One Day Ill Meet Someone :: Personal Narrative Writing

All right. I'm bitter. I seem to always be in this state lately, but never more so than after the weekend I've just had. I spent about half a year thinking that I was in love with one of my closest friends, and in the space of about ten minutes he completely obliterated any respect I had for him, while destroying my own self-image in the process. So I've been friends with this guy for about four years now, and we've been pretty decent friends for most of that time. But in the past year or so, we have gotten much closer. About six months ago, I suddenly had the revelation that I was in love with him. And it was perfect, I thought, because we were so close, and I respected him so much, and we got along so well together, blah blah blah. It didn't matter that he is kinda fat, or not very good looking, or that he has no sense of humor, or that most of my friends don't like him. All that mattered was I knew that deep down he is a good person with a good heart, not to mention smart, honest, and responsible, all qualities I admire in a man. Not to mention the fact that I totally believe that friendships make a good foundation for a relationship, and that my ex-boyfriend was and is still one of my closest friends. So my feelings for this guy grew stronger while getting to know him better over the past year. Although none of my friends thought he was good enough for me (even the ones who are also friends with him), I would defend him, even when he was rude or acted like a jerk, because I knew he really was a good person at heart. Finally, after many months of not getting any response from him and wondering if I should tell him how I felt, I decided it was time to get over him. I was sick of waiting for him to wake up and see me, and I was too scared to say anything about how I felt. I went out with another guy, but it didn't work out and then I realized that I was never going to let go of him until I had some sort of closure, however lame that sounds. Late one night after a disastrous date, I saw him online and IM'ed him.

life :: essays research papers

Self from Religious Viewpoint The Afterlife is an area of human consciousness we all enter upon leaving the physical world at physical death. Throughout history we've questioned if there is a life after death. Along the way, our religions and various philosophers offered beliefs and opinions to answer this commonly asked question. However, many of the answers contradict each other making it hard to figure out. While some believe it's impossible to know whether there is life after death, belief in immortality is a timeless phenomenon. Through the years there have been many philosophers that do not believe in life after death. Among them is David Hume. David Hume was a British imperialist to the extreme. He only believed in what he could see. He felt that if you can't see your soul or god then they must not exist. The same holds true for the after life, or heaven. He felt that when you died that was it, your life was over and there was nothing more. Muangkram pg.2 Buddhist's also do not believe in life after death meaning heaven. Buddhist's believe that when one dies he is reborn again and this continues until the person reaches Nirvana. Nirvana is the state in which one has attained disinterested wisdom and compassion. In the Buddhist religion there is no god to save you or to show you the way. To reach nirvana you must achieve insight and wisdom. The Buddha was not saved by a revelation or from any god. He was the self-enlightened one; by the power of his own post virtue, which finally produced piercing insight and wisdom, he came to the knowledge or the saving insight into things 'as they are.' He literally made himself a Buddha and subsequently entered Nirvana. One of the great philosophers that did believe in life after death was Spinoza. Spinoza believed there was a heaven and a hell and the life here in the physical realm was just a small part of gods greater plan. Spinoza believed that man is a fleeting incident in an infinite and eternal universe. In the Christian religion it is believed that there does exist life after death. The argument to support it being that after Jesus died he rose from the dead, proving that the soul is not destroyed after death. This proof of immortality has been accepted by millions of Christians and has been regarded as one of the most precious assurances brought to mankind by Jesus.

Compare and Contrast Utilitarianism with Christian Ethics

Compare and Contrast Utilitarianism with Christian Ethics The ethical teachings and values of utilitarianism and Christian ethics are similar in some aspects, yet however are diverse in others. Utilitarianism is a generally teleological ethical system, where the outcome is said to justify the act. The act is considered ‘good’ if it brings about the greatest good for the greatest number. Christian Ethics, however, can be quite different. Many aspects of its ethics are deontological, for example, the Decalogue and Natural Law. There are other differences and indeed some similarities which will be considered throughout this essay. Christian ethics has many aspects which do not agree with the fundamental doctrine of Utilitarianism. Firstly, the 10 Commandments in the Old Testament are deontological, as it is law based and the action is considered good or bad intrinsically. Jeremy Bentham, the founder of Utilitarianism, states that an action cannot be right or wrong in itself, and it can only be evaluated when the consequences are taken into account. The Bible implies that none of these laws should be broken, yet Bentham thought that any rules can be rejected should the person determine that the means can justify the ends. Bentham held that no one should take actions as right or wrong as a given, but should use empirical evidence to work out their effect and subsequently conclude on its appropriateness. Bentham’s empirical method of finding out whether the action is worthwhile was to use the Hedonic Calculus, a process of assessment which gauges the act’s outcome in several categories, such as its certainty, purity or extent. Natural Law is another example of the diversity between Utilitarian and Christian ethical attitudes. Although it teaches that humans should use reason to realise morality (which is similar to Bentham’s attitude), it fundamentally states that there are God given laws of the universe which eternally and constantly exist in nature. It is a Christian principle to live one’s life in such a way they strive to be like Jesus, and are motivated to follow Christian principles and rules in order to do this. This however fundamentally goes against Utilitarianism, which states that humans are merely motivated by the pursuit of pleasure and the avoidance of pain. This is how an action is considered good or bad in the Hedonic Calculus, if it brings pleasure for the most people or works to avoid pain. Furthermore, Christian ethics implies that one will find happiness by modelling themselves on Jesus and adhering to the teachings of the Bible. However, in Utilitarianism it is stated that one will find the most happiness when individuals are free to pursue their own ends. The process of using the Hedonic Calculus aspect of Utilitarianism can also be likened to the Christian ethical principle of using one’s Conscience. For this point, it is important to note that this is not in reference to the specific detail in the Hedonic Calculus, but is about the underlying reason for its use. In the New Testament, Paul advocated that the Conscience should be used when one needs moral guidance, which is linked to the will of God. Even though in Utilitarianism the ‘God’ aspect is not included in terms of justifying an action, the principle of mentally judging a deed is similar. John Stuart Mill developed his own approach to Utilitarianism called ‘Rule Utilitarianism’. There are some similarities with Christian ethics which lie in his doctrine. Firstly, Mill says that there should be general rules which people should follow in order to bring about the greatest communal good. This has two similarities with Christian ethics; first of all is the principle of law-making and secondly, the concept of the ‘greatest communal good’ can be traced back to the teachings of Paul in the New Testament, where he says that ‘a good should not be god for the individual, but for everyone’. Mill’s proposed laws would be those based on general Utilitarian principles. Mill likened this principle to the Golden Rule of Jesus, which is the teaching that Christians consider to be of the highest importance. The rule states to ‘do unto others as you would have them do to you’. Although this is essentially deontological, it is based on the principle of generating the most agape. Mill, like Jesus, held that general laws should be in place to help lead a good life. Situation ethics has also been pointed out as having similar principles o Utilitarianism. Firstly, both theories are examples of relativism, meaning that there are no absolute standard which apply to the rightness and wrongness of actions. Secondly Joseph Fletcher, the founder, argued that the Christian ethic of love can be labelled as ‘justice distributed’. ‘Justice’ is in reference to determining what the most loving thing is to do for everyone. This can be likened to Util itarianism, which replaces the word ‘justice’ with ‘goodness’, meaning goodness distributed (greatest good for greatest number).

The Benefits of School Uniforms As A Mandatory

In a time when the academic status quo is coming into question throughout America, educators, civic leaders, parents, students, and legislatures are left cycling through a myriad of standardized options to ameliorate the system. From gender-segregated classrooms to the implementation of national standard tests grading both students and teachers, suggestions abound on ways the American public might make its school system a better functioning environment for the socialization and academic study of its children. Among many other suggested and sometimes implemented deviations is the option of school uniforms as a mandatory part of American schools. Already a part of many school environments, usually private, parochial, or urban, uniforms come with a heady line of debate to the forefront of systematic discussion. Those in support of uniforms in both primary and secondary school environments stand in staunch opposition to those who suggest it might not only detract from the creative development of a child but may ultimately be a waste of time, money, and effort. Many critics of the school uniform movement proclaim that uniforms cannot â€Å"fix† anything about the failings of the American school system, and that it is, in fact, the morals, attitudes, and determination of those in the academic environments that create good schools, not uniforms. Yet, the detractors seem to fall short of reasons to not use school uniforms; those schools that have implemented them as a regimented part of school life support the uniforms as a mechanism to focus children on their work and away from each other, equalize the exceedingly hierarchical playing field of consumer popularity supported by the capitalist marketplace, and undermine the social tensions prevalent in the teenage years that account for so much wasted time, effort, and emotion during the classroom day. Contemporary American culture supports the performance and display of class and status as an important component of society; American schoolchildren replicate these trends, particularly those associated with familiar celebrities and elite brands, overpopulate the classic schoolyard. As a result, a culture of dress code policies and school uniforms have been instituted to counteract the peer competition, ostracism, tensions, and even theft that distract children from their schoolwork. Holloman, Lillian O. Dress-Related Behavioral Problems in the Public School Setting: Prevention and Policy – A Holistic Approach. † The Journal of Negro Education. Vol. 65, No. 2, Educating Children in a Violence Society, Part I. (Summer, 1996. ) p. 267-281. In her review of the uniform policy of urban schools, Holloman reflects on the current violence that infects public schools where there is no system in place to counteract the social problems set in motion by the capitalist-spawned problems of material competition. She addresses not only the problems these play in all schools, particularly in terms of stress, the development of male-female relations, and socialization of American school children, but carries her discussion further to the way these issues play out in lower and working class ethnic groups. She says that while students at all schools must face the issues of material competition represented by clothing in the classroom, it is a situation far more exaggerated for the urban black demographic. She includes the work of other sociologists and academic thinkers in her analysis of the school uniform option for the public schools most frequently attended by blacks. In this environment, she discusses the frighteningly frequent occurrence of violence as a result of material competition between students, with armed assailants stealing one student's jacket in the middle of a school day in Washington, D. C. While national attempts at school security have limited the level of danger in the schools, it has not limited the violence nor the lasting psychological effects it has on impressionable teens. Because the emotional implications of the violence that frequently ensues as a direct result of the clothes student wear to school in urban black environments, Holloman fully encourages the use of school uniforms, even if they detract from a student's ability to cultivate a unique sense of self through physical expression. Holloman ways the costs and benefits of the uniform, but ultimately sides with the student's safety, suggesting that time outside of school will be enough to encourage individuality among students. Likewise, she says, students are at school to learn, and positioning them in the safest environment to do so is the responsibility of all academic communities. Meadmore and Symes, Daphne and Colin. â€Å"Keeping up Appearances: Uniform Policy for School Diversity? † British Journal of Educational Studies. Vol. 45, No. 2. (Jun. , 1997. ) p. 174-186. Meadmore and Symes analyze the policies pertaining to school dress codes that instituted standard uniforms across the whole of Australia. They investigate the devolution and marketization of schools, as well as the growing state control over local practices. While their work is Australia-oriented, they strictly examine the social themes at play internationally that cause teenagers to misuse their freedom of dress in schools to a point that uniforms are a suitable tool to address the need of schools to control what goes on inside their walls. Likewise, Meadmore and Symes take an in-depth look at the transformation of schools over time, since formalized schooling in Australia has its roots in the private/public system of England, where uniforms have been traditionally mandatory. The English system, along with a desire for proper socialization to â€Å"the American way† for immigrant children in the 19th century, was the basis for the American school system's development, and its lack of uniforms is particularly interesting. Since public schools do not traditionally require uniforms in the halls of America while private schools, modeled more strictly on the elite British schools usually do, the work of Meadmore and Symes is easily extrapolated and integral to the academic discussion of the viability of uniforms in schools. Jacobson, Paul B. â€Å"Personal Expenses of High-School Students. † The School Review. Vol. 52, No. . (Jun. , 1994. ) p. 350-355. Jacobsen, a well-respected University of Chicago academic sociologist, states that ‘secondary education has always been selective. ‘ While this double entendre refers to the past of secondary education as something only afforded to the privileged and now those only adept enough to swim the seas of high school, its significance is important in the modern day American school system. While education still takes place in these schools, he says, it is clear that the education has also left Western Civilization and extended to the malls, shops, and boutiques where clothing becomes a mark of who a student is. It is not about sweaters to stay warm or long skirts, demure in their affiliation with a religious group or cultural standard, but instead about carefully relating brand and styles to characteristics populated by society's superstars to make a statement about who you are on the inside with each item of clothing. While this is not necessarily inherently bad, it is a powerful beast that changes the face of modern education. Jacobsen denounces free clothing choice at school not because of this reason but because of how it plays out in society; may parents and students cannot afford to play this game with attire in the schoolroom setting, which is already augmented in cost by musical instruments, school supplies, and athletic gear. As all of these aspects of education increase in expense, parents and students should not be forced to keep up to merely stay afloat in the mean world high school society, and as a result, he says, uniforms are a necessary alternative to the status quo. Brunsma, David L. The School Uniform Movement and What it Tells us About American Education. Washington, D. C. : Scarecrow Press, Inc. 2004. Brunsma provides the most thorough and sizeable analysis of the issues in the American school uniform debate. He examines the impetuses, debates, legal issues, and effectiveness of policies where uniforms have been implemented throughout the United States, further embellishing the work with anecdotal components that remind the reader that the issue of uniforms, while seemingly minor, actually has large ramifications on the future of American school systems and the expectations made of American children. His debates analyze both sides of the argument, as well as providing a comprehensive history and case study review. While Brunsma's conclusion is that uniforms do not make schools better, its intellectual review of the current literature on the matter disengages the reader from his opinion and, ironically, supports the implementation of a uniform code. His position is based on a simplistic desire to remain in a non-commercialized world where Gucci and Yves St. Lauren have not invaded the seventh grade classroom, but his review of case studies reveals that it in fact has. The evidence he presents clearly supports the use of uniforms, as the difference between a Sears-bought turtleneck and one purchased at Saks are far more insignificant than the way materialism plays out throughout an entire wardrobe. His analysis, while contrary to his personal opinion, shows that uniforms boost school climate, morale of students, work to eliminate high levels of competition, and support a focused academic atmosphere. All of these works, in addition to the great bevy available in academic journals, newspapers, and bookshelves, provide a great source of questions from which one can more strictly analyze the issue of school uniforms in the American classroom setting and the questions with which one needs to examine the costs and benefits of their implementation.

Different Learning Theories Of Human Resource Development

Knowing a individuals larning manner enables larning to be orientated harmonizing to the preferable method. That said, everyone responds to and needs the motive of all types of larning manners to one extent or another – it ‘s a affair of utilizing importance that fits best with the given state of affairs and a individual ‘s acquisition manner penchants. Kolb ‘s larning theory sets out four different larning manners, which are based on a four phase larning rhythm. In this regard Kolb ‘s theoretical account is peculiarly elegant, since it offers both a manner to understand single people ‘s different acquisition manners, and besides an account of a rhythm of experiential acquisition that applies to us all. Diverging ( experiencing and watching – CE/RO ) Assimilating ( watching and believing – AC/RO ) Converging ( making and believing – AC/AE ) Accommodating ( making and experiencing – CE/AE ) Diverging people are able to look at things from different positions. They are sensitive. They prefer to watch instead than make, be givening to garner information and usage imaginativeness to work out jobs. They are best at sing concrete state of affairss several different point of views. Kolb called this manner ‘Diverging ‘ because these people perform better in state of affairss that require ideas-generation, for illustration, brainstorming. Peoples with a Diverging acquisition manner have wide cultural involvements and like to roll up information. They are interested in people, be likely to be originative and emotional, and be given to be strong in the humanistic disciplines. Peoples with the Diverging manner prefer to work in groups, to listen with an unfastened head and to have personal feedback. The Assimilating acquisition penchant is for a summarizing, logical attack. Ideas and constructs are more of import than people. These people require good clear account instead than practical chance. They do highly good at understanding broad runing information and forming it a clear logical format. Peoples with an Absorbing acquisition manner are less focussed on people and more interested in thoughts and abstract constructs. Peoples with this manner are more attracted to logically sound theories than attacks based on practical value. These learning manner people are of import for effectivity in information and scientific discipline callings. In formal acquisition state of affairss, people with this manner prefer readings, talks, researching analytical theoretical accounts, and holding clip to believe things through. For an illustration people who prefer the ‘Assimilating ‘ learning manner will non be comfy being thrown in at the deep terminal without notes and instructions. Converging people with a Converging learning manner can work out jobs and will utilize their acquisition to happen solutions to utile issues. They prefer proficient undertakings, and are less concerned with people and interpersonal facets. Peoples with a Converging acquisition manner are best at happening practical utilizations for thoughts and theories. They can work out jobs and do determinations by happening solutions to inquiries and jobs. Peoples with a Converging acquisition manner are more attracted to proficient undertakings and jobs than societal or interpersonal issues. A Converging acquisition manner enables high-quality and engineering abilities. Peoples with a Converging manner like to prove with new thoughts, to imitate, and to work with practical applications. The Accommodating acquisition manner is ‘hands-on ‘ , and relies on perceptual experience instead than logic. These people use other people ‘s analysis, and prefer to take a practical, experiential attack. They are attracted to new challenges and experiences, and to transporting out programs. They normally act on ‘gut ‘ inherent aptitude instead than logical analysis. Peoples with an Suiting acquisition manner will be given to trust on others for information than carry out their ain analysis. This learning manner is common and utile in functions necessitating action and enterprise. Peoples with an Suiting acquisition manner prefer to work in squads to finish undertakings. They set marks and actively work in the field seeking different ways to accomplish an aim. Peoples who like prefer to utilize an ‘Accommodating ‘ learning manner are likely to go defeated if they are forced to read tonss of instructions and regulations, and are unable to acquire custodies on experience every bit shortly as possible. However most people clearly display clear strong penchants for a given acquisition manner. The ability to utilize or ‘switch between ‘ different manners is non one that we should presume comes easy or of course to many people. Basically, people who have a clear acquisition manner penchant, for whatever ground, will be given to larn more efficaciously if acquisition is orientated harmonizing to their penchant. Honey and Mumford acquisition manners Honey and Mumford ( 1982 ) have built a typology of Learning Styles around this rhythm, placing single penchants for each phase ( Activist, Reflector, Theorist, and Pragmatist severally ) ; Kolb besides has a trial instrument ( the Learning Style Inventory ) but has carried it farther by associating the procedure besides to signifiers of cognition. Anonymous, ( 2010 ) There are four features of larning manners, Militant Theorist Pragmatist Reflector Militants involve themselves wholly and without unfairness in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, non discrediting, and this tends to do them excited about anything new. Their doctrine is: â€Å" I ‘ll seek anything one time † . They tend to move first and see the effects afterwards. Their yearss are filled with activity. They tackle jobs by brainstorming. Equally shortly as the stimulation from one activity has died down they are busy looking for the following. They tend to increase on the challenge of new experiences but are bored with execution and longer term consolidation. They are gregarious people invariably affecting themselves with others but, in making so ; they seek to center all activities on themselves. For an illustration, those people who learn by making. Militants need to acquire their custodies dirty, to plunge in with both pess foremost. Have an open-minded attack to acquisition, affecting themselves to the full and without prejudices in new experiences. Brainstorming job resolution, group treatment, competitions and function drama, these are the activities of Militants. Theorists adapt and combine observations into complex but logically sound theories. They think jobs through in a perpendicular, bit-by-bit logical manner. They learn disparate facts into logical theories. They tend to be perfectionists who wo n't rest easy until things are tidy and fit into a normal proposal. They like to analyze and unite. They are acute on basic premises, rules, theories theoretical accounts and systems believing. Their doctrine awards reason and logic. â€Å" If it ‘s logical it ‘s good. † Questions they often ask are: â€Å" Does it do sense? † â€Å" How does this tantrum with that? † â€Å" What are the basic premises? † They tend to be detached, analytical and dedicated to rational objectiveness instead than anything subjective or equivocal. Their attack to jobs is systematically logical. This is their ‘mental set ‘ and they stiffly reject anything that does n't suit with it. They prefer to maximise certainty and experience uncomfortable with subjective judgements, sidelong thought and anything light-minded. For an illustration, scholars like to understand the theory behind the actions. They need theoretical accounts, constructs and facts in order to prosecute in the acquisition procedure. Prefer to analyze and synthesise, pulling new information into a systematic and logical ‘theory ‘ . Pragmatists are acute on seeking out thoughts, theories and techniques to see if they work in pattern. They positively search out new thoughts and take the first chance to research with applications. They are the kind of people who return from classs full with new thoughts that they want to seek out in pattern. They like to acquire on with things and act rapidly and confidently on thoughts that attract them. They tend to be impatient with ruminating and open-ended treatments. They are basically practical, down to earth people who like doing practical determinations and work outing jobs. They respond to jobs and chances ‘as a challenge ‘ . Their doctrine is â€Å" There is ever a better manner † and â€Å" If it works its good † . For an illustration, people need to be able to see how to set the acquisition into pattern in the existent universe. Abstract constructs and games are of limited usage unless they can see a manner to set the thoughts into action in their lives. Experimenters, seeking out new thoughts, theories and techniques to see if they work Reflector like to stand back to chew over experiences and detect them from many different positions. They collect informations, both first manus and from others, and prefer to believe about it carefully before coming to a decision. The thorough aggregation and analysis of informations about experiences and events is what counts so they tend to reschedule making unequivocal decisions for every bit long as possible. Their doctrine is to be careful. They are thoughtful people who like to see all possible angles and deductions before doing a move. They prefer to take a back place in meetings and treatments. They enjoy detecting other people in action. They listen to others and acquire the impetus of the treatment before doing their ain points. They tend to follow a low profile and have a somewhat distant, tolerant relaxed air about them. When they act it is portion of a broad image which includes the yesteryear every bit good as the present and others ‘ observations every bit good as their ain. For an illustration, people learn by detecting and believing about what happened. They may avoid jumping in and prefer to watch from the out of boundss. Prefer to stand back and position experiences from a figure of different positions, roll uping informations and taking the clip to work towards an appropriate decision.Learning TheoriesThe Behaviorist Approach Some of our acquisition comes approximately as a response to a stimulation. We are larning from our detectors. We react to something outside ourselves. If the consequence is good for us, we learn to respond in similar manner in a similar state of affairs, while if the consequence is bad, we learn non to make that once more. This is the basic thought of the Behaviorist Approach which can be traced back to the work of Pavlov ( 1927 ) who taught Canis familiariss to salivate at the sound of a bell. Behaviorist dressed ores on modifying behaviour by support. Behavior that is seen as positive or good is reinforced by wagess. For an illustration auto insurance is reduced if you do non do a claim. Most people have experienced both positive and negative support. We can see that behaviourist larning theories have their strengths. However, this attack to acquisition has been critized as mechanistic and be givening to concentrate merely on certain behaviour. There is grounds to propose that support may necessitate changeless topping-up to stay effectual. Anonymous, ( 2010 ) The Cognitive Approach If some of our acquisition is reactive, some acquisition can besides be described as positive. That is we seek out information and attempt to do sense of it in order to understand better our universe and our topographic point in it. This is the footing of cognitive theories of acquisition, which make usage of the work of research workers such as Kohler ( 1925 ) and Piaget ( 1950 ) . Kohler worked with apes and Piaget concentrated on kid development, but their consequences have been applied more widely. For the cognitive, the cardinal characteristic of human existences for acquisition is that we are intelligent searchers. Harmonizing to cognitive attacks, we invariably find that our experience of the universe does non rather fit the manner we see the universe, and we try to make something about the misfit. We seek new information, we adjust our position of the universe, and we may make a new manner of seeing the universe. There are clear connexions here with some of the elements we noted earlier in the different phases of the acquisition procedure. The Social Learning Approach The societal acquisition theory proposed by Albert Bandura has become possibly the most of import theory of larning and development. While ingrained in many of the basic constructs of traditional acquisition theory, Bandura believed that direct support could non account for all types of acquisition. His theory added a societal component, reasoning that people can larn new information and behaviours by watching other people. Known as experimental acquisition ( or patterning ) , this type of acquisition can be used to explicate a broad assortment of behaviours. Psychology, ( 2010 ) Basic Social Learning Concepts 1. Peoples can larn through observation. Observational Learning In his celebrated â€Å" Bobo doll † surveies, Bandura established that kids learn and reproduce behaviours they have observed in other people. The kids in Bandura ‘s surveies observed an grownup moving sharply toward a Bobo doll. When the kids were subsequently allowed to play in a room with the Bobo doll, they began to reproduce the aggressive actions they had antecedently observed. Bandura identified three basic theoretical accounts of experimental acquisition: A unrecorded theoretical account, which involves an existent single representative or moving out a behaviour. A verbal instructional theoretical account, which involves descriptions and accounts of a behaviour. A symbolic theoretical account, which involves existent or fictional characters exposing behaviours in books, movies, telecasting plans, or on-line media. 2. Mental provinces are of import to larning. Intrinsic Support Bandura noted that external, environmental support was non the lone factor to act upon acquisition and behaviour. He described indispensable support as a signifier of internal wages, such as pride, satisfaction, and a sense of achievement. This accent on internal ideas and knowledges helps link larning theories to cognitive developmental theories. While many text editions place societal larning theory with behavioural theories, Bandura himself describes his attack as a ‘social cognitive theory. ‘ 3. Learning does non needfully take to a alteration in behaviour. While behaviourists believed that larning led to a lasting alteration in behaviour, experimental acquisition demonstrates that people can larn new information without showing new behaviours. The Modeling Procedure Not all observed behaviours are efficaciously learned. Factors affecting both the theoretical account and the scholar can play a function in whether societal acquisition is successful. Certain demands and stairss must besides be followed. The undermentioned stairss are involved in the experimental acquisition and patterning procedure:Attention:In order to larn, you need to be paying attending. Anything that detracts your attending is traveling to hold a negative consequence on experimental acquisition. If the theoretical account interesting or there is a fresh facet to the state of affairs, you are far more likely to give your full attending to acquisition.Retention:The ability to hive away information is besides an of import portion of the acquisition procedure. Retention can be affected by a figure of factors, but the ability to draw up information subsequently and move on it is critical to experimental acquisition.Reproduction:Once you have paid attending to the theoretical accoun t and retained the information, it is clip to really execute the behaviour you observed. Further pattern of the erudite behaviour leads to betterment and skill promotion.Motivation:Finally, in order for experimental acquisition to be successful, you have to be motivated to copy the behaviour that has been modeled. Support and penalty play an of import function in motive. While sing these incentives can be extremely effectual, so can detecting other experience some type of support or penalty. For illustration, if you see another pupil rewarded with excess recognition for being to category on clip, you might get down to demo up a few proceedingss early each twenty-four hours. Psychology, ( 2010 )Learning CurveA acquisition curve is a graphical representation of the altering rate of acquisition ( in the mean individual ) for a given activity or tool. Normally, the addition in keeping of information is sharpest after the primary efforts, and so on a regular basis evens out, intending th at less and less new information is retained after each duplicate. The larning curve can besides stand for at a glimpse the initial trouble of larning something and, to an extent, how much there is to larn after early cognition. For illustration, the Windows plan Notepad is highly simple to larn, but offers little after this. On the other extreme is the UNIX terminus editor VI, which is hard to larn, but offers a broad array of characteristics to get the hang after the user has figured out how to work it. It is possible for something to be easy to larn, but hard to get the hang or hard to larn with small beyond this. Wikipedia, ( 2010 )

Environmental Analysis Essay

Landfill gas is generated during the decomposition of organic substances in municipal and industrial wastes. Since it is made up of powerful greenhouse gases, primarily methane gas and carbon dioxide, the prevention of escape to atmosphere is desirable and has the added benefit of being utilised as a renewable energy source (Clarke Energy, 2014). One such company focussed on dealing with this issue is Landfill Gas Industries Pty Ltd (L.G.I. Pty Ltd) they are ‘a specialist designer, supplier, installer, and operator of systems that capture, extract and burn gas produced in landfills’ (L.G.I. Pty Ltd, 2014). L.G.I. Pty Ltd has several opportunities that could impact the company’s operations in Australia, such as government regulation, the number of councils and landfills available and the fact that all landfills require a solution to the landfill gas problem. However L.G.I. Pty Ltd also has several threats potentially impacting its operations, for example from large energy generators, large waste companies and opposition to landfill gas. With the continuing pace of global environmental awareness and a general growing consensus about the potential damage of greenhouse gases, the Australian Government may introduction legislation and associated taxation such as the use of carbon credits that are designed punish landfill owners with unabated gas emissions (Department of the Environment, 2011). A company such as L.G.I. Pty Ltd is well placed to install systems that can reduce these emissions and in turn reduce the financial penalties of operating a landfill, many of which are run by local councils and therefore paid for directly by ratepayers. With 565 local government councils in Australia (The Department of Infrastructure and Regional Development, 2014) and each with a need to process its residents’ garbage, many of which themselves operate landfill sites and/or have legacy landfills within their boundaries. Whilst the market has a finite limit there is considerable appeal for councils to adapt such technologies at their landfills and has the potential to generate ‘huge savings for [councils] and the environment’ (Landfill Gas Pty Ltd, 2008). L.G.I. Pty Ltd is committed to take advantage of councils’ needs by having ‘developed successful landfill gas installations on sites of all scales across Australia’ (Landfill Gas Industries Pty Ltd, 2014). Wherever there is a landfill, there is potential dangers aside from the environmental concerns unless mitigation techniques are employed, such as the risk of fire and explosion which for example  occurred in Loscoe, England in 1986 when a nearby house was destroyed (Danish EPA, 2001). There is also the potential of gas migration to occur below the surface and in turn contaminate the groundwater (Environment Protection Authority, 2008). If a landfill site is not suitable for electricity production, gas mitigation is nonetheless desired for safety and hygiene reasons. L.G.I. Pty Ltd ‘manufactures and installs its own range of state of the art flares’ (Landfill Gas Industries Pty Ltd, 2014) allowing the flammable gases to be safely burnt off. Therefore all current and legacy landfill sites are potential business for L.G.I. Pty Ltd The first major threat to L.G.I. Pty Ltd comes from existing large energy generators, such as AGL, Origin and Energy Australia, these 3 companies have a combined market share of over 60% of the energy sector (IBISWorld, 2014). As these companies have the need to supply electricity to their customers they have the desire to source viable and sustainable generation methods, AGL for example already ‘owns and operates several renewable landfill gas and biogas (sewage) generation facilities across Australia’ (AGL, 2014). If these companies decide to expand in this sector and compete for this resource, they could undermine L.G.I. Pty Ltd’s potential simply by means of more efficient access to financial capital required to setup and by the greater potential political bargaining power they possess such as when competing for tenders. Such as with large energy generators, large waste companies also pose a potential threat for L.G.I. Pty Ltd. Many councils utilise outsourced waste collection, processing, recycling and landfill operators to fulfil their needs. Operators such as Veolia and Sita which operate landfills as part of their business must ‘manage odour across [their] landfills in accordance with the Environmental Protection Licence’ (Sita, 2014). These operators have their own equipment and methods for gas mitigation and therefore pose a threat to L.G.I. Pty Ltd if more councils outsource their waste needs to private companies, they in turn aside from environmental requirements have a commercial obligation to seek profit. There is nonetheless opposition to companies that seek to turn landfill gas into electricity, for several reasons such as its relative high costs, local air pollution but namely it suggests that it is acceptable to dump waste at landfill sites rather than pursue waste minimisa tion or recycling initiatives (Shrank, 2011). Veolia states that it ‘encourages waste  minimisation and recycling’ (Veolia, 2014), however if a financial incentive exists if it fails that endeavour then people are right to be sceptical. The threat of a change in public opinion and awareness towards waste disposal could potentially impact L.G.I. Pty Ltd, particularly if they are seen as not encouraging waste minimisation or if their operations produce an unacceptable amount of air pollution. Landfill gas is an unavoidable by-product of our modern society and it possess several risks if left unmanaged to public health and safety. L.G.I. Pty Ltd is well placed to mitigate these risks and also potentially return a financial benefit to its clients, specifically local councils. In terms of opportunities, L.G.I. Pty Ltd faces a finite barrier in terms of number of landfills in Australia, it may seek to export its expertise to markets overseas to pursue further growth. It may also be of benefit to lobby government to encourage further legislation and taxation penalties regarding greenhouse gas emissions, potentially expanding its market. Of the threats facing L.G.I. Pty Ltd, the biggest is represented by existing the large companies in the electricity generating and waste disposal sectors, who invariable have better access to capital and lobbying power to further develop this industry. Finally, public opinion could negatively impact L.G.I. Pty Ltd if they are seen to be exploiting a resource which ideally should be minimised in the first instance. Clarke Energy, (2014). Landfill Gas | Landfill gas generator. [Online] Available at: http://www.clarke-energy.com/gas-type/landfill-gas/ [Accessed 8 Aug. 2014]. Landfill Gas Industries Pty Ltd, (2014). Landfill Gas Industries – Renewable Electricity Leaders. [Online] Available at: http://landfillgasindustries.com.au/about-landfill-gas/ [Accessed 8 Aug. 2014]. Department of the Environment, (2011). Capture and combustion of landfill gas. [Online] Available at: http://www.climatechange.gov.au/reducing-carbon/carbon-farming-initiative/methodologies/methodology-determinations/capture-and-combustion-landfill-gas [Accessed 8 Aug. 2014]. The Department of Infrastructure and Regional Development, (2014). Local Government. [Online] Available at: http://www.regional.gov.au/local/index.aspx [Accessed 8 Aug. 2014]. Landfill Gas Pty Ltd, (2008). Landfill Gas Pty Ltd. [online] Available at: http://www.landfillgas.com.au/home.html [Accessed 8 Aug. 2014]. Danish EPA, (2001). Miljstyrelsen. [Online] Available at: http://www2.mst.dk/common/Udgivramme/Frame.asp?pg=http://www2.mst.dk/Udgiv/publikationer/2001/87-7944-831-3/html/kap30.htm [Accessed 8 Aug. 2014]. Environment Protection Authority, (2008). Guidelines for groundwater investigation and monitoring for landfills. [Online] Available at: http://www.epa.sa.gov.au/xstd_files/Waste/Public%20consultation/guidelines_landfill.pdf [Accessed 8 Aug. 2014]. IBISWorld, (2014). Major Companies. [Online] Available at: http://clients1.ibisworld.com.au.ezproxy.lib.swin.edu.au/reports/au/industry/majorcompanies.aspx?entid=2147 [Accessed 8 Aug. 2014]. AGL, (2014). Landfill Gas and Biogas. [Online] Available at: http://www.agl.com.au/about-agl/how-we-source-energy/renewable-energy/landfill-gas-and-biogas [Accessed 8 Aug. 2014]. Sita, (2014). Landfill Gas Management | SITA Australia. [Online] Available at: http://www.sita.com.au/facilitie s/landfills/landfill-gas-management/ [Accessed 8 Aug. 2014]. Shrank, S. (2011). Opposition to Waste-to-Energy: A Waste of Waste?. [Online] Worldwatch Institute. Available at: http://blogs.worldwatch.org/revolt/opposition-to-waste-to-energy-a-waste-of-waste/ [Accessed 8 Aug. 2014]. Veolia, (2014). Recovering Resources from Waste – Veolia Australia and New Zealand. [Online] Available at: http://www.veolia.com.au/municipal-residential/recovering-resources-from-waste [Accessed 8 Aug. 2014].

Brief History of Education in Nigeria

As they say Rome was not built in a day. Same applies to education system of Nigeria. In Nigeria education has been filtered and iterated than any other developing Nation around the world. Nigeria had witnessed the brief tradition of education system and was developed in its own phases with some notable revolutions.Undeniable three important tradition followed in educational system during different timeline were, the native Indigenous education, welcoming of Islam had introduced more different strategy of education (Quran Education through Quranic schools), and recently was introduced to the western educational system that help them to make their own benchmark in this world. Though initially during each timeline, the respective phases served their purpose and also had some problems.In this paper different education system and the phases of education development that flourished Nigeria had been discussed and also the recent introduction of Universal Basic Education (UBE) after success fully navigated by Universal Primary Education (UPE). The journey of education system in Nigeria has its own story to tell. The Early Days of Education (The Indigenous education of Stone-age Nigeria) Deeply rooted Culture and daily life routine followed by Nigerian population during early ages was followed for many centuries until influenced by outside world.Native Indigenous education in Nigeria is had its face decorated with limited life style and much priorities were given to welfare of community and local population. The education offered was based on the necessities that are useful govern and feed local tribe. This was the pre-colonial education, where the specialized skills and enhanced abilities were passed on to children from father and grandfather. Sometime children’s were forwarded to some other community head and mentors for advance skills and community etiquettes.The bottom line of the education delivered was to learn and live according to Nigerian climate and occ upation. These occupations were practiced according to geographical conditions of Nigeria. Some of the popular occupations practiced were Farming (according to seasonal condition), trading (barter system), and fishing (only by communities living either side of river bank), craft work (mask, cloths, color work, utensils), black-smithy (traditional & farming hunting tools, war weapons).Most of the skills were taught in very traditional ways like listening to elder people from community for their advices and wisely saying, hunting and farming was learned from observing father and masters working in farm lands and accordingly engaging themselves in the same work. Girls and women’s were expected to stay at home and undertake jobs more suited for them such as raising kids, weaving and craft-work, body decoration, farming. But this too had followed same strategy of learning from elders (from mother). This kind of education was based on ability and adaptation of skills from elders an d had no written or printed records.Such traditional education had great impact and socially developed sense for protection of community, but the same sense of protection proved to be limitation for Indigenous education system. Although traditional skills managed to travel and spread across many tribes but tribe never agreed to pass on their skills to people from other community (mostly people from other villages). This made it to almost impossible for such education system to travel ahead in timeline and had vanished, as community increased and started to spread across Nigeria. Islamic Education (Arabic Language) in Nigeria Islam was believed to Introduced to somewhere around 1080. Islamic faith was first accepted by Umme Jilmi (1085-1097), Ruler of Kanern, followed by his successors Dunama 1st who ruled during the period 1097-1150 and also by Dunama 2nd during 1221-1259. As these people had much influence so was Islam the faith sowed into Nigerian earth. Islam made major changes i n Nigerian life and educational system. Apart from just living life people were made to serve GOD (although they already did) and had to allot separate time. Islam and Islamic education was made to believe inseparable duty that one must follow in this daily life.The local priest of Mosque used to teach chapters of Quran and its verses. Quran also made people to learn new language â€Å"Arabic† which was completely unknown to Nigerian population. Arabic alphabet was taught for the first time, as a written language in printed format. This effort at primary level was widespread and greatly appreciated & absorbed in Nigerian culture. Although Arabic language was blessed by grammar, syntax, rich literature but it also had its own setbacks. First was women’s were forbidden in ISLAM and took considerable to anticipate women’s participation in learning Arabic language and Quran.A later on Islamic study was also allowed for women’s of Nigeria. Abdullahi Bayero the (Ruler of Kano) strengthen the Islamic studies by building Law schools, for teaching Islam, different Islamic subjects, English and Arithmetic as well. Schooling and building of institutes helped in good educational progress and many institutes & schools were started in coming in year. As Arabic was neither the language in many part of Nigeria, nor followed by educational institutes other than Islamic, this proved to be failure for Arabic language.The Western Education (Missionaries schools and Culture) This was the proper time to intersect the Nigerian environment with western education system. In 1842 Wesleyan Christian Missionaries stepped in Badagry. The western missionaries and missionaries school stepping onto Nigerian land was not so welcomed, because Islamic schools and institutes already has its footmarks on Nigerian soil, specially northern Nigeria, where Islam has its wings spread wide across with almost 25,000 Islamic schools and education centers.Although the start was not good for missionaries’ school and had to keep trying until in 1843 the first school came into existence followed by Anglican Church Missionary society in 1850. Missionaries’ schools were helped by the government and they did understand the importance of western education for further development of Nigerian society. As a result of this, education department came into power to administrate and to set curricular criteria and requirements and started to giveaway grants and funds for missionary schools.The north Nigeria had nothing to do except watch southern Nigeria grows in better lifestyle. Further in 1914 northern and southern Nigeria united and these missionaries’ were strengthening to put-forward their idea about education in northern Nigeria as well. North Nigeria had to fill the growth and development gap as in 1914 there were only 1100 school kids as compared to 36,000 in south Nigeria, number was no less but still there was good hope for development. T he main focus of examination was given on examination. More to say institute building, sufficient teaching staff, and moderate labs were inspected.School ranking was graded and, performance was sorted according to individual performance of each institute. Results were notable and according to expected and lead the entire nation towards Jobs availability and overall development. In year 1952 a body was formed named as West African Examination Council (WAEC) and important responsibility of conducting examination was handed over to them.The responsibility of council was to qualify number of appeared candidate for certificates which were same as that of certificates offered by examination authorities in United Kingdom Until now much of educational program were carried by missionaries, but now Nigerian government started to feel the need to help these missionaries and in 1882 began to act by providing necessary guidelines, policies for students and staff, and development of educational a uthorities. Schools appointed school inspectors and started to ensure grants/funds for schools to keep the educational quality intact. To give wider perspective to the government activities the common experiment more popularly known as Universal Primary Education Program was undertaken in 1955 (East) and 1957(West), that proved to be very helpful and genuine program.In Nigeria, the school year currently runs from January to December, consists of about 3 quarters with a month between quarters. Primary education begins at the age of six for the majority of Nigerians. Students spend six years in primary school and graduate with a school-leaving certificate equivalent to what is called ‘elementary school' in some other countries. This runs for 6 years, and after that, students take the Common Entrance Examination to be admitted into Secondary School, which is the equivalent of ‘high school' in some other countries.It used to be that way many years ago, and then they switched to a school year that ran from September to July, and within the last decade, they've switched back to a school year that runs from January to December. Some Nigerians go to nursery school in their early years. What is basically done there is teaching kids the basics like the alphabet, etc. Subjects taught at the primary level include mathematics, English language, Islamic knowledge studies, Bible knowledge, science and one of the three main native ethnic groups (Hausa-Fulani, Yoruba, and Igbo).Private schools would also offer computer, science, French, and art. Primary school students are required to take a Common Entrance Examination to qualify for admission into the Federal and State Government schools. However, around 1990 what was once known as ‘secondary school' was split into 2 sections, and had a year added. So now, there is Junior Secondary School (JSS), which lasts 3 years, and then students have to take the Junior WAEC or the JSSE (Junior Secondary School Exam) to move up to Senior Secondary School (SSS).During primary school and secondary school (both parts), students wear a school uniform that is chosen and designed by their school. During school parties or special functions, students are sometimes allowed to wear what they choose. Also, there are usually other physical standards that students must abide too. For instance, most schools either have the girls hair cut short, or allow them to braid it neatly, sometimes depending on the grade level. Boys must have their hair short. With both boys and girls who have short hair, the hair must be neatly combed.Also, shoes, jewelry, and other accessories usually have guidelines attached. For primary and secondary schools, some schools do have buses to transport their students from certain areas to the school, and of course, in boarding schools, transportation is not an issue. For day school students though, for the most part, transportation to and from school is left to the family. Some parents dro p their kids off at school on their way to work. Prof. Fafunwa Contribution towards education Education system in Nigeria is one of the greatest achievements of Prof.Fafunwa especially at the primary and secondary school levels. He sustained efforts and struggle culminated in the adoption of the mother tongue education policy by the national policy on education (1977). He rightly observed that, developing countries are known mainly as consumer of knowledge rather than as producers. However the acceptance of some of the Fafunwa’s idea internationally proved to be an exception. One of the great ideas that won international recognition is the Each-one-Teach-one approach in the promotion of the education for all (EFA) global program and campaign.The second is the Mother Tongue mode of educational instruction, which has received some international acceptance through the efforts of UNESCO. At the national level also, the recommendation of the Fafunwa Study Group on funding of educa tion at all levels in 1984 brought two notable institution into existence. The first was the establishment of the National Commission for the College of Education (NCCE) in 1986 while the second was the establishment of Federal Ministry of Science and Technology. One of the measures he took was the establishment of the national Institute for the Language in Aba in 1992.By these achievements, Fafunwa’s name will always be written in gold in any history on the promotion of mother tongue education in Nigeria. It would also be recalled that in addition to these, he established the Nigeria French Language village, in Badagry in 1991, and the National Arabic Language Village in 1992 in Gamboru, Borno State when he minister of education. The success of the mother tongue project let to the production of teaching material in Yoruba language in the primary schools. And following its success too, other linguistic area translated the Ife materials on science and mathematics into their sp urred Prof.Fafunwa to work harder the promotional of the teaching of, and research on, Nigeria language, when he becomes minister of education. With all these, Fafunwa gained recognition at both the national and international levels. In 1973 he received a medal for distinguished service in Education, Teachers college, Columbia University, New York city. In 1976 he got the Franklin Book Award for Outstanding Contribution to Educational Development, New York City. In 1983, he was appointed a Distinguished Fellow, International Council on Education for Teaching, Washington D. C and then in 1986, this ‘prophet’ was rightly honored in his own country, with Hon. LL. D by the University of Nigeria, Nsukka, where he started his academic career. His was later also honored by fellowship of Science Teachers Association of Nigeria in 1990; and Fellow, Nigeria Academy of Education in 1990. In 1955, he earned a Ph. D. in Education, becoming the first Nigerian recipient of a doctoral degree in Education. He started his University teaching career in 1961 at the University of Nigeria, Nsukka. During the Nigerian civil war, he left the east and moved to Ife, and taught at the Obafemi Awolowo University.Universal Primary Education (UPN) in Nigeria In 1970 the new term was introduced into the world of education in Nigeria and Universal Primary Education (UPN) was accepted as policy for educational system, just because it had all necessary guidelines and regulatory work flow, most important it was designed in a way to have each person to complete it as primary need. This was again non-welcomed, but still had impressive accomplishment. According to small survey it was seen that Nigeria had an impressive population of 50 million and among that population 22 percent of population was school going (Primary schools).UPN gained its importance in coming year 1985-86; during time period approximate estimated considerable population of 24 million (age group between five â€⠀œfourteen) and 46 percent of the entire age group had attended school. This was a remarkable change in education system of Nigeria and they believed that more number would be achieved in coming years. Special Education in Nigeria As seen till now Nigeria’s efforts of educational program has been tremendous, was well noted and these efforts were reviewed by Ministry of Information and Culture, 1986.This revolution in the field of education had deep impact on special education reform. Special educations are firmly established under the roof of overall education policies set by Ministry of Education. The need had arisen because of exceptionalities and special skill amongst sons/daughters of Nigeria. The special section has been set aside for pupils with extraordinary special skills. This is known as Section 8 of policy created by ministry of education in 1977.According to section:1. Materialize the meaning of equal education for all pupils.2. Provide sufficient education for al l disabled students and citizens so as to overcome their disability and let them help for their contribution in development of nation.3. To provide opportunities and resources for those pupils who possess special skills and abilities for nations technological and economical development.This was not just to provide the platform for students with good academic and talent but also the solid groundwork for those who have knowledge must have the freedom to go for the education they want.This also had put more focus on those are handicapped and physically challenged, and had given them the right of equality of education along with other normal pupils. To anticipate section 6 government had to move ahead in some research and had to collect data that clearly depict the number of all children’s, separation through age, sex, disabilities and locality, standard of living and their requirement about education.Categories of Special Education1) Blind and partially sighted or different sigh t problems.2) Deaf and partially hearing or different hearing problems.3) Disabled or physically challenge or handicapped.4) Mentally retarded (Partially/Completely).5) Hospitalized children.For any special education program the direction must be towards ability of anticipation of program that increases the inner potential of extraordinary individuals. But this was again hampered by some special education systems and institutes program were imposed on admitted pupils instead of exposing and providing platform for those students. Inclusion International Perspective (Salamanca Meet) United Nations Salamanca Statements were major and good exposure to international level by United Nation.UNESCO had arranged a world meet in Salamanca, Spain was held from 7th June 2994 till 10th June 1994. This meet was attended by 300 participants those representing 92 governments and 25 international organisations. Salamanca statements were built on 1. Universal Declaration of Human Rights (1948) 2. Con clusions from â€Å"The World Conference on Education for All† (1990) 3. United Nations â€Å"Standard Rules on the Equalization of Opportunities for Persons with Disabilities† (1993).Recognition of Salamanca Statement1. Every child has a fundamental right to education.2. Every child has unique characteristics, interests, abilities and learning needs.3. Education systems should be designed and educational programmes implemented to meet these diversities among children.4. Students with special needs must have access to regular schools with adapted education.5. Regular schools with an inclusive orientation are the most effective means of combating and preventing discriminative attitudes and building up an inclusive societyRole of National Authorities and Government1. Improve the education system so it can include all students.2. Adopt the principle of inclusive education in the legislation system to enrol all children.3. Develop demonstration project.4. Establish decentr alized systems and user participation in planning, monitoring and evaluation.5. Encourage the participation of parents and relevant user organisation.6. Pay attention to early identification of special needs and Early Intervention.7. Give relevant education, further education, training and support to teachers and other relevant professionals.8. Emphasise the international cooperation within programs of education for all.9. Emphasise the importance of Special Needs Education as an integrated part of teacher education and training programs.10. Involve the NGO’sNew Perspective on Special (excellent students) needs education1. Inclusion and participation assume that students with disabilities attend ordinary kindergartens and schools on the local environment.2. The fundamental principle is that all children are together as much as possible.3. Inclusive education of high quality should focus on:1) Curriculum2) organizational arrangements3) teaching strategies4) resource use5) Part nership with the communities4. Inclusive education demands a focus on peers. This implies that special units, special classes and schools should be used to a limited extent, and as exception from ordinary education5. Special needs education varies enormously from country to country. If a country has to have special schools they should function as resource centres for regular schools.6. Countries with a limited number of special schools should be advised to establish mainstream-inclusive schools.7. The governmental planning of education should concentrate on all persons, in all regions of the country and in all economic conditions.8. Special needs education policy represent a new approach. That’s why adults with disabilities should have special attention.9. Girls and women are often discriminated. Women and men should have equal influence and opportunities.10. To make EFA effective it should be plans on the local, regional and national planInclusive Education and Amendment of Salamanca Statements in United KingdomSpecial Education Needs and Disability Act (2001)The Special Educational Needs and Disability Act (2001) impose certain specific duties on the respective educational institute in respect of students with disabilities. The following guidelines attempt to establish good practice for access to teaching and learning for students with disabilities in the light of these requirements under the Act.These guidelines are directed towards individual lecturers and tutors, to provide a descriptive outlook of the main elements of planning for SENDA (2001). The Act requires the University not only to make adequate provision for existing students with disabilities but to be prepared for the probable needs of future students and candidates, so as to be able to respond adequately and promptly when required. It does not require Schools or individual tutors to make wholesale changes to teaching materials, teaching practice, curricula, timetables, etc.(though it is a common experience that the refinement of teaching practice to meet the needs of students with disabilities is of benefit to students in general). It does involve the identification of aspects of teaching and learning which can be expected to create barriers for students with disabilities, and a concerted planning initiative on the part of the University to establish how these might be adjusted to allow the full participation of students with disabilities. The Act makes it unlawful for bodies responsible for the provision of education to discriminate against disabled students.Discrimination consists of failing to make reasonable adjustments which would permit students with disabilities to participate fully in Higher Education, or giving them less favorable treatment at any point in the educational process. The definition of disability includes a wide range of long-term physical and mental conditions. This Act SENDA imposes a pressurized direct responsibility on educational institut ions for their own admitted students. This would include elements such as field place used in fieldwork and study tour, or foreign educational institutes/universities where students go for under students exchange program.Special Educational Needs (England and Wales)The legislation relating to SEN is contained in Part 4 of the EA (ss. 312 – 349, Schedules 26 and 27). This has been amended by the School Standards and Framework Act 1998 (SSFA) to amend the references to the categories of schools. There is a statutory code of practice (the Code of Practice on the Identification and Assessment of Special Educational Needs) to which LEAs, governing bodies, health and social services and the SENT must have regard when exercising their functions under Part 4 of the Act.There was a consultation on a revised draft of this Code from 7 July to 13 October 2000. The aim is to publish the final version of this Code to come into force from September 2001. A child has SEN if he has a learning difficulty which calls for special educational provision to be made for him. A child, for the purposes of the SEN provisions, includes any person under the age of 19 who is a registered pupil at a school. About 20% of children will have some form of SEN at some time.Most of these children will have their needs met by their school, but around 3% of children will have severe or complex needs which will require the LEA to determine and arrange for the special educational provision for the child by means of a statutory statement of SEN. It has always been intended that as many children with SEN as possible can be included within mainstream rather than special schools, whilst recognizing the importance of the specialist sector. There is a duty in section 316 of the EA to secure that a child is educated in a mainstream school, unless that is incompatible with the wishes of the parent.Provided that three conditions are satisfied: that this is compatible with 1. His receiving the special e ducational provision his learning difficulty calls for; 2. The provision of efficient education for the children with whom he will be educated. 3. The efficient use of resources. School governing bodies have a duty to use their best endeavors to see that pupils with SEN at their schools receive the special educational provision their learning difficulties call for.The LEA must keep their arrangements for special educational provision under review They have a duty to secure that they identify children within their area who have SEN and the LEA need to determine the special educational provision for which their learning difficulty calls. Where an LEA are of the opinion that a child has SEN and that it is necessary for the authority to determine the special educational provision which any learning difficulty he may have calls for, the LEA will make an assessment of the child, to decide whether a statement of SEN should be made for the child.Once the assessment of the child's needs has been completed, the LEA will decide whether it is necessary for them to make and maintain a statement of the child's SEN. If the LEA decide to make a statement, the statement must be in the form prescribed by the Schedule to the Education (Special Educational Needs) Regulations 1994 (revised regulations are planned to come into force at the same time as the revised SEN Code of Practice). Any statement made by the LEA must give details of the assessment of SEN and specify the special educational provision to be made.The special educational provision must include the type of school, or other institution, which the LEA considers would be appropriate, the name of the school preferred by the parents if this has to be named in accordance with Schedule 27 or, if none, the name of any school the LEA considers should be specified, and any provision for which arrangements are made otherwise than in a school, e. g. : occupational therapy. The SENT considers parents' appeals against the decisio ns of LEAs in England and Wales about their children's SEN, if parents cannot agree with the LEA.The SENT considers appeals about refusals to assess, refusals to make statements, the contents of statements and decisions to cease to maintain statements. The constitution of the SENT is provided for in section 333 of the EA. There is a President and a chairmen's panel appointed by the Lord Chancellor and a lay panel appointed by the Secretary of State for Education and Employment or (as appropriate) the NAW. Each Tribunal consists of a chairman and two lay members. The procedure of the Tribunal is set out in the Special Educational Needs Tribunal Regulations 1995 made under section 336 of the EA.The Special Educational Needs Tribunal Regulations 2001 have been laid before Parliament and will, unless annulled, come into force on 1 September 2001. Where does Nigeria Stand in Inclusive Education? Education is not only a right of every child as advocated for by the United Nations (UN), it is a Constitutional enactment in Nigeria through ‘The Compulsory, Free, Universal Basic Education Act,2004 and other Related Matters' leading to the setting aside of two percent (2%) of the consolidated revenue for its implementation.It is also a punishable offence for anyone to deny a Nigerian child the opportunity to get at least the basic nine year compulsory and free education. Worthy of note is that the UBE Act not only stipulates that it is an offence for anyone to deny a Nigerian child the opportunity for free basic education but clearly pointed out Part 1 section 1, 2 and 3 of the Act that â€Å"Every Government in Nigeria shall provide free, compulsory and universal basic education for every child of primary and junior secondary school age. Every parent shall ensure that his child or ward attends and completes his:(a) Primary school education.(b) Junior secondary school education by endeavoring to send the child to primary and junior secondary schools.â€Å"The stak eholders in education in a Local Government Area, shall ensure that every parent or person who has the care and custody of a child performs the duty imposed on him under section 2(2) of this Act† The above are wonderful as far as the quest towards achieving the goals of the Millennium Development Goals (MGDs) as well as the targets of the Education For All (EFA) remain a cardinal objective of the present leadership in the education sector.It would be pertinent to point out that Nigeria in April 2000 joined over 170 other countries that met in Dakar, the capital of Senegal to re-affirm national commitment towards ensuring that they deliver the goals of EFA by 2015. Given the importance of UBE and need to ensure that it succeeds, stakeholders in the sector especially those that have held sway at the helm of affairs of the Federal Ministry of Education had for some time taken steps deemed necessary to ensure that the country not exit the status of being one of the countries not l ikely meet the target for EFAQ nor the goals of MDGs.â€Å"From a regional perspective, South and West Asia reported the greatest progress. This was mainly due to changes in India, where the number of children out of school fell by over 12 million as participation in primary education significantly improved for girls (accounting for more than 75% of the decrease). â€Å"Sub-Saharan Africa also made important strides, with a reduction of 10 million.This was largely the result of progress reported by the Governments of Ethiopia and the United Republic of Tanzania† the report added. For a country like Nigeria, the importance of the report comes in various forms but the most touching ones will be the positive aspect which noted that the Sub-Saharan African made important strides towards the global achievement accounting for about 10million out of the 28million that was recorded within the period.But unfortunately for the country, while the names of countries like United Republic of Tanzania and Ethiopia were clearly mentioned while others were listed on the detailed report, Nigeria appeared on the list with dots in this form (****) which simply means that there was no information available on the various performances and efforts of government and other stakeholders in the area of improving enrolment.It is should be on record that Nigeria is not a country to be pushed aside when the issue of rolling out policies, bright and wonderful policies at that aimed at achieving envious feat that can stand its own anywhere in the world. Though the country for the umpteenth time has failed to blow its trumpet, stakeholders would not disagree if this write-up notes that over 80% of government efforts are not well coordinated leading to none availability of credible, scientific and acceptable data that can be presented to relevant bodies.It is however gratifying to note that the leadership at the Federal Ministry of Education presently is doing a lot to change all that and when one takes a look at the latest decision to integrate the Mandrasah Education into the mainstream of at least the basic education, it shows that Nigeria is serious about meeting the set goals and targets.At this juncture, it will be pertinent to note that just about two-years ago during the celebration of the 2008 Education For All (EFA) week celebration, the then Minister of Education, Dr. Igwe Aja-Nwachuku said that at least about 11million Nigerian children are still without access to basic education in the country.