On Being an Atheist Essay

In this article McCloskey writes what he believes as truth in the world we live in. He states that theists believe in a God and that they have â€Å"proofs† that this God exists. In the article he addresses these â€Å"proofs† and in a very academic and respectful way tears them down. He attempts to eliminate all possibilities of the existence of God, through what he calls â€Å"reasons why I believe that atheism is a much more comfortable belief than theism, and why theist should be miserable just because they are theists.† The first issue that McCloskey references to is the â€Å"proofs† that Christians hold to prove that God exist, but as we learned in one of our PointeCast presentations, the reasons Christians believe in God are not exactly proofs, because they cannot scientifically or in any way prove to a point that God does in fact exist. These reasons are arguments, theories and carefully thought out propositions that try their hardest to justify what we believe in. Because of this McCloskey argues that humans should give up on the notion that God exists, yet since there also no way to prove that God does not exist, McCloskey is defeated by his own logic. So if humans are to give up on both the notion that there is or is not a God, then that leaves us with nothing whatsoever to believe in. There is no way to prove that God does or does not exist, what I might believe to be a strong argument for the existence of God, and atheist such as McCloskey might deem nonsense. These â€Å"proofsâ₠¬  are simply and objective argument for the existence of God, thus have to be taken as valid argument, propositions, and theory and not as tangible proof. McCloskey dissects three major arguments being the cosmological proof, the  theological proof, and the argument from design. He takes all these arguments and picks them apart for both atheist and theist to see what he is trying to prove. In all honesty in some cases in these arguments of his I can see what he is trying to prove, yet in the end I have no sense of what he has accomplished with his arguments if he himself cannot prove that God does not exist. The first argument that McCloskey addresses is the Cosmological proof. He states that we cannot possibly assume without proof on an â€Å"an all-powerful, all-perfect, uncaused cause† and to this notion I somewhat agree. The reason being is that this argument does not specify the qualities of a god that could create the universe as it is. Thus the argument simply states that there must have been a first cause or there would have been infinite regress, or in other words gods and that is what the argument is trying to avoid. The next argument that McCloskey addresses is the Theological proof. He states that there cannot be indisputable proofs and examples of design that the whole argument becomes invalid. In this case he is again defeated by his own logic; because once again there is no way that any arguments attempting to prove that God does not exist are indisputable as well. In the world we live we must believe in what we as individuals take to as truth, since there is no possible way that a person can prove or disprove that God does or does not exist. McCloskey is attempting to support his arguments so hard that in the essence of itself he is defeating himself without realizing it. I believe that a perfect example of intelligent design is the human body. There is no possible way that such a complex and amazing creation came from a bunch of cells meshing together. Our bodies are built to live on the earth in a way that is amazingly thought out. The body is functioning, living organism in and of itself with thousands of different parts and pieces all working together to accomplish one goal: to live. The human body is the perfect example to show that intelligent design was indeed included in the universe and in the world today. Though this does not prove that there is one God, it does prove that there is a higher being that created what we are  today. I do not object to the thought of microevolution or even evolution itself, but I do not believe that evolution exterminates the need for intelligent design and a creator. Evolutionists believe that there exist the â€Å"perfect condition† as to what created the cosmos and the world around us, yet all the experiments to prove that this event took place have failed. Again there is the fact that we cannot prove or disprove this belief, while the experiments have failed; there is no way to go back in time and to prove that it indeed does not exist. Yet people must take into account that evolution does not cancel out God, in fact why couldn’t it have been God himself that created the â€Å"perfect condition† that brought into place evolution. McCloskey also addresses the fact that there is imperfection and evil in the world, he states that there could not possibly be a God who would allow this. First of all, the cosmological proof in itself does not tell us the characteristic of the creator, simply that there is one. Secondly a person who believes in God would tell you that there is evil in the world because God gave his creation the right to choose. The choice of the first man and woman of the world which God created chose to sin and brought evil into the world. There is also the fact that I believe McCloskey is being quite bold by stating that there is no divine purpose. After all he is simply a person in the world; he himself is not the creator and definitely does not have all the knowledge of the universe. The fact that McCloskey brings up the presence of evil is quite understandable. I completely understand where he is coming from and have had experiences in my own life with people like this. This is actually a very common argument among atheist and McCloskey is not an exception. It is sometimes hard to accept that fact that evil sometime does in fact fall into God’s Will, even some theist have trouble with the problem of evil when they themselves believe in a â€Å"good God†. In this argument I honestly have trouble as well. It is hard to justify a good person’s murder, or the rape of a young child, or the death of thousands because of a natural disaster. Yet in  the depths of my heart I personally believe that when God created the world it was not as such, it was perfect. When sin entered into the world it brought the evil as well. As for why God allows such evil to take place, that is a harder question and an even more difficult answer. I was brought up to believe that when God sees his creation in pain, it hurts him too; there have been times when I have questioned why God allows certain evils in our lives. The truth is there is no arguments that can make a person feel better in the face of child abuse, rape, murder, suicide, and even natural disasters, yet in the moments when people are hurting the most is when they turn to God. Thus I believe that is the way in which we see the reason there is evil in the world. God did not create the world with evil in place, but he did create a creation that could choose for their selves. Thus in essence the human race suffers from our own choices. McCloskey makes some very valid arguments yet I find that most of them stand empty handed. McCloskey also questions why God would not create a human race with free will to always to choose what is right. To this statement I honestly believe that would not be freewill. The reason that God created man with free will was so that he could love God of his own free will. If God had created man to the point where he could only choose what was good and right then in essence it would not have been free will at all. The beauty of having free will is the fact that God lets you choose, though he knows the choices that you will make, the choices are yours. Whether to love God or to reject God, free will cannot be controlled for then it would not be free will at all. At the end of his article McCloskey states that atheism is a much more comforting belief than theism. He uses the example of an ill child that was dying and that he would find no comfort in knowing there was a God. I on the other hand find that if there was no God and man was here on earth simply to be and that there was no reason for living that the death of a child would be unimportant. This might sounds very cruel but it is the truth. If there is no reason to live then dying is not much of an issue, since there is no afterlife simply the life we have here on earth. I find the fact of not knowing what will happen after death disconcerting. To know that when I die I will be in heaven with God is more than enough to help me through this  life on earth. Atheism to me is a sad religion with no reason for the existence of man. Heaven holds so much for the believer, peace, no pain, and an eternal home with God. Atheism to me is the religion that is the most miserable to live with, not theism. The greatest reason being that if there is no God, no afterlife, no salvation; then when death is on your doorsteps there is no hope only despair and fear of the nothingness beyond the grave. I cannot live believing there is no reason to live here on earth, knowing God loves and has a place for me in heaven is what helps me live on this Earth. References Craig, William L. Reasonable faith: Christian truth and apologetics. 3rd Ed. Wheaton, IL: Crossway Books, 2008. 71-90. Evans, C. S., Manis, R. Z. Philosophy of religion: Thinking about faith. 2nd Ed. Downers Grove, IL: InterVarsity Press, 2009. McCloskey, H. J. Question 1: On being an atheist. 1968. 51-54.

Ancient China’s Web Quest

|   | Ancient China Web Quest| | Use the following links to answer your questions. Write your answers on your worksheet. | 1. | China is located on the continent of _____China is entirely located on the continent of Asia___________________. http://www. rcps. org/mch/worksheets/ancient_china/where_is_china_located. htm | 2. | The capital of China is ____Beijing____________________________. http://www. rcps. org/mch/worksheets/ancient_china/capitalofchina. htm | 3. | There are 3 major rivers in China.Two of those rivers start with the letter â€Å"Y†. They are the _______Yangtze River, the Yellow River, and the Pearl River. _______________ http://www. rcps. org/mch/worksheets/ancient_china/geography_china. htm | 4. | The Himalayas are the highest mountain range in the world. The name of the highest peak (mountain) in that range is ______The highest point (mountain) in China is Mount Everest (8,850 meters tall)_____ _________________. http://www. rcps. org/mch/worksheets/ancien t_china/geography_china. htm | 5. The longest structure ever built by man, covering about 4000 miles, is the ___Great Wall _________ ______________ _______ ____________. http://www. rcps. org/mch/worksheets/ancient_china/gw_China. htm | 6. | Gunpowder was invented by the Chinese. The first fireworks were probably made by stuffing _____gunpowder__________ into some _______ bamboo _______ sticks. http://www. rcps. org/mch/worksheets/ancient_china/fireworks. htm | 7. | Another invention from China is silk. Silk is made from _____China___________________. ttp://www. rcps. org/mch/worksheets/ancient_china/silk. htm | 8. | Ancient Chinese and even some Chinese shopkeepers of today use this object to do math like we use a calculator. It is the ___Abacus___________. http://www. rcps. org/mch/worksheets/ancient_china/abacus. htm | 9| Something the Chinese invented to show direction is the ___Compass____________. http://www. rcps. org/mch/worksheets/ancient_china/compass. htm | 10. | On windy days, these things will fly. They are ______Kites______________.Some Chinese kites are designed as animals and they can roll their _____eyes_________. http://www. rcps. org/mch/worksheets/ancient_china/kites. htm | 11. | Name two more Chinese inventions. __________paper__________________  Ã‚  Ã‚  Ã‚   _______________ movable type printing _________________ http://www. rcps. org/mch/worksheets/ancient_china/inventions. htm | 12. | The Chinese use characters or little pictures to write. Another word for this type of writing is _____ Calligraphy _________________. http://www. rcps. org/mch/worksheets/ancient_china/calligraphy. htm|

Jack Davis Essay

Jack Davis’s poems present a passionate voice for the indigenous people; it explores such issues as the identity problems, the wider sense of loss in Aboriginal cultures and the clash of Aboriginal and White law. This can be seen in the poems â€Å"Desolation† and â€Å"The First Born†. Both of the poems clearly emphasises the plight of the Aboriginals in today’s society. Through the first poem â€Å"Desolation†, the title already hints the poor situation they are in, with complete no recognition; they are devastating, isolated and miserable. By using first person in the Aboriginals voice, the poem is full of anger towards the whites who invaded their homes and ruined their balance with the land. â€Å"You have turned our land into a desolate place.† This was the first sentence of the poem, it is directly addressing to the reader suggesting the â€Å"white† people, this emphasises their enmity for losing their â€Å"mother† land which they have been living on for more than 40,000 years. In this piece, Davis also expressed their true conditions, feelings and emotional thoughts due to the whites’ invasion. â€Å"What are we? Where are we?† The voice is confused, helpless; they are not recognized, they are forced to live in a new way, in the white’s way, which is a torment for them to adapt and accept. â€Å"We are tired of the benches, our beds in the park. We welcome the sundown and heralds the dark.† It is suggesting they are homeless, they have not just lost their tribal life, land and rights, they do not even own a shelter for themselves, their way of living and culture have been complete wiped out by the whites, no longer have freedom, so disappointed to the society that they have no hope for tomorrow. Davis wrote this poem in the Aboriginal people’s voice, they are angry for what they are suffering, but they are also standing up for themselves, a better life and their justice, rights and recognition. The second poem â€Å"The First Born† also emphasises the poor situation the Aboriginals are in. Just like the first poem, it is also written in first person, but in a different angle, the â€Å"mother† land’s perspective. It uses lots of emotive language and negative words to present the enmity and hatred towards the whites â€Å"you whom I bore after†, whereas the first poem stated out their situation and true thoughts to emphasis the point. This poem used personification to show the inseparable connection between the Aboriginal people and their land as a mother and her child, â€Å"They were formed of my dust†, the passion towards the land is clearly

Hospitality Practicum Essay Example | Topics and Well Written Essays - 3000 words

Hospitality Practicum - Essay Example Its promotional tenor focuses in its â€Å"perfect mix of coast and country† making it a premier choice for relaxation (â€Å"Sunshine Coast,† 2010). The Gold Coast, on the other hand is situated in south east Queensland. It is regarded as Queensland’s most popular tourist destination. It has been promoting to the world its â€Å"stunning beaches, sun-kissed locals, exciting theme parks, and sophisticated style† (Queensland Holidays, 2010). Furthermore, its sunny sub-tropical climate and tourist activities have been primary motivations for tourists to visit the city. Accommodations. Leisure-oriented travelers’ preference in accommodation always vary, thus both Gold Coast and Sunshine Coast consistently aimed for greater diversification. Images of various types of accommodation have been tailored to ‘pull’ recreational tourists into their respective places—improving and modernizing their amenities. There are 351 accommodation establishments in Gold Coast (see Table 1), comprising of 31 hotels, 61 motels, 109 serviced apartments, 150 holiday flats, units and houses; whereas, Sunshine Coast has a total of 288 accommodation establishments, consisting of 9 hotels, 46 motels, 127 serviced apartments, 106 holiday flats, units and holiday houses (Tourism Queensland, 2009b, p. 4). As of 2009, Gold Coast outperforms Sunshine Coast in terms of overall accommodation supply and demand, making it much ahead in revenue (See Table 1). However, it should be noted that occupancy levels substantially decreased in the year 2009 due primarily to the swine flu outbreak, economic recession, and the increase of visitors staying with friends and family (Tourism Queensland, 2009b, p. 4). Hence, Gold Coast and Sunshine Coast both experienced a decline in accommodation demand and revenue. In Gold Coast, Australian travelers preferred self-contained accommodation during summer holidays, such as

Module 6 Practice Exercise Assignment Example | Topics and Well Written Essays - 500 words

Module 6 Practice Exercise - Assignment Example The gross proceed from the stock sale is 3.080 million dollars. Lil John Industries’ equity includes 1.6 million outstanding shares selling at a price of 33 dollars per share. The total funds raised from equity are 52.8 million dollars. There are 26,000 bonds outstanding selling at 104 percent. The total debt is 26000*1.04*1000=27.04 million dollars. The debt equity ratio is 27.04/52.8=0.5=1:2.assuming the par value to be 1000 dollars. In scenario one where there is no debt, the EPS is obtained through dividing the outstanding shares with the EBIT. In the recession, the EPS is 4.8/9.44=0.51. In the average condition, the EPS is 9.8/9.44=1.04 million. In the boom condition, the EPS is 16.8/9.44=1.78 million. The retention ratio refers to that proportion of the net income paid out through other means and not paid as dividend. It is calculated by subtracting one from the dividend payout ratio (Springer, 2011). Springer L. (2011). How to Find a Stocks Value Using the Dividend Discount Model. Retrieved from

Visit museum and discuss this photo with your own words Essay

Visit museum and discuss this photo with your own words - Essay Example This part of the wall has elaborate edges. Moving to the bottom of the picture, the room is well-carpeted. At the left side is a bookshelf filled with books. At the further back, there is an ornately-designed cabinet with a flower vase. A door is beside it with a cherubim carving on top, like an angel guarding its inhabitants. A chair could be near it with fur hanging on it, which seems to have a sinister face. The wall beside it has mirror or a painting. There is another cabinet with a flower vase. The centerpiece where the light falls is the drawing board. This must be a table for an architect, painter, or engineer. An unlit candle is beside the table. A small book is on it, on top of ruler or a long thin object, with a tiny man on top of it. He goes to the direction of the door. On the top of the room is an open roof with slightly dark clouds. It is a cloudy day, but the sun peeks from the left. It is the sun that provides light for the shadows inside the room. I chose this work because it shows openness that is critical to mindfulness. The sky and the sun are symbols of openness. Their entrance into the room removes the boundaries of the world. The clouds are a bit dark because to learn is a difficult task. The man coming out of the books means that, through knowledge, he is reborn. He has become more mindful of his identity and mission in life. The sun shines on him because his path is clearer. He goes to the door, where his destiny waits for him. The man is

Technology and Mass Media Essay Example | Topics and Well Written Essays - 500 words

Technology and Mass Media - Essay Example 53). The five components of intimate relational ties basically guide the person to adjust to the subsequent changes brought about by old age. The stronger relational factor to define success of family ties in the later life might be commitment. In the absence of all the good things brought by youth, the feeling of accountability for another person is one of the few things that make the bond of the ties stay as it is. Commitment is especially important because without it, it would be somehow impossible to exhibit deep feelings and expressions of caring and compassion. On the other hand, the other components play their roles individually but serve with the same purpose; to strengthen family ties even in the later life. For example, the preference of close proximity of the elderly to their children and grandchildren poses willingness to perform duties despite their old age, such as baby sitting. Reference Connids, I.A. (2009). Family ties and aging. CA: Fine Forge Press.

Environmental issues and management processes introduced to deal with Essay

Environmental issues and management processes introduced to deal with such issues - Essay Example One of the most recognised environmental effects brought about by the automotive industry is pollution. Basically, pollution can be said to occur when the introduction of chemicals, gases, fumes or even odor is released to the atmosphere (Tyler and Scott 2009). These causes harm and discomfort to both humans and other living things. It also causes damage to both natural and man-made environments. It is through activities brought about by an automotive industry that the issue of global warming comes in. Therefore, this paper is going to assess some of these issues. 1.2 Background of the Study The automotive industry has seen an outstanding change on its structure and management in the late 1990s. Lately, the new approaches have continued to weaken the customary structure of the industry (Law 1991). This includes ways in which the industry can be structured in order to be environmental friendly. Production process has been witnessed which encourages invention of electric vehicles which are friendlier to the environment (Law 1991). Globally, the automotive industry has witnessed a tremendous growth particularly in China (Law 1991). Nevertheless, the industry is faced by much challenges ranging from organization matter to its effects on the environment. In order to have a clear attention to detail of such issues, the present paper carried out investigate on currently literatures on automotive industry and its effects on the environment as discussed in chapter two. 1.3 Statement of the Problem In the last two decades, the automotive industry has been linked to unfavorable environmental harms. One of the key concerns involves globalization. Globalisation is referred as â€Å"the process through which regional economies and societies became integrated... From this research it is clear that the automotive industry has seen an outstanding change on its structure and management in the late 1990s. Lately, the new approaches have continued to weaken the customary structure of the industry. This includes ways in which the industry can be structured in order to be environmental friendly. Production process has been witnessed which encourages invention of electric vehicles which are friendlier to the environment. Globally, the automotive industry has witnessed a tremendous growth particularly in China. Nevertheless, the industry is faced by much challenges ranging from organization matter to its effects on the environment. In order to have a clear attention to detail of such issues, the present paper carried out investigate on currently literatures on automotive industry and its effects on the environment as discussed in chapter two. In the last two decades, the automotive industry has been linked to unfavorable environmental harms. One of t he key concerns involves globalization. Globalisation is referred as â€Å"the process through which regional economies and societies became integrated into a common network that has universal coverage†. Contemporary globalisation comprises incorporation of political thoughts through communication, transportation and trade. Thus the automotive industry plays a crucial role in this situation. In China, similar to other leading players in the automotive industries, globalisation has seen economic growth while the adverse environmental effects increase day by day.

A Manager's Ethical Dilemma Essay Example | Topics and Well Written Essays - 750 words

A Manager's Ethical Dilemma - Essay Example A new commission component was added to the compensation of mechanics. The mechanics after the changes were paid a base salary and could earn more based on commission incentives. This new system instead of helping the company it brought lots of troubles because the workers at the firm began to act in an unethical manner. Ethics can be defined as a system of moral principles that leads to decisions between right and wrong (Dictionary, 2012). In 1992 the California Department of consumer affairs accused Sears of violating the state’s Auto Repair Act. The agency threatened to take away the firm’s license to operate. Soon thereafter other states began to take similar stances against Sears. The managerial changes at Sears created an unhealthy working environment that negatively impacted the actions of the workers. The mechanics at Sears began to act unethically because they saw an opportunity to cheat the system and earn more money based on the incentive plan the company cre ated. The mechanics at the auto centers had been systematically misleading customers and charging them for unnecessary repairs. The investigation made by the California department of consumer affairs concluded that the reason that the irregularities and consumer abuse occurred was based on the new compensation system. The actions of Sears leave a lot to be desired from this business entity. Sears created an undesirable working environment that gave incentives to the workers to cut corners and lower the quality of the service to the customers. The mechanics at the firm were a bit corrupt and they decided that their personal well being was more important than satisfying the auto repair needs of the customers. The mechanics would overcharge the customers in order to increase their overall level of compensation. Sears should have prevented this behavior by providing adequate training and development in ethical manners. The company could have also prevented the unethical actions by estab lishing penalties to the mechanics for customers that are not satisfied. An unethical mechanic would think twice about overcharging a customer if the person knows that doing so might result in an economic penalty. Sears could improve the ethical conduct of its employees by applying deontological ethics to its business operations. Deontological ethics deals with obligation as deriving from reason or as residing primarily in certain specific rules of conduct rather than in the maximization of some good (Thefreedictionary, 2012). In order to implement the use of deontological ethics Sears must develop a new code of ethics for its employees. The code of ethics will establish what is acceptable behavior by the employees and what it unacceptable behavior. The code of ethics will also incorporate rules that the employees must follow in regards to their ethical conduct. The changes made by the Sears following the revelation of the scandal were not adequate due to the fact that the firm incl uded within its new pay structure an incentive component that could be exploited by an unethical employee. The firm claimed it eliminated incentive pay, but following the changes an employee of the firm made a complaint to a senator that the firm was still using incentive pay to its mechanics and that the policies were hurting his ability to provide quality service to the customers without overcharging them. The eight steps of Trevino and Nelson decision making framework can help Sears revolve the problem. The firm

Imam Ali in my word Essay Example for Free

Imam Ali in my word Essay Imam Alis (p.b.o.h.) stories are so fascinating to read and to hear about. Knowing about Imam Ali (p.b.o.h.) life style and stories is so wonderful. Especially how Imam Ali (p.b.o.h.) saved Islam and won battles for example when Imam Ali (p.b.o.h) slept in prophet Mohammeds (p.b.o.h.) bed so that prophet Mohammed could take his last journey, Imam Ali slept in the prophets bed because the people that wanted to prevent and kill the prophet so to save Islam Imam Ali took . Also to understand how Islam was saved for and passed to us to be Muslims now. All the stories I enjoyed. But the one that I liked most is well is not actually a story but what will happen in the future to Imam Ali (p.b.o.h.). When Imam Mahdi (p.b.o.h.) comes back before Qiyamat and the Imam Ali (p.b.o.h.) comes and slowly the rest of the Imams (p.b.o.h.) come back, I found that so lovely knowing that one day the Imams will come back, and if I live I may see then return to the world and take over. I liked Imam Alis personality how Imam Ali cared for his family dearly by helping out at home and the way Imam played with his two sons: Hasan and Hussain. The way Imam Ali was fair and considerate to other people as in another story about The pomegranate how Fatima (p.b.o.h.) wanted a pomegranate and Imam Ali went to get one but when he got to the shop there was only one left that he could have, but along the way Imam Ali met a old man and gave half to the old man because he was thinking if Fatima but the man asked for the other half so kindly Imam gave, when he got home he was a bit shy to face Fatima as Fatima never asked for any thing but when he found out that send from heaven, Fatima was eating pomegranates.

Parents and teachers, mind mapping with children

Parents and teachers, mind mapping with children Whether you are a parent or whether you are a teacher, the opening chapters of this book have got you and your children started on Mind Mapping. You have found that they your children, or child, have become more creative, now study faster and more effectively, remember better, save time and see the whole picture. You agree that these reasons are absolutely huge benefits for them and indirectly, for you. A Mind Map has accelerated your kids learning and has got them to use their whole brain. It has worked in tandem with your brain and your childs brain by using colour, images, symbols, curved lines, words, space, associations and connections to get their thought processes to flow. Children benefit from this kind of learning as it allows them to practice using their imagination and learn about things that are of interest to them, thus giving them ownership of what they are learning about. The process of Mind mapping has evoked the best of responses from children and from their parents on account of all this. The childrens responses were literally enacted by them, through their facial expression. Parents commented that even their younger children were talking a great deal more about learning and school work at home. All children like colourful things and love to draw. Mind Map is a fun activity for young children. And when children like to write Mind Maps, their brains learn to like it as well. The immediate result, as discussed in Chapter 1, is improved memory. The skills required in Mind Mapping can be applied to study and allows studying to be fun, as discussed in Chapter 3. Now take a look at colour and images, symbols and use of icons, curved lines, and words and creative space in general, as used on the Mind Map. How children use image and graphics You have given your child a topic. We would have to take an example at this point, and a case study. A history lesson to a six year old could have mentioned the Taj Mahal. As mentioned earlier, children love drawing. A child could symbolise the mausoleum by outlining any building shape. Another child who thinks that exact is best, could adapt it to the shape of the Taj Mahal. Yet another innovative six-year-old would save on time by cutting out a picture of the Taj Mahal from a picture book or magazine. The three children have set the focus of the Mind Map in the centre and in their own, very individual ways. They have made decisions on how to draw or find the necessary picture. The child who cut out the picture used her fine motor skills to wield the scissors, as did the other two who drew and painted while handling a pencil and paint brush. The image of the Taj Mahal formed in the creative right brain hemispheres of all three. Tiny, accurate electrical impulses formed in the grey matter of these right hemispheres and raced through the cell axons to connect with the organizational centres on the same and in the left hemisphere of the childrens brains. Associations were formed between neurons in the childrens brain and nerve centres further down in their body systems. They sent messages to get their fine finger muscles working. The children would go on to make dozens of images and words separately, and image labels. They would go on to perpetrate the pattern of associations which had begun in their brains. They have looked up books in the library to be able to see what the emperor and empress who are buried in the Taj Mahal look like. Chances are, that they used cut-outs of their images to be able to portray a better likeness. They associated thoughts such as romance and marriage, death of the empress and loss. They picked up the idea of the greatest mausoleum of all times, of architectural finesse and may have wished to know about more members of the royal family. The main theme was surrounded by interesting facets of information connected to it. The connections were make on paper with lines leading from the main theme to these pieces of pictorial and worded information. These were attached because the brain works by association, and if the lines are attached, the ideas will internally be similarly attached. None of the children had to deal with a wall of hard, dry facts. They have found and associated what they were looking for. They also want to look for more, in the future. They may want to do a Mughal genealogical chart. It was fun for them and they sought and handled enlivening information. The have only to see the little pictures on the Mind Map and the overall picture from their memory to recall the facts connected to the Taj Mahal. They look forward to history revision before a class examination. The Taj Mahal Mind Map, like all Mind Maps, commenced in the centre because this reflects the many-hooked nature of the brains thinking processes, and allows more space and freedom for ideas to develop from the central core. Use of hand drawn or researched images by children fit in with the saying a picture is worth a thousand words. Original and borrowed pictures are applied here to boost both memory and creativity. Illustrator: Portray Taj Mahal Mind Map. Should be hand drawn by child You and your children know by now that Mind Maps can be drawn free-hand, or they can be made by inputs fed to Mind Map software on childrens computers and they can be printed. The computerized version has the advantage of quickly searching for images, making and printing the diagram. Some of the Mind Mapping software store images in a clip organizer and help users to select an image appropriate for the subject on hand. The disadvantage is that it detracts from childrens creativity. A computer printout is bound to appear too tidy, too organized. Its size is limited to regular A4 printout paper. Children, on the other hand, have much more freedom through freehand drawings and pasted pictures on a sheet of chart paper. Another consideration while on the topic of images for Mind Maps, is the overall image or Mind Map design. As with any diagram which investigates a single main topic, older children such as those closer to thirteen years of age, can move on to star and spider diagrams. Younger ones still prefer the freedom of freehand placing, drawing and joining. Children who are ten years of age and above find that the star format provides methods that help develop their study skills still further. Taking notes, reading, doing homework and even parrot-mugging can be noted along the end points of the star. On the other hand, if the topic involves investigating attributes associated with a single topic, and they then place the information like the branches of a tree, with associated information at the end points and with more associated knowledge arising from these in-between points, the children can use a spider diagram for their Mind Map. Example: Finding methods that help maturing childrens study skills (like taking notes, reading, memorizing, etc.), and investigating the factors involved in performing each of the methods. Adding colour-coding and/or pictures to a Mind Map further increases the utility, grouping and readability of the visual display. How children relate to colour Educationists encourage children to use colour in their Mind Maps. Children themselves admit to being able to think better in colour. Use of colour rates among the top ten Mind Mapping tips and techniques for anybody. IllustrationThe Mind Map Gurus point out that in a Mind Map, colour and images are not just decorative. They stimulate the childs brain as he creates the map. On the other side are the children who are looking at a completed Mind Map, trying to figure it all out. Colour helps them to clarify associated ideas as they see the map and absorb consolidate and retain the information. One criticism is that new Mind Map users could be intimidated by the colourful Mind Maps they see on the wall in class, in books or online. One Guru commented that a perfectly executed Mind Map may make a first-timer doubt his own ability in creating something as good. For someone like this, it has been explained that Mind Maps, especially among children, tend to grow easily and with least effort. They should not be held up as an achievement in themselves, but as a bridge to learning. Mind Maps dont need to be works of art. Scratch maps are those Mind Maps which have been created to do something quickly, or to develop and order ideas. The thought here is that colour can be used to group similar ideas together. Going back to the star or spider diagrams which serve to organize and manage these ideas, children can think of lettering or an image placed on different bright coloured solid circles at the tips of the star or spider diagrams. Another idea is to support similar ideas by using different shades of the same colour in Mind Map diagrams. Children have a profound sense of colour. They have an instinct about how colour can be best used to make the Mind Map vivid, memorable and unique to the subject and for you. Left to themselves, the six year olds would begin with coloured chart paper and progress through brightly coloured frames for the central theme. When older children require text or labelling for drawing and with drawings, they would reach for coloured felt pens. Some tips when writing with coloured pens: Use upper and lower case lettering, not normal handwriting. The youngest who have just started to write would proceed in the writing they are most familiar with. It does not have to be joined writing. Write keywords on the branches. Experiment with Horizontal (landscape) page format. Larger sheets hold more information. Colour makes the Mind Map memorable. In the same way that ideas were grouped by colour for star and spider diagrams, free floating ideas can be grouped by circling them in colour. The youngest of children love red. Important points might be marked with red. Colour absolutely affects our lives and our childrens development. When colour is chosen with a purpose we create a balanced, harmonious environment where children can claim their birthright and reach their full potential. Colour is the bright site of childhood. Children adore colours and respond to colour. However childrens response differs from adults reaction. As you accompany your children in their Mind Map exercises, colour should become your ally. Adults can do this by viewing their use of the language of colour correctly. Children start with a limited palette of the brightest colours from the bottom of the age ladder. They begin with red. Their choices expand and widen as they grow towards adolescence. Colour is the first characteristic which babies and children distinguish in their environment. We are aware that children perceive only black and white colours (light and darkness). This may be true at birth, but as the months pass, the situation undergoes radical changes. First children start to distinguish red colour. Later they start to perceive other bright colours such as yellow, and progress to the others in the spectrum. When little children begin to draw and colour, their works are bound to portray bright colours. Toddlers themselves tend to be attracted to brightly coloured toys and motifs. Numerous academic researches show that childrens preferences change with increasing age. Many children under ten when asked, will identify red (or pink) and yellow as their favourite colours. Those above ten say that they start preferring blue. Experts who study child development consider it to be with the process of growing up. They tell us that such changing preferences tie in with changing and improving abilities, with maturity and the perception of different moods. Educationists have also found that colour preferences are closely connected with the gender. Numerous researches show that most little girls from the age of six onwards prefer pink, lavender or violet. Little boys like black and other dark colours more than girls of their age. Adults accustom little girls and boys to like certain colours. The question here is, are girls and boys colour choices acquired or natural/innate? Speaking about emphasizing certain characteristics by means of colours, gender identification is only one example. If you see a childs chart done up in bright colour, it could advantage the child who has drawn it by being not only meaningful, but memorable as well. As explained, the childs memory of the colours used may open the door to what the colour enclosed or signified in text. Again, the child is learning by making associations. Publishers are aware of this fact and have used colour in childrens and teenagers books to the maximum advantage. You also can use it to teach, motivate and inspire children who draw their inspiration from you. Colour language and children First consider how children get acquainted with colours. They learn to distinguish them long before they know their names. Children learn the names of colours at around the age of 2-5. Girls usually identify colours earlier than boys. Of course, all children develop differently, as the process of growing up is connected with the state of nervous system. Here are typical associations between colours and where a child can find them, in the natural form. It is helpful information as young children progress through their charted Mind Map Yellow bananas, lemons, sun Red apples, tomatoes Blue jeans, sky Green peas, grass, leaves Grey an elephant Brown a bear, tree bark Illustration Research has shown that, for example that if you were to paint an apple blue, show this blue apple to a child and ask him what it is, it takes him or her more time to recognize it. Come to think of it, a child could find a blue apple funny. It testifies to their sense of humour and the ability to laugh at clumsy things and things that are incorrect. If a child uses such symbolism in a Mind Map, he is expressing his sense of humour. He may also be getting some facts to stand out. Maybe you want to learn and teach a language. Your child is having to learn one. Some languages such as French and Hindi have more than one gender. There may be two genders-masculine and feminine; or three-masculine, feminine, and neuter. Gender is always crucial and has to be learned along with the vocabulary. The way to do this is to add a further dimension to your mental image of each word by colouring it according to its gender. You can choose your own colours for masculine, feminine, and neuter (if necessary), but you must stick to using the same ones all the time. As you learn each new word, mentally apply the relevant colour to the image. You might choose blue for masculine words, red for feminine. Then, if the word dog is masculine, colour it blue; if the word door is feminine, colour it red. Let a child do this, and it could bring out the most humorous side, leading to fun and game playing and memorizing. Note: not true. Try Hindi words and colour them. Chapter 5- Fun and games in Mind Mapping This continues from where Chapter 4 did not leave off because children like to have fun. Everyone who is six or seven or eight years old likes to play. The nine and ten year olds like to play physical and mental games as well as their interests begin to turn towards the world, towards themselves and their cohort group. This broad description is true for all children, within the varieties of their individual personalities, geographical location and material to play with. Children in this country fit into childhood along conventional lines, then grow up with greater awareness of the opportunities at their disposal, or the lack of opportunities. It is impressed upon children in India that school work and outdoor activities should be given maximum value. Our children are taught to respect and please their elders. They are given to understand that success in the future is based on this. There is also currently a move to ease the pressures of serious, academic school curriculum under any of the national boards. The total expected of school children is a great deal. Concerned adults have come to understand that there is more to growing up than serious study and not stepping out of line. They have come to understand that a factor such as childhood fun, has to be maintained for children. Educationists have provided a powerful tool. They have provided a concept such as Mind Maps, which allow the academically driven child to use tools such as fun and games to study. The medium of such study is the Mind Map. The drive is towards a balance between school related activities for junior and secondary school children. It is also the reason why Mind Mapping is being picked up by parents and teachers for young children, and the reason why children are responding readily to learning through Mind Mapping. Adults who enable children to Mind Map are aware of the nature of Mind Mapping. Children approach the process as though it is a craft which they can handle and get better at, a kind of hobby. They say that they look forward to Mind Mapping because of the fun element that it embodies. When a child of six starts out with Mind Mapping, he thinks of it as a learning game and possibly another form of childs play. Different types of play Physical play Motor play provides critical opportunities for children to develop both individual gross and fine muscle strength and assists coordination of movement and muscle, nerve, and brain functions. Recent research has confirmed the critical link between stimulating activity, logical thought (maturity) and brain development. Young children must have ample opportunities to develop physically. The process takes place through motor play and increases the young childs confidence towards more physical activity. Social Play A variety of opportunities for children to engage in social play are the best mechanisms for progressing through the different social stages. Children are placed in a group with their peers in the process of attending school. By interacting with others in play settings, children learn social rules such as, give and take, reciprocity, cooperation, and sharing. Through a range of interactions with children at different social stages, children also learn about their own wants and emotions. The interactions with their peers and older children teach them to apply modelling and to use moral reasoning to develop a mature sense of values. Children need to participate in a variety of social situations so that they can function effectively in the systems of learning and application of that learning. Constructive Play Constructive play is when children manipulate their environment to create things. It could take place when they play with sand and water, construct simple toys such as dolls and miniature models and draw on the floor and wall with whatever they have at hand. Constructive play allows children to experiment with objects and figure out patterns and combinations that work and dont work. They make simple conclusions about their play and art, about song and achievement. Constructive play gives children a sense of accomplishment and empowerment. It gives them the realization that they can make a difference to things around them, their environment. It is childs play which provides the child with the realization that she can handle and manipulate objects for different purposes. The child with growing confidence translates these conclusions towards manipulating words, ideas and concepts. Fantasy Play Six and seven and eight year olds gain an understanding of mental operations and think logically about concrete events but have difficulty understanding abstract concepts. Abstract concepts are matters which can be explained and talked about, like whether the rules of a game are right or unjust. As their mental operations grow, children close to ten and above begin to think in logical ways, though they may not recognise this fact as well as their parents or teachers. They are reasoning and building on any mental operations from an earlier age. Children teach themselves abstract symbolism. They can deconstruct from the final product of constructive play. They learn to role play and apply imagined situations. They experiment with language and formulate their own words and expressions. They are exercising their imagination and diverse relationships at home and with friends. In addition, children develop flexible thinking and learn to base information on factors beyond the immediate. Adults may think that particular children are describing the parameters of a different truth. It is just that children are trying their best to stretch the boundaries of their lives and are testing adult-given rules. Other ideas, concepts, dreams, and histories are all part of fantasy play. In a society driven by technology and the absolute, children have to practice with any and all forms of abstraction time, place, amount, symbols, words, and ideas. In a way, these are essential for growth for a childs mind. Games With Rules Developmentally, most children progress from an egocentric view of the world to an understanding of the importance of social contracts and rules. Part of this development occurs as they participate in traditional games. In traditional societies, the girls play a different set of games e.g. rhymes set to the swing of the skipping rope. Boys wait to be included in football and any ball game, just like the boys in the more senior classes. The games with rules method teaches children a critically important concept that any business in life has rules (laws). It becomes apparent that Constructive Play comes to the fore when children Mind Map. Children work with materials of paper and pencil, they accomplish something and feel empowered when they have tackled something like a difficult lesson, completed their homework and done well in an exam thanks to the Mind Map of that topic. At a secondary level, Social Play was involved if the children undertook the Mind Map as a team. It was fun, and also had Games with Rules. Within the free form of the Mind Map, there were steps to be taken and motor coordination as in Physical Play. The rules of the games have been researched and studied. A Mind Map is fun for young children to make. As far as they are concerned, it is a better way to learn. It not the type of learning that imposes on their faculties. They can take any fact from their texts or a lesson taught during the week. They can look inside their minds or their texts or books from the library or from what their teacher said. They can put it down colourfully while they connect other interesting facts to the central one. They can have as much fun putting in on paper colourfully and as correctly as they can. A good idea never loses its currency and simple ideas are often the best ones. As they become accustomed to using Mind Maps and learn in a visual way, they should be encouraged to use them for taking notes in school. The quick shorthand way of recording information carries on being a great, fun way to study. When they get to the stage of doing school tests, they should be shown how to summarize entire chapters of their schoolbooks on a single page Mind Map. Revision can be fun too, as the children grow more sure of what they know and how they will recall facts and events for the test. Mind mappings can help revision, even if teachers course notes are conventional. They condense material into a concise, memorable format. You have sown the first seeds of structured thinking and have used your kids natural associated memory to learn things without the pressure of getting every little bit right, without the option of exerting their own creative play options of what ifà ¢Ã¢â€š ¬Ã‚ ¦? It really is that simple and your kids will thank you for this gift of learning in the years to come. Once they become addicted to using the computer, you can introduce them to electronic versions of Mind Mapping which can be bought cheaply on the internet and downloaded immediately. Your children have accumulated data in Mind Map form. They have observed the strands of their accumulated knowledge and made more associations than in the early attempt. The completed Mind Map is a thought-generating tool and the best part of it as far as the children are concerned, was the fun they had and the games-type play they had while they went about it. Mind Map game boards The board games promise idea generation, fun and creativity. They sound just like Mind Maps, in fact. The game boards can be used for light-hearted fun and idea generation, both for school work and at home. As with Mind Maps, adults try them out first. The objective is to generate random new ideas in a fun way. Older children work towards team building and solution finding. Key elements of the game contain spaces where inventive young minds can add words to elements known as thought clouds. It includes card paper and labels. Children begin by selecting a theme and adding words to the game board. Here, the random words are selected before the main illustration. This can be placed face down. Then, a dice, coin or disc is thrown on to the Mind Map game board. The place where it lands is the prompt to be followed. Chances are, that the dice will land on a word. The player can select a theme for words to add or select words, the meaning of which is abstract and can be used to denote a great many different things. Remember the Fantasy Play above? The potential uses are infinite. The game boards present a fun, imaginative and creative way to utilise the Mind Map format. Fun can also be added to the game board by sharing out or selecting chores. Using associations Childrens and adults alike love to form links between pieces of information, building up a repertoire of associations. When any brain receives new information, it searches in its long-term memory for something the same or similar, so that it can understand what it is. This happens in less than an instant and is not a conscious process. Creating associations is the second stage of Mind Mapping as you will remember. Creating associations is also very helpful in improving memory. By actively creating a personal link for your brain to hook on to, you give your memory something to work with, helping it to retrieve it later. Play association games-perhaps your child will carry on with it on bus journeys to school: she will ask her companions given a word (maybe a key word from an interesting language or history lesson) what is the first thing they think of? It leads to peer group learning, but informally, out of the class room. It speeds up the process of making associations, a technique that helps to improve memory. Memorising facts and figures Being able to recall facts and figures improves a childs chances of doing better in exams and also her general knowledge-and is invaluable if she want to enter quizzes or competitions. There is the Association Technique which will be described in much details later. Basically, your child learns to create an image out of each piece of information, then she learns to link them together. For example, if she wants to remember that Pt Jawaharlal Nehru was the first Prime Minister of India in 1947, she would create an image for the year and attach it to Pt Jawaharlal Nehru giving his freedom at midnight speech. The important thing is to create an image that is memorable for her and therefore will help her to recall the associated information. Crossword, word and maths games Childrens brains are always more active than adults. Exercises that keep your memory and brain active can also be undertaken by them. They would require some mental effort. Crosswords and word games are excellent, because they are pushed to recall words that they might not use regularly. It increases their vocabulary, important in any subject and with any learning method, especially Mind Mapping. Remember the importance of key words in Mind Mapping? Children would be encouraged to use the newly learnt words more often. That in turn makes them more articulate and confident. Childrens puzzle books such as crossword puzzle books are available in plenty in any book store. For children as young as six, it would also lead to a general love of puzzles and maybe on to participation in general knowledge quizzes. In addition, most of these puzzle books can be coloured by pencil or crayons, thereby increasing their sense of what colour means to them personally. Play word games with your children. It will help stretch them in a fun way while keeping you on your toes. Practice mental arithmetic when you are stuck in traffic and present the problem with your children. You know the answer when you practiced it in your head. It train children to do simple arithmetic in their heads from a young age whenever the opportunity arises. You could ask a six year old to add up the cost of the items in your cart before you get to the checkout. Or you could ask your ten year old to divide a restaurant bill between your friends or his. The method has an additional benefit of getting him to grasp the value of money. try You can always confirm the results on a calculator and also show him how to do this. As your mind becomes more efficiently active at simple arithmetic, he will learn to rely on it. It keeps his short term memory agile and he appreciates how simple sums can be used in everyday life. Your child will do his maths Mind Map with small sums in the associated links in very little time. The Mind Mapping Game This was taken from a verified and respected blog. The contributor refers to Getting Things Done, a book by David Allen. One of the steps recommended in Getting Things Done is to brainstorm to capture all the elements necessary to complete a project. The suggested way to do this is via Mind Mapping. The author says that when he first heard about Mind Mapping, it was in senior school and he was a snotty know-it-all who thought that he was above every concept that he did not already know. Which meant that he kind of brushed it off. He claims that now that he is an adult and a bit more mature, he is giving it a try using a piece of software. He is not just giving it a try. He has discovered that Mind Mapping is a blast. The one random topic he picked is providing a lot of entertainment. More than this, just getting the thoughts out of his head is a rewarding experience, and it is revealing a lot of the steps necessary to complete the project. He definitely recommends giving it a try. He recommends that other adults experiment with Mind Mapping on their next project. He just wishes that other than finding out about Mind Mapping when he was in senior school and when he did nothing about it, that he had started still earlier. He wishes that someone, anyone of the adults had made him sit down and actually do a Mind Map. He would have got a great many things done, he feels. This is his greatest regret that he has woken up to how to manage his time, improve his memory and creative instincts at his late age. He is having a blast, but he could have done that some twenty years ago with Mind Mapping.

Inclusive Education In Malaysia

Inclusive Education In Malaysia Malaysias move toward inclusion was given impetus by its participation in workshops and conferences set up under the auspices of the United Nations. Inclusive education was introduced in the Education Act (1998) as part of the continuum of services available for children with special needs. The purpose of this paper is to discuss the interpretation of policy pertaining to inclusion, its contradictions and its translation into practice within the Malaysian context; and to share experiences on how the national context explains and constrains inclusive practices. This paper also reviews the extent inclusion has brought benefits to children with special needs and their families; as well as examine the problematic issues associated with the interpretation and implementation of inclusive practices at community and school levels. Introduction In line with the global trend toward inclusive education, Malaysia officially began its efforts to include students with special needs in mainstream education through its involvement in workshops and activities initiated by the United Nations (UN) and United Nations Educational Scientific and Cultural Organisation (UNESCO). Standards of several UN policies affirm the right of all children to equal education without discrimination within the mainstream education system. These include the UN Convention on the rights of the Child (1989), the UN Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), the UNESCO Salamanca Statement (1994) and the UNESCAP Biwako Millennium Framework (2002). The Salamanca Statement on Principles, Policy and Practice in Special Needs Education (UNESCO 1994) has stressed the importance to develop national capacities for policymaking and systems management in support of inclusive education and the need to address equal educati onal opportunity and access to all children including those with special educational needs. Subsequently, inclusive education was introduced in the Malaysian Education Act 1996 (1998) together with provisions for children with learning difficulties. Although huge strides have been taken in the provisions and allocations for special needs education in Malaysia, inclusive education seems elusive to many children who need it. The purpose of this article is to examine and analyse the current policy and practices pertaining to inclusive education within the parallel system of general and special education, and to share experiences on how the national context explains and constrains inclusive practices. Concepts and principles in inclusive education will be discussed against the backdrop of Malaysian general education system and school culture. Inclusive education in Malaysia originated from the special education agenda as defined in the Education Act 1996 (1998) and its approach is referred to this tradition. The discussion begins with an introduction to the development of special needs education as a discipline and as a profession in Malaysia, and its influence on the development of policy and practice toward inclusive education. The Evolutionary Phases of Special Needs Education The history of special needs education in Malaysia parallels developments seen in other helping professions in developing countries worldwide (Azuma, 1984). Foreign experts are initially relied upon to provide the knowledge and to encourage its development prior to the emergence of a profession within a country. The first professionals to provide services are usually trained abroad. The second stage followed this first stage, in which colleges and universities established programs and departments to teach the discipline and prepare the professionals. The second stage leads to the third stage, in which colleges and universities import developed from abroad to achieve standards that characterised the discipline in more developed nations. During this stage, the concepts, theories and models of implementation found in the more developed countries are taught, applied and tested; some of which may transfer more successfully than others. The fourth stage sees research initiated in the country to develop the concepts, theories and practices and technologies essential to enhance practice. The fifth and last stage is reached when this new body of knowledge developed in one country is integrated into the larger body of knowledge available internationally. As professions and disciplines of knowledge evolve from one stage to the next, they gain strength and improve qualities associated with the earlier stages of the development. Malaysia embarked on the first stage when the first school for the blind was opened in 1929, followed by a school for the deaf very much later in 1954. These schools were initiated under the programs of the Ministry of Social Welfare with the help of religious missionaries. Malaysia entered its second stage when professional preparation programs for special education were formally established by the Ministry of Education in 1961. Lacking its own expertise and technology, Malaysia entered its third stage when it began importing knowledge and expertise by sending its education professionals abroad for research degrees and in-service attachments in special needs education in the 1980s and 1990s, and attempting to customize what was learned to its national conditions. Malaysias participation in international workshops and activities of the UN and UNESCO and subsequent reforms as reflected in the Education Act (1998) describes the active development of policy and changes in practices duri ng this period. In 1993, the first preservice teacher preparation leading to a Bachelor of Education degree program in special needs education was initiated in Universiti Kebangsaan Malaysia. The program was developed alongside a collaborative project in curriculum development with three universities in the United Kingdom, namely, the Universities of Manchester, Birmingham and Cambridge (Jelas, 1996; 1999). Special needs education in Malaysia is currently in its fourth stage with research being initiated in the local universities with funding from the government to indigenise special needs education as a discipline. The establishment of research degree programs in special needs education has generated interest among students and academics and attempts to integrate local knowledge with the larger body of knowledge internationally have started (Jelas, 1996, 1999, 2000; Azman et al., 2003; Ali et al, 2006). Development of policy: A force for or against inclusion Education for children and youth with special needs is provided for by two government agencies: The Ministry of Education (MOE) and the Ministry of Women, Family and Community Development (MWFCD). The MWFCD through its Welfare Department, provides learning and skills training services for children and youths with i) severe physical disabilities, ii) severe and profound intellectual disabilities; and iii) multiple disabilities. These learning and skills training services are implemented in collaboration with non-governmental bodies and community-based rehabilitation centres. The Special Education Department of the MOE is responsible for coordinating all special educations programmes in the regular schools and the administration of all special education schools which cater only to students with hearing and visual impairments. Children who are identified with i) downs syndrome, ii) mild autism, iii) developmental delays, iv) attention deficit hyperactivity disorders, and v) specific learning disabilities, are placed in self-contained special classes in the Learning Disability Programmes in regular schools. The terms special needs introduced in the Education Act 1996 (1998) are defined as follows: Pupils with special needs means pupils with visual impairment or hearing impairment or with learning disabilities And inclusive education is introduced as part of the continuum of services available for children with special needs: Special education programme means A programme which is provided in special schools for pupils with visual impairment or hearing impairment; An integrated programme in general schools for pupils with visual impairment or hearing impairment or with learning disabilities; and An inclusive education programme for pupils with special needs and who are able to attend normal classes together with normal pupils (Education Act 1996, 1998, p. 341) However, the eligibility for special education placement is based on the educability of children as assessed by a team of professionals. This is documented in the Act, which states: (1) For government and government-aided schools, pupils with special needs who are educable are eligible to attend the special education programme except for the following pupils: physically handicapped pupils with the mental ability to learn like normal pupils; and pupils with multiple disabilities or with profound physical handicap or severe mental retardation. A pupil with special needs is educable if he is able to manage himself without help and is confirmed by a panel consisting of a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD, as capable of undergoing the national educational programme (Education Act 1996, 1998, p. 342) The eligibility dilemma A number of issues and contradictions arise when we analyse policies that explicitly state a criterion for eligibility. While the current public policy for children with special educational needs, particularly those categories of children classified as experiencing learning disabilities have access to regular schools as stated in the Act, the educability criteria contradicts the goals of providing equal education opportunities as stipulated in the United Nations Standard Rules on the Equalisation of Opportunities for Persons with Disabilities (1993), The Salamanca Statement (1994) and the Biwako Millenium Framework for Action (UNESCAP, 2002). These mandates are intended to promote equal rights and access to education for persons with disabilities. The educability criterion assumes that there are children who are uneducable within the public school system and thus these children are catered to within community-based rehabilitation (CBR) settings (MOE, 2006). CBR programmes are government-initiated, centre-based programmes at the community level aimed to provide education that emphasises therapy and rehabilitation to children with learning disabilities (Kuno, 2007). CBR programmes are quite detached from the mainstream school system. However, in practice, the division between both provisions is less definite, and students who should benefit from them become victims of bureaucratic procedures (Adnan Hafiz, 2001). The true meaning of equal rights and access is still evolving in the Malaysian context, as policy makers and the schools put into practice their interpretation of what they perceive those rights to be. Deciding on who does or does not have a special educational need, or who is educable and who is not poses a major problem. Before special programmes were available, students with special needs were described by their characteristics and by the instructional challenges they presented to teachers. When the education system began to respond to the needs of each emerging group of special needs students, services were established and eligibility criteria determined. From that point on, a child was identified (for school and placement purposes) as having or experiencing a special educational need and if he or she is able to manage him or herself without help (Education Act 1996, 1998), the child will be eligible for a given programme or service. This process was repeated as each new group of special needs students emerged for example, children with visual and hearing impairments in the 1960s, children with mild intellectual in the 1980s and 1990s, and more recently, children with attentio n deficit hyperactivity disorders and children with dyslexia. Thus it is regulated in the Education Act 1996 (1998) that the perspectives of professionals (a medical practitioner, an officer from the MOE and an officer from the Welfare Department of the MWFCD p. 342) have the most power in determining the way children are categorised and whether these children are capable of undergoing the national educational programme (Education Act 1996, 1998). In this context, policy makers and professionals continue to see special schools and classes as well as categories as having an important place in provisions. Responses at the Ministerial level revealed an emphasis on diversity and acceptance of human characteristics as problematic and that learning difficulties are technical problems that require specialised discipline knowledge that cannot be dealt with in the normal classes with normal children (Education Act 1996, 1998 p. 341). In this context, the MOE sees segregation as the right to be educated in a separate environment from the mainstream and i nclusion is implemented on the principle that integrate and include children with special needs where possible, and retain the right to segregate where necessary (Booth Ainscow, 1998). Within the Malaysian context, the belief that the child must be educable to be educated reflects a rigid and narrow interpretation of the concept of inclusion. The requirement reinforced what Peters (2004) referred to as the continuum of placements paradigm; where inclusion is conceptualised as a place that one needs to be eligible and not as a service delivered. Such a narrow and limited interpretation results in the exclusion of SEN students from within the school system. Jelas (2000a) summarised the interpretation of the process of inclusion in the Malaysian context in Figure 1. INCLUSION: MEETING OUR COMMITMENTS Salamanca Statement 1994 Malaysian Education Act 1996 Responses to human diversity Responses to categories Commitment to change Commitment to existing demands Rejection of medical model of disability Coexistence of medical social model perubatan sosial Equity PROCESS OF INCLUSION Educability PROCESS OF EXCLUSION Figure 1. Inclusion: Its interpretaion in the Malaysian context Rationalising exclusion While the literature on inclusive education would be in agreement over the basic philosophical stance of inclusion as it relates to issues of social justice and equity of educational opportunities, its interpretation and translation into practice remains unclear in Malaysia. The National Report on the development of education states: Inclusion in Malaysia subscribed to the concept of placing SEN students into mainstream classes to be educated alongside their peers, either with or without additional support, and within the present school system. This concept of IE (inclusive education) might not be in line with the ideal concept based on acceptance, belonging and about providing school settings in which all disadvantaged children can be valued equally and be provided with equal educational opportunities à ¢Ã¢â€š ¬Ã‚ ¦ (MOE, 2004, p. 28), While the philosophical basis of including SEN students into mainstream schools is accepted as a policy, the continued legitimization of paradigms that exclude SEN students is also acknowledged by rationalising between the ideal and the not-so-ideal concept of inclusive education. This ambivalence is reinforced by the following statements: Prior to inclusion, especially in the early part of their formal education, SEN students are equipped with relevant basic skills and knowledge to enable them to cope with mainstream learning. Only those who are diagnosed capable to cope with mainstream learning would be included fully or partially. (MOE, 2004, p. 29) The emphasis on the ability to cope with mainstream learning seemed consistent with the integration models that came about in the 1980s. Integration models mainly focused on placing students with mild disabilities, identified and diagnosed as having special needs in mainstream schools. In such models, students must adapt to the norms, expectations, styles, routines and practices of the education system instead of the education system adapting to the learner (UNESCO, 2008). The integrated programme is the dominant format for delivering services to special needs students in Malaysia, then and now. Students typically were referred to a medical practitioner to determine their eligibility and to confirm their disability, and if they met the eligibility criteria, they were placed in a special class in a regular school. Once placed, few special education students returned to the regular education class on full-time basis. Although the special classroom and special schools continued as optio ns, integrated programmes (placement in regular classrooms) for students with visual and hearing impairments are available with support from the resource teacher. Within this model, students were pulled out for part-time placement in resource rooms, or a special education teacher comes to the regular education classroom to provide remedial assistance to the student or to assist the classroom teacher. By the mid -1980s special education in the developed countries, specifically in the United States and United Kingdom, no longer relied on segregated special classes to serve students with SEN. Historically, the disenchantment of many special educators and the concern of the efficacy of the prevailing approach (Ainscow, 1994; Meyen Skrtic, 1995; Sorrells, Rieth Sindelar, 2004; Stainback Stainback, 1992) raised questions about how best to assure a quality and equitable education for students with disabilities and spawned the push for a more inclusive approach to special education programming. While these reforms were mandated in the United Nations Declarations and UNESCOs Framework of Actions on special needs education of which Malaysias policy on inclusive education subscribes to, the focus on diagnosis, prescription, and intervention continued to be central to determining eligibility and making placement decisions. Thus, although special education practices had changed, the ground ing assumptions of human pathology and organisational rationality (Biklen, 2000; Oliver, 1996; Skrtic, 1991) have not been critically examined. In this context, special education is used to maintain and legitimise exclusion of students with disabilities within a school culture and system characterised by competition and selection (Skrtic, 1995; Corbett, 1999; Slee, 2001; Kearney Kane, 2006). Inclusive education is seen as problematic; educators and policymakers have serious reservations about the widespread placement of SEN students in mainstream schools because systemic problems in the current provisions and school culture remain unresolved. Malaysia needs to recognise that integration models are not inclusion and that inclusive practices do not just mean placing SEN students into mainstream schools. The pathway to inclusion is fraught with foundational assumptions that support exclusionary processes and practices. Challenges in policy and practice Even though inclusive education was implemented at the policy level more than 10 years ago and school participation has rapidly increased quantitatively, Malaysia is far from reaching its goal of providing a responsive education path for every child and youth with SEN (MOE, 2004). Policy statements and procedural processes and requirements that are seen as safeguarding the normality of the school population (Slee, 1996, p. 25), and that which rest on the basic philosophy of exclusion and segregation as the best way to educate students with disabilities will obviously make inclusion efforts very difficult and counterproductive. There is a need to formulate policies to ensure that segregation is not practiced within the education system. The barriers created by the current policies may have many sources but three of the most critical are: (1) the non-acceptance that all children can learn; (2) the need for a reconceptualisation of special educational needs; and (3) the culture of eliti sm. The acceptance that all children can learn and have a right to education Malaysians in general and educators specifically need to acknowledge that inclusive education is part of the human rights agenda that argues that all children, irrespective of their characteristics, can learn and have access to education. Although special education is seen as a right and as an access to education, school exclusion of children who do not meet the eligibility criteria is made legal and therefore, not the responsibility of the MOE. Labeling children who do not meet the criteria for placement in schools as uneducable and denying them the opportunity to education would be an irony of the education system. Under these circumstances, they are the ones that have the greatest need for education, are the least likely to receive it. Further, denying these children of the opportunity to learn within the public school system is a violation of the childs basic rights (United Nations, 1989; United Nations, 1993). The question of whether all children with disabilities have an unqual ified right to the education system must be addressed. Opportunities for schooling should be extended to all disabled children without specifying any eligibility criteria; the MOE needs to implement a paradigm shift from a charity-based approach to the development of persons with disabilities and to accept responsibility for education for all children. In principle, Malaysia is committed to providing education for all with the implementation of compulsory education in 2003 as evident by a high participation rate of 98.49 per cent (MOE, 2004). This statement of intent towards compulsory education for all which was an amendment of the Education Act 1996, however, did not include children with disabilities: The MOE has reviewed the Education Act 1996 that regulates the provision of preschool, primary and secondary education. The review was to enable the implementation of compulsory education at primary school level. In 2002, the Education Act 1996 was amended and the compulsory education took effect in 2003. This policy ensures that every child in Malaysia beginning at age six, regardless of sex, social and economic background, and residential locality has the right to primary education. Accordingly, every Malaysian parent must ensure that their child has access to primary education when the child reaches the age of six or on the first day of the current school year when the child would be six years old. (MOE, 2004, p.4) International mandates have declared that education is a basic right for all children and have called for the inclusion of all children in primary education by 2015 (UNESCAP, 2002). Malaysia needs to include disability dimensions in all new and existing laws, policy plans, programmes and schemes. In this context, we need to strengthen our national capacity in data collection and analysis concerning disability statistics to support policy formulation and programme implementation. The exclusion of children and youth with disabilities from the broader framework of education results in their being deprived from further opportunities, thereby diminishing their access to vocational training, employment, and preventing them from achieving economic and social independence. This increases their vulnerability to marginalisation in what can become a self-perpetuating, inter-generational cycle. Conceptualisation of special educational needs The current interpretation of special educational needs in Malaysia emanates from a traditional special education framework and knowledge base that emphasise the pathological/medical model of special needs (Skrtic, 1991). The continued emphasis on explaining educational difficulties in terms of child-centered characteristics has the effect of preventing progress in creating policies and provisions for SEN students. Dyson (1990) aptly summarises the argument by saying: The fact remains that the education system as a whole, and the vast majority of institutions and teachers within it, are approaching the twenty-first century with a view of special needs the same as that with which their counterparts approached the present century. That view, for all its avowed concern for the individual child, promotes injustice on a massive scale. It demands to be changed (Dyson, 1990, p. 60-1) The radical perspective that leads to a reconceptualisation of special educational needs have been well documented for the past twenty years (Barton, 1988; Lipsky Gartner, 1989; Ainscow, 1991; Fuchs Fuchs, 1994; Clark et. al., 1998; Donoghue, 2003) and critiques argued and showed evidence how the education system creates rather than remediate disabilities (Skrtic, 1991; Corbett, 1999; Vlachou, 2004; Carrington Robinson, 2006). The new perspective on special educational needs is based on the view that the way forward must be to reform schools in ways that will make them respond positively to pupil diversity, seeing individual differences as something to be nurtured. But, as cautioned by Ainscow (1994): This kind of approach is only possible in schools where there exist a respect for individuality and a culture of collaboration that encourages and supports problem-solving. Such cultures are likely to facilitate the learning of all pupils and, alongside them, the professional learning of all teachers. Ultimately, therefore, this line of argument makes the case that increasing equity is the key to improvements in schooling for all. (Ainscow, 1994, p12) The assessment of the characteristics of the child and the childs total environment call for methods of assessment that build on the positive qualities while recognising areas of weaknesses. The interactionist perspective (Cline, 1992) adopts an ecological approach which recognises that features of the learning context, such as the curriculum, the teaching process, the management of the classroom and other variables are essential factors that influence learning. By accepting the interactionist approach to special needs, Malaysian educators would be able to look at the learning needs of students and how school policies, culture and practices enable or disable, not only students with disabilities, but all students. In identifying educational needs, Noddings (2005) emphasises that it is crucial for educators to balance the inferred needs and the expressed needs of all students, in saying that by ignoring expressed needs, we sacrifice opportunities to develop individual talents, intrinsi c motivation, and the joys of learning (p 147). The human side of education is more than just an ethics of justice issue but an ethics of care which is needs-based. This is of particular importance because it is this grounding principle of care that creates understandings, values, and beliefs that formulate policies and subsequently the practices. The culture of elitism Education in Malaysia is driven largely by an examination-oriented system characterised by curriculum rigidity and rote learning rather than critical and independent thinking. Like schools in Singapore and Hong Kong (Poon-McBrayer, 2004), school leadership are in great pressure to compete for the best examination results in terms of the percentages of passes and the number of As acquired by students in public school examinations. The competitiveness has resulted in students to enroll as many subjects they can in the Malaysian Certificate of Education with the expectations of getting the highest number of As as possible. The culture of elitism compels parents to prepare their children to be accepted into high ranking or fully residential schools which usually achieve high scores in examination results. The introduction of the Tuition Voucher Scheme (MOE, 2004) for students in Year 4, 5 and 6 with poor academic performance exemplifies the need for students to perform academically in the Year 6 Open Certification Examinations. Within the School Cluster Program (MOE, 2007), schools are encouraged to compete to strive for excellence and to be a cluster school that promises, among others, a special status. To be eligible for selection, schools need to fulfill two requirements: (1) certified excellent by the Malaysian Education Quality Standards and (2) three continuous years of excellent examination results at the Primary School Assessment, the Lower Secondary School Assessment and the end of school Open Certificate Examination. Although the intertwining of the standards and inclusion agenda can lead to p ositive consequences (Ainscow et al, 2006), the emphasis on the preparation and drill for the public examinations therefore, left little or no time for teachers to accommodate individual learning needs of students in general. Media reports on schools and students performance intensify competition and further marginalise SEN students, who, to a large extent are not expected to compete. Competing priorities make it more difficult for schools to fully include children with SEN. Conclusion Opportunities for change The Malaysian approach to inclusive education this far has been intertwined and limited to the domain of special needs education. The conception of policy provides the basis for analysing policy implications in relation to critical issues. In this paper it is argued that the current policy and practice toward inclusive education for SEN students are exclusionary and discriminatory. The concept of educability as an eligibility requirement for educational placement is a major issue that needs to be reviewed. Continued advancement of special needs education in Malaysia will require bifocal perspectives. One focus has an international perspective and requires Malaysians awareness of the international body of literature and trends in practice that enables them to take advantage of the knowledge and experience gained by those in other countries. Malaysia may also profit especially from knowledge provided by its Asian neighbours namely Japan, India and China, or other countries that seems to be struggling with many of the same issues. However, effective special needs education services require awareness of social and educational traditions, social philosophies that manifest in schooling and school culture and ways of resolving conflict that may be unique to one country and the impact these qualities have on general and special needs education services (Peters, 2003). The second perspective, thus, takes a more narrow view, one that enables the evolution of special needs education services that reflect the needs and characteristics of Malaysians. The first perspective may identify as viable goals the extension of services to students with learning difficulties, inclusion, garnering additional political support for special needs education through parent advocacy and supporting the further employment of people with disabilities. However, a more narrow focus on issues directly important to Malaysia is likely to clarify more viable future directions for students with disabilities in Malaysia. Further initiatives critical to Azumas (1984) Stage 5 will require considerable research and policy debate among Malaysians.

Christians Cannot Blindly Accept Multiculturalism Essay -- Immigration,

Racial reconciliation should be a top priority for every Christian of any race or cultural background. But will this demand for a "multicultural center of learning" produce a less prejudiced society? Multiculturalists insist on greater sensitivity towards, and increased inclusion of, racial minorities and women in society. Christians should endorse both of these goals. But many advocating multiculturalism go beyond these demands for sensitivity and inclusion; here is where Christians must be careful. One of the difficulties of accepting multiculturalists is that defining a multicultural society, or institution seems to be determined by one's perspective. A commonly held view suggests that being multicultural involves tolerance towards racial and ethnic minorities, mainly in the areas of dress, language, food, religious beliefs, and other cultural manifestations. An influential group calling itself NAME, or the National Association for Multicultural Education, includes in its philosophy statement the following: "Xenophobia, discrimination, racism, classism, sexism, and homophobia are societal phenomena that are inconsistent with the principles of a democracy and lead to the counterproductive reasoning that differences are deficiencies."(name). NAME is a powerful organization composed of educators from around the country, and it has considerable influence on how schools approach the issue of diversity on campus. The fundamental question that the folks at NAME need to answer is, "Is it always counterproductive to reason that some differences might be deficiencies?"(name). In other words, isn't it possible that some of the characteristics of specific culture groups are dangerous or morally unsound? It is not uncommon for advocates of multiculturalism like NAME to begin with the assumption that truth is culturally based. It is argued that a group's language dictates what ideas about God, human nature, and morality are permissible. While Americans may define reality using ideas from its Greek, Roman, Asian or African cultures see the world differently based on their traditions. Multiculturalists conclude that since multiple descriptions of reality exist, no one view can be true in any ultimate sense. Furthermore, since truth is a function of language, and all language is created by humans, all truth is created by humans. This view of truth and language ha... ...elieve that every human being was created in God's image and reflects God's glory and majesty. We were created to have dominion over God's creation as His stewards. Thus, we are to care for others because they are ultimately worthy of our care and concern. We are not to be cruel to others because the Creator of the universe made individuals to have fellowship with Him and He cares for them. This does not discount that people are fallen and in rebellion against God. In fact, if we really care about people we will take 2 Corinthians 5:19-20 seriously. First, that God has made reconciliation with Himself possible through His Son Jesus Christ, and as verse 20 says, "..he has committed to us the message of reconciliation. We are therefore Christ's ambassadors, as though God were making his appeal through us." True sensitivity and inclusion will not be achieved by making tolerance an absolute. They occur when we take what people believe, and the consequences of those beliefs, seriously. When you think about it, what could be crueler than failing to inform people of the Gospel of redemption through Christ, leaving them to spend eternity separated from the Creator God who loves them?

Employee Engagement Essay -- Human Resource Management

Introduction The employee engagement has become a hot topic of discussion in the corporate world. There is no single accepted definition of engagement or recognised approach for measuring or raising it. HRM Practitioners have involved in quite a lot of study to understand employee engagement and its impact on the performance of the organisation. According to them, employee engagement is a level of commitment and involvement of employees towards their organisation and its value. An engaged employee works with his/her colleagues to improve their productivity within their job, for the ultimate benefit of the organisation. This paper critically reviews MacLeod Report (2009), ‘Engaging for Success’ and analysis it’s suitability as an engagement model for the organisations to adapt. Also, this paper suggests an alternative engagement model, which can be applied and adopted by the organisation for achieving their strategic objectives. Employee Engagement The employee engagement is a relatively new term in the corporate world. Due to the global nature of work and diversity of workforce, it has become a key part of competitive advantage for many organisations. The engagement at work was conceptualized by Kahn (1990:694) as the â€Å"harnessing of organisational members’ selves to their work roles; in engagement, people employ and express themselves physically, cognitively and emotionally during role performances†. The other related construct to engagement in organisational behaviour is the notion of flow. Csikszentmihalyi (1975, 1990) defines flow as the ‘holistic sensation’ that people feel when they act with total involvement. Thus employee engagement is the level of commitment and involvement, which an employee has towards ... ...selid, M.A. 1995. ‘The impact of human resource management practices on turnover, productivity and corporate financial performance’, Academy of Management Journal, Vol 38, pp635-670. Kahn, W.A. (1990), ‘Psychological conditions of personal engagement and disengagement at work’, Academy of Management Journal, Vol 33, pp692-724 MacLeod, D. and Clarke, N. (2009), Engaging for success: enhancing performance through employee engagement, London: Department for Business, Innovation and Skills Osterman P (1994), ‘How Common is Workplace Transformation and How can we Explain who Adopts it? Results from a National Survey’, Industrial and Labor Relations Review,47. Pil, F.K. and McDuffie, J.P. (1996), ‘The adoption of high involvement work practices’, Industrial Relations,Vol 35:pp423-455 Vodafone Site: http://www.vodafone.com/start/responsibility/employees.html