in his own image, in the image of God created he him; male and female created he them. â€Å"It is as though God put exclamation points here to indicate that there is something special about the creation of man. This is strengthened as we turn to the summary in Genesis 5:1-2: â€Å"this is a book of the generations of Adam. In the day that God created man, in the likeness of God made he him; Male and female created he them; and blessed them, and called their name Adam, in the day when they were created. Both passages put a triple emphasis on the word. God is saying that three aspects of creation out of nothing, creation of conscious life, and creation of man are unique.(Schaeffer 33,34) What is the Bible telling us, when it says that the earth was without form? Let us suppose that there is a vacant lot where someone is going to build a house. Suddenly, one day, you noticed the builder has placed bricks, sand, sacks of cement, lumber and other building materials on the lot. At that time we would say the house is without form- it hasn t been built yet. We can certain ly say it is void, or it is empty. Obviously, no one can live in it yet. The house would be without form, and void, but that doesn tShow MoreRelatedWhy Creationism Should Be Taught919 Words   |  4 Pagesauthor’s position is that the theory of creation should be taught in schools alongside evolutionary studies. She writes the essay with a sure and almost condescending tone, making certain claims out of context in addition to using faulty logic in what I personally see as an attempt to confuse the reader about the view opposite her own. She begins her essay by discussing how teaching creationism has been banned from the public school system. She goes into discussing how ever since the Scopes Trial, â€Å"EvolutionRead MoreThe Depth Of Co Creation And Value1470 Words   |  6 PagesINTRODUCTION This essay will go into the depth of co-creation and the co-dependent relationship between businesses and their customers. This relationship is becoming more and more prevalent in the digital age we are currently living in. With the development of technologies that make communication a greater part of our lives – we see an increase of interaction between brands and consumers. As partakers in the digital society, consumers have shown an increased need to be entertained and experienceRead MoreWhat is Faith? Essay527 Words   |  3 Pagesnon-religious faith are two very distinct terms. Faith holds an extremely complex meaning when discussing it in the context of religion. Faith is a belief. That holds true to every religious and non-religious person. Every faith involves a decision. It is not about what we claim to believe, but what we actually do believe, that is true faith. Throughout this paper, I am going to discuss Christian faith, how it pertains to daily life and Chr istianity as a whole. I also intend to delve into George WRead MoreDigital Design Theories, Practices, And Technologies1133 Words   |  5 PagesThe primary objective of this paper is to identify two of the various theories, practices, and technologies that are closely associated with the Digital Design specialization. This paper will describe each chosen theory, practice, and technology as well show the relation to how it will specifically impact digital design. It will go into depth about the theories Graphic Design and Gestalt Theory, the practices Works-Every-Time Layout and Thumbnail Sketches, and the technologies Adobe InDesign andRead MorePatriarchy And Subordination Of Women1726 Words   |  7 PagesIn this book Envisioning Women in World History there were a few societies that were merely dominated by the male race. As stated in this book, there are a number of societies discussed that were dominated by the males in the society, however, these societies are said to take account in the creation of patriarchy and the subordination of women. Why is Envisioning Women really being held accountable for the creation of patriarchy and the subordination of women? That question will be answered throughoutRead MorePortfolio Reviewers : My Experience Before English 2201 Essay1294 Words   |  6 Pagesintensive. I walked across that stage in high school because I completed my senior project. In order to graduate, you had to earn a certain overall grade for the project. I based my research off the argument that video games do not cause violence in adolescences. Stakes were so high; I was left with no choice but to try my hardest to apply my intuition and energy into this project. I had a brief semester to manifest a 12-page paper, and a 10-minute presentation. That was not the first paper I had toRead MoreThe Mystery Of Capital By Hernando De Soto, And The Party : The Secret World Of China s1516 Words   |  7 Pages2015 Term Paper 1 Author: S.Ali Al-Mosawi California State University Northridge INTRODUCTION In this assignment, I will be discussing the questions and mention key factors from The Mystery of Capital by Hernando De Soto, and The Party: The Secret World of China’s Communist by Rachel McGregor. Economy is the study of social behavior as discussed in class, but with these two authors and books, they elucidate in a form that is highly intellectual. They both are unique in terms of discussing whatRead MoreEthics, Intellectual Property, And Piracy1379 Words   |  6 Pagesworld much smaller in the context of information sharing, so the importance of understanding and utilizing measures to protect intellectual property and copyrights is vital to business success, ethical understanding and acceptance. In the following, I will specifically discuss the concepts of copyright, intellectual property, and piracy. Copyrights are a form of intellectual property, and the concepts of piracy and plagiarism threatens the viability and integrity of both. Understanding these conceptsRead MoreAccounting Scandals And Enron Accounting Scandal1596 Words   |  7 Pages Introduction: In this research paper I will be examining accounting scandals, specifically the Enron Accounting Scandal. First, I will be exploring the history of Enron. Then I will be going into further depth on what accounting issues Enron faced and then I will be explaining what a derivative is. Finally yet importantly, I will consider the different types of Accounting Fraud following a conclusion. Accounting Scandals are born due to collectiveRead MoreReflection Paper on Death and the Power of God1242 Words   |  5 Pagesget overlooked. I will be discussing a few topics which I feel are important topics today. One of my topics is something that most of the people I know fear, death. Another important topic that will be discussed is the power of God. Death One of the greatest fears that most people have in their lives is death. I wonder why this is so? Do people mostly fear the way that they will die? Do they feel as if they haven’t accomplished everything they have wanted to in their life? I feel these things