Examine the ecological impacts of global warming for Arctic areas Essay

Global warming is the general increase in average temperature globally over a period of time. This can have an effect on the arctic in a multitude of social, political and environmental ways For example, the Arctic Circle is home to over 150,000 Inuit’s, whose primary food source is fish and seals. As a result of global warming, arctic ice has receded greatly over the last 10 years, destroying seal hunting grounds, and so limiting access to Inuit food supply. Also, the melting of glaciers into the arctic waters is causing less fish to occupy the now fresh waters, causing polar bear and seal numbers to dwindle as there food source disappears. Such an impact to the Inuit food supply and main source of income would mean that communities would have to import food instead of hunting it, which would be incredibly expensive (up to USD$ 1 million per year) due to their high protein requirements to help them cope with the harsh environment. Another environmental impact is the negative feedback mechanism that artic ice withdrawal creates. Arctic ice has a high albedo, meaning it reflects a lot of solar radiation back into space. However, the sea and rock have a low albedo, meaning these areas are warmer. As a result of the ice melting, the general albedo of the arctic is lowering, which in turn causes an increase in average temperature, and therefore increases ice melting even more, and so on. This negative feedback mechanism will also further greenhouse gas emissions by the thawing of permafrost. Beneath the permafrost found on arctic tundra, are thousands of gallons of methane, trapped there for thousands of years. As this permafrost begins to melt, the methane will be released, increasing the temperature and creating a similar feedback mechanism to the albedo effect stated above. Further so, the warming of the arctic means that the â€Å"tree line† (the line at which most forests such as coniferous forests, stop growing) will recede. This withdrawal of the tree line means that habitats for creatures normally found in the northern parts of Russia and Greenland (or other arctic regions) will begin to inhabit further into the arctic, putting pressure on animals currently living in the arctic circle, for example the arctic fox. The melting of the arctic regions has also uncovered opportunity for oil companies such as BP and shell to start drilling for oil in regions they couldn’t previously drill in (for example the arctic pass). This increase in oil production can only further the greenhouse gas emissions, and spoil natural beauty of the area, and destroy habitats due to incidents such as oil spills (should they occur). Drilling is not the only risk that is imposed, as Russia have also allowed for nuclear waste disposal in there arctic territory, poisoning habitats and killing wildlife.

Leap, Bryan Doyle Essay

Before the Leap In 2002, Brian Doyle, an editor for the Portland Magazine, wrote the critically acclaimed poem, â€Å"Leap†, in remembrance of the victims September 11th, 2001. Brian has also authored ten major books including The Grail, The Wet Engine, and the novel, Mink River. Doyle has written numerous essays and poems since 1999 including Credo, Saints Passionate & Peculiar, and Two Voices. Additionally, Doyle’s books have been finalists four times for the coveted Oregon Book Award and his essays have been featured in publications like The American Scholar, Harpers, and The Atlantic Monthly. Upon reading the title of the poem, â€Å"Leap†, by hailed author, Brian Doyle, and considering the title of the section in the text book, â€Å"Faith and Doubt†, I was thinking the poem would, more or less, concern taking the proverbial â€Å"leap of faith†. I was wrong. The poem revolves around the actual physical action of one leaping out into the air, more specifically, those â€Å"jumpers† who consciously made the incredible decision to leap from the blazing conditions in the Twin Towers to their deaths on September 11th, 2001. Doyle used a fair amount of imagery to add an incredible level of depth and to provide readers with a terrifying mental picture of that horrific day in America. Consider one of the opening lines describing the sight, â€Å"Many People Jumped. Perhaps hundreds. No one knows. They struck the pavement with such force that there was a pink mist in the air. † (1168). Doyle effectively implemented figurative language throughout the poem to provide the full effect of being a shell-shocked, stunned bystander at the sight of 9/11. Additionally, Doyle told of â€Å"A kindergarten boy who saw people falling in flames told his teacher that the birds were on fire. † (1168). This use of imagery made me feel as though I was there. I believe the author used the â€Å"couple† in the poem to symbolize the strength of human resolve. As readers, we are unclear as to who they were, where they came from, or whether they even knew each other before they grasped each other’s hands as they leaped to their deaths far below, to escape the intense heat, toxic gases, and engulfing flames. Doyle also made reference to different onlookers witnessing the â€Å"couple† as they leaped together, hand in hand. This was symbolic of the intense, far reaching, familiar pain shared by so many around the world as they watched the towers fall to rubble. Doyle also mentioned the couple’s hands quite a few times throughout the poem. I believe he intended the couple’s hands to be symbolic of the strength of the human bond, as well as, the courage that we gain, as humans, through our bonds. But he reached for her hand and she reached for his hand and they leaped out the window holding hands. † (1169). The author successfully makes use of the first person point of view to place himself right there, as a witness of the tragic event, along with the others mentioned in the poem. Again, while he is in the first person, Doyle focuses on the clinched hands. He recalls, â€Å"but I kept coming back to his hand and her hand nestled in each other with such extraordin ary ordinary succinct ancient naked stunning perfect simple ferocious love. † (1169). However, he too is unsure who the couple really is but he is intrigued by their hands, their bond, their strength, their agreement, and their courage to do, together, what has to be done. He mentions that, â€Å"Their hands reaching and joining are the most powerful prayer I can imagine. † (1169). At the end of the poem, Doyle writes, â€Å"Jennifer Brickhouse saw them holding hands, and Stuart DeHann saw them holding hands, and I hold onto that. † (1169). The author feels a sense of peace in knowing that the couple was witnessed by others. Their moment in time, their raw emotion, their true human characteristics took over and they leaped, together. Doyle makes use of a powerful simile towards the end of the poem that compares humankind finding and accessing their inner greatness to, â€Å"seeds that open only under great fires†. (1169). He continues to describe our lives as they almost instantly decay into an unknown state, our most powerful, instinctive human traits surface and are focused with an extreme intensity, enabling us to overcome our fears and do what is required. Doyle writes, â€Å"to believe that some unimaginable essence of who we are persists past the dissolution of what we were, to believe against such evil hourly evidence that love is why we are here. † (1169). As a reader, my emotion compels me to believe the couple, possibly nothing more than strangers, at the brink of their inevitable dissolution, experienced the miracle of love, compassion, and bravery that are all intertwined throughout the complexity of our human nature. I think that the author used the simile, â€Å"like seeds that open only under great fires†, to describe the epic effect that our human spirit is able achieve in even the worst possible scenarios. After reading the through the entire poem more than a few times, I realize that the title, â€Å"Leap†, truly is about realizing the power of the bonds we share as human beings. Even as our lives, in a complete state of disarray and chaos, are forced to come to an end, we are able to harness the miraculous strength of our bonds, and focus it in a way that allows us to achieve a sense of peace during our final moments. I believe the author intended for his readers to hope that the couple, in their final moments before they leaped into the â€Å"smoking canyon†, were able to experience this miracle and find that peace before they took the leap, together, into the unknown.

Pyramids at Giza Essay Example | Topics and Well Written Essays - 500 words - 2

Pyramids at Giza - Essay Example Many theories have been proposed to explain how the huge blocks of stone were maneuvered up the 481-foot tall pyramid. Of the many theories proposed two theories have gained prominence and these are the crane theory and the more recently proposed internal ramp theory. The crane theory as explained by Bob Brier in an article from the Archeology Magazine is based on the theory by Herodotus who had visited the pyramids around 450 B.C. He had proposed that machines like cranes were could have been used to raise the stone blocks up the pyramid. In the article Bob Brier further explained that crane-like devices called the shadouf were used to draw water from the Nile for the purpose of irrigation. These devices have been depicted in tomb paintings which further confirm that these were available to the tomb builders. Herodotus proposed that several hundreds of these cranes could have been placed at various points of the pyramid as and when it was erected to facilitate the lifting of the sto ne blocks. However, manufacturing several hundreds of cranes would have required huge quantities of wood and timber was not available in abundance in ancient Egypt. While large amounts of timber were imported during that time for building ships it would have been an expensive task if timber were to be imported for manufacturing these cranes. Another flaw identified with the theory was the lack of space to accommodate the cranes higher up in the pyramid due to the decrease in its size. Thus the crane theory did not provide any substancial evidence on how the pyramids were built. In addition to the crane theory, several ramp theories have also been proposed to explain the construction of the pyramids. Of these the more recent theory on the use of internal ramps to build the top two-thirds of the pyramid has gained wide acceptance. This theory has been presented by Jean-Pierre Houdin who carried out an extensive study of the Great pyramids over the

The Problem of Obesity Essay Example | Topics and Well Written Essays - 1500 words

The Problem of Obesity - Essay Example Hilde Bruch says that the claim that obesity runs in the family is one that researchers think may a basis in fact. There would be distinct patterns in behavior that would be handed down from generation to generation as family traditions; such as the preparation of food and eating behaviors. In fact, Bruch points out, if a child comes from a family with two obese parents, a seventy percent incidence in obesity is found among the offspring. Indicating that eating behavior is also a family behavior. Although Bruch is quick to point out that â€Å"Such studies are based on the often unreliable statements of patients, and the ability to record the potentially obese and the actually obese phenotypes makes interpretation of their significance even more difficult..† That was in 1973; today we have more extensive research and testing and even genetic tracking information that builds on what Bruch has posited and demonstrate that in some cases – certainly not all – that ob esity is in fact an inherited trait. In 1998, Robert Pool writes, researchers in Europe conducting tests on obesity found that with regard to a certain patients, and study of the family, a DNA mutation existed that prevented the brain from detecting leptin, a condition associated with diabetes, which is a hereditary condition; that sent the message to the patient’s brain that the patient’s body was starving. â€Å"Thus, in both humans and mice the diabetes mutation produces an obesity almost identical to that produced in the obese mutation. However, it has also been determined that each time the aforementioned appears it has been in â€Å"highly inbred families.† The pattern of first cousins intermarrying is a common one in many developing nations.

Discuss the Impact of International trade or Inward FDI on economic Coursework

Discuss the Impact of International trade or Inward FDI on economic growth or development in an Emerging Economy - Coursework Example There are several definitions which are provided by different international organizations like IMF and The United Nations. The International Monetary Fund’s (IMF) definition says that FDI refers to an investment that’s main objective is to obtain a ‘lasting interest’ in an entity which operates in an economy that is different from the economy where the investor operates in (Moosa, 2002). A ‘benchmark definition’ of FDI is provided by the Organization for Economic Co-operation and Development (OECD). It says â€Å"foreign direct investment reflects the objective of obtaining a lasting interest by a resident entity in one economy (direct investor) in an entity resident in an economy other than that of the investor (direct investment enterprise)† (Organisation For Economic Co-Operation And Development, 1999). This paper discusses the role of FDI in an emerging economy like India. It aims to provide a clear picture about how FDI has played a n important role in the economic growth of the country. Furthermore, the paper also includes a brief overview of the Indian economy and the way in which it is performing over the past two decades. The Economy of India Over the past few years Indian economy is gradually turning into an open-market economy. Since early 1990 the country has experienced significant economic liberalization that includes industrial deregulation, reduction in control over foreign investment and trade and privatization of government owned enterprises. Since 1997, every year Indian economy has grown by almost 7% (Central Intelligence Agency, n.d.). The diverse economy of the country encompasses conventional farming, handicrafts, modern agriculture, multitude of services and different modern industries. Over half of the total work force is involved in agriculture whereas only one-third work force is associated with the service sector. However, services are the main source of economic development in the countr y. Almost 50% of the country’s total output is contributed by the service industry. India is enriched with its large educated population that is capable of speaking good English. Capitalizing on this aspect India has become one of the largest exporters of IT (Central Intelligence Agency, n.d.). Due to its strong foundation, the Indian economy protected itself very well from the recent global economic crisis, though the growth rate was significantly affected for a certain period. The weak monsoon of 2009 and inefficient food distribution system have resulted in high food prices. Inflation has been one of the key problems for the Indian government over the past two years. The country’s central bank (Reserve bank of India) has hiked the interest rate several times in order to control the inflation. In the fiscal year 2010-11, India experienced a deficit of 6.8% of its GDP and in the coming year the government aims to bring down this deficit to 5.5% of GDP (Central Intelli gence Agency, n.d.). Some of the long standing challenges for Indian economy are widespread poverty, lack of social and physical infrastructure, insufficient access to the basics like higher education and drinking water and limited opportunities regarding non-agricultural employment. In 2010 India’s GDP was $4.046 trillion (in terms of purchasing power parity) and this is increased from the

Operations Management Essay Example | Topics and Well Written Essays - 1000 words - 1

Operations Management - Essay Example e continuous improvement as a never-ending process, emphasis should be given on restaurant staff, equipment, suppliers, materials (such as ingredients) and processes. Walter Shewhart has developed a circular model PDCA which can be used as a tool for continuous improvement. Another approach which Nok can adopt to emphasis on continuous improvement is to create a small team of 8-12 employees which is known as quality circles. Nok can provide the team with the required tools and techniques through which they can identify the problems and make the required changes to solve the problem (Mahadevan, 2010). The major problem which Nok has realised that she will face is the varying demand of the customers, which will not also result in unavailability of various ingredients but will also result in wastage of unused items. Therefore, the first mission of quality circle will be to determine how to predict the demand of customers rightly and how to ensure just-in-time inventory or stock. In order to determine the solutions to the above mentioned problem, the team should meet at least twice a week for 60-90 minutes to determine the number of customers visited the restaurant during the week and the items that were requested from the menu and the ingredients that wer e used. Once the quality circle gets able to solve this problem, then and only then any problem can be approached. In this way, by using these two quality management approaches, Nok will be better able to improve and ensure the quality of its products/services. Although quality management team or quality circle will be able to determine the areas where the improvements can be made to reduce the defects and problems, however, to understand the root cause of the problem, using Cause and Effect (Fishbone) Diagram can be very significant. Since the ultimate aim of excellent operations management is to achieve the customer satisfaction, therefore, to assess the quality provided by the restaurant and to analyse the

A Low Cost CSR Campaign Assignment Example | Topics and Well Written Essays - 750 words

A Low Cost CSR Campaign - Assignment Example Since Washington, D.C. is one of the well-developed cities of the world, residents usually encounter the mice problem along with the damage caused due to inhabitation of mice within the house. The Mus musculus or the house mouse is considered to be one of the most difficult and costly rodents within the United States especially Washington D.C. House mice flourish under diverse conditions such as in and around commercial structures and homes and commercial structures as well as on agricultural land and in open fields. House mice deplete and contaminate food intended for pets, humans, livestock, or other animals. Moreover, they cause substantial damage to property and structures, and they can convey microorganisms that induce diseases like salmonellosis, a kind of food poisoning. The house mouse is one of the most victorious rodents in accommodating to live with humans. It is detected almost anyplace humans are, feeding upon human food, taking refuge in human structures, and procreating at a noteworthy rate. It can be regarded as the most difficult and economically significant vertebrate pest, polluting food value in millions of dollars, detrimental possessions, and getting electrical fires with its ceaseless gnawing. House mice are a frequent problem in all types of businesses and in homes. Approximately every resident of this large metropolitan can remember times when he/ she were annoyed by mice. They are inflictions to both poor and rich alike. The persistent drain imposed by house mice on stored fiber and food and the impairment they induce to personal belongings are the most severe economic threats. Thus it can be said that the problem is so huge that providing a solution will help the residents of Washington D.C. and it will be a sigh of relief.  

Greek city states rise and influence Essay Example | Topics and Well Written Essays - 750 words - 1

Greek city states rise and influence - Essay Example The very emergence of Sparta is in large-part concealed from history, but its later rise is well documented in Greek literature and historical accounts. The very emergence of Spartan power and influence is historically linked to their military conquests. The earliest recorded evidence of Sparta arises in around 1000 B.C., but it wasn’t until the 6th century B.C. that Sparta began to gain considerable influence and power within Greece (Morris). This period of time is referred to as the Monolithic period. During this period Sparta gradually gained influence through military conquests. In these regards, there are a number of critical battles that greatly contributed to Sparta’s hegemonic power. One of the major conquests in these regards was Sparta’s overtaking of neighboring Tegea, which was one of the most powerful of the surrounding cities. In 494 B.C. the Spartan invasion of Argos, while unsuccessful, would ultimately result in Sparta becoming recognized as the leading state of Hellas (Kennell). It was during this period that Sparta gained considerable influence within Greece, being recognized as the city-state that would lead the Greek forces. The next major step in Sparta’s rise and influence emerges in terms of their relations with Athens. Sparta became first became influential in Athenian politics after overthrowing tyrant Athenian ruler Hippias in 510 B.C. Through the proceeding years they would go on to gain considerably more influence within Athens. In large part, one of the significant events contributing to this rise in influence came through Sparta’s military support to Athens during the Persian Wars. During this period they were able to stave off invasion and drive the Persian army to a standstill. One such political decision came when Sparta instruction the revolting Ionian Greeks to settle in cities that had supported the invading Persian Empire (Jones). This Spartan influence continued until Athens ultimately sided with

Reason for Returning to School Essay Example for Free

Reason for Returning to School Essay The reason of why I decided to go back to school and obtain my Bachelor Degree has never been anything out of the ordinary. In todays society, I see many working adults pursuing their degrees to obtain security and self-fulfillment. While others are looking for the advancement in pay and position in their current or new job. There are even those who need to gain more confidence in their skills to do a good job for their company and they feel that by getting a degree, they can achieve this goal. All of them pertain to me. Especially to todays current economy, I strongly feel that there is a great advantage to having a degree versus to not having one when it comes to searching for a job. More and more each year, I see new programs for education that are designed for working adults. If there were no real demand for these programs, I believe they would not exist. But that demand is real. There is a larger competitive environment in the work force now then there was a few years ago. With many new and fresh graduates coming out of college, I feel the pressure to increase my credentials to be able to compete. Even though I have built my experience through years of on the job education, I feel that by obtaining a graduate or even undergraduate degree is the only way to secure my position against the growing population of new graduates. I believe that you must continue updating your skills to keep up with this very competitive market. Then, there are those current working adults who are already established in their field, but would like to find a way to increase their potential of getting a raise or promotion. By obtaining a degree, this can show the managers how much value of an employee you are to the company. To have the qualifications and experience can give you a better success rate of getting the raise or promotion that you would ask for. Its a way of selling yourself and your worth. With a degree, you just are more armed to the task of requesting for an advancement. Once I have obtained my degree, I can then see myself seriously requesting for an advance of my pay and position from my manager. Most importantly is the ability to feel confident in doing your job and to  have that credential to show people. There were many projects that I have been involved in that required myself to learn new skills. One example was learning how to program in Visual Basic 6 to create an interface GUI for one of our robot systems. Another accomplishment that I achieved was generating a database for system files used by our integration department. In almost each project, there were other managers involved besides my own manager. And each one had their doubts in my ability to succeed in the project. I have yet to fail, but each time a new project is started, these doubts from these managers come along with them. Even though I have five-years of experience in my field, I can see that it is harder to prove your ability in your skills with out a four-year degree. It is also much harder to have the confidence in yourself when there are others that lack that confidence in you. That is why I can se e by obtaining a degree can benefit me in many ways besides security and advancement in pay and position. There are times that I try to imagine how different it would be one I have earned my degree. And each time all I can imagine are anything but positive results. Sure, there are concerns and sacrifices that I would need to make down the road. Sacrifice like time. Time with my family and time for myself. But what is a couple of years of sacrifice compared to a lifetime of advancement? I once read an article about a successful businessman and how he achieved his goals by following one philosophy he recited to himself everyday. He believed the reward in terms of happiness is directly proportional to the sacrifice that each one makes. Great philosophy. And I try to live it everyday.

Documentary Hypotheses Essay Example for Free

Documentary Hypotheses Essay Documentary hypotheses is the persuasion of scholars that the Torah was composed by many writers. The authors of the Pentateuch are thought to come from four different traditions known as J, E, D, and P. The J which stands for the Jaw hist are responsible for most of the genesis. The E stands for Elohist referred God to Elohim (Freidman, 1997). E wrote Aqedah story and other parts of genesis, and much of exodus and numbers. D ( the deutronomist ) wrote almost the whole book of Deuteronomy and probably Joshua, Judges, Samuel, and kings. P (the priestly source) provided the first chapter of Genesis, the book of Leviticus and other sections with genealogical information (Freidman, 1997). The following factors triggered documentary hypothesis. Duplicate and triplicate passages: This stories include, two description of the covenant between God and Abraham, two versions of the ten commandments, and two accounts of the moses striking the rock of at Meriba. God was described in different ways in some cases he was referred to as Yahweh while in other parts he was referred to as Elohim. The different sources had different names for God. The belief by archaeologists and linguistic centuries ago was that writing among ancient Hebrews only developed after events portrayed. So Moses was incapable of writing the first five books. Various passages showed God in different ways, for example the flood story. The flood story is described differently by the Various sources. The following contrast arises from this two stories. In the J source the authors refer to God as the lord while the P God is referred as God. The length the rains: in the J version of the story, the rains went for 40 days While in the p version of this story the rains went for 150 days. Moreover in the J version of the story, Gods character is revealed as a merciful God. Furthermore, he has mercy on Noah and save him from the floods due to his righteousness. The p version portrays God as vengeful However, the two stories has a similarity in the conclusion. God promise to never again destroy the earth in waters. The inconsistencies in the two story explains diverse authorship. Am strongly persuaded that the stories were written down by many authors. The Question left unanswered is which account of the story do we rely on, the p or J story?. The impact would be efforts to live accordance to Gods will. The stories shows that God is vengeful if man become sinful. Essay 2. The coming of pharaoh who knew not Joseph meant suffering . Significance of this suffering is that it moved God to rescuing the Israelites from Egypt. When God talked to Moses, he told him that he had seen the affliction of his people (Freidman, 1997). Many scholars has criticized the massive exodus. The ten plagues in the bible has been well detailed (Freidman, 1997). Exodus 12. 36 explains how Egypt was deprived their slave labor. After the Egyptians army drowned in the red sea, Egypt suffered a weak defense. This factors validate the exodus of the Israelites. According to the bible, the date can be accurately calculated. The bible records in 1Kings 6. 1, the fourth year of Solomons reign was the four hundred and eightieth year after the children of Israel were delivered from the land of Egypt. When we place the fourth year of his reign in the 960s B. C and take 480 years back it takes us to 1440s BC. Another Biblical Evidence on the dating is found on judges. This is when Jephthah tell the Ammonites that Israel had been in the land for 300 years Judges 11. 26. Jephthahs victory over the Ammonites could be traced back at 1100 B. C. This would place the arrival of Israelites arrival in the land at 1400s B. C. In consideration of thew 40 years after the exodus. This two scriptures are very helpful because the arrive at the same dating of the exodus. Archaeological and historical evidence includes the fact that numerous cities in those periods experienced a cultural change due to the arrival of the Israelites. The Israelites throughout the history concentrated in areas that were easy to defend against the Canaanites (Freidman, 1997). This supports the fact they were invaders. Furthermore, they doubters have claimed the evidence of armed destruction of some cities. The history of the Exodus is important because it formed a Jewish faith. Work cited R. E. Freidman who wrote the Bible , Harper Collins, San Francisco, CA (1997).

Should All Children be Included in Mainstream Schools?

Should All Children be Included in Mainstream Schools? The following paper shall discuss the educational provisions available for students with profound and complex needs. Such individuals have severe cognitive and neurological dysfunctions, which at times are also accompanied by sensory impairments. Their intellectual level cannot be thoroughly assessed. They form a vulnerable group of persons who are in need of constant assistance, even to perform the most basic needs of feeding and personal hygiene (Arthur-Kelly et. al., 2008). So what should be taught to the members of this group? Is it meaningful to follow the national curriculum? Or should it be modified? What teaching approaches should be used in order to maximise their learning and awareness? Can these approaches be used in ordinary classes? And if so, will it impact negatively on the other non-disabled students? Should they be included in mainstream schools? These are some of the pungent and yet delicate arguments which shall be tackled in the following paragraphs. Section A A1. What is Inclusive Education? Article 26, of the Universal Declaration of Human Rights, states that education is a fundamental right of every human being (United Nations, 1948). The right to education is embraced by all since it opens the gates for employment opportunities; enhances the quality of life; gives empowerment to the individual; and promotes equity in society (Peters, 2007). All children should have access to an appropriate education that affords them the opportunity to achieve their personal potential (DfES 2001b:2) Inclusive education refers to the education of special education needs (SEN) students together with their non-disabled peers in mainstream education schools. It values the right of all students to receive quality education with equal opportunities; whereby they can participate in meaningful learning and hence develop their full potential (Peters, 2007:99). Such schools shift their focus from the concept of disability and work to remove barriers of participation for all students (Barton Armstrong, 2001 as cited in Ypinazar Pagliano, 2004). The goal of inclusion is not to erase differences, but to enable all students to belong within an educational community that validates and values their individuality (Stainback et. al., 1994) A primary document which, identified that the way forward to reach education for all is through inclusive education, was the Salamanca Statement in 1994. It declares that every child is diverse in his or her abilities and is therefore unique. It goes on to say that primarily: Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning .. Those with special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable of meeting these needs (UNESCO, 1994, para 2 pp: viii) The philosophy of the Salamanca Statement is underpinned by the social model of disability; whereby learning difficulties are not considered as the problem to educational exclusion, but rather that the general education system needs to be responsive to the needs of all students (Peters, 2007). A2. Historical Overview in the UK Gone are the days when children with physical and intellectual impairment were labelled as being ineducable, idiots, or defective; and hence segregated away into asylums for imbeciles (Pickles, 2004). The situation started to take a better turn with the 1944 Education Act. It stated that disabled children had the right to receive an education tailored according to their needs, however, this had to be done in special settings; segregated away from their families and the rest of the community (Pickles, 2004). The Warnock Report in 1978 coined the term special education needs (SEN); a term which included all those children who had some type of intellectual and/or physical disabilities. The report was a key point in the history of inclusive education. The 1981 Education Act followed it. Both reports introduced a multi-disciplinary approach; whereby representatives from the Education, Health and Social Services sectors, teamed up in order to draw an accurate profile of the child, such that whenever possible the child was included in mainstream classes. The Act also empowered the parents or guardians in deciding on the type of education provision for their children. This legislation brought about a change in the composition of special schools. More children with mild to moderate needs started to attend mainstream schools, leaving their peers with profound and complex needs segregated in special schools (Pickles, 2004). Another two reports followed in 1992, in order to review the objectives of the 1981 Education Act. However, the Green paper, Excellence for All Children (DfEE, 1997) and subsequently the White Paper Program for Action (DfEE, 1998) were decisive, for these brought about the movement of the majority of SEN students into mainstream schools. The papers also addressed the financial resources of schools; and hence saw to the improved standards in all schools. A3. Inclusive Education at the turn of the 21st century The Special Educational Needs and Disability Act in 2001, together with The Special Educational Needs Code of Practice (DfES, 2001) were introduced, and emphasised the importance that local education authorities (LEAs) should conform to the parents choice of schooling provision, except when the school: . is unsuitable to the childs age, ability, aptitude or special educational needs, or the placement would be incompatible with the efficient education of the other children with whom the child would be educated, or with the efficient use of resources (DfES, 2001:107) The SEN Code of practice coined the idea of Special Educational Needs Co-ordinators (SENCO), in order to work closely with teachers and parents to the best possible educational outcome for the SEN student and drawing up and Individual Educational Plan (IEP). Removing Barriers to Achievements (DfES, 2004) followed, strengthening inclusive approaches in schools and promoting early intervention programmes. It states that: All teachers should expect to teach children with SEN and all schools should play their part in educating children from their local community, whatever their background or ability (DfES, 2004:5) The policy promotes further use of assessment tools; where at the age of five the child is assessed in order to move on to formal schooling. The assessment is based on the Early Learning Goals. However these 13 goals are not classified enough to include the progress made by those children with profound and complex needs, who may also have additional sensory impairment. Therefore its inclusive nature is very much contested (University of Manchester, 20009). In 2006, the Report of the Teaching and Learning in 2020 Review Group stressed the importance of personalised learning as the way forward. Personalised learning means: Taking a more structured and responsive approach to each childs learning, so that all pupils are able to progress, achieve and participate. (DfES, 2006:41) This approach is important for the progress of all student; especially those with SEN and in particular those with profound and complex needs. Section BB1. Special and Mainstream Schools Should they join forces? The perceived divergence between special and mainstream schools should be reduced such that inclusion becomes a shared concept, and eventually the policies practiced in ordinary schools are adapted as to provide for the collective interests and educational needs of all students (Zelaieta in Armstrong Moore, 2004:33). At the turn of the century, the government has assigned a new role for special schools; whereby these have to be: outward looking centres of excellence working with their mainstream partners and other special schools to support the development of inclusion. (DfES, 2001:23) Mittler (2000, as cited in Rose Howley, 2007) believes that the role of special schools in providing educational services for those students with profound and complex needs has been and still is, of extreme importance. Yet, today, it is widely accepted that pupils are referred to special schools only when mainstream schooling does not cater for their educational needs. Improved cooperation between mainstream schools and special schools, has led to partnerships being established in order to help the transition of students from special schools to ordinary schools (Rose Coles, 2002 as cited in Rose Howley, 2007). Such collaboration is to the advantage of those teachers in mainstream schools who are willing to learn from the expertise of those who work with students with special educational needs (McLeod, 2001 as cited in Rose Howley, 2007). As they work closely together there will be more sharing of ideas and resources, ultimately to the benefit of all the students. The DfES Report of the Special Schools Working Group states that: Special schools have a vast wealth of knowledge, skills and experience which, if harnessed, unlocked and effectively utilised by mainstream schools, can help ensure that inclusion is a success. (DfES 2003b: 6 as cited in Cheminais, 2003:4) As Cheminais puts it, one size will never fit all (2003:5). She believes that as long as there is diversity of needs, special schools cannot be all closed down. She looks at inclusion from a realistic point of view; one which backs the notion that a small minority of students, usually those with severe and complex disabilities, will always necessitate special educational provisions in particular settings. B2. To be included, or not to be? Advocates of inclusion affirm that: the special education system is a key element in the creation and perpetuation of the social oppression of disabled people (Barnes, Mercer Shakespeare 1999:104) Butterfield and Arthur (1995, as cited in Arthur-Kelly et. al., 2008) stressed the importance that students with profound and complex needs should experience meaningful communication experiences both from their peers and teachers. Such communicative interactions could only be achieved in inclusive settings, whereby non-disabled peers could connect with them. An inclusive classroom could set the grounds for meaningful communication, and it is the best social forum for experiences such as turn-taking, requesting and greeting (Arthur-Kelly et. al., 2008:163). In fact, in his study, Foreman et. al., (2004, as cited in Arthur-Kelly et. al., 2008) concluded that inclusive settings further increase peer interaction and engagements for students with PCLD when compared to those students attending special schools. Moreover, Ypinazar and Pagliano (2004) retain that the segregation of SEN students in special schools accentuates their disability identity and hence the stigma of labelling. However, Knight (1999) argues that stigmatisation will not vanish just by placing a student with PCLD in a regular classroom. Peers need to be taught how to accept their difference and move beyond. Inclusion is far more than just about the location of a childs school placement (DfES, 2004 as cited in Runswick-Cole, 2008:174) MacKay (2002, as cited in Armstrong and Moore, 2004) believes that there might be cases where inclusion is not always appropriate; especially in the case of those students with severe and complex learning difficulties. When the mainstream school does not meet the needs of the SEN pupil, it would be highly irresponsible to allow the child attend such a school; such a situation leads to the build up of pressure both on the pupil and teachers alike. John MacBeath, a Professor at the University of Cambridge, recently declared that mainstream classes can be a form of abuse (BBC News, 2006). He affirms that: Physically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs. (BBC News, 2006) And in fact Peters (2007) argues that inclusion is more than just the physical presence; it means flexible curriculum for some students; teachers who are willing and prepared to welcome an array of abilities; and a welcoming school community. In 2002, Hanafin and her colleagues concluded that mainstream education does not fulfil the concept of inclusion. They feel that mainstream education is set up on a flawed notion of intelligence and is crippling the learning process of many students (Hanafin, Shevlin Flynn, 2002:410). Giving that the national curriculum is primarily based on linguistic and mathematical skills, those students who are not as proficient in these areas are going to find extremely difficult to cope. Whereas, if the formal curriculum had to give further importance to other subjects which do not require such skills, such as art, music and drama; then all learners would benefit. Moreover, learning and assessment depend on the ability to read and write; those students with severe disabilities, whose abilities are undeveloped if not completely absent, are at a disadvantage. As Camiletti (1996) puts it, SEN students constantly have to rely for learning on their weakest resources (as cited in Hanafin et. al., 2 002:417). Young people with severe/profound intellectual disabilities are often excluded from meaningful participation in mainstream education. As a result they rarely have an opportunity to interact with their non-disabled peers. and remain an isolated and marginalised group. (Shevlin OMoore, 2000, as cited in Gibson et. al., 2005:23) Norwich goes on to say that this issue of student placement and location of provisions is a huge dilemma, especially in the case of students with profound and complex disabilities. If these children are educated in mainstream schools it is very likely that they will not have access to appropriate resources and facilities; if on the other hand they receive their education at special schools it is likely that they will not have meaningful interactions and thus feel excluded by their peers (Norwich 2007a as cited in Norwich 2008). From his study (2007), Norwich concludes that inclusion can have its negative aspects as well. The study revealed that sometimes severely disabled students are made to feel unwelcome as their peers do not accept them as their friends, with the result that they feel excluded in their own class. Moreover their learning process can also be compromised by lack of teacher training and appropriate resources, as well as poor attitudes from the teachers side. B3. Has inclusion gone too far? The extent to which inclusion can be implemented still remains debatable. Baroness Warnock (2005) criticised the government for putting children with special educational needs in one scale. There isnt a single group of children with SEN; every child is an individual with his or her unique learning difficulty, and it is wrong to categorise children with SEN and those without. The term SEN covers a broad spectrum of learning difficulties and needs, which need to be addressed on an individual basis when planning the Individual Educational Programme. The needs of a child with cerebral palsy who is wheelchair bound differ widely from those of a child with Aspergers syndrome. Mercer (1997, as cited in Knight, 1999) argues that students with profound and complex disabilities may not benefit from inclusive classrooms, since their need of highly specialised services, such as physiotherapy or speech therapy will not be catered for in regular classes. The lack of such provisions will negatively affect the learning potential of these students. In fact there are situations where inclusion has a counter effect; that of exclusion, since the needs of the child are not being met while in the regular classroom (Knight, 1999). These views are also reflected by some teachers, who when interviewed said: I dont think it [inclusion] is realistic because a mainstream school doesnt have facilities to meet their needs and the variety of different things they need like physio, speech and medical needs (Simmons Bayliss, 2007:22) Baroness Warnock, who coined the idea of inclusive education more than three decades ago, has now criticised the extent to which inclusion policy has been carried. In her report Special Educational Needs: a new look, she criticises the fact that special schools are closing down with the result that students have no choice but to attend a mainstream schools, which fails to meet their needs. She goes on to say that special schools should still play an important and ongoing role in the lives of those students who need special provisions (House of Commons Education and Skills Committee, 2005/6). Baroness Warnock adds that the concept of inclusion has gone too far. She rejects the idea that for effective inclusion all students need to be under the same roof at all times. She believes that students with special educational needs should be included in the common educational enterprise of learning, wherever they learn best (Warnock, 2005 as cited in Norwich 2008:137). This idea is further reinforced by the Centre for the Study of Inclusive Education (CSIE) who accepts the notion that SEN students can spend part of their time outside the regular classroom, as long as it is for a limited period of time and the student is engaged in meaningful learning sessions. Time spent out of the ordinary classroom for appropriate individual or group work on a part time basis is not segregation . provided it is time limited for a specified purpose. (Thomas Vaughn, 2004:137 as cited in Norwich 2008:137) Moreover, despite the increasing numbers of SEN students attending mainstream schools and actually doing good progress; in 2004, the Office for Standard in Education (OFSTED) reported that schools in England and Wales still lack the required preparation, skills and resources in order to cater effectively for the needs of SEN students (Rix et.al., 2009). In fact statistics show that while in 1974, 1.3 per cent of the school population attended special schools; in 2004 there was just a slight change in the amount, with 1.1 per cent of the school population still attending special schools (DfES 2006 as cited in Runswick-Cole, 2008). This hints that maybe mainstream schools still leave much to be desired! B3. Teacher training The issue of lack of teacher training has been addressed by several scholars. According to Forlin (2001, as cited in Florian, 2008) it is one of the principal barriers to inclusion. Cook and Schirmer tried to identify what is special about special education (2003 as cited in Florian, 2008:204). In their study they explained that the same teaching methods used with SEN students are as effective when used with students who have no learning difficulties. Hence, Lewis and Norwich (2005 as cited in Florian, 2008) proposed the idea that teaching approaches should be designed in a ladder-like spectrum from high to low levels, so as to reach all, from the most gifted to the least; rather than designed according to one particular type of learning disability. Moreover, Florian is confident that most of the teachers, irrespective whether they teach in mainstream or special schools, have enough knowledge and skills to teach all children; all they need to do is to have the courage to put their expertise into practice (Florian, 2008). Florian (2008) looked in depth at the role of teachers as an influential factor in the success of inclusion. Teachers have to be aware that not all students are the same, and therefore it is in their responsibility to ensure that every student is participating in classroom activities. It is very worrying that OFSTED Reports in 2004 showed that teachers are still reluctant to perform the necessary adaptations to the national curriculum to include all learners (as cited in Runswick-Cole, 2008). School observations in mainstream classes conducted by Simmons and Bayliss (2007) confirmed that various teachers struggled to meet the needs of those children with profound and complex disabilities. One teacher clearly stated that: if staff want to learn more, then its up to them personally to join a course off their own back though we dont have time to do that at the moment (Simmons Bayliss, 2007:21) In my opinion it all burns down to attitude; teachers need to focus on the potential of children with PMLD rather than on their impairment (Peters, 2007). A study conducted by Higgins and colleagues (2009) showed how one primary school principal felt about her school: there is a family type environment here. weve got the buddy system up and running. I do something on values at assembly each week. the big children also learn [to be inclusive] from the school staff. thats how we are here (Higgins et. al., 2009:482) This proves that if the teachers attitudes are positive then inclusion is possible. As Hart et. al., (2004) put it: things can change, and change for the better on the basis of what teachers do in the present (Hart et. al., 2004 as cited in Florian, 2008:203) B4. The Role of Parents Parents usually have the arduous task of having to choose the type of educational provision for their child. Those parents who value socialisation tend to choose mainstream schooling (Duhaney Salend 2000, as cited in Flewitt Nindt, 2007); while those who prioritise on academic performance tend to opt for a continuum of services (Palmer et. al., 1998 as cited in Flewitt Nindt, 2007). However, a recent study by Flewitt and Nindt (2007) showed that nowadays the prevalence of parents opting to combine both inclusive and special education is increasing steadily. It seems that in the majority of the cases this combination worked very well for the children; and the parents were happy that their child is enjoying healthy peer interaction in the inclusive classroom while at the same time benefit from adequate resources at the special school. One parent said we had no hesitation about combined placement it just evolved (Flewitt Nind, 2007:434). Yet, some of the parents in the study were concerned about the possibility that this combination would ultimately cause confusion since the child would be attending two different settings. The choice of combining two educational provisions clearly shows that parents are looking for an ideal situation, and this ideal cannot be found in either one of the provisions alone. In their study Flewitt and Nind (2007) found that a common reasoning expressed by parents was: The child would get the best of both worlds. Copying healthy children and mixing with them socially, but also getting pyhsio, and physical support and exercise they needed to improve (Flewitt Nind, 2007:436) This point is further examined by Zelaieta, where she points out that since ordinary schools are not yet equipped to provide for the needs of all students; some SEN students have to attend two different schools, unlike the rest of the population. She proposes that special schools should change their approach, and instead of operating as individual bodies, start working towards an inclusive policy; since, she believes, ultimately these will fade out and mainstream schools [shall] transform themselves into communities for all learners (Zelaieta in Armstrong Moore, 2004:41). Richard a father to a severely disabled child relates his story: At this stage, we were frightfully keen, realising he was different and so, still trying to include him in the local community but he was being sort of parked in a corridor and he was actually being quite literally excluded because he was at the [local] primary school. So we started looking at special. (As cited in Runswick-Cole, 2008:178) It is a pity that the reason that drives parents to opt for special schools is one of a sense of exclusion and uncertainty from regular schools. In his study, Runswick-Cole (2008) observed that some parents had to abandon their original premise of sending their children in mainstream schools, due to attitudinal barriers present in the regular educational settings. Parents looked for a welcoming environment where their children could feel fully included, and for some special schools provided such safe and friendly environment. Conclusion Setting up educational provisions capable of supporting all learners, including those with disabilities is not an easy task. Educators are expected to respond to student diversity, through a range of educational approaches. New teaching approaches, such as the use of Augmentative and Alternative Communication devices, enabled the effective participation and learning of those students who previously were unable to access the curriculum (Rose Howley, 2007). By right every child should have access to mainstream schooling. Choosing whether the child shall attend mainstream or special schools depends on the parents preferences and the childs needs. Students with mild and moderate learning disabilities are increasingly being educated in mainstream schools. Special schools with their supported environment are most often seen as the best option for those with profound and complex needs. There are parents who choose to combine both provisions in order to find the ideal educational setting for their child. James, a boy with cerebral palsy attends a combined setting. He says: If I was born 20 years ago I might not have had the opportunity to go to a mainstream school. I wouldnt have had the friends Ive got now, so things have got a lot better, but we have got a long way to go. (House of Commons Education and Skills Committee, 2006:37) Inclusion develops a greater sense of diversity, and helps society in general to learn that despite such differences all individuals have equal rights (Millar Morton, 2007). . regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities , building an inclusive society and achieving education for all. (UNESCO, 1994, para 2 pp: ix) ReferencesArmstrong F., Moore M., (2004) Action Research for Inclusive Education: changing places, changing practice, changing minds. RoutledgeFalmer, London Arthur-Kelly M, Foreman P., Bennett D., Pascoe S., (2008) Interaction, Inclusion and students with profound and multiple disabilities: towards an agenda for research and practice. Journal of Research in Special Educational Needs. Vol. 8 issue 3:161-166 Barnes C., Mercer G., Shakespeare T., (1999) Exploring Disability: a sociological introduction. Polity Press, Cambridge Department for Education and Employment (DfEE) (1997) Excellence for All Children: meeting special educational needs. DfEE Publications Department for Education and Employment (DfEE) (1998) Meeting Special Educational Needs: A Programme for Action. DfEE Publications Department for Education and Skills (DfES). (2001). Special Educational needs and Disability Act 2001. DfES Publications Department for Education and Skills (DfES). (2001b) Special Educational Needs Code of Practice. DfES Publications Department for Education and Skills (DfES). (2004b) Removing Barriers to Achievement The Governments Strategy for Special Educational Needs. DfES Publications. Department for Education and Skills (DfES). (2006)Teaching and Learning in 2020 Review. DfES Publications Flewitt R., Nind M., (2007) Parents choosing to combine special and inclusive early years settings: the best of both worlds? European Journal of Special Needs Education, Vol. 22, Issue 4:425-441 Florian L., (2008) Special and inclusive education: future trends. British Journal of Special Education Needs, Vol. 35, Issue 4:202-208 Gibson S., Blandford S., (2005) Managing Special Educational Needs: a practical guide for primary and secondary schools. Sage Publications, London Hanafin J., Shevlin M., Flynn M., (2002) Responding to student diversity: lessons from the margin. Pedagogy, Culture and Society, Vol. 10, Issue 3:409-423 Higgins N., MacArthur J., Kelly B., (2009) Including disabled children at school: is it really simple as a, c, d.? International Journal of Inclusive Education, Vol. 13 Issue 5:471-487 House of Commons Education and Skills Committee (2006) Special Educational Needs, Third Report of Session, Vol. 1, House of Commons, London Knight B. A., (1999) Towards inclusion of students with special educational needs in the regular classroom. Support for Learning Vol. 14 issue 1:3-7 Millar R., Morton M., (2007) Bridging two worlds: special education and curriculum policy. International Journal of Inclusive Education, Vol. 11, Issue 2:163-176 Norwich B., (2008) What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, Vol. 35, Issue 3:136-143 Peters S., (2007) Education for All? : A historical analysis of international inclusive education policy and individuals with disability. Journal of Disability Policy Studies, Vol. 18 Issue 2:98-108 Rose R., Howley M., (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. Sage Publications, London UK Runswick-Cole K., (2008) Between a rock and a hard place: parents attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education. Vol. 35 Issue 3:173-180 Simmons B., Bayliss P., (2007) The role of special schools for children with profound and multtple learning difficulties: is segregation always best? British Journal of Special Education. Vol. 34 issue 1:19-24 United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1994) The Salamanca Statement and framework for action on special needs education. Paris: Author University of Manchester (2009) Profound and Complex Learning Disability: Education Child and Adult Issues, Sections 6 to 9. Unpublished course unit resource for PCLD programmes. Manchester: University of Manchester Warnock, M. (1978) Special Educational Needs. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Department of Education and Science. London: Her Majestys Stationery Office Ypinazar V., Pagliano P., (2004) Seeking inclusive education: disrupting boundaries of special and regular education. International Journal of Inclusive Education, Vol. 8 Issue 4:423-442 Zelaieta P., (2004) From confusion to collaboration: can special schools contribute to developing inclusive practices in mainstream schools? In: Armstrong F., Moore M., (Eds) Action Research for inclusive education: changing places, changing practices, changing minds. London, Routledge Falmer.

Military Leaders in Developing Countries Essay -- Military Politics Ar

Military Leaders in Developing Countries The role of the military in any country is one of prestige. Unless having been through it personally, one could not imagine willingly subjecting oneself to the rigorous training received by so many young men and women today. The role played by the military is always to protect, defend, and assist its country in both war and peacetime, but in developing nations there are quite different roles as well. To be a leader in the armed forces, one must be strong both physically and mentally, as well as having a certain charisma, or skill with people. This is true because in order to lead, one must appeal to those he or she is leading. Not only does a developing country have armed forces for defense, but on occasion, the leaders of third world militaries use them for the overthrow of their own government. Currently serving as a soldier(reservist), I can identify with the saying, "spilling blood in the mud ," as we are trained, contracted, and sworn to do so on command, but if ever asked to he lp plan or execute an act against our government, I would be appalled. This is exactly what several third world country military officers have done. Momar Quadaffi was a Lieutenant in the Libyan military and with the help of some other lower ranking officers, he successfully staged a revolution. Which is not at all bad because he is so popular he can drive around in his Volkswagen Convertible without any type of security but could you imagine Bill Clinton riding a bike down Pennsylvania Avenue without the secret service along for the ride ( I apologize if I have just created a bad mental image)? The point is, where on earth could a group of officers secretly join together and overthrow the government, oth... ...itself. One could make several connections between Castro's military background and government. In conclusion, there are many ideals and virtues that are instilled when one goes through formal military training, and these involve leadership, charisma, and a fair sense of judgment. All of these virtues can be shown in several developing nation's leaders as they themselves have gone through rigorous physical and mental training in order to help them better defend their country and its way of life. Though each leader may differ in terms of race, color, creed, or culture, their primary objective and ideologies are quite similar. While each leader has his or her country's best interest at heart when making policies and decisions that have long-standing ramifications, one can be assured that these leaders and their policies are based upon their firm military training.

The Dreamers of The Glass Menagerie :: Glass Menagerie essays

The Dreamers of The Glass Menagerie "The Glass Menagerie" by Tennessee Williams shows the struggle of two people to fit into society, Tom and Laura, and how society wouldn't accept them. They were the dreamers that were unjustly kept out and you may even go as far as to say persecuted into staying out and aloof like the other dreamers which are forced to become outcasts and not contribute to the actions of all. Tom and Laura, the two dreamers, were pushed by their mom, Amanda, to her frame of mind and the thoughts of a hard working society. They both stumbled on the fire escape which served as a gateway, physically and mentally. Tom had the problem of fitting in at the warehouse were he worked, because is the warehouse really a place for someone like him and his mind rebelled. Lastly you can see how society forced them to change and Laura to lose her status in order to fit in with Jim and that's shown by the horn breaking. Tom then realizes that and leaves which causes him to change too. Tennessee Williams artfully depicted this. The fire escape. A downtrodden red thing off the sides of buildings showing societies ineffectual escape from itself. In this case it served as a passageway between the real world and the dream one that Laura and Tom were living in at home. Both somehow stumbled both physically and mentally. When Laura said â€Å"I'm all right. I slipped but I'm all right†(47). She was trying to pass to the real world to do a real job and couldn't because of societies â€Å"inability† to accept her and her ways. She wasn't strong enough to make the trip by herself, but needed the moral support of the other dreamer in the area, which was Tom who came running out. Tom is the one who stumbles mentally in his inability to look at the escape, which would be his way out of the place. He was always losing his strength while out there smoking and looking out into the world. Recognizing the sounds and trying to connect but unable to. He was forced away and unable to bring up the strength inside himself to go out and leave and to stay strong as a dreamer. Forced by society to use it as a gateway instead of just keeping it the same and just a mode of transportation to go down. Every night you hear Tom say, "I'm going to the movies" (42). He uses that as an escape of the imagination which is what made him a dreamer.