10 Facts That Private Schools Want Parents to Know

10 Facts That Private Schools Want Parents to Know If you are considering sending your child to private school, here are 10 facts about private schools which all prospective parents should know. The data and information provided here should answer most if not all of your biggest questions. 1. Private Schools Educate About 5.5 Million Students According to the National Center for Education Statistics, there were approximately 33,600  private schools in the U.S. in 2013-2014. Together, they served approximately 5.5 million students in grades pre-kindergarten through 12 and the postgraduate year. Thats about 10% of students in the country.  Private schools cover just about every need and requirement you can imagine. In addition to college prep schools, there are special needs schools, sports-focused schools, art schools,  military schools, religious schools, Montessori schools, and Waldorf schools. Thousands of schools focus on high school and offer college preparatory courses. About 350 schools are residential or boarding schools. 2. Private Schools Offer Great Learning Environments Its cool to be smart in a private school. The focus in most college preparatory schools is on getting ready for college studies. Advanced Placement courses are offered in most schools. You will also find IB programs in about 40 schools. AP and IB courses require well-qualified, experienced teachers. These curricula are demanding college-level studies which allow students with high scores in the final exams to skip freshman courses in many subjects. 3. Private Schools Feature Extracurricular Activities and Sports as an Integral Part of Their Programs Most private schools offer dozens of extracurricular activities. The visual and performing arts, clubs of all kinds, interest groups and community service are just some of the extracurricular activities you will find in private schools. Extracurricular activities complement the academic teaching which is why schools emphasize them - they are not something extra. Sports programs combine with academic work and extracurricular activities to develop the whole child. Most private schools require their students to participate in some sport. Teachers are also required to be involved in coaching a sport. Because sports and extracurricular activities are such an integral part of a private school program, you rarely see cuts in these areas as we have seen in public schools when budgets get tight. 4. Private Schools Provide Constant Supervision and Have Zero-Tolerance Policies One of the appealing aspects of sending your child to private school is that she cannot fall through the cracks. She will never be a number at a private school. She wont be able to hide in the back of the class. In fact, many schools use the Harkness style discussion format for classroom teaching. 15 students sitting around a table have to be involved in the discussions. Dormitories in boarding schools typically are operated family-style with a faculty member being the surrogate parent. Somebody is always around keeping a watchful eye on things. Another feature of private schools is that most have a zero-tolerance policy when it comes to serious infractions of their rules and codes of conduct. Substance abuse, hazing, cheating, and bullying are examples of activities which are unacceptable. The result of zero tolerance is that you can be assured that you are placing your children in a safe environment. Yes, she will still experiment but she will understand that there are serious consequences for unacceptable behavior. 5. Private Schools Offer Generous Financial Aid Financial aid is a major expense for most schools. Even in tough economic times, schools have made assisting families who want to send their children to private school a top priority in their budgets. Several schools offer a free education if you meet certain income guidelines. Always ask the school about financial aid. 6. Private Schools Are Diverse Private schools got a bad rap in the early part of the 20th century as being bastions of privilege and elitism. Diversity initiatives began to take hold in the 1980s and 1990s. Schools now proactively search for qualified candidates regardless of socioeconomic circumstances. Diversity rules in private schools. 7. Private School Life Mirrors Family Life Most schools organize their students into groupings or houses. These houses compete with each other for all kinds of things besides the usual sports activities. Communal meals are a feature of many schools. Teachers sit with students developing close bonds which are such a valuable feature of private school education. 8. Private School Teachers Are Well-Qualified Private schools value teachers who have degrees in their chosen subject. Typically 60 to 80% of private school teachers will have an advanced degree as well. Most schools require their teachers to be licensed to teach. Most private schools have 2 semesters or terms in their academic year. Many prep schools also offer a PG or post-graduate year. Some schools also offer study programs in foreign countries like France, Italy, and Spain. 9. The Small Size of Most Private Schools Allows Plenty of Personal Attention Most college prep schools have about 300 to 400 students. This relatively small size allows students plenty of individual attention. Class and school size matters in education, as it is important that your child not fall through the cracks and just be a number. Small class sizes with student-to-teacher ratios of 12:1 are fairly common. The larger schools usually include prekindergarten through 12th grade. You will find that they actually consist of 3 smaller schools. For example, they will have a lower school, a middle school, and an upper school. Each of these divisions will often have 300 to 400 students across four or five grades. Personal attention is an important part of what you are paying for. 10. Private Schools Are Sustainable More and more private schools are making their campuses and programs sustainable. It has not been easy for some schools because they had older buildings which were not energy efficient. Students in some private schools even compost waste food and grow some of their own vegetables. Carbon offsets are part of sustainability efforts too. Sustainability teaches responsibility within the larger global community.   Edited by  Stacy Jagodowski

Awakenings essays

Awakenings essays The movie starts in the 1920s. There is a young boy named Leonard Lowe. He is a very smart boy who always gets good grades and he loves to read. He suddenly starts having a slip in his behavior and his schoolwork gets worse. This is because he contracted the disease encephalitis. The next scene is modern times for them, and takes place in the Bronx, in 1969. It takes place in a mental hospital where a man named Dr. Sawyer is looking for a job. He used to be a research doctor and now is going to work in this mental hospital, even though this is not his area of work. Dr. Sawyer really cares for the patients, and most of them have encephalitis, which is a disease, contracted from mosquitoes that put the patient in a catatonic state. That means they are in an unconscious state, but the heart works, but there is not any movement. Only certain things will bring out a reaction in these people. For instance, Dr. Sawyer can throw a ball at them and they react by catching the ball. When the ball comes they stick out their arm and catch it, but once the ball is caught, their arms stay in that position. One of the patients is Leonard. Dr. Sawyer takes a liking to him. He notices that a certain stimuli can bring forth a small reaction in the patients. If a person is being fed, and they play a piece of music that he likes, he will start eating on his own, but that is all he will do, nothing else. A drug called LDopa is introduced to the market. LDopa is a drug originally for Parkinsons Disease. Dr Sawyer thinks that this drug could help cure the patients. He takes it to the board and they let him try the drug on only one patient, not all of them like he originally wanted. He chose Leonard to take the experimental drug. He gave him a small dosage. He mixes it in with some orange juice, but it doesnt do anything for him. They then up the dosage and mix it with milk, because they thought maybe the oran...

Two Novel Loci for Genetic Resistance in Malaria Essay

Two Novel Loci for Genetic Resistance in Malaria - Essay Example Severe forms of malaria are caused by P. falciparum, a prevalent parasite in Sub-Saharan Africa. Malaria has been mentioned in literature as a potent form of natural selection among human populations (Kwiatkowski, 2005). This has been evident in malaria prone regions where, for instance, sickle cell variants in human populations have been shown to be refractive against malaria infection. Other genes which are known to confer genetic resistance against malaria include Glucose-6-phosphate dehydrogenase (G6PDH) deficiency and ?-thalassemias variants. In Africa and Asia, genetic resistance against most prevalent malaria form, severe falciparum malaria is conferred by variants of hemoglobin and G6PDH deficiency. The structure adopted by the sickle cell variant of hemoglobin may not offer optimum environment for the malaria parasites to flourish as compared to the normal hemoglobin. Genetic Resistance in Malaria Genes involved in malaria resistance include the sickle cell genes for hemoglo bin where the heterozygote form confers malarial resistance (Kwiatkowski, 2005). In addition, Glucose-6-phosphate dehydrogenase (G6PDH) deficient individuals are also refractory to malaria infections. This confirms that malaria resistance among humans has a genetic element which according to Hedrick (2011) is evolutionarily significant. It is important to note that these malaria resistance genes such as the ABO, HLA and G6PDH are highly variant. Human host response to malarial parasite is different especially for P. falciparum. Some individuals may succumb to infection whereas others may survive. This varied refractoriness may be attributed to genetic factors which account for around 25% of the risk of severe malaria (Mackinnon et al., 2005). Thus, among the population where malaria cases are prevalent, malaria has exerted significant pressure on the human genome to select mutations that are known to confer genetic resistance (Tishkoff and Williams, 2002). Besides sickle cell and Gl ucose-6-phosphate dehydrogenase (G6PDH) deficiency, other mutations such as Duffy mutations and ?- thalassemias also confer genetic resistance to malaria. In endemic areas especially Sub-Saharan Africa, malaria caused by Plasmodium falciparum has imposed strong selective pressure amongst the population (Snow et al., 2005). Factors mentioned in literature linked to this susceptibility environmental, host genetics and parasite virulence (Mackinnon et al., 2005). These factors may interplay to determine the course of the disease. The advent of the completed human genome has heralded a new dawn in the understanding of major diseases and the potential susceptibility to these diseases as a result of one’s genetic make-up. Apart from the known genetic resistance variants known to protect against malaria, G6PDH and sickle cell trait, molecular biology technologies which have engaged data from the complete human genome have contributed to the progressive discovery of genes and/or gene loci that influence the susceptibility to disease both directly or indirectly. Genes that confer resistance to malaria, for instance, may alter the normal interaction between the parasite and host or in other cases may modulate the development of immune response towards the pathogen. These polymorphisms may exist in the population as processes of natural selection and co-adaptation take place. Several malaria parasites infections

Defining the Manager Essay Example | Topics and Well Written Essays - 500 words

Defining the Manager - Essay Example The HR manager should also know the requirements and tasks of an HR manager. It is also imperative that he/she had enough exposure to HR tasks in order for him/her to fully know the how things are done and how conflicts are solved. As a manager, an HR manager has four primary functions-planning which refers to identifying the goals, objectives, and the business plans to achieve them; organizing which identifies and sets the necessary resources to execute the business plan; directing which includes pointing, leading, and managing employees to achieve organizational goals; and controlling which involves the evaluation process carried out by the organization to check if the actual performance of the company matches the devised business plan (Allen 2). The HR manager should be able to look at the workforce needs of the business organization and come up with a plan to recruit, staff, or remove employees. He/she should also be able to organize the workforce in order to ensure that functions are carried out efficiently. The HR manager should also evaluate the performance of the company's workforce and come up with activities like workshops and seminars to further the strengths and competencies of each employee. Another important consideration is the HR manager's plan on how to keep the members of human resource motivat

State's Rights v. Federal Supremacy Essay Example | Topics and Well Written Essays - 750 words

State's Rights v. Federal Supremacy - Essay Example Thus, the South Carolina Ordinance of Nullification was written and passed by the legislature of South Carolina in November 24, 1832. The South Carolina Ordinance of Nullification was enacted in response to the Tariff of 1828 passed by Congress with force and effect in all states. The Southern states felt that the law has favored the northern states which are basically into manufacturing industries over the southern states which are based on agriculture. The State of South Carolina led by Calhoun took the stand and actually passed the nullification ordinance which described the tariff laws as â€Å"acts, purporting to be acts laying duties and imposts on foreign imports, but in reality intended for the protection of domestic manufactures and the giving of bounties to classes and individuals engaged in particular employments, at the expense and to the injury and oppression of other classes and individuals†¦Ã¢â‚¬  The South Carolina ordinance thus declared the tariffs laws as un constitutional. It argued that the federal government has â€Å"exceeded its just powers under the constitution†¦ and hath violated the true meaning and intent of the constitution, which provides for equality in imposing the burdens of taxation upon the several States and portions of the confederacy.† Calhoun justified his theory of nullification using the arguments made by Jefferson when he wrote the Kentucky Resolution in 1798 which declared that, â€Å"the several states who formed that instrument, being sovereign and independent, have the unquestionable right to judge of its infraction; and that a nullification, by those sovereignties, of all unauthorized acts done under color of that instrument, is the rightful remedy.† In addition to the power of nullification, Calhoun also added that the state of South Carolina, or every other state for that matter, has the right to secede from the union if the federal government denies its power of nullification and uses m ilitary power to force its federal laws upon the dissenting state. In clear and very specific terms, Calhoun declared that the state of South Carolina and its people â€Å"will not submit to the application of force on the part of the federal government, to reduce this State to obedience.† He declared further that any attempt to coerce the state through military or economic means is â€Å"inconsistent with the longer continuance of South Carolina in the Union.† The South Carolina Ordinance may have borrowed some ideas from the Kentucky and Virginia resolutions. All three documents reminded the federal government as to where its powers come from and that these power-givers will never just sit in the sideline when these powers are abused and misused. Likewise, all three legislations strongly promote the individual state’s power to nullify an act of the federal government that are not in accord with the spirit and purpose of the constitution. However, Calhounâ€⠄¢s ordinance differs from Madison and Jefferson’s resolutions because the former did not just stop at declaring an act of Congress as null and void. It went on to declare that if the federal government does not recognize its nullification ordinance and uses force to coerce them into obedience, then the state has the concomitant power to secede from the Union â€Å"and will forthwith proceed to organize a separate government, and do

Spelen De spelontwikkeling

Spelen De spelontwikkeling De spelontwikkeling De spelontwikkeling is belangrijk bij de ontwikkeling van de kleuter. Spelen is het onderzoeken en ontdekken, het leren kennen van de wereld op een manier die het kind zelf kiest. Het bepaalt wat het wil doen en hoe. Het kind met een normale ontwikkeling kan materiaal manipuleren, een betekenis geven eraan, een fantasiespel beleven, Waarom en hoe? Onder dit hoofdstuk wil ik graag beschrijven waarom spelen zo belangrijk is en hoe het spelen dan wel verloopt bij kleuters. Er is ook steeds een stukje voorzien dat het spelen bij kleuters met autisme beschrijft en de problemen hierbij. Mogelijke oplossingen komen aan bod in het praktijkgedeelte. Tijdens het spel leert het kind zichzelf, materiaal en de omgeving kennen. Spelen helpt het kind verder evolueren op verschillende vlakken. Door spelen wordt de cognitie van het kind gestimuleerd. Dit wil ik graag even toelichten vanuit enkele voorbeelden. Als we nu vb. winkeltje spelen nader bekijken, zien we dat kinderen voortdurend bezig zijn met het nabootsen van situaties uit het dagelijks leven van volwassenen. Ze leren het materiaal kennen in hun winkel en worden gestimuleerd in hun taalontwikkeling. Ze geven namen aan de voorwerpen uit de winkel en hun denken wordt steeds complexer. Zo weet het kind op den duur dat wanneer je iets koopt dat je daarvoor geld moet in de plaats geven. Nog later wordt er zelfs een bepaalde hoeveelheid aan een voorwerp toegekend. Een ander voorbeeld is moedertje spelen. Het kind leert waarvoor voorwerpen dienen zoals een fopspeen, papfles, luier e.d. en leert de voorwerpen ook op een juiste manier manipuleren. Kinderen die vb. een speelgoedstofzuiger hebben thuis leren die ook gebruiken voor de juiste handelingen. Opmerkelijk hierbij is wanneer oudere kleuters door hebben dat bepaald speelgoed niet voldoet aan de werkelijkheid. Vbn. hierbij: een auto waarbij de deurtjes niet open kunnen, een pop waarvan de benen niet kunnen plooien of een brandweerman waarbij de hoed ontbreekt. Kinderen met autisme kunnen op deze foutjes sterk gefixeerd worden en zo heel wat stress ondervinden. Het kind met autisme die dan ook nog eens een type 2-kind is, kan heel wat moeite ondervinden met het benoemen van speelgoed of het herkennen ervan. Soms weten ze niet waarvoor iets dient of wat ze ermee kunnen doen. Ze kunnen zich moeilijker bezig houden met het materiaal. Op die manier wordt de cognitie ook niet of weinig gestimuleerd en leert het kind geen verbanden leggen. Dit kan erg nadelig worden naar de zelfstandigheid toe in de toekomst. Bij het spel wordt ook de motoriek verbeterd. Het kind moet zich verplaats om iets te grijpen, het springt, loopt, manipuleert, kleurt, . zowel fijne, grove als gerichte motoriek worden gestimuleerd. Geà ¯llustreerd met enkele voorbeelden zoals juffrouw spelen en garagist zien we dat het kind veel in beweging is. Het deelt boekjes en potloden uit of rijdt met autootjes rond. De juf zal op het bord iets schrijven (grove kleutertekening) en de garagist zal zijn autos mooi parkeren in de garage. Het kind leert doegericht te bewegen om autos te nemen en mooi te plaatsen waar het wil. Het voorbereidend schrijven kan deels geoefend worden door het eerste voorbeeld. Net zoals bij de stimulatie van de cognitie zien we ook bij de motoriek dat het kind met autisme geremd wordt. Het doelbewust bewegen verloopt niet vlot of levert weinig resultaat op. Het kind weet niet goed wat te doen of weet met zichzelf geen houding te nemen. Daarbij komt dat er veel kleuters met autisme zijn die ook een motorische beperking hebben. Naast de voorgaande worden ook heel wat sociale vaardigheden geoefend tijdens het spel. Het kind leert vriendjes in het spel betrekken, het leert met andere woorden samen spelen. Het kind moet materiaal gaan delen of leert vragen naar speelgoed. Het leert vriendjes maken, leert fair zijn tegenover andere kinderen, communicatie wordt geoefend en het kind leert zichzelf uiten tegenover anderen. Onder communicatie kunnen we het taalbegrip situeren, maar ook het durven aanspreken van anderen, de mimiek en andere lichaamstaal. De kleuter leert het aangeleerd gewenst gedrag stellen tegenover andere kleuters. Ook op dit punt kunnen we enkele zaken opmerken bij de kleuter met autisme. De sociale vaardigheden laten vaak te wensen over. Het kind is niet in staat om op een normale manier contact te maken. Het weet zich niet op een gepaste manier te gedragen. Soms blijft de spraak ook uit, wat het allemaal nog moeilijker maakt. Het kind kijkt een ander bijna niet aan, kan zich moeilijk verplaatsen in wat die andere wil en kan zichzelf moeilijk duidelijk maken. Het contact nemen verloopt niet spontaan en is eerder aangeleerd of gekopieerd van volwassenen en andere kinderen. Naast deze punten is het fantasiespel noodzakelijk voor de ontwikkeling van het probleemoplossend vermogen. Ik gebruik het woord noodzakelijk a.d.h.v. volgende veelzeggende voorbeelden. Willen we nu even de foutjes van bij de cognitieve stimulatie nemen, dan merken we op dat het kind met een normale ontwikkeling deze gemakkelijk oplost. Het beeld zich in dat de deurtjes van de wagen wà ©l open gaan en dat er passagiers instappen, het denkt zelf een hoed op de brandweerman of verzint er een verhaaltje bij over een erge wind waardoor de brandweerman zijn hoed verloren is. Deze aspecten zijn helemaal niet storend voor het kind met een normale ontwikkeling. Het kan deze tekortkomingen gemakkelijk oplossen met wat fantasie. Deze fantasie is ook bij de meeste spelletjes aanwezig. Vb. postbode spelen, het kind verplaatst zich in de postbode en gebruikt een creatieve manier van denken om het spel in gang te steken. Het gebruikt papiertjes en krabbelt er wat op om brieven te hebben, het pla kt er stickers op als postzegels en stempelt met een stempel van op papas werk. Een ander voorbeeld is wanneer het kind het spel van garagist projecteert naar zichzelf. Het kind wordt zelf de garagist en speelt niet met een figuurtjes met deze rol. De driewieler wordt een splinternieuwe auto of een supersnelle moto. Het voorstellingsvermogen werkt voortdurend. Bij het kind met autisme verloopt dit echter terug heel wat moeilijker. Het kind beschikt niet over dit probleemoplossend vermogen en kan zo geen spel starten. Het botst op problemen die het niet weet op te lossen. Het kind lijkt steeds naar een uiterste toe te gaan. Enerzijds merken we kleuters op die geen rol van een ander op zich kunnen nemen. Ze kunnen zich als het ware niet inleven in die andere persoon. Ze weten niet hoe die denkt of kan denken en wat de andere voelt. Anderzijds zijn er ook kinderen die in het fantasiespel niet kunnen begrenzen. Ze verplaatsen zich in een ander maar nemen dit zo sterk op dat ze er zelf in gaan geloven en kunnen op die manier moeilijk terug afstand van die rol nemen. Spelen is ook goed voor de zelfontplooiing. De kleuter legt onbewust de eigen ervaringen in het spel, het speelt vb. een situatie uit de klas na. Het kind kan vb. straf gekregen hebben van de juf omdat het fout gedrag stelde en geeft dan in het spel ook straf aan een kind. Het is natuurlijk mogelijk dat de jonge kleuter nog niet goed beseft of gewoon niet meer weet waarom het straf geeft. Dit ontwikkeld zich meer naarmate de kleuter ouder wordt. Spelen is dus belangrijk bij de verwerking van dingen. Daarnaast wordt de persoonlijkheidsontwikkeling ook gestimuleerd op vlak van het eigen kennen en kunnen. Het kind leert het eigen lichaam kennen en krijg een zelfbeeld. Het zelfbesef zorgt ervoor dat het kind in staat is om zijn eigen grenzen te leren kennen en daarmee om te gaan. Het kind weet wat het kan en wat niet en probeert het kunnen uit te breiden of legt er zich bij neer dat het nog te klein is voor bepaalde dingen. Het kind leert als het ware omgaan met frustraties. Verder leert het kind ook zaken plannen en organiseren. Het maakt vb. alles klaar voor het spel winkeltje. Het maakt afspraken over wat er te koop zal zijn en wat niet. Het leert beslissingen nemen en inzicht krijgen in het belang ervan. Het kind wordt steeds zelfstandiger in het denken en doen. Kinderen met autisme zijn erg beperkt in het spel waardoor ook de zelfontplooiing deels geremd zal worden. Het verwerken van negatieve of positieve ervaringen verloopt vaak moeilijk omdat ze niet over het vermogen beschikken om te spelen. Ze kunnen moeilijker dingen een plaats geven in hun persoonlijkheid. Ze leven meer in een eigen wereld en nemen de wereld rondom hen niet zo nauw waar. Ze willen alles constant houden en verleggen weinig grenzen. Ze kunnen zichzelf moeilijker stimuleren in het ontdekken van nieuwe dingen. Dit alles maakt het voor de kleuter met autisme heel wat moeilijker om te leven in onze wereld. Belangrijk aandachtspunt bij het spelen bij kinderen met autisme is dat het spelen in het MPIGO op een lager niveau plaatsvindt daar de kinderen met autisme heel wat problemen ondervinden op de verschillende vlakken. Vanwege deze reden wil ik het spelen ook tijdens het aanbrengen van rekenvoorwaarden gaan aanbrengen. Het is de bedoeling dat ze iets mee kunnen nemen naar huis (in gedachten) en dus gaan leren spelen. Praktijkgedeelte In het MPI Sterrebos Het MPI Sterrebos besteedt zeer veel aandacht aan een goede aanpak voor kinderen met autisme. Dit is echter niet zo vanzelfsprekend. Geen enkel kind met autisme is gelijk aan een ander. Er wordt voor elk kind een behandelingsplan opgesteld, afhankelijk van de behoeften van het kind. Structuur blijft doorheen alle schooljaren een belangrijk punt waar steeds opnieuw aan gewerkt wordt. Dit om de ontwikkelingskansen van elk kind maximaal te benutten. Er wordt steeds een evenwicht gezocht tussen hoofd-hart-handen zodat een realistisch beeld gevormd kan worden over de eigen mogelijkheden en om tot de aanvaardig van de eigen ik te komen. Dit gebeurt d.m.v. cognitieve, affectieve en psychomotorische vorming. Nog een belangrijk punt is de stimulering van de nieuwsgierigheid. Het MPI biedt de kinderen ruime activiteiten aan en beschikt over heel wat materiaal om nieuwsgierigheid uit te lokken. Dit kan leiden tot een betere ontwikkeling van de intellectuele mogelijkheden. De kleuters die moeilijkheden ervaren worden steeds individueel benaderd om deze in de mate van het mogelijke te verhelpen. Naast deze individuele benaderingen zorgt het MPI Sterrebos ook voor speelleerklassen: kleine structuurklassen die via spelen de kinderen iets bijbrengen. Goede leer- en werkattitudes (zoals vb. taakgerichtheid, afwerking, tempo, ) worden geà ¯ntegreerd als voorbereiding op een volgend leerjaar. Dit is ook nodig om de wiskundige aspecten te bevorderen. In de structuurklassen wordt er typologie-overkoepelend gewerkt. Deze aangepaste manier van onderwijs is nodig om te leren omgaan met de triade van communicatieproblemen, het sociaal anders zijn en problemen met verbeelding. Kinderen met autisme zijn vooral visuele denkers, vandaar dat het MPI zeer veel werkt met pictogrammen en andere visualisaties. Om de kinderen zo goed mogelijk te onderwijzen is de aanpak van het MPI gestoeld op het TEACCH-programma. Verschillende ontwikkelingstypes bij de kleuter met autisme Bij kleuters met autisme in het MPI komen vooral type 2 en type 4 voor. Kleuters van het type 2 kinderen zijn kinderen met een matige tot ernstige mentale retardatie. Ze hebben een IQ tussen 50 en 20. Kleuters van het type 4 zijn kleuters met motorische problemen, maar bij kinderen met autisme zijn die vaak psychomotorisch ten gevolge van hun autisme. Op de kleuterleeftijd kan nog geen type 1 vastgesteld worden, vandaar dat er enkel over type 2 gesproken wordt bij de kleuterleeftijd. Pas op latere leeftijd (lagere schoolkind) kan er meer gespecificeerd worden naar type 1 of type 2 na een intelligentietest. Deze typetoekenningen bij kleuters met autisme zijn vooral gebaseerd op die van het MPI Sterrebos en kunnen in vergelijking met andere scholen dus verschillen. 2 Voorstelling MPI Sterrebos Het Medisch Pedagogisch Instituut Sterrebos is buitengewoon basisonderwijs van de Vlaamse Gemeenschap voor kinderen van kleuter- en lagere schoolleeftijd. Deze onderwijsvorm is aangepast voor kinderen die zich niet kunnen handhaven in het gewoon onderwijs. In het MPI worden deze kinderen extra begeleid. Het MPI biedt onderwijs op kleuter- en lager onderwijsniveau, voor kinderen van 3 tot 13 jaar. Er wordt ondersteuning geboden voor type 1, 2, 4, 8 en voor kinderen met autismespectrumstoornissen. Op kleuterniveau kunnen we enkel de types 2 en 4 aanduiden en ASS. Er is een aangepast project voor kinderen met autisme: De Leeuwtjes waarin getracht wordt het kind individueel te begeleiden met de nodige structuur en veiligheid. Het MPI werkt hiervoor multidisciplinair. Het onderwijs wordt steeds aangepast aan de opvoedingsbehoeften van de kinderen. Daarnaast is er het geà ¯ntegreerd onderwijs waarbij sprake is van tijdelijke of blijvende (re)integratie van leerlingen van het BSO. Dit gebeurd op kleuter- en lager onderwijsniveau. Vanuit het MPIGO wordt er orthodidactische en paramedische begeleiding geboden. Binnen het MPIGO is er speciale aandacht voor de sociale vaardigheden (ik en de andere) en de metacognitieve aspecten (via spelend leren). Er zijn enkele belangrijke benaderingswijzen opgesteld voor kinderen met autisme. De eerste is het helpen bij het inzicht krijgen van de autismespectrumstoornis. Daarvoor wordt een werkmap gebruikt van Peter Vermeulen -> -> boek ik ben speciaal psycho-educatie, leren inzicht krijgen in autisme. Door Sherborne-activiteiten wordt de bewustwording van het eigen lichaam en de ruimte rondom in de hand gewerkt. Deze activiteiten worden gegeven door de kinesiste die zich bijschoolde.

Shakespeares King Lear - Suffering of Cordelia in King Lear Essay

The tragedy of Shakespeare’s King Lear is made far more tragic and painful by the presence and suffering of the king's youngest daughter, Cordelia. While our sympathy for the king is somewhat restrained by his brutal cruelty towards others, there is nothing to dampen our emotional response to Cordelia's suffering. Nothing, that is, at first glance. Harley Granville-Barker justifies her irreconcilable fate thus: "the tragic truth about life to the Shakespeare that wrote King Lear... includes its capricious cruelty. And what meeter sacrifice to this than Cordelia?"5 Yet in another passage Granville-Barker has come much closer to touching on the real explanation. I quote the passage at length. It will be a fatal error to present Cordelia as a meek saint. She has more than a touch of her father in her. She is as proud as he is, and as obstinate, for all her sweetness and her youth. And, being young, she answers uncalculatingly with pride to his pride even as later she answers with pity to his misery. To miss this likeness between the two is to miss Shakespeare's first important dramatic effect; the mighty old man and the frail child, confronted, and each unyielding... If age owes some tolerance to youth, it may be thought too that youth owes to age and fatherhood something more--and less--than the truth...6 Again he sums it up: Pride unchecked in Lear has grown monstrous and diseased with his years. In her youth it shows unspoiled, it is in flower. But it is the same pride.7 As in his portrayal of Desdemona, here too Shakespeare has presented a woman of beauty and culture. Her demeanor is gentle and refined though not lacking in strength or determination. Her emotions are deep, pure, loyal and e... ... speak When power to flattery bows? To plainness honour's bound When majesty falls to folly. (I.i.144-8) The immediate result is the order for his own exile from the kingdom and his donning a disguise so that he may continue his service to Lear. It is noteworthy that none of the truly evil characters in the drama have yet taken a conscious initiative. Up to this point everything centers around the interaction of Lear, Cordelia and Kent and all the terrible sufferings which follow have their source in this encounter. To rightly comprehend King Lear, we must see the true significance of the court and the direct relationship between it and the tragedy that follows. We must discover the source of the great intensity and direction which finds expression in the action of the drama, and carries it to its inexorable conclusion.

Indian Thought in Emerson Thoreau and Whitman Essay

VEDANTA philosophy was one of several thought currents from abroad that reached New England in the early decades of the 19th century and contributed to the thinking of Emerson and Thoreau. Emerson’s interest in the sacred writings of the East probably began: . ring his Harvard days and continued throughout his life. He knew Laws of Manu, Vishnupurana, the Bhagvad- Gita, and Katha Upanishad: There are numerous references to these scriptures in his Journals and Essays. Thoreau, too, was introduced to Oriental writing while still at Harvard. His initial contact was with an essay on Oriental poetry by Sir William Jones; in 1841, at the age of 24, he began an intensive study of Hindu religious books. In the January 1843 issue of The Dial, Thoreau published selected passages from Laws of Manu. From a French version of the Sanskrit Harivansa, he translated a story, â€Å"The Transmigration Seven Brahmans,† and in The Dial of January 1844, he published excerpts from Buddhist scriptures under the title â€Å"The Preaching of Buddha. † Emerson, Thoreau, and other Transcendentalists, interested in the concept of â€Å"selfhood,† found in Hindu scripture a well-elaborated doctrine of Self. Hindu scripture tells us that the central core of one’s self (antaratman) is identifiable with the cosmic whole (Brahman). The Upanishad state: â€Å"The self within you, the resplendent, immortal person is internal self of all things and is the universal Brahman. † Concepts similar to this cardinal doctrine of Vedanta appear in the writings of the Transcendentalists. But there are many ideological similarities among Oriental literature, the neo-Platonic doctrines, Christian mysticism, and the philosophy of the German Idealists such as Kant and Schelling. And, since the Transcendentalists were acquainted with all of these writings, it is not always possible to identify specific influences. Nevertheless, the striking parallels between Transcendentalist writing and Oriental thought make it clear that there was a spiritual kinship. In â€Å"Plato; or, the Philosopher,† Emerson writes that â€Å"the conception of fundamental Unity† – the â€Å"ecstasy† of losing â€Å"all being in one Being† – finds its highest expression â€Å"chiefly in the Indian Scriptures, in the Vedas, the Bhagavat Geeta, and the Vishnu Purana. † In this essay, Emerson quotes Krishna speaking to a sage:†Ã¢â‚¬ËœYou are fit to apprehend that you are not distinct from me†¦. That which I am, thou art, and that also is this world, with its gods and heroes and mankind. Men contemplate distinctions because they are stupefied with ignorance. ‘ ‘†¦. What is the great end of all, you shall now learn from me. It is soul, – one in all bodies, pervading, uniform, perfect, preeminent over nature, exempt from birth, growth and decay, omnipresent, made up of true knowledge, independent, unconnected with unrealities, with name, species and the rest, in time past, present and to come. The knowledge that this spirit, which is essentially one, is in one’s own and in all other bodies, is the wisdom of one who knows the unity of things. ‘† In formulating his own concept of the Over-Soul, Emerson might well be quoting Krishna once again: â€Å"We live in succession, in division, in parts, in particles. Meantime within man is the soul of the whole; the wise silence; the universal beauty, to which every part and particle is equally related; the eternal ONE. And this deep power in which we exist and whose beatitude is all accessible to us, is not only self-sufficing and perfect in every hour, but in the act of seeing and the thing seen, the seer and the spectacle, the subject and the object, are one. We see the world piece by piece, as the sun, the moon, the animal, the tree; but the whole, of which these are shining parts, is the soul. Only by the vision of that Wisdom can the horoscope of the ages be read†¦. † Some of Emerson’s poetry resembles Vedanta literature in form as well as in content. A striking example is the poem â€Å"Brahma. † This is â€Å"Brahma† in its entirety: If the red slayer think he slays, Or if the lain think he is slain, They know not well the subtle ways I keep, and pass, and turn again. Far or forgot to me is near; Shadow and sunlight are the same; The vanished gods to me appear; And one to me are shame and fame. They reckon ill who leave me out; When me they fly, I am the wings; I am the doubter and the doubt, And I the hymn the Brahmin sings. The strong gods pine for my abode, And pine in vain the sacred Seven, But thou, meek lover of the good! Find me, and turn thy back on heaven. The first stanza is essentially an adaptation of these lines from the Katha Upanishad: If the slayer think I slay, if the lain think I am slain, then both of them do not know well. If (the soul) does not slay, nor is it slain. The second and the third stanzas echo the following lines of the Gita: I am the ritual action, I am the sacrifice, I am the ancestral oblation, I am the sacred hymn, I am also the melted butter, I am the fire and I am the offering. I am immorality and also death. I am being as well as non-being. In some respects, Henry David Thoreau was even more than Emerson attracted to Oriental thought and philosophy. For while Emerson found the Hindu doctrines of soul congenial to his own ideas about man’s relationship to the universe, Thoreau found in Hindu scriptures a way of life with which he felt a profound affinity. When Thoreau began his intensive study of Hindu scriptures, he wrote in his Journal, â€Å"I cannot read a sentence in the book of the Hindoos without being elevated upon the table-land of the Ghauts†¦. The impression which those sublime sentences made on me last night has awakened me before any cockcrowing†¦. The simple life herein described confers on us a degree of freedom even in perusal†¦ wants so easily and gracefully satisfied that they seem like a more refined pleasure and repleteness. † Later, in his first book he said: â€Å"Any moral philosophy is exceedingly rare. This of Manu addresses our privacy more than most. It is a more private and familiar, and at the same time a more public and universal work, than is spoken in parlour or pulpit nowadays. As our domestic fowls are said to have their original in the wild pheasant of India, so our domestic thoughts have their prototypes in the thoughts of her philosophers. Most books belong to the house and street only, and in the fields their leaves feel very thin†¦. But this, as it proceeds from, so it addresses, what is deepest and most abiding in man. It belongs to the noontide of the day, the midsummer of the year, and after the snows have melted, and the waters evaporated in the spring, still its truth speaks freshly to our experience†¦Ã¢â‚¬ ¦Ã¢â‚¬  Thoreau sought throughout his life to live a life of meaning – a life in which he would understand the truths of his own nature, his relationship with other men and his relationship with Nature and with the Universe. In the Bhagavad-Gita Thoreau found clues for his quest which he transposed into his Journals: â€Å"The man who, having abandoned all lusts of the flesh, walketh without inordinate desires, unassuming, and free from pride, obtaineth happiness. † â€Å"The wise man†¦. seeketh for that which is homogeneous to his own nature. † We know too that Thoreau’s reading led him to an interest in Yoga. He wrote in a letter to a friend: â€Å"Free in this world as the birds in the air, disengaged from every kind of chains, those who have practiced the yoga gather in Brahma the certain fruit of their works†¦ The yogi, absorbed in contemplation, contributes in his degree to creation†¦. Divine forms traverse him†¦. and, united to the nature which is proper to him, he goes, he acts as animating original matter†¦. To some extent, and at rare interval, even I am a yogi. † And in Walden, Thoreau describes a state of mind that has a close resemblance to the experience of the yogi. It is similar also to the transcendental Self of the Upanishads which as Sakshi or spectator merely looks on without participating in the pageant of the world. â€Å"By a conscious effort of the mind we can stand aloof from the actions and their consequences; and all things, good and bad, go by us like a torrent. We are not wholly involved in Nature†¦ I may be either the driftwood in the stream, or Indra in the sky looking down on it†¦Ã¢â‚¬ ¦ [I] am sensible of a certain doubleness by which I can stand as remote from myself as from another. However intense my experience, I am conscious of the presence and criticism of a part of me, which, as it were is not a part of me, but spectator, sharing no experience, but taking note of it; and that is no more I than it is you. When the play†¦ of life is over, the spectator goes his way. † When Walt Whitman published Leaver of Grass in 1855, he was almost universally condemned for the formlessness of his poems and the grandiosity of his heretic philosophy. But Emerson made it a point to write a letter to the author: â€Å"I am very happy in reading it†¦. It meets the demand I am always making of what seemed the sterile and stingy Nature, as if too much handiwork or too much lymph in the temperament were making our Western wits fat and mean. I give you joy of your free and brave thought. I have great joy in it. I find incomparable things said incomparably well. † The ideas that Emerson referred to as â€Å"incomparable things said incomparably well† Thoreau was later to characterize as â€Å"wonderfully like the Orientals. † For the long opening poem of Leave of Grass – â€Å"Song of Myself† – contains Whitman’s exultant concept of â€Å"myself† in which he expressess the essence of Vedantic mysticism. Mysticism, as it is understood by the Vedantist and as it finds expression in â€Å"Song of Myself† is a way of embracing the other, the objective world, in an inclusive conception of Selfhood. It is a way of finding the World in the Self and as the Self. Like the â€Å"Cosmic Form† described in the Gita and the Dynamic Self of the Upanishads, Whitman’s â€Å"Self† sweeps through the Cosmos and embraces it: What is a man anyhow? What am I? and what axe you? In all people I see myself, none more and not one a barleycorn less And the good on bad I say of myself I say of them. And I know I am solid and sound, To me the converging objects of the universe perpetually flow, All are written to me, and I must get what the writing means. And 1 know I am death less. † The critic Malcolm Cowley points out that Whitman’s mysticism has its counterpart in modern Indian writing too. Sri Ramakrishna writes, â€Å"The Divine Mother revealed to me in the Kali temple that it was She who had become everything. She showed me that everything was full of Consciousness [Divinity], the Image of Consciousness, the altar was Consciousness, the water-vessels were Consciousness, the door sill was Consciousness, the marble floor was Consciousness†¦. I saw a wicked man in front of the Kali temple; but in him I saw the power of the Divine Mother vibrating. † Earlier in the 19th Century, Whitman had written: I hear and behold God in every object†¦Ã¢â‚¬ ¦ I see something of God each hour of the twenty-four, and each moment then, In the faces of men and women I see God, and in my own face in the glass; I find letters from God chopped in the street, and everyone is signed by God’s name. ’ While there are innumerable points of similarity in thought and experience between Whitman and Oriental scripture, in some respects Whitman goes against the mainstream of Indian Philosophy. â€Å"Unlike most of the Indian sages, for example, he was not a thoroughgoing idealist. He did not believe that the whole world of the senses, of desires, of birth and death, was only maya, illusion, nor did he hold that it was a sort of purgatory; instead he praised the world as real and joyful. He did not despise the body, but proclaimed that it was as miraculous as the soul. He was too good a citizen of the nineteenth century to surrender his faith in material progress as the necessary counterpart of spiritual progress. Although he yearned for ecstatic union with the soul or Oversoul, he did not try to achieve it by subjugating the senses, as advised by yogis and Buddhists alike; on the contrary, he thought the ‘merge’ could also be achieved by a total surrender to the senses. † Thoreau, Emerson, Whitman – they were all good citizens of the nineteenth century and of the West. In the bulk of their work, all three writers built on native American material and embodied American attitudes, especially the concepts of individualism and self-reliance. Perhaps the most fitting commentary on their relationship to Indian literature was made by Gandhi after reading Emerson’s Essays: â€Å"The essays to my mind contain the teaching of Indian wisdom in a Western ‘guru’. It is interesting to see our own sometimes differently fashioned. † ****** ****** ******

Flood Insurance Myths and Facts

Flood Insurance Myths and Facts People who live on top of the hill dont need flood insurance. Not true, according to the Federal Emergency Management Agency (FEMA), and just one of the many myths surrounding the agencys National Flood Insurance Program (NFIP). When it comes to flood insurance, not having the facts can literally cost you your lifes savings. Owners of both homes and businesses need to know the flood insurance myths and facts. Myth: You cant buy flood insurance if youre in a high-flood-risk area.Fact: If your community participates in the National Flood Insurance Program (NFIP), you can buy National Flood Insurance no matter where you live. To find out if your community participates in the NFIP, visit FEMAs Community Status page. More communities qualify for the NFIP everyday. Myth: You cant buy flood insurance immediately before or during a flood.Fact: You can buy National Flood Insurance anytime - but the policy isnt effective until a 30-day waiting period after the first premium payment. However, this 30-day waiting period can be waived if the policy was purchased within 13 months of a flood map revision. If the initial flood insurance purchase was made during this 13-month period, then there is only a one-day waiting period. This one-day provision only applies when the Flood Insurance Rate Map (FIRM) is revised to show the building is now in a high-flood-risk area. Myth: Homeowners insurance policies cover flooding.Fact: Most home and business multi-peril policies do not cover flooding. Homeowners can include personal property coverage in their NFIP policy, and residential and commercial renters can purchase flood coverage for their contents. Business owners can buy flood insurance coverage for their buildings, inventory and contents. Myth: You cant buy flood insurance if your property has been flooded.Fact: As long as your community is in the NFIP, you are eligible to purchase flood insurance even after your home, apartment, or business has been flooded. Myth: If you do not live in a high-flood-risk area, you do not need flood insurance.Fact: All areas are susceptible to flooding. Nearly 25 percent of the NFIP claims come from outside high-flood-risk areas. Myth: National Flood Insurance can only be purchased through the NFIP directly.Fact: NFIP flood insurance is sold through private insurance companies and agents. The federal government backs it. Myth: The NFIP does not offer any type of basement coverage.Fact: Yes, it does. A basement, as defined by NFIP, is any building area with a floor below ground level on all sides. Basement improvements - finished walls, floors or ceilings - are not covered by flood insurance; nor are personal belongings, like furniture and other contents. But flood insurance does cover structural elements and essential equipment, provided it is connected to a power source (if required) and installed in its functioning location. According to a recent FEMA press release, items protected under building coverage include the following: sump pumps, well-water tanks and pumps, cisterns and the water inside, oil tanks and the oil inside, natural gas tanks and the gas inside, pumps or tanks used with solar energy, furnaces, water heaters, air conditioners, heat pumps, electrical junction and circuit breaker boxes (and their utility connections), foundation elements, stairways, staircases, elevators, dumbwaiters, unpainted drywall walls and ceilings (including fiberglass insulation), and cleanup expenses. Protected under content coverage are: clothes washers and dryers, as well as food freezers and the food inside them. The NFIP recommends both building and content coverage be purchased for the most comprehensive protection.

Free Essays on The Wingfield Way

The Wingfield Way Tennessee Williams’ play The Glass Menagerie gives readers a look into a truly dysfunctional family. At first it could seem as if their lives are anything but normal, but Amanda’s â€Å"impulse to preserve her single-parent family seems as familiar as the morning newspaper† (Presley 53). The Wingfield’s are a typical family just struggling to get by. Their problems, however, stem from their inability to effectively communicate with each other. Instead of talking out their differences, they resort to desperate acts. The desperation that the Wingfields embrace has led them to create illusions in their minds and in turn become deceptive. Amanda, Tom, and Laura are caught up in a web of desperation, denial, and deception, and it is this entrapment that prevents them, as it would any family, from living productive and emotionally fulfilling lives together. Amanda Wingfield’s life has not ended up as she would have wished. She states, â€Å"I wasn’t prepared for what the future brought me† (Williams 720). According to Delma E. Presley, â€Å"If Amanda appears desperate, she certainly has a legitimate reason† (37). First of all, she has a daughter, Laura, that is dependent upon her for everything. She is afraid that Laura will end up a â€Å"little birdlike [woman] without any nest- eating the crust of humility† for the rest of her life (Williams 700). She also has a son, Tom, who goes to the movies almost every night, or so he says. Amanda knows that the â€Å"movies don’t let out at two A.M.† (Williams 703). When he finally does come home, Tom is â€Å"stumbling† and â€Å"muttering to [himself] like a maniac† (Williams 703). Amanda desperately fears that he is beginning to take after his father’s ways. She is caring for â€Å"a fragile menagerie c omposed of two children† (Presley 24). The desperation of her situation leads her to become controlling, and she takes t... Free Essays on The Wingfield Way Free Essays on The Wingfield Way The Wingfield Way Tennessee Williams’ play The Glass Menagerie gives readers a look into a truly dysfunctional family. At first it could seem as if their lives are anything but normal, but Amanda’s â€Å"impulse to preserve her single-parent family seems as familiar as the morning newspaper† (Presley 53). The Wingfield’s are a typical family just struggling to get by. Their problems, however, stem from their inability to effectively communicate with each other. Instead of talking out their differences, they resort to desperate acts. The desperation that the Wingfields embrace has led them to create illusions in their minds and in turn become deceptive. Amanda, Tom, and Laura are caught up in a web of desperation, denial, and deception, and it is this entrapment that prevents them, as it would any family, from living productive and emotionally fulfilling lives together. Amanda Wingfield’s life has not ended up as she would have wished. She states, â€Å"I wasn’t prepared for what the future brought me† (Williams 720). According to Delma E. Presley, â€Å"If Amanda appears desperate, she certainly has a legitimate reason† (37). First of all, she has a daughter, Laura, that is dependent upon her for everything. She is afraid that Laura will end up a â€Å"little birdlike [woman] without any nest- eating the crust of humility† for the rest of her life (Williams 700). She also has a son, Tom, who goes to the movies almost every night, or so he says. Amanda knows that the â€Å"movies don’t let out at two A.M.† (Williams 703). When he finally does come home, Tom is â€Å"stumbling† and â€Å"muttering to [himself] like a maniac† (Williams 703). Amanda desperately fears that he is beginning to take after his father’s ways. She is caring for â€Å"a fragile menagerie c omposed of two children† (Presley 24). The desperation of her situation leads her to become controlling, and she takes t...

'The Pleasure of Architecture' Bernard Tschumi Essay

'The Pleasure of Architecture' Bernard Tschumi - Essay Example Predicting Reactions to Architecture There are specific expectations which are associated with architecture and which build an understanding of what will be accepted or rejected. This begins with the ideology of social and cultural acceptance of what is pleasurable and what is rejected within a given society. When looking at Tschumi’s response to architecture, it can be found that he believes there is always an undertone to architecture. In the past, this was based on the concepts of morality and the aesthetics of a design, specific to geometries, use of space and other ideologies of the use of materials for a building (Tschumi, 1977: 214). The same concepts are used for today, specifically with the definition of aesthetic pleasure which is termed by society, culture and the other buildings that have been used within society. Creating a specific atmosphere which is set with the normal ideologies within a society then helps to create a sense of prediction if the architecture is recreated with these elements in mind first (Tschumi, 1977: 214). ... This is placed emotionally and cognitively by an individual and the way in which they feel when surrounded in a specific environment. If one uses the space in a way which is considered as acceptable in society, while triggering beliefs, then it will help with the acceptance of the architecture. For instance, if a space uses greenery, flowers and statues around a building, then it may signify peace and tranquility. This automatically allows the architectural space to become acceptable and to have a positive response from any given culture (Brown, Gifford, 2001: 93). Identifying Pleasure The context which is used in architectural space which is known to create a specific reaction is determined by specific definitions of pleasure. The first of these is with the pleasure of space. When building or landscaping, there is a specific amount of space which can be used in between the main construction. Balancing this automatically creates a specific response, specifically with using the symmet ry in a way which is pleasing to the eye. This is followed by the pleasure of geometry and order. As one categorizes and defines the order of architecture, there is the ability to alter the pleasure of a room because it creates a cognitive and emotional response as a part of the room. The values of this are furthered by creating practical spaces, not only for enjoyment, but also for social acceptance of what a specific space is used for. If one wants acceptance with architecture, then the space has to create a sense of pleasure with these three aspects to build a social and cultural relationship to the building (Tschumi, 1977: 216). The different concepts which relate to architecture

What duties, if any, do we have to non-human animals Essay

What duties, if any, do we have to non-human animals - Essay Example ’1 In examining theories by Singer, McMahan, Warnock, Spira and Benson regarding the eating of non-human animals, consideration will also be given to the impact this may have on moral arguments regarding ‘duty’ in vivisection, and industries such as cosmetics, detergents and pharmaceuticals. Peter Singer believes chimpanzees and apes, should be granted ‘the right to life, to liberty and to protection from torture,’2 because they have autonomy like humans. Singer’s term ‘speciesists’ is used for people who ‘regard human beings as intrinsically more valuable than members of other species.’3 Singer purports to believe in equality between species, but Benson argues this is false ‘because of the relationships with other individuals which are inseparable from belonging to the same species.’4 Singer contradictiously suggests that chimps and apes have a greater level of consiousness, compared to other non-human an imals. In an article and the book Ethics into Action, Singer discusses Henry Spira who campaigned to reduce animal suffering related to the Draize and LD50 tests. Spira’s advertising campaign was criticized for using a Beagle to gain an emotive response; it was suggested if a rodent appeared in the advert people would not have been so outraged. Spira pointed to the importance of ‘not how popular is an animal, but can it tell the difference between pain and pleasure?’5 Singer discusses Kant’s work and states that we ‘find moral worth only when duty is done for duty’s sake.’6 What is meant by this relates to the advertising, in that if people do their duty out of sympathy or shame, they wouldn’t be doing their duty for the sake of believing and feeling it to be true. Gary L. Francione criticises Peter Singer’s work, suggesting that whilst it contains an element of reform for animal-welfare, it ‘makes people feel better about animal uses, but does not actually achieve its proper aim of protecting animals.’7 Francione argues for full abolition of animal use, claiming that because animals are sentient beings this should enable them to have full moral and legal rights. Professor of Philosophy, Jeff McMahan, discusses animals raised in good conditions, then killed humanely, for human consumption and terms this ‘benign carnivorism.’8 McMahan states the main premise of benign carnivorism’s moral philosophical argument, is that it’s preferable animals live in a contented manner, with no suffering (up until their humane death), than to not have existed at all. Mary Warnock claims animals ‘should be used for the sake of human society,’9 she lists activities such as horse riding; sledging; the food and clothing they provide. This argument is favourable to those wishing to consume meat, though McMahan points out the illogical flaw that: ‘there are no indiv iduals who never exist.’10 A comparative sense of ‘well-being’ is made between non-human animals and humans. Whilst non-human animals can appear to show emotion; other aspects of human life such as success, artistic endeavours, wisdom, meaningful connections to others, the ability to think rationally and appreciation of beauty aren’t always as easy to perceive in non-human animals. McMahan suggests that non-human animals lack a self-awareness for the future, claiming that they ‘do not†¦have desires or intentions or ambitions†¦that would be frustrated by death,’11 thus making it easier to justify killing them. McMahan’s argument makes interesting comparison to humans but his key premise throughout is that animals do not have the same rights as humans they have lesser rights; humans constantly place a higher value on human life. If non-human animals were seen to have a