Promote communication in health, social care or children s and young peoples settings Essay Example for Free

Promote communication in health, social care or children s and young peoples settings Essay 051.1.1 Communication is an essenial part of our lifes which we start from birth, this is why i believe it is important that there is effective communication in a work setting with children and young people. We communicate to exchange thoughts, express feelings and to learn new things. How we transfer this information can be by speech, crying, using our body language or/and expressions, our main goal is to be understood. We communicate to a variety of people in our work setting, not only the children we care for but we speak with their parents and family members on a regular basis to disguss their childs individual needs as well as update them on their childs progress. This is where we can share ideas and gather information on a child such as their mannerisum and types of reasurrance techniques they use to help them feel comfortable in our setting. Most importantly we communicate to others to build relationships and at our setting we aim to maintain them. 051.1.2 Read more:Â  Essay About Promote Communication Communication and relationships go hand in hand. To create a relationship we must communicate and with communication we are creating relationships. We all need reasurrance and support, children and adults, we do this by listening about others concerns or worrys they may have and acting on them, by acting on them we are gaining trust. Having a good relationship with a childs parents and other family members makes the transition from them to us easier. It is vital that we build relationships with the children and young people that we work with to ensure comfort and to feel secure enough to be without their parents. We aim to work in partnership with adults that are involved in the childrens lives. Communication is highly important between colleagues for us to work well together and to ensure that we have a childs best intrest at heart we exchange information on a their routines, feelings and their interests.To be an efficitive team we must support each other and remain professional. A strong relationship with work colleagues rubs off on the children creating a happy enviroment.

The Deposition From the Cross : Art Analysis

The Deposition From the Cross : Art Analysis The Deposition from the Cross The Deposition from the Cross is a Jacopo Pontormos oil on wood painting which placed at the Capponi Chapel altar in the Santa Felicitac church in Florence. The Deposition is one of the classical prospects that portray the life of Jesus in the medieval art. And as a result of the convolutions of the composition, it is one in which Renaissance artists had a constant curiosity to draw such as Raphael and Caravaggio and more others. So one of my big interests of this painting is the story lay behind the deposition from the cross itself and why it became an important subject for Pontormo and the others. Moreover the disposition figures, with it are piercingly replicated appearances, vivid and ruthless colors are merged in a bleak and firmed space which opens a big issue for me of the description of this painting. In this report I will also focus on the differences of the faces of the grieving throngs and the figure of Madonna. Also, I will talk about the myth that attached with this pain ting that Pontormo had a drawn a self-portrait in the painting as Joseph of Arimathea. The Deposition from the Cross is the surviving masterpiece painting done by Jacopo Pontorm and done around 1525-1528, It is an oil in wood and the size of the painting is 313 X 192 cm and the location of this painting is in Capponi Chapel in Santa Felicita di Firenze church in Florence [1]. This painting shows a landscape at night with about 11 figures. The figures make a replicated sharp form that make most of them look the same. The most capturing figure is a man that is hold up by 2 other figure. The man that holds up is half nude with only a small piece of olive color cloth covering his privies. The mans hair is little long and orange and with also an orange bear. One of the two figures that holding the nude man is man whos holding the legs. The man has a strange pinky colored back skin that it looks like a sun burn but not for sure. Another figure which is hard to distinguish if is it is a man or a woman whos holding the upper part of the nude man. Although the two figures are carrying the mass of a mature man, they hardly appear to touch the land under them. The other figures look almost the same and the spaces between them are really small. All the figures rest 9 figures are appear to be women and all of them are almost wearing the same style of cloth except the bearded figure at the far right in the background of the picture. These figures seem to be a little different from the rest 10 figures since it looks out of the picture and look as if it added later to the painting. The landscape of the painting is very limited with only one shade cloud and a dark ground with a wrinkled olive colored sheet. The figurs looks like if they mournering some one. The Deposition from the Cross, is considered by many art historian to be Pontormos existing masterpiece. The Deposition generates a scene of whirlling group who moving with a sensitively emotional feeling while the Jesuss body is carryed down from the cross and presented to his mother Mary. Even though that normally The Deposition from the Cross is desciping Juses been lowered down from the cross but the unpresent of the actual cross in the painting, make many historian to matter the subject of this picture and concider it as doubtful type of paint. Also the two boys that holding juses have infered in the past as two Angles whose helping the Christ in his crossing to Heaven. So the presnt of the two angle and the lack of the cross create an presumption for some historian to consider the scene to be more accurately be called a Lamentation which decribe those who are supporting the Christ who appear as distressed as the mourners. However the lack of any visible tomb interrupts that pre sumption, just as the lack of cross creates a dilemma for the Deposition analysis. It has also been distinguished by art historian that the locations of Virgin and her child the Christ appear to replicate Michelangelos famous work the Pietà  , although in phontormo piece in the Deposition shows the mother and son have been split.Therefore this painting cosider to be really contovershial since it carries an essentials of a Lamentation and Entombment and also the Pietà  [1]. On the other side Legend has it that Pontormo had set himself in self-portrait as Joseph of Arimathea at the upper right of the image The figure does not appear in a elementary drawing of the altarpiece realized for relocate, suggesting that Pontormo may have decided to squeeze it during the finishing of the painting. Unlike of the other, much freer and more summary beginning sketches he made for the altarpieces, this drawing is highly finished, with a subtle rendreing of the highlights of the face demonstrating that Pontormo was thinking about its tonallity for the painting. His focus here on internal emotion suggested through facial expression contrasts with the much more lively vision of himself that he made during his rest at Galluzo [3]. The figures, with their sharply modeled forms and brilliant colors are united in an enormously complex, swirling ovular composition, housed by a shallow, somewhat flattened space. The Deposition from the Cross, or Descent, is the scene, as depicted in art, from the Gospel account of Joseph of Arimathea and Nicodemus taking Christ down from the cross after his crucifixion (John 19:38-42). In Byzantine art the topic became popular in the 9th century, and in the West from the 10th century. The Descent from the Cross is the 13th Station of the Cross. Other figures not mentioned in the Gospels who are often included in depictions of this subject include St. John the Evangelist, who is sometimes depicted supporting a fainting Mary (as in the work below by Van der Weyden), and Mary Magdalene. The Gospels mention an undefined number of women as watching the crucifixion, including the Three Marys, (Mary Salome being mentioned in Mark (Mark 15:40), and also that the Virgin Mary and Mary Magdalene saw the burial (Mark 15:47). These and further women and unnamed male helpers are often shown. The scene was usually included in medieval cycles of the Life or the Passion of C hrist, between the Crucifixion and the Entombment of Christ. Even in early depictions the details and posing of the composition, and especially the position of Christs body, are varied. The Pieta or Lamentation, showing the body of Christ held by Mary, may intervene between these two, and is common as an individual image, especially in sculpture. The Bearing of the body, showing Christs body being carried to his tomb, and the Anointing of Christs body, showing the body laid flat on the top of the tomb or a similarly-shaped anointing-stone are other scenes that may be shown. This last is especially important in Orthodox art, where it is shown on the Epitaphios. With the Renaissance the subject became popular for altarpieces, partly because of the challenges of the composition, and the suitability of its vertical shape. The Mannerist version of Rosso Fiorentino is usually regarded as his most important work, and Pontormos altarpiece is perhaps his most ambitious work. The subject was painted several times by both Rubens and Rembrandt, who repeated one of his paintings (now Munich) in a large print, his only one to be mainly engraved, as well as making two other etchings of the subject. Pontormo’s in his composition used the mannerist style to show the characteristics of the figure.

The Work of John Steinbeck :: Biography Biographies Essays

The Work of John Steinbeck      Ã‚  Ã‚   John Steinbeck was a major literary figure in the 20th century and continues to be widely read in the twenty-first century. Steinbeck was born on February 27,1902 (About John Steinbeck) in the Salinas Valley of California. (Laskov) "His father, John Steinbeck, Sr. was the County Treasurer and his mother, Olive Hamilton Steinbeck, was a former school teacher. As a youth, he worked as a ranch hand and fruit picker. (John Steinbeck [2])". "He attended the local high school and studied marine biology at Stanford University between 1920 and 1926, but did not take a degree" (John Steinbeck [1]). Steinbeck's fascination with science and biology is evident in most of his works such as in this quote from the Grapes of Wrath: "Man, unlike any other thing organic or inorganic in the universe, grows beyond his work, walks up in the stairs of his concepts, emerges ahead of his accomplishments."   (Steinbeck 165) As Steinbeck began his writing career, he took many other jobs to supp ort himself. For a short time, he worked at the American in New York City, and then returned to California where he worked various jobs such as a painter and fruit-picker before taking a job as a caretaker for a Lake Tahoe Estate. (John Steinbeck [1]) His job as a caretaker allowed him time to write and by the time he left the job in 1930 he had already published his first book, Cup of Gold (1929) and married his first wife Carol Henning (John Steinbeck [2]). After his marriage he moved to Pacific Grove, California where, in the early 1930s, Steinbeck met Edward Ricketts, a marine biologist, whose views on the interdependence of all life deeply influenced Steinbeck's novel To a God Unknown (1933). (John Steinbeck [2])      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tortilla Flat (1935) was Steinbeck's first successful novel. (John Steinbeck [2]) "Of Mice and Men (1937), a story of shattered dreams, became Steinbeck's first big success. In the same year appeared also The Red Pony". (John Steinbeck [2]) With his feet firmly planted as a successful America author, Steinbeck had many more pieces published during the next twenty years, including The Pearl and The Grapes of Wrath (1939). The Grapes of Wrath was hugely popular and was later made into an equally popular movie. (John Steinbeck [2])    John Steinbeck continued to write for the rest of his life, but many consider his writing career to have ended before he received the Nobel Prize.

Ethical Implications Essay

The Code of Ethics for Nurses clearly states that nurses are prohibited to participate in assisted suicide and euthanasia, it is ethically unacceptable. But Nurses are often in the best position to discuss end-of-life issues, they play a vital role in end-of-life care by advocating for their patients wishes and maintaining quality symptom management and support (Ignatavicius & Workman 2010). Euthanasia is legal in four states in the United States, these states are Oregano, Washington, Montana and Vermont. Terminally ill patients are able to request lethal medications under law. Most of these states require that the patients make two verbal request that are 15 days apart and also another request in writing with a witness. In Montana the law also states that the life expectancy of the patient has to be less than six months. Also the patient must be a resident in the state that he/she wants to precipitate in euthanasia ( New Health Guide n.d). In the case of Terry Schiavo, she had no living will in place, her wishes were unclear and the family was forced to stop her tube feedings and let her die. The nurse’s role in this situation would be to be there to support the family, providing resources and making sure the patient dies a peaceful death. The stake holders in this scenario are the physicians, did they make the right diagnosis and decision, the family who lost a beloved member of their family, and also the society as a whole, it was a very well published case and raised questions regarding if the decision was ethically right. In the scenario of Dax Cowart and Robert Burt, Dax was involved in a gas explosion that left him blinded and disabled. He wanted to stop all his agonizing treatments and die, even though he was competent, he was unable to refuse his treatments. In this situation nurses are obligated to give a competent patient the right to refuse treatment and respect the decision their patients make. The stakeholders in this scenario is the patient Dax who had to suffer through 15 months of treatment, and the doctors who went against his decision. Ignatavicius, D. D., & Workman, M. L. (2010). Medical-surgical nursing: Patient-centered collaborative care (6th ed.). St Louis, MO: Elsevier Saunders. New Health Guide. (n.d.). Retrieved December 10, 2014, from http://www.newhealthguide.org/Where-Is-Euthanasia-Legal.html Purtilo, R., & Doherty, R. (2011). Ethical Dimensions in the Health Professions, 5th Edition. [VitalSource Bookshelf version]. Retrieved from http://pageburstls.elsevier.com/books/978-1-4377-0896-7/id/B9781437708967000230 c0014 Euthanasia Ethics. (2014, September 26). Retrieved December 14, 2014 from http://www.euthanasiaethics.com/

Marine Insurance

MARINE INSURANCE Marine insurance is the indemnity for the loss of cargo or damage to ships during the shipment. The risks that marine insurance covers are fire, seizures, wars, accidents or causalities which take place over the sea. The winds and waves are not included as risks in the marine insurance. The Indian Marine Insurance Act, 1963 is imbibed from the Marine Insurance Act, 1906. Though the Marine Insurance Act is deep in its insurance coverage, it does not provide for losses that occur while the ship is sailing the waters.This has led to the introduction of another insurance called the Marine Cargo Insurance, which provides for losses to cargo while the ship is sailing the waters. This is very beneficial to oil tankers and heavy cargo ships. Types of Marine Insurance Since Marine Insurance is very vast, it provides for various types of insurance as per the need, specification and requirement. They are: Hull  Insurance  Ã¢â‚¬â€œ This insurance covers for both vessel and i ts apparatus such as fuel, tools, furniture, machinery etc. Freight Insurance  Ã¢â‚¬â€œ This insurance usually covers for the loss of freight.If the goods are safely shifted to the destination port, the owner of goods will have to pay the freight charges but if the ship faces any damages and losses, the shipping company will be under loss. Hence this insurance becomes a necessity to the owner company Cargo Insurance- This insurance covers the personal goods of the passengers and crew of the ship. It also covers the goods that are transported. Liability Insurance  Ã¢â‚¬â€œ This is the insurance which is utilized when the insured suffers losses due to liability to third party.This liability may be caused due to risks such as collision of ships or any other similar causality that may take place in voyage. Types of Marine Insurance Policies There are various types of marine insurance policies that the assured can opt for: Time Policy- This policy is taken for a time period of usuall y  one year Voyage Policy  Ã¢â‚¬â€œ This policy coverage is given only for a particular voyage say from starting point to the destination. Mixed Policy  Ã¢â‚¬â€œ As the name suggests it is a mixture of both voyage and time policy. Valued Policy  Ã¢â‚¬â€œ In this case, an additional fixed value is mentioned in the policy itself along with the value of goods.For example, along with goods the charges can also be added such as freight charges and shipment charges. Unvalued Policy  Ã¢â‚¬â€œ Here no additional charges are mentioned. It is decided after the incident after proving it. Floating Policy–This policy is beneficial to exporter who provides regular supply of goods. This policy is taken for large sum of money for numerous shipments. Other Important Pointers: * Marine insurance is available in all general insurance companies. * The insurance amount may vary from one company to another. It is important that the insured makes a note of the coverage made by the insuran ce companies as few companies may not cover all the losses of the shipment. * With the increasing attacks by pirates and natural calamities, it is important to have a marine insurance that takes care of the risks aboard. PROGRESSIVE INSURANCE COMPANY. What is marine insurance? Insurance against loss or damage to cargo goods and merchandise during land transit/sea voyage/air transport from and to Cyprus. Insurance for shipments not involving Cyprus can also be provided. Prospective clients:  For all merchants, manufacturers, importers and exporters.TYPES OF POLICIES AVAILABLE Individual Policies:  One shipment of goods for one voyage I. E. â€Å"One Off† risks. Annual Policies:  Suitable for an irregular flow of business, deposit premium based on turnover, declarations at agreed intervals, annual adjustment and renewal. Permanent Open Covers:  Suitable for a regular flow of business, automatically covers all goods specified, declarations at agreed intervals, policies a nd premiums debited at agreed intervals. TYPES OF COVER AVAILABLE Institute cargo clauses (A):  Widest form of cover available, insures â€Å"all risks† with stated exclusions.Institute cargo clauses (B):  Restricted form of cover, insures against major accidents to carrying vessel or conveyance, can include specified additional perils. Institute cargo clauses (C):  Most restricted form of cover, insures against major accidents to carrying vessel or conveyance only. War and strike clauses:  Standard extension available   for (A), (B), and (C). Duration of cover:  Warehouse to warehouse during ordinary course of transit. Rates:  Individually assessed on merit, no tariffs other than war risks and overage of vessel. For commercial goods the sale contract governs the needs of sellers and buyers for insurance.

Reading and Students with Mental Retardation

Reading proficiency is considered a top priority in education, and a skill with myriad implications for learning and achievement in other areas. Yet in the past, literacy rarely has been emphasized for students with mental retardation. With interventions that recognize the importance of literacy for all students, students with mental retardation can build reading skills that can lead to new interests, increased competencies, and greater independence. Understanding the characteristics of students with mental retardation is an important step toward the development of effective instruction and appropriate assessment. This paper is intended to begin a discussion of the issues surrounding reading and students with mental retardation; it is not intended to be a comprehensive research review. The paper provides: (1) an overview of the characteristics of students with mental retardation, (2) a description of common approaches to reading instruction, and (3) assessment approaches and issues that surround the assessment of reading for students with mental retardation. The paper is one of several brief papers developed to contribute to the process of conducting research and developing accessible reading assessments for students with disabilities. Creating accessible reading assessments based on accepted definitions of reading and proficiencies of reading requires knowledge of the issues specific to each disability and how they affect reading and the assessment of reading. The information in these papers was obtained through a broad review of literature and Web sites of national agencies and organizations, along with input and feedback from professionals in the disability areas. Each paper is intended as a first step to facilitate discussions that include individuals who do not know the disability, in this case mental retardation, and those who may know the disability but have not considered the interaction of the disability with reading or the assessment of reading through statewide testing. Students with Mental Retardation More than 600,000 students 6-21 years of age in the United States received special education services for mental retardation during the 2000-2001 school year, comprising about 11% of all students with disabilities in U. S. schools (U. S. Department of Education, 2002). The causes of mental retardation in children vary widely, including fetal alcohol syndrome, genetic disorders like Down syndrome and fragile X syndrome, environmental factors like lead poisoning, or diseases such as meningitis. The American Association on Mental Retardation (2002) defines mental retardation as a â€Å"disability characterized by significant limitations bo th in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. For many years students with mental retardation were identified solely using intelligence testing. IQ levels among students labeled as mentally retarded can vary from 20-25 (profound mental retardation) to 50-75 (mild mental retardation); according to the DSM-IV-TR (American Psychiatric Association, 2000), 85 percent of individuals with mental retardation have mild mental retardation. It has been estimated that 28,056 K-12 English language learners (ELLs) received special education services for mental retardation in 2001-2002. Thus, approximately 7. % of school-age ELLs with disabilities were identified with mental retardation (Zehler, Fleischman, Hopstock, Pendzick, & Stephenson, 2003). The challenge of learning English and having a disability adds another level of complexity to learning to read and demonstrate reading achievement (Mueller & Markowitz, 2004). Similar to other special education categories, but perhaps more unexpectedly, the criteria for students to be eligible for th e mental retardation label varies from state to state (Beirne-Smith, Ittenbach, & Patton, 1998). The Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA) reported that poor students were 1. 5 times more likely to be referred to special education; it noted significantly lower cognitive development and lower achievement among this population than among non-poor students. The report speculated on causes from lead poisoning to parent education level, but some advocates have argued that poor students, and particularly poor minority students, have been over-identified in the mild mental retardation category and misplaced in special education classrooms (Losen, 2002). The term â€Å"mental retardation† is widely used and coded into federal law, but the term remains the subject of considerable controversy. Some advocacy groups and professional associations argue that the negative stigma of the term mental retardation could be avoided by using less loaded language. The ARC of the United States, one of the country's largest advocacy organizations for people with mental retardation, eschews the term mental retardation in its mission statement (The ARC, 2004) in favor of â€Å"cognitive, intellectual, and developmental disabilities. In 2004, Special Olympics updated its terminology from â€Å"mental retardation† to â€Å"intellectual disabilities† (see the Language Guide under â€Å"About Us,† then â€Å"Information about Intellectual Disabilities† at www. specialolympics. org). In this paper we use the term â€Å"mental retardation† as a legal term defined by IDEA, while cognizant of this significant shift in terminology. Characteristics of students with mental retardation vary widely. Students with mental retardation may have difficulty with expressive language, poor short-term memory, low level meta-cognition skills, and poor use of logic and organization. Some students who are labeled as mentally retarded also have motor difficulties that can affect their handwriting or their ability to hold reading material steadily (Rizopoulos & Wolpert, 2004). Students with mental retardation, like all students, demonstrate wide variation in strengths, weaknesses, interests, and motivation, all of which should be reflected in each student's Individualized Education Program (IEP). Traditionally, special educators have de-emphasized literacy, particularly for students with moderate to severe mental retardation, in favor of functional, social, or motor skills (Kliewer & Biklen, 2001). Many people with mental retardation read below their projected capabilities, and both general and special education teacher education textbooks are marked by a scarcity of information on academic characteristics, assessment procedures, and instruction in literacy for students with mental retardation. Only recently have educators begun to recognize the value of reading and writing skills for all students, including those with severe mental retardation (Katims, 2000). Since school systems have begun to include students with moderate to severe mental retardation in assessments (IDEA, 1997, 2004) and accountability (NCLB, 2001), and thus also included in more academic instruction, these students have been achieving at much higher and more complex levels than researchers, practitioners, and even advocates expected (see Moore-Lamminen & Olsen, 2005). This powerful evidence has forced educational professionals to revisit long-held assumptions about the benefits of academic instruction for all children, and is generating provocative reading research on new, rigorous approaches to reading instruction for students with mental retardation (e. g. , Reading, Writing, Math, and Science for Students with Significant Cognitive Disabilities, Diane Browder, PI). Instruction for Students with Mental Retardation The focus in education for students with mental retardation has shifted from an emphasis on providing services related to placement, such as disability specific classrooms or special schools, to providing individualized supports to help every student access the general curriculum in an inclusive classroom setting. American Association on Mental Retardation (AAMR), a lead advocate of the â€Å"supports model,† emphasized in its 2002 definition of mental retardation that the effects of mental retardation can be ameliorated with personalized supports. This shift in thinking correlates with an increased emphasis on inclusionary and mainstream education for students with mental retardation, giving these students access to a challenging and interesting general curriculum and an integrated social environment. IDEA 1997 emphasized that students with disabilities must have access to the same challenging content taught to all students; this was reiterated and strengthened in IDEA 2004. Many special education researchers and advocates argue that holding students with disabilities, including mental retardation, to the same high expectations as all students will improve learning and educational outcomes for these students (McGrew & Evans, 2004). Approaches to teaching reading to students with mental retardation fall broadly into two categories. One broad category is the traditional or direct instruction approach, which teaches reading as distinct subsets of skills such as phonics and sight word recognition (Rizopoulos & Wolpert, 2004). The traditional approach is based on a behaviorist model, emphasizing drill and practice of a linear set of literacy skills. The second approach is a progressive, holistic approach that teaches comprehension and critical thinking along with phonological awareness, decoding, vocabulary, and reading for enjoyment (Katims, 2000). Each of these approaches has had support with some students with mental retardation and for various purposes (Browder & Xin, 1998; Cunningham, 1999; Driscoll & Kemp, 1996; Hendricks, Katims, & Carr, 1999; Joseph & McCachran, 2003; Katims, 2000; Moni & Jobling, 2000). Assistive technology and technology increasingly have become important supports for reading-related instruction and reading for students with mental retardation. For example, Erickson and Koppenhaver (1995) found that computer and light technology can give students with severe mental retardation the supports they need to build communication skills. Continued interest in the literacy outcomes of students with mental retardation and supporting research has blossomed in the past few years, and is most likely to be a productive area for the reading futures of students with mental retardation (Beukelman & Mirenda, 2005; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Sturm, Erickson, & Yoder, 2003). In their review of literacy approaches for adolescents with developmental delays, Rizopoulos and Wolpert (2004) suggested that both traditional and progressive approaches to literacy instruction can be appropriate for certain students. Recent research by Diane Browder looks closely at the assumption that students with the most severe mental retardation benefit only from functional approaches to literacy. Browder and Algozzine argue more research is needed to understand how students with severe mental retardation might benefit from explicit instruction in decoding and comprehension skills (Browder & Algozzine, draft). Assessment of Students with Mental Retardation Most students with mental retardation participate in the same large-scale reading assessments as all students. While not all students with mental retardation will require supports or accommodations on large-scale assessments, these students have access to the same accommodations that other students with disabilities receive. Whether a student will require extra time on tests, large print, read-aloud directions, alternative setting accommodations, or other supports to demonstrate maximum proficiency depends on the individual strengths and weaknesses of each student. The most common accommodations used for students with mental retardation include breaking tasks into smaller steps, providing read aloud directions or questions, and visual cues (such as arrows, stickers, or stop signs, highlighting of key words or verbs, or supplementing text with pictures). Other accommodations range from encouraging students to stay on task and oral directions accompanied by written directions, to noise buffers and adaptive furniture (Clapper, Morse, Lazarus, Thompson, & Thurlow, 2005). Some students with the most significant cognitive disabilities who are unable to participate in large-scale assessments even with accommodations are eligible to take alternate assessments. All alternate assessments are aligned to grade-level academic content standards, but they can be based on either grade level achievement standards or alternate achievement standards. The students who may participate in alternate assessments on grade level achievement standards may need accommodations not available on general assessments or need different formats or contexts to demonstrate grade-level proficiency (National Center on Educational Outcomes Web site, 2005). Students with the most significant cognitive disabilities can demonstrate proficiency on an alternate achievement standard. Alternate assessments should promote access to the general curriculum and reflect professional judgment of the highest achievement standard possible for each individual student. Summary The intent of this brief paper is to highlight issues surrounding reading and students with mental retardation. While not a comprehensive review, it is intended to give enough of a sense of the characteristics of the students, general instructional approaches used with them, and assessment approaches and issues to generate discussion about the possible ways in which more accessible assessments can be designed for those students who are proficient readers given their diagnosis of mental retardation. This paper is part of the background for research on accessible reading assessments conducted by the Partnership for Accessible Reading Assessments, and for discussions among collaborators on the National Accessible Reading Assessment Projects (NARAP).

Pornography Essay Example | Topics and Well Written Essays - 500 words

Pornography - Essay Example On the other hand there are those liberal feminists who support the role of pornography in modern society. They believe that pornography is supposed to give rise to sexual liberation and allows women to openly show their sexual desires and wants in modern society by emphasizing the importance of sexually active women. These liberal feminists also affirm strongly that any type of censorship against the pornography would be prejudicial to the rights of women who have been traditionally discriminated against men. There are a wide range of definitions of pornography and many are disputed by these groups. However for the purpose of this essay the definition by Merriam Webster’s Online Dictionary is taken as, â€Å"the depiction of erotic behavior (as in pictures or writing) intended to cause sexual excitement† (Merriam-Webster, 2012). The above-mentioned definition is wider and encompasses various forms of erotic material, but it’s important to learn and discuss about the most prevalent and striking forms of pornography within the modern society, whether it be erotic literature, internet porn videos and pictures or any other media. While pornography offers both genders equal opportunities to express their sexual needs, the basic thinking about how men and women experience sex differently is totally brushed aside. Besides only a little or no attention is given to the influential and authoritative role played by men in large porn industries, which is against the equal rights for men and women rule. In the recent years there has been a great development in the size and scale of porn industry through internet websites, magazines, books, and newspapers. Pornographic material and erotic literature is gradually being accepted in various parts of the world and many cultures such as that of United Kingdom, European countries and that United States have accepted in as an integral part of