Special Education in United Stated Research Paper

Special Education in United Stated - Research Paper Example lic school enrollment in the 2008-2009 school year, it is also important to note that when compared with the number of students receiving special education services in the 1980-1981 school year, which was 4.1 million, it can only be estimated that more students will need special education services in the coming years (Aud et al, 2011). According to a report done on behalf of the National Dissemination Center for Children with Disabilities, special education is defined as â€Å"instruction that is specially designed to meet the unique needs of a child with a disability.† A â€Å"disability† can be further defined as a physical disability, mental disability, or even a learning disability, in which while everything appears to be functioning on the outside, inside the head of the student whatever messages are sent are not clearly received, whether these messages involve spoken or written words, and can impair the ability of the student to do things such as speak, read, spel l, write, or calculate numbers at the same pace as their peers (Aud et al, 2011). These learning disabilities are further defined by scientific terms and research, given names such as autism, Asperger’s Syndrome, and others (Aud et al, 2011). With the services offered by special education throughout the school systems across the United States today, a means of educating students with any form of disability is now available, and can enable them to not only absorb the information being given to them but also to retain and use that information to their benefit, whether immediately or throughout their life. The individualization of special education is its greatest asset to the educational system, yet it also makes it difficult to give an overall description of what is offered, as well as what it... This paper approves that there can be no doubt that special education has followed its own long and winding road in terms of the services that are offered and the process that takes place. From the days in which those with disabilities were either left to be a burden on their families without a place in the world, to being housed at the expense of others in state institutions, to being allowed to pursue an almost mainstream education alongside their peers, special education has gone from being seen as a social stigma to almost commonplace. This paper makes a conclusion that above all else, a huge debt of thanks and gratitude is owed to the pioneers of special education. To those such as Thomas Gallaudet, who believed that the deaf should not have to grow up in a silent world with no words to sustain them. To John Fisher and Samuel Gridley Howe, who were unwilling to accept that the world of darkness for the blind was the only world they should know. To the politicians and forward-thinkers, the philosophers and the reformers, to everyone who felt that education for all should be the norm, and not an unacceptable, unattainable goal. To those that worked endlessly to make others notice the plight of those left at the mercy of the state, called insane or â€Å"not right† because of disability. No matter what laws are passed, no matter what legislation is put in place and what education is received today because of it, without the people of history and their way of thinking, it would not exist at all.

Initial Assessment Essay Example for Free

Initial Assessment Essay The reasoning for using Initial Assessment in my curriculum area is because the majority of students have not completed a formal education or if having done so hold little or no qualifications. The majority of the courses start at entry level therefore no qualifications’ are require, but to offer students progression on to higher levels they need to be holding or be able to achieve a level 1 in communication and application of number. This is the minimum requirement to complete an apprenticeship programme and the vast majority wish to follow the vocational route to being a ‘qualified tradesman’. Procedures Before the day of enrolment students are fore warned at the interview stage what the awarding bodies’ requirement is to do a particular course. In the case of Construction Awards Alliance they have their own assessment criteria to try a match the suitability of the student to a particular trade. However because we deliver from entry to level 2 with three bodies to keep to the assessment process standard the college format is used( booklet produced by the learning centre, attached). Hillier. J (2005 p62) states â€Å"Great care must be used with such assessment activities. Many potential learners will feel highly by being threatened by being asked to undertake a diagnostic assessment. † In my opinion as long as students are made aware that this is not a formal test the majority do not mind taking the test, provided that the reasoning behind it is explained correctly. As a tutor it is important I remember the purpose of the test as Lambert. D and Lines. D (2000 p20) state â€Å"formative assessment is undertaken so that positive achievements of a pupil can be recognised and the appropriate next step planned†. Once all the information is collated this is entered into the course/ student profile booklet, this enables me or any other tutors to look at a particular student or group qualifications and progress as they are recorded for each achievement. Personally I think that the process works well when we complete the diagnostics on line as students can not see how others are doing. Most students feel more comfortable using this method as they do not feel as much pressure as they can wear head phones if required. The whole purpose works well because as a tutor working on entry level and to a certain degree on level 1, communication and application of number can be imbedded into the practical aspects of the course. The major weakness that I feel of the assessment process is that they are not curriculum specific; aspects of application of number are not relevant to the vocational subject. As I have experienced my self and some mature students the terminology of key words has changed until we have had them explained. When using the paper versions students that struggle to read or write often do not complete enough of the booklet, for the tutor to find the true level the students capable / working at. An important aspect that is often missed is the fact that to help students there is a requirement to have extra support in place if require for individuals. If there is no support is there a need for assessment? Yes but ensure all the support is provided and available as required in a timely manner.

Leukemia: An overview

Leukemia: An overview What Is Leukemia? Leukemia is the general term used to describe four different disease-types called: Acute Myelogenous (AML), Acute Lymphocytic (ALL), Chronic Myleogenous (CML), and Chronic Lymphocytic (CLL). AML, the most common type of leukemia, is an attacking cancer of the bone marrow and blood. ALL, the most common in young children and adults over 50, is a cancer of the lymphocytes. CML is a cancer of the blood-producing cells of the bone marrow. CLL is a cancer of the lymphocytes. What are the Symptoms of Leukemia? The symptoms for leukemia depend on the type of leukemia. For AML, the symptoms are: fatigue, weakness, easy bruising or bleeding, weight loss, fever, bone or abdominal pain, difficulty breathing, frequent infections, swollen glands, and swollen or bleeding gums. For ALL, the symptoms are: fatigue, weakness, easy bruising or bleeding, weight loss, fever, bone or abdominal pain, dyspnea (difficulty breathing), frequent infections, swollen glands, and enlarged liver or spleen. For CML, the symptoms are: fatigue, excessive sweating, weight loss, and abdominal swelling or discomfort because of enlarged spleen. For CLL, the symptoms are: swelling of the lymph nodes in the neck, under the arms, or in the groin, discomfort or fullness in the upper left part of the abdomen because of enlarged spleen, fatigue, fever or infection, abnormal bleeding, and weight loss. What is the Diagnosis? The diagnosis for leukemia again depends on the type of leukemia. For AML, the tests that may be used to diagnosis a patient with AML are: blood tests, bone marrow biopsy, lumbar puncture, imaging tests, and subtypes. The tests that may be used to diagnose a patient with ALL is a little bit different. They are: blood tests, bone marrow biopsy, flow cytometry and cytochemistry, cytogenetics, lumbar puncture, and imaging tests. The tests for CML are: blood tests, bone marrow biopsy, cytogenetics, and imaging tests. The tests for CLL are: blood tests, bone marrow biopsy, flow cytometry and cytochemistry, and imaging tests. Some of the factors that may be considered by your doctor when choosing a diagnosis test are: age and medical condition, the type of cancer, severity of symptoms, and previous test results. What are the Risk Factors? A risk factor is anything that increases a persons chance of developing cancer. Some can be controlled, while some others cant. Most do not directly cause cancer. The risk factors that may raise your chances to get any one of those types of leukemia are: your age, if you smoked or if you are smoking, genetic disorders, high doses of radiation, if you had a previous chemotherapy treatment, race, viruses, gender, family history, and ethnicity. What is the Treatment? The treatment for each type of leukemia may depend on the classification, how healthy the person is, the patients stage, risk status, the subtype, morphology, and cytogenetics. Some of the kinds of treatments are: chemotherapy, induction, complete remission (CR), consolidation therapy, maintenance therapy, re-induction therapy, and central nervous system prophylaxis (preventive treatment), consolidation or intensification, Acute Promyelocytic Leukemia Treatment (APL), Imatinib, Dasatinib, Nilotinib, stem cell transplantation/bone marrow transplantation, Interferon, SCT, Hydroxyurea, and Biologic therapy. What are the Side Effects of Cancer and Cancer Treatment? Cancer and cancer treatment can cause a variety of side effects. Some of the side effects are: constipation, fatigue, hair loss, infection, mouth sores, nausea and vomiting, Neutropenia, skin problems, and Thromboc- ytopenia. Not all patients have side effects. What about After Treatment? After treatment, talk to your doctor about developing a follow-up care plan. People that are in remission should have regular follow-up examinations for a few years to see if there is any sign of relapse or late effects. What are Some Questions to Ask the Doctor? Some questions that you should ask the doctor are: â€Å"What is my Diagnosis?, What does this all mean?, What subtype of (ALL, AML, CML, and CLL) do I have?, What are the possible side effects of this treatment?, What clinical trials are open to me?, Do I need to start treatment right away?, How likely is it that my (ALL, AML, CML, or CLL) will go into remission?, How will the treatment affect my normal activities, including my ability to work or attend school?, What support services are available to me?, Can you recommend a leukemia specialist?, and Where is the best place for me to be treated?.† What is the Classification for ALL Leukemia? The doctors classify ALL based on the type of lymphocytes that are affected.

Poverty Effects On Student Performance

Poverty Effects On Student Performance America is a country founded on the idea of acceptance; a relatively new country, only 230 years old, but in a short time has risen to become the most powerful empire that the world has ever known. Labeled as a melting pot, America was created by the blending together of many cultures. From the beginning of immigration in New Orleans to the famous port of Ellis Island, America has been an ever expanding pot of culture brewing to the top. Inscribed on the Statue of Liberty are the words Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me. I lift my lamp beside the golden door. This message of acceptance is the backbone of American ideals. Its ever growing population expands each day with different peoples from different backgrounds. Immigrant culture is adopted and implemented at all levels. Why the need to understand culture and does it really make a difference in the classroom? In order to be an effective educator, you must understand where your students are coming from. If your students do not feel that they can relate to you, they will not trust you. If they do not trust you they will not learn from you. It is essential to gain an understanding of their beliefs, traditions, heritage, and overall way of life before you can really start to make a difference. I have chosen to look at how poverty affects education. I will look at how generational poverty affects the importance of education. The family values that are instilled regarding education, and the behaviors that accompany poverty. I have undergone a change in my own beliefs after having my eyes opened to the devastating affects that poverty has on the importance of education. I hope to paint a better picture to the culturally unaware. Why do high poverty urban areas have such problems with schooling outcomes? This was a question that I went into my current job wondering. Again, how can poverty affect the outcomes of student performance? I used to think that the only thing that someone needed to do would be to try hard and pay attention and their academic performance would fall into place. Blind assumptions from an inexperienced educator. My ideas were so far from the truth that I was almost walking into this situation blind. Urban Poverty and Educational Outcome is research focused on the relocation of families from high poverty neighborhoods to low poverty areas and the outcomes of their childrens academics. The achievement gap is commonly defined as the difference between the academic performance of poor students and wealthier students and between minority students and their non-minority peers. The achievement gap is a perennial topic in U. S. educational policy and research. The gap has persisted through a variety of policies intended to close it, but Americans show no signs of abandoning the effort to do so. A substantial majority of Americans believe that closing the gap is both important and possible. Results of the Phi Delta Kappa/Gallup Poll of the Publics Attitudes Toward the Public Schools (Rose Gallup, 2006) show that fully 88% of the public view the African-American/European-American and Hispanic/European-American gap as either very important (67%) or somewhat important (21%). Eighty-one percent replied yes to the question, Do you believe that the achievement gap can be narrowed substantially while maintaining high standards for all children? (McCall 2006) Why do students quit school? There are a number of factors involved. Poor academic performance, lack of interest, economic reasons, health, and lack of family support are just to name a few. All of these can be tied back to one common factor, poverty. Poverty is responsible for the majority of high school dropouts in the United States. Povertys grip can influence the very factors that can over come it. The main factor being education itself. Only through a quality education can one overcome the bounds of poverty. (Patterson) High school dropouts are more likely to be unemployed. They will earn less money when and if employed. Their rate of incarceration is higher than those with diplomas. They have a greater chance of being on public assistance than a graduate. On the other hand a high school graduate is more likely to have job security, earn more money than those with no diploma or even a GED. (Patterson) Underprivileged children living in poverty are unaware of this fact. Even if they have heard this before, it is up to them to believe it and overcome, or disregard and succomb. (Patterson) High dropout and low graduation rates have unfortunately become standard in many urban high schools. Programs have been put into place to prevent this, but poor and minority students continue to leave schools in relatively high numbers. For many youth, dropping out represents the final chapter of dis involvement that has been going on since elementary school. (Patterson) Between 1970 and 1990, the number of people in the United States living in high-poverty census tracts (with poverty rates of 40 percent or more) nearly doubled, from 4.1 to 8.0 million. Children who live in poor urban neighborhoods are disproportionately likely to be members of racial and ethnic minority groups and are also at greater risk for school failure. For example, only 11 percent of fourth graders attending high-poverty schools in Washington, D.C., scored at or above basic level on the governments National Assessment of Educational Progress (NAEP) math test, far lower than the national average of 62 percent. Dropout rates in Washington remain on the order of 30 to 40 percent, many times higher than the national average. (Ludwig) Sociologists believe that the prevalence within neighborhoods of social problems such as a high percent of joblessness and and poverty affect the chances of educational success of its residents. The theory was that policies that reduce the degree of economic residential segregation would improve the educational outcomes of the youth. (Ludwig) The study was composed of low income families living in public or section-8 project housing in Maryland. Families volunteered for this survey and were split up into three groups. The first was an experimental group which was relocated to a low poverty area with assistance and counseling programs. The second was offered relocation, but it was not mandatory. They were not offered any other benefits. This group was called the section-8 group. The third was a control group which did not relocate and was offered no assistance. (Ludwig) Their study measures childrens educational outcomes using data from administrative school records in Maryland. Outcomes measured include student performance on standardized academic tests, school absences, disciplinary actions, special education placements, grade retentions, and dropout rates. They were hoping to prove that when placed into a different environment that economically deprived children would excel in school. The idea behind the study was to prove that it is not the students, but rather the environment of poverty that causes educational failure. The study was composed over six years. The students were both elementary and middle school students. (Ludwig) The control group children on average score near the fortieth percentile in the national distribution on the reading and math tests at age six, but by age 13 the average score is only at about the twentieth percentile. We also see that the proportion of students who receive special education services increases steadily over time. Grade retentions, school absences, and disciplinary problems all peak in the early or mid-teen years. The subsequent decline is presumably due to the increase in dropout rates at older ages. This is in correlation with low income students. The same cycle that has repeated itself time and again is shown in the control group that was offered no assistance. (Ludwig) The experimental and Section 8 groups show a significant rate of improvement. These groups seem to slow the rate of relative decline in student test scores as they age, at least for younger children, but it also appears to increase the rate of grade retention among adolescents. Compared with young children in the control group, those assigned to the experimental group experience substantial gains in academic achievement as measured by standardized test scores. Experimental group children are nearly 18 percentage points more likely than controls to pass the state reading test, which means that the experimental pass rate on this test is nearly double that of the control group. The reading and math scores of experimental children are about 7 percent points higher than those of the control group. This is equal to around 29 and 26 percent of the control group means on these tests. (Ludwig) Assignment to the Section 8 group appears to improve young students reading scores by about 6 percentage points relative to controls. Although the difference across groups in math scores is relatively small but it is a positive improvement. The Section 8 group also appears to pass the state reading test at a rate that is around 6 percentage points higher than that of controls. (Ludwig) The data for younger children in elementary schools has a higher percentage increase than middle school or high school children. This could be because the longer that a child lives in high poverty neighborhood, the more the lifestyle consumes them. This will cause education to be pushed further back on their priority list thus increasing the chance of failure in school. One conclusion that can be made is that the younger a child living in an risk section, the more likely it is that educational importance is instilled into their values. The more that they are exposed to the elements of poverty, the more likely it is that they will lose their value of education. (Ludwig) The findings presented in this study seem to suggest that the offer to relocate families in public housing from high to low poverty neighborhoods improves standardized achievement test scores among young children. While they have subjected their findings to a variety of sensitivity tests, there remains the possibility that the program effects may be due in part to problems of the missing data that they have not thought of. The effects of the program on teens are more difficult to determine because their measures of in school problem behavior confound changes in the behaviors of teens with differences across schools in standards and because the measures of academic achievement available for teens are quite limited in the Maryland education data. (Ludwig) Article two, Fixing Urban Schools takes a look into the No Child Left Behind Act (NCLB) that was passed to help ramp up education in America. This article investigates if NCLB has helped minority students. Most middle class families with children have moved out of the urban environments and into the suburbs. This leaves todays urban schools overwhelmingly populated by low income African American and Hispanic students. These schools are not making the grade, even with falling standards of the rest of the country. According to Bob Wise, president of the Alliance for Excellent Education, 71 percent of eighth graders are not reading at grade level. This number shoots up to between 80 and 90 percent for students of color. He goes on to tell us that of the approximately 15,000 high schools in the United States there are 2,000 of them, mostly in cities, account for half of the nations school dropouts. To me this was a shocking statistic that I could not believe. (Clemmitt) This was the reason for the creation of NCLB under the Bush administration. The focus was to have states report achievement scores for all student groups. This ensured that lagging scores of low income and minority students wont be masked by having only state or district overall average scores reported. NCLB is requiring states to take accountability for academic performance from all student groups, not just the affluent students. (Clemmitt) Has forcing schools to take responsibility by unmasking their data improved the achievement of low income and minority students? There are two sides to this argument. Former President Bush said in 2007 that NCLB has done more than just improve data gathering, even arguing that the law itself has pushed achievement upward. Fourth graders are reading better. Theyve made more progress in five years than in the previous 28 years combined, he said on March 2. The other side to this argument is that NCLB hasnt had the desired effect once hoped. Of the non-achieving schools in New York state, for example, 90 percent are in cities and 80 percent in the states five biggest cities, says David Hursh, an associate professor of teaching and curriculum at the University of Rochesters Margaret Warner Graduate School of Education. (Clemmitt) The gap between average reading scores of African American and white fourth graders narrowed by only one point on the 500-point National Assessment of Educational Progress test (NAEP) between 2002 and 2005. Also this narrowing appears to be part of a normal long term trend and can not be attributed to NCLB. Between 1998 and 2005 the reading score gap narrowed by three points. However the reading score gap between African American and white students actually widened from 25 to 28 points between 2002 and 2005. This side of the coin suggests the impact of NCLB is not as successful as it was hoped. (Clemmitt) Has NCLB helped students in urban schools? NCLB was intended to improve overall academic achievement and raise achievement for minority and low income students mainly by requiring more student testing, forcing schools to report data separately for student groups including economically disadvantaged and minority students, and by employing better quality teachers to help bridge the gap. NCLB has seen improvement in student performance. Student scores, while still far from on grade level have showed improvement. The law has benefited urban schools by raising reading scores for African American and Hispanic fourth and eighth graders and math scores for African American and Hispanic fourth graders. Achievement gaps in reading and math between white fourth-graders and African-American and Hispanic fourth-graders also have diminished slightly since NCLB. The Bush administration may have been over ambitious with their original expectations, but gains are measured on all levels and any positi ve improvement is a good thing. Fig. 2 (Clemmitt) The laws pronouncement that 100 percent of U.S. students will test at the proficient level is simply unrealistic. That is an opinion, but I will call it a fact. The funding and resources are just not there to achieve that result. When it comes to underprivileged student resources, the biggest one is sometimes the most overlooked, the teacher. The cornerstone of any gain in student achievement comes from an effective teacher. Teachers are the most under appreciated, yet most element to student performance. (Clemmitt) The theory seems simple enough. Get effective teachers into economically disadvantaged urban schools and the scores will take care of themselves right? Wrong, and nothing could be further from the truth. When NCLB first came about city school districts, including Pittsburgh Public, revamped their lowest achieving schools. They brought in effective teachers and increased the resources available to them and most importantly, a larger paycheck for working in these schools. Well, in the beginning, this seemed like a win win. Schools got to have the best teachers, and the teachers were getting better resources and better pay. There was one thing that wasnt taken into consideration on a great of scale as it should have been, culture. (Clemmitt) Teachers left their jobs in schools that they knew inside and out to come into this new environment and shake the dust off of the failing scores. The problem is that by the end of the first year almost half will leave. By the second almost 70 percent and after four or five years, you would be lucky to find two or three teachers still around. The turnover of teachers is so high that any sense of normal routine is hard to get established. When students finally open up and form a relationship with a teacher, the next year that person has gone on and the children are left scratching their heads. Was it me? Did I cause them to leave or did they abandon me? The work in these schools is trying to say the least, and it is very difficult, even with an extra 7 or 10 thousand dollars a year to keep effective teachers in these situations. It is a difficult scenario and most do not want to put up with the culture that comes along with it. Teachers simply get burnt out. The attached graph shows th at as minority students increase, the number of effective teachers decreases to the point where when either one is near 100 percent the other is near zero. Fig 2 (Clemmitt) Differences in the academic performance of children appear early. The National Assessment of Educational Progress reported that students from low socioeconomic backgrounds and many children of color consistently achieve below the national average in mathematics and language skills. This number increases as students become older in the upper grades. The longer these at risk children stay in school, the greater the gap between their educational performance and that of white and middle class students. Gradually the chances for academic success diminish for poor and minority students as they continue on their academic careers. Early childhood is a critical time for intervention in the education of at risk children if different outcomes are to occur. (Bowman) What is is that causes at risk children to do poorly in school? The answer is not that there is something wrong with their genes or families, but rather the deprivations they inherit from living in poverty. The explanation for the gap in academic performance can also be attributed to the life experiences between middle class students and low income students. The culture in which a risk children live does not promote the attention to education that is seen in the middle class. The beliefs and attitudes seen in poverty are also not in parallel with the middle class. The problem is that we are trying to teach all children in the same way. This simply will not work. In order to educate at risk minority students, we must first understand their culture and interests before education can take shape. If their traditional practices are not taken into account schools will limit their ability to educate these children. (Bowman) One model of development of this article talks about is to incorporate a full understanding of the role that culture plays in a students ability including a capacity to learn, categorize objects, develop interpersonal relationships and to learn a language. These characteristics of culture will be used to help maximize learning in the classroom. It is almost impossible to teach a child without a full understanding of the culture that they come from. Learning styles, interest, social behavior are all things vital to the educational process without which we could not fully be effective educators. (Bowman) One final piece of the puzzle is not only learning about the culture of those you are teaching, but unlearning some of what you have already learned. We have all had bad experiences in the classroom that cause us to categorize certain students. Teachers must unlearn what they have experienced in the past so that they can fully take in what is in front of them. How teachers have been taught to view the cultures of students is similar to how students have been taught to view the culture of their teachers. Both student and teacher must remain on the same page and keep their minds open to change to be considered truly effective. The academic achievement of a culturally diverse student depends on an understanding and acceptance of their beliefs and traditions. Without this the learning gap in the classroom will not be bridged. (Bowman) I work in one of the worst schools in Pittsburgh. I classify it as being one of the worst by our notably low PSSA scores and constant behavior problems. We are located in the largest project section on the north side of the city. The school is directly in the middle of the community and most of our students are not bussed in from the surrounding area. My first day on the job, I was in shock at what I saw. Fights were as common as high fives, the language was worse than I have heard living in my fraternity house in college, and the lack of interest from the staff was unbelievable. After a fight which resulted in a broken nose, I witnessed a second grade student screaming at two city police officers that he was going to bring in a gun and shoot his classmates the following day. I was in utter disbelief hearing that someone so young and small could even think, let alone say this to police officials. During transition is when 80% of the problems occur. The problem is that when the children are walking in a line, the teacher can only be half the distance of the line away from any one student at a time. So when left with a few feet of space to act up, our kids do. In my room during a prep I would hear a fight happening in the hallway and rush out to offer assistance to the teacher to gain control, but I was always the only one who would come out to help. My chivalry seems to be the result of the teachers mentality is much like that of this mismannered students. This was hard for me to take in at first, but after working there for a year I can now see how tiring of a job teaching in an underprivileged environment really is. In order to make it back year after year you have to have a love of teaching and a true passion to inspire where others would pack up and quit. This is what separates those who have been there for long periods of time from those who are just bumps in the road. It is a tiring job to be an educator in a low socioeconomic school. We make the assumptions as teachers that our jobs are so difficult and the kids themselves are so hard to deal with. What we do not understand is that our jobs may be hard, but they are nothing compared to the lives our students live each and every day. Poverty is a vicious cycle that repeats itself because of the culture involved. You only know what you see every day from your parents and schools. Dropping out is not only normal, in many cases it is expected of disadvantaged students. This is hard for many middle class citizens to grasp but it is because of their lack of culture of their lives. Poverty is a cycle that will only be overcome through education. The problem is keeping underprivileged and minority students in urban schools enrolled long enough to see the fruits of what education has to offer. This is the challenge that NCLB was hoping to bring to the surface. Success is measured in small gains. Many smal l gains can be perceived as accomplishments, and many accomplishments can then be viewed as success. A journey of 1,000 miles begins with a single step. Making that first step is always the hardest. We have made it, now it is time to start making a difference. Figure 1 Figure 2

Marlows Epiphany in Joseph Conrads Heart of Darkness :: Heart Darkness essays

Epiphany in Heart of Darkness  Ã‚   Marlow, in the novel "The Heart of Darkness," experiences an epiphany, or a dramatic moment in which a character intuitively grasps the essential nature or meaning of some situation. The moment in which Marlow experiences his epiphany is right after the helmsman gets killed by natives, which are associated with Kurtz. The thing that Marlow realizes is the savagery of man and the corruption of the ivory trade. The actual change takes place when Marlow sees the helmsman die. Marlow sees the death take place and is shocked. "The side of his head hit the wheel twice, and the end of what appeared a long cane clattered round and knocked over a little campstool. ... my feet felt so very warm and wet that I had to look down. ... It was the shaft of a spear that...had caught him in the side just below the ribs. I had to make and effort to free my eyes from his gaze and attend to the steering. ... I declare it looked as though he would presently put to us some question in an understandable language; but he died without uttering a sound, without moving a limb, without twitching a muscle. ... 'He is dead,' murmured the fellow, immensely impressed. 'No doubt about it,' said I ." When this happened, Marlow realized the savagery of man, horror of death, and the corruption of the ivory trade. He realizes that in the ivory trade, that the ivory is more valuable than human life and that traders will do almost anything to get it. Marlow also realizes man's savagery in the event that man puts greater value on riches than on human life. This is the epiphany of Marlow in "The Heart of Darkness." The epiphany of Marlow in "The Heart of Darkness" has significance in the overall story. The theme of the story is how every man has inside himself a heart of darkness and that a person, being alienated like Kurtz, will become more savage. Marlow, in his epiphany, realizes the savagery of man and how being alienated from modern civilization causes one to be savage and raw. This savagery is shown especially in the death of the helmsman, which is where Marlow's epiphany takes place, but the savagery is also show in Kurtz. The link that Kurtz has to the natives and the death of the helmsman is that the natives work for Kurtz.

Aristotelian Intellectual Intuition, Basic Beliefs and Naturalistic Epistemology :: Philosophy Philosophical Essays

Aristotelian Intellectual Intuition, Basic Beliefs and Naturalistic Epistemology ABSTRACT: I first argue that Aristotelian intellectual intuition (recognizing archai through epagoge and seeing their truth by recognizing their explanatory power through nous) generates basic beliefs which are not inferred — inductively or deductively — from other beliefs. Both involve synthetic intuitive insight. Epagoge grasps a connection and nous sees its general applicability. I next argue that such beliefs are properly basic by adapting an argument made by Hilary Kornblith. According to Kornblith, the world is objectively divided into natural kinds. We humans perceive the world divided into natural kinds. There is empirical evidence suggesting that we divide the world not only as it is objectively divided, but in making inductive inferences, that is, in inferring that an object will have certain properties on the basis of its having others. This grounds the reliability of (certain) inductive inferences. But the leading principles (in Peirce’s sense) of the se inferences are basic beliefs generated through intellectual intuition. Hence intellectual intuition generates certain properly basic beliefs. For Aristotle science is demonstration from first principles. But how does one arrive at these first principles? We observe particular instances and record those observations in memory. This material generates a logos, a meaning. (1) This is the process of epagoge which frames or formulates the archai. We recognize that archai are true, we come to believe them, by the operation of nous. Through nous we come to recognize the explanatory power of archai. In recognizing this, that the archai are true to the facts, we recognize their truth. Particular experiences suggest a certain arche. But nous lets us see that this arche "is the way in which the facts can be understood." (2) But, as Randall emphasizes, nous does not intuit the explanatory power of these archai independently of, or in abstraction from, the facts they explain. "Nous does not `see' the truth of archai by holding them up, in isolation ..., and just staring at them; it `sees' their truth in the subject matter." (3) Does intellectual intuition generate basic beliefs? Experience suggests archai; nous grasps their truth by seeing that they explain certain facts. Are these archai then inferred beliefs, inferred from the facts they allegedly explain? Are they conclusions of arguments whose premises describe these facts? Aristotle views science as deductive system. The arche of that science would not be deduced from more basic first principles.

Animals and Humans

Animals and Humans It may be that some humans are negligent, but humans are regarded as â€Å"beastly,† whereas animals are being considered â€Å"better. † Many ideas can lead up to these assumptions; many of these ideas can be disputed. Loyalty can be a huge leading cause to these assumptions. Animals (domestic) are almost always loyal and most humans can’t seem to be loyal if their life depended on it. Animals are not always better and humans aren’t always beastly, but that is how most people will see it. Animals are better than humans in some cases; mostly loyalty.When one wins an animal’s loyalty, that animal is loyal always. Loyalty given is a precious commodity. One thing I do know is that a dog will teach a human what real loyalty is all about. There have been many stories about dogs waiting around for years after their master is deceased. The sound of a car pulling up in the driveway will send the dog’s ears perking up and their tail s wagging; at least for a while. The dog will still always be awaiting their master, but when the dog realizes that their master is never coming home the animal will act differently; the dog acts depressed.The one absolutely unselfish friend that man can have in this world, the one that never deserts him, the one that never proves ungrateful or treacherous, is his dog. Loyalty is a very broad term which may be applicable in case of one's family, locality or the country. A loyal person is ready to sacrifice even his own life for the sake of his master, friend, relative or the country. A loyal person bears a moral character, honest outlook, and disciplined manners. There are handfuls of loyal people in the world; loyalty forms the basis of human character. A truly loyal man cannot be bribed or tempted to deviate from his own path.If there is ever a chance that an animal is not loyal, which there is, it’s likely because of neglect by an owner. The animal may have been beaten, or have been attacked by another animal; also, starvation which can be tied in with neglect. Neglect can cause damage to the animal and cause the animal to start trying to take care of itself, probably teaching itself to survive. Animals will do what they have to do to survive; if that means attacking and eating another animal for food, it will. Neglect and abandonment from a human cause’s animal to act disloyal, which I don’t think makes the animal bad, it is only trying to survive.Humans are not very loyal whatsoever. For one to be loyal they must be completely strong and know what is right. It is difficult to find people like that anymore. People will do whatever they can to hurt someone. Some people will get close to someone just to steal something; or even to steal their friend. People confide in other people and tell them things, but not everyone will keep the person’s secrets to themselves like they promised. That’s called being disloyal and people c ommit it all of the time. Animals are considered beastly because they sometimes attack people and other animals.A lot of times pit bulls are picked at as one of the most beastly dogs; from experience, they’re one of the best and loving animals. When an animal attacks a human being it is usually because the human is treating the animal badly. An animal just doesn’t walk around looking for a human to attack. Humans often do; they will want to fight someone so bad that they will go looking for that person. Humans are considered â€Å"beastly,† very unkind, malicious, and I can honestly say that I understand why. People are mean, cruel, hurtful, and they really just don’t care about other people’s feelings.Humans can torture someone and be okay with it; backstab people without a care; lose trust in a matter of seconds; talk bad about their so called â€Å"best friend†; even lie straight to someone’s face. If that’s not considered b eastly, then who knows what is. The worst thing a loyal animal could do to their master is play a little too rough or jump on one with mud on their paws. What do humans do when the dog bites or gets mud on their clothes? A human will smack the hell out of a dog. They leave the dog scared with their tail between their legs because the dog doesn’t know what they did wrong.Of course, not everyone will treat their animal that way. Some animals are like the humans baby. These humans will not harm their animals or give the animal any reason to be scared, besides maybe stepping on them if the animal walks between their legs. Even though the dog gets stepped on it is not going to bite the hell out of their owner. Most humans will not go a day without food but they will force their animals in the backyard to starve. The animals have no choice but to starve unless they are going to eat dirt or the grass out back.Humans can give animals their leftovers, but they usually don’t eve n give that a second thought. Differences between humans and animals are much more than language. Man has free will. Animals act on instinct. Animals do not have a sense of self, but humans do. Man has the ability to conceptualize; animals do not as evidenced time and time again. Man has sex for pleasure; animals do not with the exception of dolphins. This has been proven time and time again. Animals don't murder out of lust or greed, but in defense of young and territory, and on instinct alone, not premeditation.When humans get mad at each other they don’t blow it off like how two animals would. Humans hold the grudge for a long time, whereas, dogs don’t have that emotion. One minute the dogs are snarling at each other back and forth the next minute they are blowing in and out of their noses excitedly to play. When a human loves an animal it really is love, not love like for a spouse, but a genuine feeling. When the animal and human are apart for a while and they meet again both are filled with joy and happiness. This is a beautiful thing because so often it doesn’t happen like that.You are able to see the excitement in the animal and the human. â€Å"Animals can give that almost human look† like Alice Walker explains in her essay, â€Å"Am I Blue? † (279). Animals and humans will always have huge differences, because they aren’t the same. Being a human does not give you the right to be beastly. Humans are expected to be good, while animals are expected to be beastly because they’re animals. It has come to my attention that it is quite the opposite and I’m sure that’s not the way that things are supposed to be, but it will forever remain that way. We children were always warned not to harm the frogs or the toads. † (Silko 380) The old time people told their children that, yet now in this day, there are worse things going on like the beating and neglect of animals by the beastly humans.Works Cited Silko, Leslie Marmon. â€Å"Yellow Woman and a Beauty of the Spirit. † The McGraw-Hill Reader: Issues across the Disciplines. Ed. Gilbert H. Muller. 11th ed. New York: 2011. McGraw- Hill, 2011. 375-382. Print. Walker, Alice. â€Å"Am I Blue? † The McGraw-Hill Reader: Issues across the Disciplines. Ed. Gilbert H. Muller. 11th ed. New York: 2011. McGraw-Hill, 2011. 756-761. Print.