Image And Reality Essays - Kennedy Family, Free Essays, Term Papers

Image And Reality Essays - Kennedy Family, Free Essays, Term Papers Image And Reality Valery Potakh Mr. Anderson US History 1A, P.7 24 November 1998 Image and Reality In the years since the thousand days many questions have been raised and are still being studied about John F. Kennedy. A Life of John F. Kennedy: A Question of Character is a book written by Thomas C. Reeves, in which Reeves discusses these issues. JFK was a great man, and yet there are still some things that one must take into consideration. His morality was always somewhat of an uncertainty; be that as it may, these questions are still not openly discussed. People were always taken aback by his personality, good looks, and youth. After his death, it was quite difficult for most people to accept some of the newly discovered negative information about him. The man meant so much to some people that it was impossible to say something less than perfect. But all the same, facts can not be denied. While one may think that each is responsible for his or her actions, that is not always the case. Much of Jacks character develops and originates from his family. He applied these beliefs to his life as well as his presidency. His great grandfather Joseph Kennedys indifference toward people, and the will to do anything to get what he wants, helped to shape much of the character in the entire Kennedy line. Inferior treatment of women also originated from this source. The lacking of a sufficient background as well as a good role model helped shape much of Kennedys negative characteristics. This was reflected in most of his decisions, as a result. So therefore, diversity between Kennedys presidential appearance, and his private life of scandals, was unmistakable. His indifference to the values of proper judgement, unselfishness, and sincerity to his wife and work was also reflected in his ability to make thought out decisions. Though interesting enough, his greatest talent was the ability to manipulate himself well enough that it appeared as though he contained the qualities of an effective leader. In spite of some obvious differences between his acting and the reality, John F. Kennedy was probably one of the most liked presidents. During and after his era people felt inspired to go out and make a difference. JFK had a look to him that made him likable to others. One may even say he was a people person. He had the ability to enrapture people with his capriciousness and elegant personality. Therefore much of the books written about Kennedy felt that his unblemished reputation was important to keep. Maybe this is because the authors were often close friends of Kennedy. As a result not all of the books told the complete truth about some of the fundamentals before and during JFKs presidency. While on the other hand, other authors, who were close to JFK, did disclose a lot of information, which is how most of the crimination today, is known. The congressional investigation in 1975, generated some alarming questions concerning Jacks character (Reeves xii). Consequently, a greater gap could be seen between the image presented to the public and that of the factual. Despite his superlative leadership and his portrayal as a great and morally sound-man, John F. Kennedy was really a man with lack of ethical values and integrity. A lot can be said about a mans character from the way he runs his household. If one takes this stand, than not much can be said about John F. Kennedy. Jacks marriage was his father Joes idea originally. The elder Kennedy believed that it would be undoubtedly good for JFKs career. At one point the Ambassador says, a wife and a family [are] political necessities (111). Jacks consistent unfaithfulness to his wife was completely immoral. The night before his senatorial election, Jack and his inner circle of friends were out watching a pornographic movie (166). During Jacks presidential campaigns he continued his infidelity. Just before a debate with Nixon, jack inquired if there were any girls waiting for him. Ninety minutes before airtime, Kennedy was in a hotel room with a call girl (202). JFK was also involved with a woman named Inga Arvad. She was suspected of being a German spy at the time, and was being watched by

A Look at the Changes Women Go through as Depicted in Willy Russell’s Movie, Educating Rita

A Look at the Changes Women Go through as Depicted in Willy Russell’s Movie, Educating Rita Belonging is the term used to the individual and to involve something new who gets the feeling of the security where the members may feel included, accepted, related, fit in, conformed and subscribed, which enhance their wellbeing with the feeling of getting education in the part of the beauty of all literatures. You discover that your longings are universal longings, that youre not lonely and isolated from anyone. You belong to Substantial experiences which people lives to have the opportunities for growth and development of getting education to change the demarche in their life and starts to sit on the swivel chair as the upper class family as most of other peoples. Going ‘into the world’ means moving from familiar experiences to new horizons or vanishing points. When going from familiar experiences to new ones, obstructions are usually overcome before being totally successful. Individuals might be given advice and/or guided through the transformation to reaching be ne w horizons and a Great rewards of opportunities also come about while going through the process of growth and development as the script of Educating Rita written by Willy Russell on 1970, about the transformation of a woman going into the world. The great proof for the persuasion of the statement, as well as a visual text of a movie called, Rabbit proof fence in Australia, These two texts are the express aspect of belonging to new place, family, Culture regulation and commandment. Although Rita knows that intellectual enlightenment is important to her education which provides much more to her, Rita’s education is not restricted to scholastic learning alone and her transformation from the uneducated low person to the educated Susan and all encompassing. She sees and understands the importance of being well educated, but for her to get education helps she to overcome her background and break away from the traditional role expected of a woman in the 1970s. Rita has set herself on a course of self-discovery, she has a determination to control her own life and make her own choices and believes it’s the education that will give her these choices and the value of education that goes far beyond simple intellectual enlightenment. Education entirely changes Rita which, though she is prepared for a change, affects her life enormously. Rita’s background has held her back and put her at a disadvantage. There was a great deal of research done in the 1970s to show that middle class children were far more likely to do well at school and to go on to university than working-class children like Rita. Rita’s schooling disadvantage is shown in her recollection of school life: â€Å"As a proven sentence in the book† â€Å"†¦borin’, ripped-up books, broken glass everywhere, knives an’ fights. An’ that was just in the staffroom. Nah, they tried their best I suppose, always tellin’ us we stood more of a chance if we studied. But studyin’ was just for the whimps, wasn’t it? See, if I’d started takin’ school seriously I would have had to become different from me mates, an’ that’s not allowed.† Rita always uses an Informal Slang language consisting of words and expressions that are not considered appropriate for formal occasions. Rita felt the need to conform to the way everyone around her lived their lives until she realized that there was a way out. The class antagonism that pressures Rita can be seen through language misunderstandings between Frank and Rita: Frank: You are? Rita: What am I? Frank: Pardon? Rita: What? Frank: Now you are? Rita: I’m a what? Education is the only way Rita can fulfil her desire to overcome the working class background she has been born into so she feels that through education she can break away from the traditional expectations placed on a working class woman in the 70s. Pressures and influences on Rita and mostly from her family, in particular her husband. â€Å"I told him I’d only have a baby when I had choice. But he doesn’t understand.† Another influence on Rita to become educated and resist conforming to the stereotypical working class woman is Rita’s mother: â€Å"†¦when I looked round me mother had stopped singin’, an’ she was cryin’†¦I said , ‘Why are y’ cryin’, Mother?’ She said, ‘Because- because we could sing better songs than those.’†¦And that’s why I came back. And that’s why I’m staying.† (P46) Rita came to believe that she wasn’t just doing this for herself, she was doing it for all the women like her mother who never had the chance to make something of themselves, who were forced to fill the traditional ‘house-wife role’. Education is Rita’s ‘journey of self-discovery’ to fill the void in her life. This path of self-discovery is central to the play, through education Rita searches for the answers to life: â€Å"I’ve begun to find me-an’ it’s great y’ know†¦Ã¢â‚¬  (P33) Rita has a strong determination to control her own life by making her own choices and this is what she believes education will provide her with. Rita feels the need for confidence and the ability to gain independence to make her own choices so By the end of the play Rita knows that education has given her the freedom of choice: â€Å"†¦I had a choice. I chose me. Because of what you’d given me I had a choice.† (P72) As the result, there were many different difficulties which she had to handle throughout the choice of choosing herself, and the main of was discovering the strong symbolic message when she find her difficulties of opening the door into Professor â€Å"Frank† Office and the image of struggling in the road of knowledge. The power of choice is very important to Rita, as it is the basis to all her motives for becoming educated. Rita feels that education is valuable as it extends her range of choices and would lead to her ability to make informed decisions. Rita sought to change herself entirely and she felt she could use education to do this: â€Å"†¦these womens, you see, they come to the hairdresser’s cos they wanna be changed. But if you want to change y’ have to do it from the inside, don’t y? Know like I’m doin’.† (P11) Rita’s transformation can be seen in the original story of Pygmalion. For example the statue in Pygmalion transforms from ivory to flesh and in a metaphorical sense Rita transforms from flesh to ivory. ‘Flesh’ referring to her uniqueness and down to earth nature and ‘ivory’ referring to her character being sculptured to society’s mold. Although Rita feels that the change within her, brought by education is for the best, Frank feels responsible for Rita’s loss of individuality. Frank sees Rita’s change as the creation of a monster: â€Å"You know, Rita, I think- I think that like you I shall change my name; from now on I shall insist upon being known as Mary, Mary Shelley- do you understand that allusion, Rita?† (P68) Through education Rita acquired an entire change. To Rita, education is more than intellectual enlightenment. Rita sought to change herself, to provide herself with options and she used education to do this. Rita felt that she understood the true value of a formal education and what it can gain for its recipient. Though Frank was disappointed with the results, Rita obtained what she desired. Education filled a void in Rita’s life, which set her on her way to discover herself. Rita seeked to improve herself from the working class, and the question we are asked at the end of the play is both whether Rita succeeded, and whether it is even possible.

Counter Insergency in Afghanistan Essay Example | Topics and Well Written Essays - 1250 words

Counter Insergency in Afghanistan - Essay Example (Jeffery 1995) Till 1989, the Soviet Union had been fighting against these Mujahideen but could not win. They had to pull out from rugged terrain of Afghanistan. This resulted in the disintegration of Soviet Union in to several independent Republics. The left over triumphant Mujahideen divided between themselves under Persian speaking northern alliance and Pushto speaking Taliban (Rizwan 2005). Since the later group was dominant in numbers and support from the other surrounding Islamic countries captured almost allover Afghanistan in 1994. They continued in gaining grounds and strengthening their power on the basis of fundamentalist version of Islam (William Maley; 1998) and disregarded the allowance of Human Rights to all the other nations of the World. After 09/11, 2001 when the trade center in New York came under attack and caused destruction of thousands of lives in USA. The allegation went directly to Taliban and Usama Bin Laden allegedly hiding in Afghanistan. Now the Taliban had to go. USA along with NATO forces attacked Afghanistan and dislodged Taliban Government. Contrary to Soviet occupation Taliban could not resist the US pressure arms and ammunition for a longer time. Since 2002 the conventional US coalition forces installed Hamid Karazai's Government with a view to build national consensus of political process and start the reconstruction work on war footings. The American strategy changed from destruction of enemy by force and aimed at large scale reconstruction efforts to ally the local population for elimination of Taliban as a potential danger for peace and security in the region. Taliban had in fact proved to be the political arm of Al-Qaida covertly operative in USA. The reconstruction efforts under Hamid Karazai Government have proved to be a success at a larger scale. On the political front, American and NATO forces have been able to secure larger portion of local populace at least in Urban and Sub-Urban Areas. The local commanders have been lured into the political and reconstruction process. They have been instrumental in containing Talibization of the areas under the control. They have been actively participating in Jirgaaz (Political Congregation of Elders). The International community has been able to pledge significant funding for Afghan Economy. At London Conference of International Donors in 2006 US$ 10.5 Billion have bee n pledged for the five-year plan of security governance rule of law and human rights. At this point of time Afghan Government has been portraying a much bigger and better picture of economy and good chances of foreign direct investment. Since 2001 around 15 billion US$ have been spent on the reconstruction efforts of Afghanistan. There are numerous UN agencies and International NGOs like Action Aid UK, Oxfam UK, ICRC UK who have been pro-actively working for the betterment of Afghan Nationals. All these efforts have effectively demoralized and contained the spread of Taliban in Afghanistan. This was not the case while Soviet's had

Leadership Challenges in Organization Assignment

Leadership Challenges in Organization - Assignment Example As leadership challenges become more complex, leaders should also develop approaches to track the market requirements and evaluate the workers capacity to satisfy the market needs (Gill, 2011). Leaders’ awareness about the market needs and organizations’ capacity is of the essence because it will assist them to influence their teams in order to utilize the organizations’ capacity to satisfy the market requirements. Leaders in the 21st century have to take an active role in the overall organization activities and to act as ceremonial figures they used to be in the early time. Effective leadership is essential in all aspects of the organization and must establish a strong relationship between the workers, the organization and the market (Morse et. al., 2007). The organization leadership in the 21st century requires establishment of focused workforce, effective and well-coordinated market activities as well as ability to build personal leadership capacity to meet th e changing market needs. In the 21st century, leaders must help and encourage workers and the stakeholders to determine their interests and potential for growth. Leaders cannot force workers or stakeholders to pursue things that are outside their interests (Palestini, 2009). In the present time, workers and stakeholders in the organization have personal interests which they expect to be satisfied as they pursue organizations goals. They want to grow alongside the organization and they will be encouraged to engage in activities that have no likelihood to promote personal growth. Employees and the stakeholders at the present time have personal ambitions if they are not satisfied the success of the organization is put at stake (Gill, 2011).

Personal Narrative - A Hole In My Left Shoe :: Personal Narrative Writing

A Hole In My Left Shoe I have a hole in my left shoe. It’s on the inside of my left shoe, and it’s been there since the first week I had these shoes. It doesn’t grow or change, because the circumstances that begot it do not grow or change. It’s there because when I sword fight I drag that foot as part of my footwork. This hole in my shoe is a constant thing in my life. Even when I get a new pair of shoes it will still be back there within a week. Look closely at this hole and you can see into it, into me. You can see a story that begins several years ago. I can see him coming from a distance; we stand in a wide expanse of grassy field in the upper reaches of the North Carolina mountains. The boy is a friend of mine; his name is Lucuse, and I’ve known him for a week and already we have the makings of life long friends. But right now we are enemies of the most mortal kind. We circle each other, a stick in each hand, our sabers, and weapons of choice. We size one another up. He is much bigger than me in all aspects except our height, which I take him by scant inches. I’m faster, and he knows it, but if we should get into a lock and are forced to rely on force he knows he will win. Our plans formulated we begin, a slash, a stab. The world around us blurs; it’s still there, but only as a memory. All that exists is a fog, a fog and my opponent. I see him in his entirety, I see the way his body moves, how each piece of him works to form his bid for my demise. I’m aware of myself; I can sense every movement that wo uld at one time have been taken for granted. Now each step is a chapter in a novel that I can’t put down till the end. The adrenalin pounds in my mind as my opponent strikes at me trying to find a hole in my defense. It is in this feeling that I find true happiness for the first time in my young life. That was then and this is now, and I’m a different person now than I was then. Personal Narrative - A Hole In My Left Shoe :: Personal Narrative Writing A Hole In My Left Shoe I have a hole in my left shoe. It’s on the inside of my left shoe, and it’s been there since the first week I had these shoes. It doesn’t grow or change, because the circumstances that begot it do not grow or change. It’s there because when I sword fight I drag that foot as part of my footwork. This hole in my shoe is a constant thing in my life. Even when I get a new pair of shoes it will still be back there within a week. Look closely at this hole and you can see into it, into me. You can see a story that begins several years ago. I can see him coming from a distance; we stand in a wide expanse of grassy field in the upper reaches of the North Carolina mountains. The boy is a friend of mine; his name is Lucuse, and I’ve known him for a week and already we have the makings of life long friends. But right now we are enemies of the most mortal kind. We circle each other, a stick in each hand, our sabers, and weapons of choice. We size one another up. He is much bigger than me in all aspects except our height, which I take him by scant inches. I’m faster, and he knows it, but if we should get into a lock and are forced to rely on force he knows he will win. Our plans formulated we begin, a slash, a stab. The world around us blurs; it’s still there, but only as a memory. All that exists is a fog, a fog and my opponent. I see him in his entirety, I see the way his body moves, how each piece of him works to form his bid for my demise. I’m aware of myself; I can sense every movement that wo uld at one time have been taken for granted. Now each step is a chapter in a novel that I can’t put down till the end. The adrenalin pounds in my mind as my opponent strikes at me trying to find a hole in my defense. It is in this feeling that I find true happiness for the first time in my young life. That was then and this is now, and I’m a different person now than I was then.

Inclusive Education

Introduction Inclusive education is a process whereby the school systems, strategic plans, and policies adapt and change to include teaching strategies for a wider more diverse range of children and their families. Inclusive education implicitly means to identify a child’s learning style and adapt the classroom and teaching strategies to ensure high quality learning outcomes for all members of the class. Everyone is important, unique and valued for their contribution to the school. Kirk et al. ,(2009).In this assignment we are going to tackle about inclusive education, its advantage towards learners with and without special education in schools and also the characteristics of a school that make it effective for the implementation of inclusive education. We are also going to discuss about steps to follow in order to create an effective school for all in my region and to discuss the challenges of inclusive education in Namibia lastly we are going to make recommendation on how th e challenges of inclusive education can be met.Question 1 Discuss the advantages/benefits of inclusive education towards the learners with and without special educational needs in Namibian school. The learners will all feel accepted and loved In an inclusive classroom, disabled children have a chance to feel â€Å"like the other kids. † They are less likely to miss out on social events, and they have more opportunities to make friends. The chance to achieve alongside their non-disabled peers can help their self-esteem.With the support of a skilled teacher, they may become more socially competent and feel less isolated. There are potential benefits for non-disabled students, too, who may gain greater understanding and empathy as they learn to accept and appreciate their disabled peers. Non-disabled students may also benefit educationally from the more individualized and personalized approach that inclusive teaching can provide. They will all have effective learning In inclusiv e education, children with and without disabilities are all expected to study, learn, read, write.By having higher expectations for children with disabilities coupled with good and effective instruction, they quickly learn academic skills. Because the philosophy and mission of inclusive education is intended to help all students to learn, all children in the class benefit from the method of instruction. Children with disabilities in the classroom tend to show academic achievement in several areas including improved performance on mastery of IEP goals, standardized tests, motivation to study and learn, overall good grades and classroom behaviour.Also, children with disabilities who are instructed under general educational settings have scored higher on literacy than those children educated in segregated classrooms They have increased understanding and learn to accept diversity When students participate in classes that mimic the differences and similarities of individuals in the outsi de or real world, they naturally learn to accept diversity. Understanding, acceptance, and respect grow as the children with differing cultures and abilities interact with each other.Inclusive classrooms also create venues where children form and develop friendships with each other while strengthening their social and interactive skills. Children with differing abilities will learn from each other. Because it creates a solid group, the inclusive classroom promotes the civil rights of all students, provides support to the social value of equality and respect, teaches collaborative and socialization skills, builds interdependence and support between students, promotes social peace, and provides children a micro model of the real world. They all have normal livesFor families with disabled children, the dream of living a normal life comes true thanks to inclusive classrooms. Of course, all parents want their kids to live normally: have friends, be accepted by others, and have regular ac tivities. Inclusive classrooms make this a reality for children with disabilities. Through inclusive settings, children with disabilities can achieve a sense of belonging with diverse groups of people. Therefore, it provides a good venue for learning and growing. In terms of socialization, children learn to develop friendships while enhancing self-respect.It allows no discrimination as all learners are treated equally When students with special education needs are placed into a separate classroom from their peers, it puts a label on those students and marks them as â€Å"different. † Inclusion practices sort children into classrooms without the bias of special needs or non-special needs entering into the process. In this way, inclusion allows each student to have access to the same teachers, instructional materials, tools and lessons as every other student in the school. They will have real-world experienceWhen students leave school and enter the real world, they will not alw ays find themselves surrounded by other people who are exactly like them. Students with special needs will need to learn to function with people who do not have special needs, and the opposite is also true of students in regular education programs. An inclusive classroom helps students learn about the differences between people while they are still young and exposes them to diversity by allowing them to work and play alongside children who are different from themselves. A positive learning environmentEach and every learner feels welcome and is given the opportunity to perform at his/her educational needs; they are also empowered to participate frequently in cooperative learning, peer tutoring and decision making. Learners with and those without special needs they will have on going contact with each other both within the academic and social setting. They will feel empathy for one another, gain an increased sense of self-esteem, develop a positive understanding of each other, develop friendship and develop strong and social communication.Question 2 Characteristics of a school that make it effective for the implementation of inclusive education The school promotes a sense of belonging to all learners; all learners are treated equally despite their differences. Learners who can’t walk are provided with wheelchairs so that they can move everywhere they want without someone helping them and learners with hearing impairments are provided with earpiece to block any background noises which can affect them.Learners with visual impairment are provided with eye glasses and they are projectors in classrooms which can project texts so that they can see well and so that learning can be facilitated They are corridors that are designed to help learners on wheelchairs to move smoothly without any problem and they are also physical therapists, counsellors and support groups that help these learners. Question 3 You are appointed as inclusive educational officers at your r egion. You are given a responsibility to be one of the policy makers.What steps will you follow so that you create an effective school for all in your region? Developing a common philosophy and strategic plan The establishment of a school philosophy or mission statement serves as to define its intend in terms of how the needs of all learners will be addressed and to foster an individual and collective involvement and participation by all education professionals, families and communities towards acceptance and care for all learners included in the regular education classroom. Providing strong leadershipTo have responsibility to set the tone of the school and to ensure that decisions are made, challenges are met and interactions and processes are supported that are consistent with the school’s philosophy and defined purpose. Promoting school and classroom cultures that will welcome appreciate and accommodate diversity Make sure that schools have to acknowledge value, respect, e ducate and socialise all its learners. It has to develop a caring culture that welcomes, appreciates and accommodates all learners.The schools personnel have to attend to their learners needs for acceptance, belonging and friendships as the social environment significantly influences learning itself. The social interactions between the teacher and the learner and those among learners are critical ingredients in the learning process therefore each learner has to feel valued, safe, connected and cared for in order for inclusive education to succeed. Developing support networks It is important to develop school support networks for both teachers and learners needing encouragement and assistance in an inclusive education setting.The support network of a particular school may include various types of teams and other support systems that help ensure that the philosophy or mission statement of the school, to effectively meet the needs of all students, is operationalized. Using a deliberate process to ensure accountability Successful inclusion depends on a proactive process to ensure sufficient, effective and on-going planning and monitoring of the learners. Planning sessions must be treated as part of an on-going process and not as ends in themselves.Regular and efficient team meetings are necessary in order to monitor progress. Developing organised and on-going technical assistance There will be a need for regular, comprehensive and innovative staff development opportunities in schools, there will also be a need for a task force to provide technical assistance for all individuals involved in teaching learners with special educational needs in an inclusive education setting. Regular needs assessment should be conducted to identify the types and content of the technical assistance activities that are most needed.Maintaining flexibility To make sure that schools welcome and educate all its learners. It has to respond to the challenges posed by learners with diverse edu cational needs in their pursuit of education. Examining and adopting effective teaching approaches To see if they are best possible approaches and to ensure effective teaching and learning by all learners. L earners have varying strengths, weakness, needs and learning styles. Teachers need to know each learners well enough to have good sense of their, strengths and underdeveloped abilities.They also need to appreciate the varied talents and special abilities as well as the disabilities that their learners may bring to the classroom. Celebrating successes and learning challenges School staffs ought to be creative and innovative. They ought to demonstrate a positive focus and recognise the importance of acknowledging, celebrating and building on success. They also ought to develop a culture of self-reflection and continuous improvement. The schools needs to nourish and incorporate its successes into its school policy and day to day practice Being knowledgeable about the change process People experience and react to change differently. The change process can be slow and time consuming. Since change is considered a process, educators can use it as a rationale for slowly phasing in new practices in schools. to avoid implementation failure, all stakeholders at all levels must join together to facilitate a comprehensive planning of the new change that is consistent with the school’s mission statement. 3. 1 What are the challenges of inclusive education in Namibia? Not enough teachers trainingRegular education teachers often do not have the appropriate training or education to understand the needs of students who have disabilities. A teacher is not able to provide special needs students with enough care or attention in the classroom, so the student falls behind or acts out behaviourally. Even the most flexible teacher can have difficulty. Due to continued demands for standardized testing or other academic standards, she may be unable to be as creative in teachin g as she might otherwise be. General Education Practices Have Not Changed EnoughInclusion may not have changed teaching practices in the regular education classroom enough to benefit special needs students who are integrated into the classroom. Most classrooms tend to teach to average level students and it can be difficult for the learning disabled student to keep up with the pace of the classroom. Regular education teachers may resent slowing the classroom pace for the few special needs students, as they feel it might be detrimental to the majority of students in the classroom. Lack of Funding for Appropriate ResourcesSome of the detriments of inclusive education could be minimized if the regular education classroom had the appropriate resources available for teachers. For example, inclusive classrooms can be benefited by having a teacher's aid or paraprofessional in the classroom to assist the regular education teacher with behavioural issues, study skills and assignments of speci al needs students. Funding for these resources is sparse though, so the teacher may find that keeping control of a large inclusive classroom is beyond his abilities.Lower Educational Standards and Loss of Advocacy Parents and special education teachers may be concerned that the lesson plans in a regular education inclusive classroom will be watered down to accommodate the special needs students. This would end up being a detriment not only to the regular education student, but the special education student as well. Special education teachers are specifically trained to understand the strengths of individual disabled students. Therefore, lesson quality can be higher in the special education classroom.With the shift from special education classrooms to regular education classrooms, students could not only experience a loss of quality in the teaching, but a loss of advocacy from the teacher. 3. 2 Make recommendation how the challenges above can be solved. Having external support servic e This external support must be provided by an expert team (qualified staff) who needs to work at the regular school jointly with children, teachers, other services and education community as whole.Learners with special educational needs should receive additional instructional support in the context of the regular curriculum. Training regular teachers It is actually one of the foundations that can lead us to make inclusive education a successful reality. Qualified teachers know that classroom needs must be approaches from a curricular standpoint in which difficulties are defined depending on each specific task and activity and on classroom conditions. The types of curricula they develop are process based therefore they are flexible and they adjust to the unique diversity of each group.They are not based on learning goals that resort exclusively to testing to measure how much a child has learnt. Qualified teachers know that sometimes they need to modify materials, techniques, methods , etc. that when necessary they have to replace or skip activities that they might have to adjust scheduled times. Teaching-learning material Learners must have access to the materials that they need, learners with disabilities they are supposed to have in class-help, be extracted from certain activities, have additional after school-help and also to have additional homeworks.Physical access and learning environment Where physical factors pose barriers to learning and participation, simple ramps and internal classroom arrangements can easily help the situation. Furthermore, improvements in the physical environment of the centres of learning, such as the design of the building, the availability of water, electricity and toilet/sewerage facilities will enable students to participate in the range of learning activities in and out of the classroom and provision of necessary facilities learning aids and support materials.These changes benefit all students. Curriculum and Assessment Curri culum needs to be relevant to the children and flexible enough to respond to all children's needs. The curriculum can facilitate the development of more inclusive settings when it leaves room for the Centre of learning or the individual teacher to make adaptations so that it makes better sense in the local context and for the individual learner.Being re-trained in curriculum and evaluation, teachers need to be trained to change their attitude of special needs children. Conclusion In this assignment we mainly discussed about inclusive education, and we have seen that inclusive education is very important to our education system here in Namibia as it makes learners to accepted diversity and to make them feel that they are loved, cared for, valued and that they are important members of the society. It also improves the learning of learners and to know that they are all equal.Inclusive education must be implemented in schools and the steps we mentioned need to be followed in order to im plement an effective schools for all in my region as whole as Namibia at large. Challenges of inclusive education need to be addressed and solved, and also parents, teachers, learners and the community as a whole need to work together in order to have a successful inclusive education in Namibia. Reference list Haihambo, C. K. , Hengari, J. U. , & M? wes, A. D. (2010).Introduction to inclusive education. University of Namibia: Centre for external studies. Kirk,S. ,James. J,Coleman. M,& Nick,A. (2009). Educating exceptional children(13th ed. ). USA: Wadsworth. Walton,E. (n. d. ). Key challenges in inclusive education. Retrieved April 12,2013 from www. inclusion. co. za/media/docs/? key%? 20challenges%20of%? 20inclusive. Mae,L. (nd. ). Challenges of an inclusive classroom. Retrieved April 12,2013 from www. ehow. com  Ã¢â‚¬ º †¦Ã‚  Ã¢â‚¬ º Parents of Students  Ã¢â‚¬ º Early Childhood Education.

Canadian Parliament Buildings Fire of 1916

While World War I was raging in Europe, the Canadian Parliament Buildings in Ottawa caught fire on a freezing February night in 1916. With the exception of the Library of Parliament, the Centre Block of the Parliament Buildings was destroyed and seven people died. Rumors were rife that the Parliament Buildings fire was caused by enemy sabotage, but a Royal Commission into the fire concluded that the cause was accidental. Date of the Parliament Buildings Fire February 3, 1916 Location of the Parliament Buildings Fire Ottawa, Ontario Background of the Canadian Parliament Buildings The Canadian Parliament Buildings consist of the Centre Block, the Library of Parliament, the West Block and the East Block. The Centre Block and Library of Parliament sit at the highest point on Parliament Hill with a steep escarpment down to the Ottawa River at the back. The West Block and East Block sit down the hill on each side at the front of the Centre Block with a large grassy expanse in the middle. The original Parliament Buildings were built between 1859 and 1866, just in time to be used as the seat of government for the new Dominion of Canada in 1867. Cause of the Parliament Buildings Fire The exact cause of the Parliament Buildings fire was never pinpointed, but the Royal Commission investigating the fire ruled out enemy sabotage. Fire safety was inadequate in the Parliament Buildings and the most likely cause was careless smoking in the House of Commons Reading Room. Casualties in the Parliament Buildings Fire Seven people died in the Parliament Buildings fire: Two guests of House Speaker Albert Sà ©vigny and his wife returned to get their fur coats and were found dead in a corridor.A policeman and two government employees were crushed by a fallen wall.Bowman Brown Law, the Liberal member of parliament for Yarmouth, Nova Scotia died near the House of Commons Reading Room.The body of Renà © Laplante, Assistant Clerk of the House of Commons, was found in the building two days after the fire. Summary of the Parliament Buildings Fire Shortly before 9 p.m. on February 3, 1916, a member of parliament noticed smoke in the House of Commons Reading Room in the Centre Block of the Parliament Buildings.The fire quickly raced out of control.The House of Commons was interrupted in the middle of a debate on fish marketing.Prime Minister Robert Borden was in his office when he was alerted to the fire. He escaped down a messengers stairway through thick smoke and flames. His office was badly damaged, but some papers on his desk were not touched.Major-General Sam Hughes, who was down the street at the Chà ¢teau Laurier hotel when he heard about the fire, called in the local 77th Battalion to provide crowd control and help with the evacuation.At 9:30 p.n. the roof of the House of Commons collapsed.Senators and soldiers rescued some historic paintings from the Senate before the fire spread to it.By 11:00 p.m. the Victoria Clock Tower had caught on fire, and by midnight the clock was silent. At 1:21 a.m. the tower fell.By 3:00 a.m. the fire was mostly under control, although there was another outbreak the next morning.The Centre Block was a smoking shell filled with icy rubble, with the exception of the Library of Parliament.The Library of Parliament had been built with iron safety doors, which were slammed shut against the fire and smoke. A narrow corridor separating the Library from the Centre Block also contributed to the Librarys survival.After the fire, the Victoria Memorial Museum (now the Canadian Museum of Nature)  cleared its exhibition galleries to make room for parliamentarians to meet and work. On the morning after the fire, the museums auditorium was converted into a temporary House of Commons Chamber, and that afternoon, members of parliament conducted business there.Rebuilding the Parliament Buildings began quickly even though there was a war on. The first parliament sat in the new building on February 26th, 1920, although the Centre Block wasnt completed until 1922. The Peace Tower was f inished by 1927. See Also: The Halifax Explosion in 1917