The Merchants of Cool Film Analysis

The Merchants of Cool Film Analysis i.) Introduction: The Merchants of Cool is a movie that features the life of youngsters from an economical, social, cultural, political, and environmental point of view. This paper will analyze the sociological part of the Merchants of Cool movie. This is because the film is all about day-to-day human sociology since it features the true essence of the largest population which is that o youths. This paper would then analyze the following sociological themes as based on the film, Merchants of Cool; culture, socialization, sex and gender, marriage and family, social groups and social structure and social interaction (Sine, 2008). ii.) Concept Application: The Merchants of Cool movie features the real life happening in the day-to-day lives youths as the future determinants in the world. As a result, the main concepts of sociology are viewed in this film at different situations in different perspectives. The six primary concepts of sociology that are encountered by youths in their day-to-day life that are seen in the movie of the Merchants of Cool: a. Culture: Based on the movie, the Merchants of Cool, it can be seen that the culture of the youths is different from the ancient cultural practices. This can be seen from what they like, what they value and what they practice daily. In this movie, it can be seen whereby youths celebrate together through discos, and also takes pleasure in purchasing what they refer to as fashionable attires. Their culture is different from that of their parents. The youth culture is that whereby they do what they think works faster and with highest population supporting it. b. Socialization: Socializing is what youths like most as it can be seen in this movie. In the movie Merchants of Cool, youths are seen meeting socially in disco places, shopping centers and homes and they enjoy meeting one another. In the movie of Merchants of Cool, a boy is seen dancing with girls who did not work in the past generations. c. Sex and gender: Youths in the movie the Merchants of Cool, do not differentiate one another Or discriminate one another on the basis of gender and sex. It can be seen that boys and girls treat each other equally and thus, it can be seen that gender superiority does not really exist in the new generation of youths. d. Marriage and family: In the movie the Merchants of Cool, it can be seen that very few youths are married. Almost half of the youths aged 20 years old and above live alone and single. These youths do this because they want to enjoy their lives through doing what they want at any time. Those that live with their parents, also tend to do what they want despite the restrictions they are subjected to in their families. e. Social groups: In the movie of the Merchants of Cool, youths are divided into two main social groups. There is a high class social group which constitutes of those youths that have enough capital to acquire what they desire in life (Sine, 2008). Then the low class social groups which constitutes of youths that have less or do not have cash to purchase what they desire. All the same, all groups do not differentiate one another based on their social groups. f. Social structure and social interaction: The teens form a single huge and distinct social structure that can only be categorized into what they do, what they eat, what the wear, what they have and what they watch. But the fact is that almost 75% of the youths have a similar view of different things in life. This is what makes them form a single. The main ways through which youths socially interact include; games, discos, celebrations, academic institutions and working places. iii.) Theoretical Application: The basic and major theoretical applications in life are three and they are: Functionalist; is a theory that features the lives and situations that pertain to lives of people in their functional states in attempt to facilitate a swift life. This theory applies in the field of industry, academic field and other functional fields. In this movie, the lives of youths are featured from different perspectives as to how they achieve swiftness in their lives. Conflict theory; is a theory that applies in the situations of disagreements between individuals, organizations or nations due to one reason or another. There are cases where human beings at different levels or positions in life would tend to disagree or quarrel due to misunderstanding or difference in opinions (Rice, 2007). Symbolic interaction: this theory applies in a situation where people interact and as a result, something is born of the meeting. This applies in a case whereby, individuals, organizations, or nations meet or interact in one way or another and in the process; something develops as a symbol of their interaction. In this Merchant of Cool movie, the youths are seen interacting in different occasions and places such as academic institutions, discos and games centers. In this case, symbolic interaction theory is applicable (Fouberg, Murphy, Blij, 2009).

Essay The Heroism of Minerva from In the Time of Butterflies

Although Minerva died she died for a cause she that believed would bring peace to her nation. She said no when everyone else said yes. Minerva is an ordinary girl but she doesnt take nonsense from anyone. Minerva has several characteristics of heroism but the ones that stand out most is her determination, her courage, and that she ï ¬ ghts for what she believes in.î ¨â‚¬ î ¨â‚¬ Minerva shows the most bravery out of all her sisters. She was basically forced to dance with Trujillo at the party and made a scene. I push a little against him so hell loosen his hold, but he pulls me tighter towards him(Minerva pg 66). Trujillo tried to grab Minervas butt and she slapped him in†¦show more content†¦Ã® ¨â‚¬ î ¨â‚¬ Determination is a key characteristic of heroism and Minerva is full of it. Yes, I denied knowing him, I was afraid... Again I choose my words carefully(Minerva pg72). Even know she was under so much pressure and anything she says can get her in trouble she managed to keep her cool and lie to them. Minerva is trying her hardest to keep her cool because the last thing she wants is to get caught lying. Minerva is asked if she know Lio which is the guy she really likes and she lies to them to save herself. But you must believe me,we were just friends. If Id been in love with him, I would have left the country as he wanted me to( Minerva pg72). Minerva was very clever she secretly liked Lio but she was determined to make them believe she did not. Minerva was later given the choice to roll for her fathers freedom and her chance to go to law school could ï ¬ nally happen, but if she lost she would then have to do what Trujillo wanted. But I am so sure I can beat him now that I know his secret, Ill toss(Minerva pg76). Even knowing the risk of losing, Minerva still wants to play just so she will ï ¬ nally go to law school And save her father from being tortured.î ¨â‚¬ î ¨â‚¬ Minerva was a truly incredible person. She was just as ordinary as anyone else, but she was also one of the bravest people there are, and she never gave up a step of the way. Not only Minerva but all of her sister are some of the most courageous girls amongst any other girl during thisShow MoreRelatedThe Bravery of Minerva in In The Time of The Butterflies by Julia Alvarez776 Words   |  4 Pages Minerva Mirabal was a bratty know-it-all that was hellbent on changing the world in some way or another. She was naive and impulsive, but she meant well. But was she the shining light in a dark time that so many people see her to be? According to In The Time of The Butterflies by Julia Alvarez, yes. She was a heroine in a small, yet meaningful, way. She had the bravery to go toe-to-toe with Trujillo, was quite willing to break the law, and wanted nothing more than to get involved with andRead MoreEssay on The Mirabal Family Hero565 Words   |  3 Pagesdanger and adversity. In the time of the butterflies out of all of the sisters, Minerva was the sister that showed the most heroism. Minerva died a hero and she still remains a hero. She stood for what she thought was right and she never backed down, not to anyone. Minerva is an extraordinary hero for many reasons, one she stood up to Trujillo when he got as close as he could to her, two she went to law school, and three she didnt think of Trujillo as her leader. Minerva is a hero for standing up toRead MoreThe Time Of The Butterflies By Julia Alvarez1678 Words   |  7 Pages For decades Minerva, Maria Teresa, Patria and Dede’s bravery and heroism have lived in the heart of many Dominicans who suffered from the ruthless dictatorship of Rafael Leonidas Trujillo. The Mirabal sisters were four brave women who defied the traditional role of women in their Era and had a major role during revolution against Trujillo. Much of their story has been told in books and in movies from many different accounts. In Julia Alvarez’s novel â€Å"In the Time of the Butterflies†, she writes fictionalizedRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesreunification of Germany, the surge of globalization from the mid-1990s) and afterward (9/11, or the global recession of 2008) when one could quite plausibly argue that a new era had begun. A compelling case can be made for viewing the decades of the global scramble for colonies after 1870 as a predictable culmination of the long nineteenth century, which was ushered in by the industrial and political revolutions of the late 1700s. But at the same time, without serious attention to the processes and

16th Century England Essay Example For Students

16th Century England Essay Tranio easily slips into the role of a traditional master and upper class gentleman. Tranios speech about how he intends to woo Bianca impresses even the intellectual, Gremio, who remarks: What, this gentleman will out-talk us all! Unlike Grumio, Tranio is able to gain his own power and respect. He slips easily into the role and is able to wield the power and status freely. Although Tranio appears to enjoy his position, he always remains loyal to his master. When he plans with Baptista, how to win Bianca, he says: Tis in my head to do my master good. I see no reason but supposd Lucentio Must get a father called supposd Vincentio. Here Tranio assures the audience that he is still away that he is the supposd master. When Lucentio has secured his love with Bianca, he goes to share the news with Tranio: Twere good methinks to steal our marriage. Encouraging him, Tranio replies: That by degrees we mean to look into, and watch our vantage in this business. Well overreach the greybeard Gremio All for my masters sake, Lucentio. Tranio, like Lucentio speaks in the plural when referring to his master which shows that he also views himself, almost, as an equal. As the play goes on, Tranio becomes more convincing as a master, and even those who know that he is not, start to believe in him. Biondello, his fellow servant, refers to Tranio as O master, master, even when Lucentio is present. Tranio gives orders to his servant Biondello, saying: Sirrah Biondello, Now do your duty thoroughly, I advise you. Although he is still not completely confident in his role, I advise you, he uses the title Sirrah, which him a note of authority. He does all this despite that fact that they are in private. Biondello also says to Lucentio, his real master: You saw my master wink and laugh upon you? Here he is referring to his fellow servant Tranio. Later in the play, Tranio becomes more outgoing and daring in his role as master. He says to Vincentio, his masters father: Why sir, what cerns it you if I wear pearl and gold? In Tranios last moments as the master, he admits that he was: Like his greyhound, Which runs himself, and catches for his master. This sums up Tranios position and the ideological servant idea that Shakespeare used. He has freedom, yet he serves his master out of love and respect. Shakespeare also uses the idea of a servant-master relationship between men and their wives or lovers. He particularly uses this with Petruchio and Katherina, and Lucentio and Bianca. However, Shakespeare also shows a struggle against the traditional misogynist views of much of 16th Century England. He does this using Katherine at the beginning of the play and Bianca and the widow at the end. However he also puts men in a position of power over the women. In the induction, Sly asserts authority over his supposed wife. Are you my wife, and will not call me husband? My men should call me lord, I am your goodman. Bartholomew, his wife replies: My husband and my lord, my lord and husband; I am your wife in all obedience. She knows the position that she is supposed to play and that she should be totally obedient to her husband. It would be comical to the audience to see a man dressed as a woman swearing loyalty to a tramp. Katherina enters the play in an almost identical way to Petruchio. She physically and verbally abuses Bianca in the same way that Petruchio does to, his servant, Grumio. Katherine gives orders to Bianca, calling her minion and striking her. Bianca, like Grumio seems to encourage the abuse, saying: .u10fc7f064e113c0648e086cea91dd931 , .u10fc7f064e113c0648e086cea91dd931 .postImageUrl , .u10fc7f064e113c0648e086cea91dd931 .centered-text-area { min-height: 80px; position: relative; } .u10fc7f064e113c0648e086cea91dd931 , .u10fc7f064e113c0648e086cea91dd931:hover , .u10fc7f064e113c0648e086cea91dd931:visited , .u10fc7f064e113c0648e086cea91dd931:active { border:0!important; } .u10fc7f064e113c0648e086cea91dd931 .clearfix:after { content: ""; display: table; clear: both; } .u10fc7f064e113c0648e086cea91dd931 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u10fc7f064e113c0648e086cea91dd931:active , .u10fc7f064e113c0648e086cea91dd931:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u10fc7f064e113c0648e086cea91dd931 .centered-text-area { width: 100%; position: relative ; } .u10fc7f064e113c0648e086cea91dd931 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u10fc7f064e113c0648e086cea91dd931 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u10fc7f064e113c0648e086cea91dd931 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u10fc7f064e113c0648e086cea91dd931:hover .ctaButton { background-color: #34495E!important; } .u10fc7f064e113c0648e086cea91dd931 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u10fc7f064e113c0648e086cea91dd931 .u10fc7f064e113c0648e086cea91dd931-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u10fc7f064e113c0648e086cea91dd931:after { content: ""; display: block; clear: both; } READ: Macbeth, tragedy by William Shakespeare EssayIs it for him you do envy me so? Katherina gives the impression of being a powerful figure and a shrew in these early scenes and not a traditional obedient woman. However, although Bianca appears submissive, she, through this, wields power and gets what she wants. You do me double wrong to strive for that which resteth in my choice. I am no breeching scholar in the schools, Ill not be tied to hours nor pointed times. Here she hints that she will not be tamed. Lucentio admits that she has power over him. While you, sweet dear, prove mistress of my heart. Bianca is clearly full of self-control and she, at the end of the play, refuses to come when her master calls her. She also scorns Katherina when she removes her hat at Petruchios will. Fie, what a foolish duty call you this? Shakespeare uses Bianca as another threat to the traditional ideology of male dominance. However, again Shakespeare fails to completely adopt this viewpoint of slaves breaking free and gaining their own power and respect. At the beginning of the play it appears that Katherine will remain independent, but by the end, she is obedient to Petruchio and does his bidding without it. Katherine is treated just like a servant. She is denied food and nice clothes and she is not allowed to sleep when she pleases. She is kept waiting for Petruchio, much like his servants. The sun and moon scenes show Katherina stripped of her self-confidence and is forced to submit to what her husband calls her wifely and womanly duty. Her sister and the widow do not respond to their husbands calls and Katherine is forced to fetch them. Katherines final speech shows her complete submission to the patriarchal system. She says that husbands, like masters are to be thy governor and thy king. She also claims Such duty a woman oweth to her husband. She admits that she is willing to perform what her husband calls her duty. At the end of the play, it seems that Shakespeare has submitted to the traditional orthodox beliefs of his society. However, the Sly scene does not come to a close and this loose end still questions the seemingly definitive conclusion, which was Katherines speech. At the end of the play, Tranio, the servant, still remains in an almost equal position to the other men and takes part in the wagering of the husbands. The very last lines of the play are oddly inconclusive and possibly suggest a doubt as to whether Kates transformation is genuine. Lucentio in utter amazement, says Tis a wonder, by your leave, she will be tamed so. He almost seems to doubt that she could possibly change so completely. Throughout the Taming of the Shrew, Shakespeare makes clear that the old system functions, if with glitches, and that it is easy to fit into, but he also suggests that there is an alternative to the traditional roles of masters and servants, and even wives and husbands.

The Individuals with Disability Education Act

A Summary of the Six Key Components of the Original 1975 IDEA (Individuals with Disabilities Education Act) The Individuals with Disability Education Act (IDEA) was signed into law in 1975; however, it was originally called 1975 Education for all Handicapped Children Act (EHA) or Public Law 94-142. Before the development of the act, many disabled children were denied access to education and very few schools allowed in public schools.Advertising We will write a custom coursework sample on The Individuals with Disability Education Act specifically for you for only $16.05 $11/page Learn More Under the Act, the US has a goal of ensuring that all youths develop into independent, responsible, and respectable people in the society (Gargiulo, 2010 p.33). Therefore, the Act was developed to protect the rights and meet the needs of disabled children and their parents, as well as ensuring that all children got equal opportunity in education in the United States (La in, 2006, p.1). This original IDEA had six key components, which include free and appropriate public education(FAPE), individualized education plan(IEP), nondiscriminatory evaluation and Identification, the least restrictive environment(LRE), procedural due process and parental participation(Lee, 2005, p.259). The first important component of IDEA 1975 is free and appropriate public education (FAPE). FAPE implies that all the children with disabilities should have access to the special education and special services that they need irrespective of the severity of their disability conditions. This special education should be provided at the public cost and should equally meet state’s education standards (Tenor865, 2009). It requires a proper definition of the educational placement, services and setting that are most appropriate for students with disabilities (Lee, 2005, p.259). FAPE ensures that parents of such children do not pay for the special education and services that are offered to their children. The other component is nondiscriminatory testing and evaluation. This provides that, an unprejudiced assessment criterion should be applied to decide if a child qualifies to be provided with special education services (Lee, 2005).Not all disabled children qualify for services offered under the IDEA act, those with mere disabilities are usually left out. Only children with visual impairment, mental retardation, auditory impairment, language and speech impairment and those with severe emotional disturbance can qualify the services offered under IDEA. It also defines the kind of placement that can be used for a given child, depending on the type of need recorded. The assessment should be done by trained and qualified staff before a child with disability can start receiving special education (Tenor864, 2009, p.2).Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is aime d at ensuring that children are not prejudiced based on their cultural, racial, or language differences. It avoids overrepresentation of a particular group of people in the institutions that give these special needs services. This is particularly essential since most districts find high number of minority children enrolled in the special education schools (Lee, 2005, p.259). The individualized education plan (IEP) is another important component of the IDEA. Children have differing disabilities and different children will require different learning services and needs. Moreover, each student has specific learning goals and will require specific learning modifications and this should be put in consideration. The development of the IEP is required to optimize learning for each student and requires a joint work by a team comprising of parents, educational personal, and students in certain instances to develop a student education plan. The motive is to find the type of services needed by a particular student (Tenor864, 2009). Least restrictive environment is another component, which is concerned with the establishment of an independent and friendly learning environment for students receiving special needs and services where they can realize their full potential. This component of IDEA makes sure that handicapped children are educated along their fellow non-disabled children (Tenor864, 2009). The component provides that the children should have access to independent environment and be subjected to regular lessons as far as the disability condition can allow. The children can be subjected to residential treatment or they can be subject to full inclusions depending on their needs (Lee, 2005, p.259). The procedural due process is another component that ensures that the principles outlined in the act are completely followed by schools. The section provides for the rights of people concerned to be involved in the entire program. This includes the disabled children and the ir families, teachers, psychologists and other pertinent persons. The component â€Å"allows the parent to be represented by legal counsel, and to ask for an impartial trial if there is a disagreement about their child’s educational plan† (Tenor864, 2009, p.2). With this component, parents of children with disabilities have the right to reach the records of their children and make sure that the records are confidential (Tenor864, 2009).Advertising We will write a custom coursework sample on The Individuals with Disability Education Act specifically for you for only $16.05 $11/page Learn More The parents have the right to take part in IEP and should also be informed of any possible changes in the services, for instance, a change of the individualized education plan, a change in placement, or a shift in educational class of the child (Tenor64, 2009). It has the legal provisions for solving the differences between families and schools providi ng these special needs and services. Procedural safeguards are very important because they protect the rights for both the children and their parents. The other component is parental participation, which provides for the inclusion of parents in educational decision-making and setting of the learning objectives for children with disabilities and generally in IEP development (Lee, 2005, p.259). Much of the intervention to help a child with disabilities should follow the consent of parents or any other people responsible for the child. Parents should be informed more often of their children’s situation in schools and they must be consulted before any action about their children like new placements or change of services is taken. In addition, this component of IDEA ensures that parents are consulted before any disciplinary action is taken on their children. Summary of the Key Components of the Later IDEA Reauthorization The IDEA has had several developments since its inception. C hanges have been necessary to understand how laws can be put into practice and the necessary adjustments that can make them efficient and effective (LD Online, 2011). Public Law 99-457 (1986) One of the major changes that followed the 1986 amendment of the Education for all Handicapped Children Act was the addition of the infant and toddler component. This was characterized by provision of more services to infants and young children with disabilities from birth to the age of five. This was made possible by incorporation of a new pre-school program grant program which increased the money allocated to disabled children between three to five years of age by threefold (Cengage Learning, 2011a). Two parts, B and H, had the particular provisions on these interventions. The developments included an establishment of interagency council on early intervention which lead to the establishment of Early Intervention Program(EIP), the development of individualized family service plans(IFSPs) which join families in nurturing their handicapped children, promotion of public awareness programs on possible interventions, and putting families as the center of focus in these programs (Cengage Learning, 2011a).Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More There were also concerns on safeguard rules and effective transition of families between different systems and reduction of the likelihood of putting disabled children in various institutions while at the same time nurturing their potential for independent living in the society. Public Law 101-476 (1990) Amendment in 1990 saw the change in the name of the law. The law was there before known as Education for all Handicapped Children Act (EHA) and was renamed Individuals with Disabilities Education Act (IDEA) in 1990, its main aim being recognizing the child with disability (Cengage Learning, 2011b). Under the new provision, the term handicapped was removed and victims were termed as â€Å"children with learning disabilities.† The other important amendment was on the eligibility criteria. In effect, autism and traumatic brain injury were introduced as other exceptionally categories (Cengage Learning, 2011b). The amendments also provided for transition planning between systems a nd services for disabled children at the age of sixteen. Another amendment to the act at this time was the definition of Assistive Technology Devices and Services (ATDS) for the disabled children which can be included in the Individual Education Plan (IEP). Lastly, there were also concerns to extend the least restrictive environment so that children are educated along non-disable children (AT Laws, 2012). Public Law 105-17 (1997) This amendment yielded the most important changes for the IDEA, with the law being restructured from nine to four subchapters (Cengage Learning, 2011c). Other developments included much emphasis on the roles of the parents and families, students and other education stakeholders in promoting IEP programs for the students with disabilities. The amendment provided clarity on the extent to which the children with disabilities can be disciplined by the teachers in schools (AT Laws, 2012). The access to general education was also emphasized under the amendments. On the use of Assistive Technology and Devices and Services to aid in IEP, amendments were made to allow these devices to be used in various setting like at homes to make sure the students get fair and appropriate education. In addition, the act emphasized that teachers should include orientation and mobility services to specific students particularly those with visual and auditory impairment when using assistive technology and devices in IEP (AT Laws, 2012). IDEA 2004: Public Law 108-446 This amendment marked the final regulations on IDEA being the last amendment that has been made. The IDEA 2004 has four sections – A, B, C, and D. The first section defines the terms as used in the law and section B outlines how to source funds from the federal government to aid the eligible students with disabilities (LD Online, 2011). This defines the eligibility criteria and mechanisms for evaluation. Section C entails early intervention programs for the infants and toddlers with disabili ties whereas the last section focuses on how educational agencies can work effectively with these children with disabilities indeed the amendments on the act at this time allowed the disabled children to take part in various operations and programs under the IDEA(US Department of Education, 2008). IDEA amendment in 2004, allowed local government agencies to conduct child find activities and make sure that there is fair distribution of resources among the handicapped children in their locality. In addition local government agencies were allowed to deliver special services to private schools and to decide the right amount of money to spend on the disabled children in their area. Lastly, the amendments of the act in 2004 lead to the corporation of new consultation rules for private schools which host disabled children (U.S Department of Education, 2008). Summary of IDEA Guidelines of Referring Students with Suspected Disabilities The first step involves identifying a child needing spec ial education and services. This can be done through child find which consists of government agents who identifies disabled children in each state and through referral by a parent or other people who wants a child to be evaluated for disability. Secondly, the chosen child is then evaluated for the disability. The consent of the parent to a child suspected of disability is necessary in the initial evaluation of the child. Evaluation is a vital step in referring children with suspected disabilities because with this it is possible to know whether the child is eligible to special needs and services. Parents are can call for reevaluation of their child if they are dissatisfied with the results obtained (National Dissemination Center for Children with Disabilities, 2011). The third step is to decide whether the child is eligible for the special education and services based on the evaluation results. A certain level of disability is required for a child to qualify for the special educatio n and services under IDEA. As a result not all disabled children are eligible for the special education and services but those with extreme disabilities. At this stage, parents may be summoned to hear eligibility decision made on their children. After determination of eligibility of the child, within a month a team is selected to focus on the child and set up Individual Education Plan for the child. An IEP team meeting is then organized; this meeting is attended by teachers, psychologists, special teachers and other pertinent persons who have knowledge about the child. The meeting is then held and the IEP team determines the best services to offer to the child. All this is done with the consent of the parent and if they disagree, their mediation and options may be considered.This step culminates with a well written IEP for the child (National Dissemination Center for Children with Disabilities, 2011). Provision of services to the child then follows; special education and services ar e provided to the child based on the IEP. All the parties involved are given a copy of the child IEP for them to know their responsibilities which include: modifications, accommodations and support. The parties include; parents, teachers and special service providers who have the responsibility of supporting the child daily through various means. Services are offered to the child for a given period after which a progress report is filled by IEP team. Reports are prepared and presented to the parents and other concerned people occasionally to determine effectiveness of the IEP to the child. With these reports, the IEP is reviewed and amendments can be done on it for the benefit of the child. Normally, IEP review is done on annual basis unless parents request for frequent reviews. The last step is to review the child to know how he/she is progressing. This review is usually done after every three years although the review can be done more often if situations demand that or on parent o r on teacher request (National Dissemination center for Children with Disabilities, 2011). Some Other Intervention Concepts In accomplishing the above procedures, certain procedures also need to be followed as interventions to help the children with disabilities. The referral process may be detailed and time consuming; however, there is enough evidence indicating eligibility. In this case, an intervention can be given while the evaluation process is underway – this is termed as pre-referral interventions. The identification of disability, evaluation for eligibility, and the subsequent delivery of the special need services involve the participation of different people including educational professionals, parents, students (in possible cases) and other education stakeholders. If the child is found eligible, parents and educators have to meet to arrange for individualized education program to help the child (National Dissemination center for Children with Disabilities, 2011). Me etings are held between the parents and educators to discuss the conditions such as placement of special services. There is also a need to cascade service delivery options. This intervention is necessary due to the different needs met by children with disabilities. It involves developing a learning environment that accommodates all children by ensuring that the instructor provides special attention to the students with special education needs. Early intervention concepts should also be put in place by use of early education programs which are useful in identification of children with disability. Young children are unable to speak and due to that, they only express themselves by crying, pushing or even gesturing. Some children have a challenging behavior which does not respond to efforts of early educators and parents who find it hard to meet the children needs. This lot of children may need an individualized plan where they will be monitored closely to find out their problems in tim e. This is very important for social and mental development and can be used to identify children with special needs who can benefit from the provisions of the IDEA (National Dissemination Center for Children with Disabilities, 2011). Early intervention services are also referred to as part C services provided under the IDEA act. These measures are there for infants who are handicapped or have developmental delay. Such children are evaluated to decide their eligibility to receive early intervention measures. References AT Laws. (2012). Special Education Laws and Legislation. Retrieved from: http://www.atto.buffalo.edu. Cengage Learning. (2011a). The Education for All Handicapped Children Act Amendments of 1986 (PL 99-457). Retrieved from: http://college.cengage.com/education/resources/res_prof/students/spec_ed/legislation/pl_99-457.html. Cengage Learning. (2011b). The Education for All Handicapped Children Act Amendments of 1990 (PL 101-476). Retrieved from: http://college.cengage.co m/education/resources/res_prof/students/spec_ed/legislation/pl_101-476.html. Cengage Learning. (2011c). The Individuals with Disabilities Education Act Amendments of 1997 (PL 105-17). Retrieved from: http://college.cengage.com/education/resources/res_prof/students/spec_ed/legislation/pl_105-17.html. Gargiulo, R. (2010). Special Education in Contemporary Society: An Introduction to Exceptionality. Fourth Edition. Thousands Oaks: SAGE Lain. (2006). IDEA: A Breakdown of Its Components, Amendments, and Referral Process. Retrieved from: http://www.associatedcontent.com/article/53212/idea_a_breakdown_of_its_components_pg2.html?cat=25. Lee, S. (2005). Encyclopedia of school psychology. Thousand Oaks: SAGE LD Online. (2011). IDEA 2004. Retrieved from: http://www.ldonline.org/features/idea2004. National Dissemination Center for Children with Disabilities. (2011). 10 Basic Steps in Special Education. Retrieved from http://nichcy.org/schoolage/steps. Tenor864. (2009). A Look at the Individuals with Disabilities Education Act. Retrieved from:http://www.associatedcontent.com/article/1656837/a_look_at_the_individuals_with_disabilities_pg2.html?cat=17 U.S Department of Education. (2008).The Individuals withDisabilities Education Act: Provisions Related with Children with disabilities Enrolled by their Parents in Private Schools. Washington DC.Retrieved from: http://www2.ed.gov. This coursework on The Individuals with Disability Education Act was written and submitted by user Daisy Doyle to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Harriet Tubaman and Nat Turner essays

Harriet Tubaman and Nat Turner essays Harriet Tubman and Nat Turner were abolitionists who strongly believed that all slaves should be free. Though they didnt succeed in some of their goals they inspired other abolitionist and slaves that they should fight for freedom. Nat turner was born into slavery in Virginia. As he was growing up he was known as a prophet because he learned how to read the bible at the early age. He later on became a Christian preacher Nat turners owners let him preach because they believed it would civilize slaves. Turner did not like that slave owenersz were cruel to slavesTurner started to have visions of slave revolts. There was one vision that he took as sign to rebel he heard a voice telling him that he should take the burden of Christ and fight against evil which were the his owners and that he should led the other slaves to rebel against their owners. Turner wanted to change slavery by making a rebellion. By doing a rebellion white owners would be afraid they would be killed and they would have to free slaves Turner united with other slaves at night and plans their rebellion. Since Turner believed he was Gods prophet he waited signs from God on when to rebel. Not every slave knew about His plan in killing slave owner families he knew that some body will betray him. Turners methods were violent once he killed one family he would go to the next farm and kill another family some slaves from other farms joined him. Harriet Tubman another abolitionist was born in Maryland she was also born into slavery. As she grow up being a slave she married a free black man John Tubman Harriet Tubman was a semi slave she was still a slave but she could live with her husband. When she decide to go north she knew her husband would refuse to go north with her so she left him behind. Tubman wanted slavery end abolitionist cause she joined other abolitionist who wanted to end slavery. She met abolitionist in the under ground railroad. She h...

War Occurs Because There Is Nothing to Prevent It Essay

War Occurs Because There Is Nothing to Prevent It - Essay Example According to the realist theory, the international system operates on checks and balances method that is flawed to a certain extent given the ethnic and cultural dissimilarities between the peoples of the world. Samuel Huntington’s â€Å"The Clash of Civilizations† argues that the fault lines between civilizations lead to war. This has proved in the aftermath of the 9/11 attacks against the US. Other commentators like Robert Kagan have pointed to the resurgence of Russia and the recent conflict in the Caucasus between Russia and Georgia as an example of how â€Å"history returns† whenever certain nations fall from pre-eminence and then assert themselves to regain the lost glory. In his recent work, â€Å"The Return of History and the End of dreams†, Keegan forcefully makes the point about how the 21st century might look like when it comes to international relations. The realist perspective seems a good prism to look at the complex dynamics shaping war. Thi s can be seen from the fact that in the aftermath of the fall of the Berlin Wall and the Collapse of Communism, the then US president George Bush Sr. made a case for a â€Å"New World Order† and proclaimed that â€Å"we are at the threshold of a new era that has been dreamed by generations of men but has always eluded them†. However, the euphoria was short lived as Iraq, under Saddam Hussein attacked Kuwait and subsequently this led to American intervention and the first Gulf war. Thus, we have history repeating itself in 2008 when Russia asserted itself in South Ossetia.

Cash Flow Essay Example | Topics and Well Written Essays - 500 words

Cash Flow - Essay Example helps a company to detect problems with its liquidity because the lack of liquidity may have direct influence of performance of a company even while it is running profitably. A company is also required to prepare the statement as an alternative tool for measuring profitability especially for the profit making companies in the instances when accrual standards of accounting may not be representatives in economic realities. Besides, it illustrates the quality of income where income is interpreted to be of low quality when net income contains much of non-cash items (Kousenidis, 2006). Finally, the statement is instrumental in evaluation of risks in financial products such as the evaluation of a default risk in the company. It is to be acknowledged that an operating company has various ways through which cash is produced while at the same time having various ways through which it spends the funds produced. This therefore explains why a cash flow document contains three main sections where sections on financing and operations indicate the manners in which funds are generated and the section on investment illustrates how funds are utilized (Stoddard, 2013). The cash flow statement comprises three main sections, which are strategic and critical for its essence to a company. The three sections within a cash flow statement are cash flows as emanating from operating activities for the company, flows of cash from activities of investments as well as section on flows of cash from financing activities. Cash flow from operations section is fundamental section within the statement as it outlines gains realized from the activities of the company where changes in the flow would be useful in explaining performances of a company. The amount that companies invest in capital expenditures is the main components illustrated in the investment section while finance sourcing activities especially from outside are reflected in the section on financing activities (Wise,