Arrival of Irishmen to Work under Philip Duffy Essay

Arrival of Irishmen to Work under Philip Duffy - Essay Example This discrimination along with a lot of other reasons, economic and social should have prevented the journey of fifty-seven Irish laborers to the United States of America to assist in the construction of a railroad by an American contractor named Philip Duffy. All of them succumbed to death by cholera; recent evidence indicates that many of them may have been murdered (O’ Carroll). Most of them were not granted proper funerals, an event which highlighted the low esteem in which people of Ireland and Catholic nations, in general, were held, in the early nineteenth century. These forms of discrimination along with the spread of Asiatic cholera, a disease which had turned into a pandemic affecting large areas of Europe and America in the 1830s and the subsequent decades, was reason enough for the laborers to not have gone to the United States of America. A lasting cure for this was found out later on (Thomas), but the condition of cheap labor in America would have been the reason for anybody to be cautious. Proper medical facilities were not provided to this man and their lives were often at the risk of being taken by cholera. The condition of the Irish laborers in America was often worse than that of the slaves in America since their wages hardly sufficed for them to afford decent lodgings and good food (Watson, 32). This, along with the threat of disease, meant that the journey to the United States of America was fraught with danger for the Irishmen who worked for Duffy and they undertook it with great peril to their health and eventually, their lives. This alone should have deterred them from their journey to America. The journey that was undertaken by these people should not have materialized, if they had considered the immense risks that it involved, to their lives. The socio-political concerns of the American state were not humanitarian enough to provide safety to these laborers. During this phase, the United States of America, along with other states in Europe, were engaged in improving the state of infrastructure in their countries. Therefore, the safety and well-being of their workers, poor Catholic immigrants at that, was not of primary importance to the American state. It is probably because of this reason that enough payments were not made to Duffy for the building of the railroad that was assigned to him, a part of the Philadelphia and Columbia Railroad. In a situation where he did not have sufficient resources, it is believed that he chose to let the laborers bear the brunt of the lack of money, that is, to place them in circumstances that were more likely to push them into being victims of cholera, which they eventually did (ibid, 65). The 1830s was also the decade which saw a raging debate in England regarding the reform bills that were to give more rights to the Catholics of Ireland. This created a polarizing effect in other parts of the world, especially in America, which still was close, politically to England (Robe rts, 689-90). This led to the prejudices against the Catholics to deepen and take a more aggressive turn.

In support of the legalization of marijuana for medical use Essay

In support of the legalization of marijuana for medical use - Essay Example Medically, the drug has been effectual in treating various diseases as discussed by Jocelyn Elders, the former U.S surgeon in her article, Myths about Medical Marijuana 2004. Still, this research is affirmed by Mathre (8) who in his article outline how the drug kindle appetite and lessen cachexia, alleviate vomiting and nausea linked with cancer chemotherapy, reduce intraocular pressure, and treat analgesia and neurological along with movement disorders. Unlike many drugs prescribed in the market, marijuana does not cause a terminal overdose. No one dies out of overdose due to its therapeutic applications such as decrease of spasms, muscles, chronic pain, and intraocular heaviness. Still, the CDC does not have a category of death by marijuana unlike other drugs approved by the FDA. Deaths have been noted as a result of legal drugs despite having the FDA approval. Although there are perilous effects of smoking marijuana, it has been approved medically to treat some ailments. This pape r seeks to discuss all these issues in detail in support of the legalization of marijuana for medical use. Joycelyn Elders (1) highlights the medical benefits of using marijuana. Her insights are awesome on how the drug relieves pains, reduces vomiting along with other symptoms of chronic diseases. Marijuana does this safely as it is less toxic than other drugs prescribed by physicians. Joycelyn focused her argument on the medical benefits of using the drug in which she believed that it improves the overall quality of patient’s life. From her argument, marijuana is best known to reduce neuropathic or chronic pain. The effect is important to HIV patients who often suffer from such pain and the drug becomes effective in pain reduction. Secondly, marijuana is beneficial in increasing appetite as it stimulates the body’s metabolism. The drug is effectual in reducing the symptoms of chronic diseases such as HIV and cancer as patients lack

Issues Affecting The Transition Of High School Students

Issues Affecting The Transition Of High School Students Individuals experience changes that impact the various stages of and experiences in their lives. Transition from high school to post school activities is one such change experienced by students with disabilities, including higher education and/or employment. The author of this literature presents an overview of the issues affecting the transition of students with disabilities. Specifically, it brings to attention the impact of cultural and linguistic diversity on the transition process, as well as the positive effect of self determination, collaboration with service providers, and family intervention have on the transition process. Overall, findings support that when correctly administered with proper planning, the transition process is beneficial to students with disabilities. Issues Affecting the Transition of High School Students with Disabilities: A Review of the Literature Introduction Transition is the movement from one place, status, or situation to the next. Transition is dynamic and is a constant aspect of life, requiring the necessary fine-tuning to address life changes (Wehman, 1992). As life progresses, individuals encounter various sets of transitions (Harrington, 1982). For transition to be considered successful, the individual must experience improved confidence and competence in skills (Wehman, 1992). For individuals with disabilities, the period of transition from the school system to post school activities represents a pivotal junction in their lives and will require careful planning and specialized services. Students with disabilities are provided educational rights by the Individuals with Disabilities Act (IDEA), with its main focus being to ensure that all children with disabilities are presented with free appropriate education that emphasizes special education and related services that is intended to meet their special needs and to prepare them for further education, employment and independent living (US Department of Education, 2010). When appropriately implemented, IDEA propels the education and subsequent transition process of students with disabilities into functional post school outcomes (McDonnell, McDonnell Hardman, 2003). The successful post school, independent functioning of students with disabilities is heavily dependent on the transition process. Built into the transition process is the actual planning for transition. In assisting the students to achieve the full benefits of the transition process and to be able to use the skills learned in school to be successful at independent living, the goals, needs, preferences and aptitude of the student with disabilities must form the foundation of the students transition planning process. Families, school districts, and communities collectively bear the responsibilities to successfully guide a student through the transition process (Wehman, 1992). The successful execution of the plan is squarely placed on school districts as theirs are the responsibilities of educating the students (Wehman, 1992). Transition Planning Transition planning is an important aspect of the education of the student with disabilities, and should be treated accordingly. A transition plan that will have lasting effect on the student takes into consideration post school educational prospects, such as training that will result in eligibility of entry to community college, universities, or employment at the completion of high school. There are also other significant factors such as post-adult living, independent living skills, and community experiences. Transition planning is done as a team effort. For students to realize the full benefits of what IDEA offers, and to successfully transition to post school activities, their course of study requires specific planning and programing. Transition services specifically deal with maximizing the academic and functional abilities of the student. Transition services are those coordinated set of activities for a student with disabilities that will result in the desired educational objectives (Flexor, Baer, Luft Simmons, 2008). An important role of the transition process is to increase success, self-worth, and confidence in an individual while taking the students needs, strengths and preferences in mind (Flexor et al, 2008). The members of the transition team should include the students, teachers, members of the family, school administration, and members of the local education agency. These are considered to be the core members of the team. Vocational rehabilitation counselors, related service providers, adult service providers, post school education program representatives, and other professionals with expertise in a specific disability or disabilities are also influential members of the team. The selection of the entire team is to be collaborative in nature, with all members being fully mindful of the student and the specific disability that the student is experiencing. At best, all individuals who interact with the students as far as transition planning is concerned must be well-informed and conversant with the students Individualized Education Program (IEP). Students with Disabilities as a High Risk Group for Successful Transition to Post High School Activities Osgood, Foster and Courtney (2010) point out that the manner in which an adolescent transition to adulthood has significant implications over the long haul. For example, whereas gaining a college degree makes it possible to achieve a higher-paying and more respectable job; early parenthood, failed marriage for a young person or becoming involved in criminal conduct or substance abuse can have negative outcomes in the areas of finances, family relationships and other important areas of life. It has been found, for example, that high school graduates or dropouts who do not attend college have significantly lower prospects of achieving a successful and satisfying life during adulthood than those youths who are college-bound (Bloom, 2010; Osgood, et al, 2010). Bloom (2010) observes that a recent study done in New York City identified young people with disabilities, including young people with learning disabilities or emotional and behavioral problems, as one of five significant groups of young people who are at significantly high risk of leaving school, not returning, and then ending up unemployed or out of the labor force (p.94). Cortiella (2009) reports that the Presidents Commission on Excellence in Special Education reported in 2004 that unemployment for adult individuals with disabilities have stayed at around 70% for the prior 12 years. Young people with disabilities transitioning from high school were found to be at relatively the same risk for failure in pursuing post school activities as immigrant youths, young people involved in the justice system, youth aging out of foster care and young mothers (Bloom, 2010). According to Osgood, Foster and Courtney (2010), given the fact that the years from high school into the early twenties represent a difficult period of transition for the general population in the U.S. and other developed nations, this time is particularly arduous for vulnerable youths, including those emerging from the special education system. In addition problems affecting the general population that require many young adults to depend on their parents for much longer, individuals with disabilities tend to face . . .exceptional challenges finding employment, attending college, and marrying and starting a family. Many struggle with emotional or behavioral problems; many of histories of problems in school and in the community. Often their families are unable or unwilling to provide the support that most families provide to their children during this transition-funding for college, child care that permits work or schooling for young parents, a place to live when times are hard. Some of these young adults are hampered by limited capacities and difficulty acquiring skills. The day-to-day tasks of achieving financial and residential independence can be daunting because of physical disabilities, chronic illness, or mental illness. (Osgood, Foster Courtney, 2010, p.211) At the same time, vulnerable populations experience greater challenges to transition into adulthood than other youths often because they have to deal with tasks that youths their age do not have to face. For example, a youth who has physical disability has to engage in the arrangement of medical services or assistive devices and it may require extra burden to achieve a college degree or have a successful romantic relationship that blossoms into marriage. Furthermore, youths with disabilities leaving high school may have limited ability to accomplish everyday tasks. Physical disabilities, for example, may result in reduced strength and range of motion whereas impaired learning and cognitive abilities can make it more challenge to earn a college degree and the kinds of professions that would lead to independent living without the need for special assistance. In addition, adolescents with mental illness and behavioral problems can experience problems meeting the expectations of employer s, friends and romantic partners. Because children with disabilities can require considerable parental time and resources and have behavioral problems that negatively affect the parent-child relationship, parents and families sometimes lack the energy and desire to assist these youths, making it more difficult and longer for youths with disabilities to succeed in the post high school world (Osgood, Foster Courtney, 2010). Consequently, the literature supports the need for effective transition services for post high school activities among youths with disabilities (Sabbatino Macrine, 2007). It is found for example, that vulnerable groups do poorly at completing high school and obtaining postsecondary education which is of vital importance to succeeding occupationally and financially in todays economy. It has been reported that youths with more than one disabilities have a one in twelve chance of successfully completing a higher education. Compared with 69 percent of other youths who attain full-time employment with three to five years of completing high school, only 57 percent of youth from special education gain full-time employment in this time period. Compared with 72 percent of individuals with mild disabilities and 79 percent of the general population, only 39 percent of youths aged 18 to 30 with serious disabilities are in the workforce. Only about 32% of all persons with disability between the work-age of 18-64 years are employed, compared to 81% of people without disabilities. Limited education and employment among youths with disabilities have daunting consequences for their living circumstances. Problems include strong likelihood of living below the poverty line, difficulty paying bills and meeting the experiences of daily living, strong dependence on public assistance and high rates of early parenthood. For example, about 50% of young women with learning disabilities or emotional problems become mothers with three to five years of finishing high school compared with only about one-third for the general population. Compared to national unemployment rate of about 6%, unemployment rate for individuals with disabilities is around 40-70%. In the area of independent living, 65-75% of persons with disabilities have not achieved independent living status. About 25% of young women with health heath issues have unplanned pregnancies when compared with under 10 percent of the ge neral population (Sabbatino Macrine, 2007; Osgood, Foster Courtney, 2010). Systemic Failures in Transition Planning as an Underlying Issue Affecting Successful Post School Outcomes In 2004, the IDEA was amended particularly to improve postsecondary outcomes for students with disabilities. The revisions were based on the Presidents Commission on Excellence in Special Educations finding that problems affecting high school graduates with disabilities such as significant unemployment and significant amounts of students leaving school without a diploma compared to the general population, are the result of failures in the present systems structures (Cortiella, 2009, p.1). Particularly, the Commission felt that high school graduates face barriers to smooth transition to adult living because of failures in transition planning (Sabbatino Macrine, 2007; Cortiella, 2009). Four areas of improvement were highlighted: better definition, clear starting point, improved planning and a new performance summary. The term Transition Services were redefined as activities aimed specifically on improving the academic and functional achievement of the child to facilitate movement from post-school activities (Florida Department of Education, 2005). Continued education and transition services were mandated to be provided for young people with disabilities for four years beyond the traditional time of graduation from high school. Furthermore, the definition was extended to require that services are based on the strengths, preferences and interests of the child with a result-oriented focus (Sabbatino Macrine, 2007). The IDEA (2004) also provides a clearer starting point in terms of the age where transition planning should begin, identifying 14-16 as an effecting age range. Improved planning involves the addition of measurable postsecondary goals regarding training, education, employment and independent living skills where necessary; as well as a development of a statement in the IEP about transition services necessary to help the student achieve these goals. The new performance measures include a requirement by schools to evaluate special education services before terminating them when the child graduates as well as a summary of performance including the childs academic achievement and functional performance upon leaving high school (Rutkowski, Daston, Kuiken Riehle, 2006; Sabbatino Macrine, 2007; Corteilla, 2009). Factors Contributing to Successful Transition Resilience or the ability to quickly recover from stressful events and problems determine how successful high school students with disabilities are able to transition to post high school activities. The resources that contribute to resilience come in many forms, from individuals skills and personality, to supportive relationships with other people, the involvement in groups like churches and clubs (Osgood, Foster Courtney, 2010, p.218). However, the most important factors identified by research as keys to promoting successful transition to adulthood among high school graduates with disabilities are success at school, support from family and friends, and healthy interpersonal relationships (Osgood et al, 2010) The good news is that special education services as with foster care, have programs in place to ensure the successful transition of individuals with disabilities to adulthood. In addition to providing support for individuals with disabilities, health and special education systems specifically address the needs of individuals with disabilities by providing access to specialized services that target particular needs of young people. However, to ensure that the transition from high school to adult life is successful for individuals with disabilities, it is important to begin early transition planning (Florida Department of Education, 2005). Florida Department of Education Bureau of Exceptional Education and Student Services (2005) defines transition planning as the process of focusing on the plans and dreams parents and their children with disabilities have for the future. The function of transition planning is to provide youths with disabilities with the services and supports he or she needs to make a successful move into adult life (p.5). The school plays a fundamental role in transition planning, which typically begins at age 14 through to time of graduation from high school, but may occur earlier to hedge problems such as dropping out of school or to get an early start for children with significant disabilities. In general, transition planning should occur for all students with disabilities who have an IEP. In addition to being part of the IEP process, transition planning should involve all individuals and agencies identified by the transition IEP team, including the student, the family, and school staff. Students and Parents In order to be successful, transition planning must involve the full participation and contribution of each transition team member. Each student must actively participate in the transition planning process, particularly in helping to decide what he or she wants to do after leaving school. The Individuals with Disabilities Education Act (IDEA) of 2004 stresses the importance of students being involved in the transition process. For example, it added a new requirement that transition services designed to coordinate various activities that are provided to students with disabilities by the schools and other agencies to help them successfully transition from high school to postsecondary education, employment and independent living; to consider the students interests, preferences and strengths. Identification of the students strengths enables the transition team to identify goals that highlight and build on the students abilities rather than on what the child cannot do (Cortiella, 2005). Students have various responsibilities in ensuring the success of the transition planning process. These include taking an active role in the development of the Transition IEP, becoming knowledgeable about the transition process, thinking about the kinds of services that would help him/her in their adult life in order to help the transition team invite the appropriate agencies to attend the Transition IEP meeting, working with guidance counselors and career counselors to identify courses and school experiences that will promote their desired post high school activities, becoming knowledgeable about their disabilities and how to gain access to services and supports to enhance his/her long term goals, attending class, acquiring self-determination and self-advocacy skills, learning how to use assistive technology and how to save money for post school activities (Florida Department of Education, 2005). Parents play an invaluable role in the transition process. In fact, parental involvement is considered one of the most important factors in how successful the youths transition will be from high school to post high school life. Parental responsibilities in the transition process include playing an active role by asking questions and making suggestions, reviewing their childs Transition IEP goals, reviewing graduation requirements, providing opportunities for their child to explore post high school options such as employment, career centers, community colleges, community service, recreation and leisure, etc.; helping their child with their post school outcome statement, and helping their child develop a portfolio of personal informational medical and psychological testing, learning style, class rank, grade point average (GPA), honors, awards, work experiences, etc. (Florida Department of Education, 2005). Dunlap (2009) indicates that it is important for parents and professionals to work together to meet their childrens needs because it serves as a reinforcement of the program goals and objectives. Parents can contribute valuable information about their child and about the family unit. They know many things about their child that others initially are unlikely to know, including the childs strengths and weaknesses, likes and dislikes and medical history (p.92). This is a valid assessment. Children with special needs present many challenges for educators. Therefore, it is important for teachers to be aware of their global functioning in order to best meet their needs. The best way to achieve this goal is through parent-teacher collaboration. Furthermore, when parents stay in contact with professionals they also learn strategies and techniques that they can implement at home to enhance their childrens success. In addition, parents and their children can provide important information about the students goals for adult life, the strengths and resources of the family, extended family and the community, the services needed by the family and the services and providers that have helped the family in the past (Florida Department of Education, 2005). Sabbatino and Macrine (2007) indicate that the process of including students and their parents in the transition planning process provides students and their parents opportunities to look to the future, voice preferences, express concerns and desires, and share in decision making that directly affects each students future (p.34). Olsen and Fuller (2008) point out that parent involvement may take a variety of forms and levels of involvement, both in and out of school. It includes activities that are provided and encouraged by the school and that empower parents in working on behalf of their childrens learning and development (p.128). Olsen and Fuller (2008) identify six types of parental involvement, including (1) basic responsibilities of families, which involves providing health, security, shelter and other basic necessities for their children; (2) communication, or the sharing of information and ongoing two-way interaction between parents and children; (3) volunteering or providing advocacy help to educators and administrators for programs aimed at helping children with homework or other needs; (4) Learning at home, which involves managing childrens time with television and homework and ensuring that they build positive attitudes about education; (5) Decision making, which involves partnering with the schoo l to solve problems and shape goals and policies affecting the lives of their children; and (6) Collaborating with the community (i.e., small businesses, religious communities, cultural groups, government agencies, etc.) to identify resources to enhance childrens ability to learn and develop (Olsen Fuller, 2008). According to the research, parent involvement in the lives of their children with special needs is beneficial not only for the children and the parents themselves, but for educators and the school. In sum, research shows that when parents and schools support and encourage the development of children it benefits the children in numerous ways, including helping children to achieve more regardless of the racial/ethnic, socioeconomic status or educational level of the parents; help children to get better attendance, test scores and grades; result in greater consistency with children completing their homework. Other benefits for children include better self-esteem, less discipline problems, and higher motivation for school. Benefits for parents include greater responsiveness and sensitivity to the social, emotional and intellectual needs of their children; more confidence in their parenting and decision making skills, greater affection for their children, and greater awareness of policies affecting the education and future development of their children (Olsen Fuller, 2008). Transition Services: Getting Students Ready for Productive Work Work experience during high school has been identified in the literature as a strong predictor of successful employment outcomes for young people with disabilities (Carter et al, 2010). Furthermore, it has been reported that people with disabilities are offered jobs at a lower rate that the general population. The reality is that many students with social, emotional, behavioral, cognitive, or developmental disabilities find that their educational experience in todays schools did not equip them with the skills necessary to leading self-determined, independent lives (Sabbatino Macrine, 2007, p.33). In fact, a central goal of education for students in general is to ensure the successful transition from school to work. Without a well-defined transition program, students with disabilities leave high school unprepared to become productive workers and, as a result, become unemployed Transition services represent an important part of transition planning. The overarching goal of transition services is to help the student successfully move from school to post school activities or to successfully transition to adult life. Before the child turns 16, the transition team (also called the Transition IEP team) involves parents, the young person and teachers. After age sixteen, the team may involve representatives of agencies who provide or pay for the services given to the young person. Post school activities coordinated by transition services to help the youth move into adult life include access to college or university programs, continuing and adult education, vocational training, employment, independent living, community participation and the coordination of adult services from different agencies. The IDEA requires the transition services to development include a statement in the IEP about the transitional service needs of the student, with a focus on the courses of s tudy the study will engage in do achieve his or her post school goals; and a statement in the IEP about the students transitional service needs when the student turns 16. The transition services must also be based on the individual needs of the young person, their likes and interests as well as necessary activities regarding instruction related services, community experiences, employment, post-school adult living skills, daily living skills and functional vocational evaluation (Florida Department of Education, 2005; Rutkowski, Daston, Kuiken Riehle, 2006). Rutkowski, Daston, Kuiken and Riehle (2006) identify four commonly used special education models for transition services: traditional classroom model, work-study model, transition-to-community model and the adapted career and technical model. In the traditional classroom model, students in segregated special education classrooms are taught employability skills. In the work-study model, classroom instruction is combined with actual work experience, with the students participating mainly in food or custodial service related jobs for a few hours a day. In the transition-to-community model, students are prepared for independent living, which includes developing social skills and participating in job-shadowing experiences and workplace observation. In the adapted career and technical model students are taught work skills and ethics in a simulated work site. School-to-Work Transitions According to Carter et al (2010), preparation for the world of work has long been a central focus of transition education (p.194). Estrada-Hernandez et al (2008) observe that when counseling professions measure the career outcomes of persons with disabilities, they do so by assessing their employment outcomes in the competitive labor market. The assumption is that positive independent living outcomes for individuals with disabilities are positively correlated to successful community employment and the empowerment it provides the individual. The successful movement from education to employment is crucial for establishing independence among young adults with disabilities (Shandra Hogan, 2008, p.117). Baugher and Nichols (2008) point out, however, that preparing special education students to leave high school and enter the world of work or post-secondary education can be a difficult task (p.216). This may explain the reality that while coordinated transition services combined with comm unity work experience plays a vital role in ensuring successful school-to-work transitions for young people with disabilities, and despite of the fact that federal law requires transition assistance, these services are inconsistently available (Rutkowski, Daston, Kuiken Riehle, 2006; Shandra Hogan, 2008). The consequence of this is that young people with disabilities leaving high school are not given the opportunity to learn proper work ethics, communication skills or the kinds of attitudes that make them hireable. The IDEA requires schools to develop transition plans by working with students and parents and to provide transition services that prepare students for employment after graduation. The increased emphasis by the IDEA on students with disabilities being prepared for employment has been driven by the pervasive and persistent rate of post school employment outcome for young people with disabilities, the well established finding in the literature that gaining work experience s during high school is the most trustworthy predictor of favorable post school employment outcomes, and the finding that working during high school contributes to independent living post high school by promoting the young persons autonomy, vocational identity, career awareness and ambitions, workplace skills, values and ethics. However, it is reported that having a transition plan in place does not necessarily mean that students will be successfully employed (Sabbatino Macrine, 2007; Shandra Hogan, 2008; Carter et al, 2010). Carter et al (2010) investigated the summer employment and community participation experiences and outcomes of 136 high school students with severe disabilities. Predictor measures included employment skill (understand requirements for preferred employment, make informed occupational choices, know how to obtain a job, demonstrate general job skills and attitude for getting and maintaining a job, and having specific knowledge and skills to perform a particular job), community activities (non-work activities), self-determination (ability to perform specific self-determination behaviors, perceptions of efficacy of self-determined behaviors, knowledge about self-determination and associated behaviors), social skills and problem behaviors, spring work activities, career preparation activities (career interest assessments, goal setting and planning, workplace visits, occupation specific training, vocational education classes, social skills training, and person-centered planning), and teach er expectations for employment. They found that 61.7% of these students were not working and 11.1% reported sheltered employment. Those who work in competitive jobs mainly engaged in tasks related to cleaning, food services, stocking and assembly-related work. Those who worked completed about 10.3 hours a week for competitive jobs, 12.0 hours for unpaid jobs and 17.8 hours for sheltered jobs. Only three of the participants worked full time (more than 35 hours a week). Most of the respondents reported that they receive supports from school staff (63.6%), parents (63.6%) and employment agencies (13.6%). They obtained jobs through the help of school staff (58.6%) or parents (23.5%). For the students (47.7%) who did not work, two reasons were offered: parents did not want them to work (36.9%) and specific barriers to finding and maintaining employment (30.8%), including limited transportation and supports. The most important factor associated with getting and maintaining a paid job was employment skill, which were related to spring work experiences and teacher expectation. Working in the spring increases the odd of gaining a summer job by 5.28 times or a 36% better chance of getting a paid job (Carter et al, 2010). Estrada-Hernandez et al (2008) investigated the experience of individuals with disabilities in transition from school to work. In particular, the researchers examined the mediating effects of the severity of disability among 115 high school students with disability on their employment outcomes in an intensive school-to-work transition program. The authors concluded that employment outcomes were significantly affected by the severity of disability despite the fact that their interests were appropriated matched to the jobs they performed. As a result, while participants had positive employment outcomes in the area of job entry, such outcomes may not necessarily result in higher earn

Physics of the Ear Essay -- Term Papers Research

Physics of the Ear The ear is an extraordinary human organ that many people take for granted until it doesn’t function. It is the only device that allows the human to hear sounds in their environment. The ear is made up of many parts that distinguish various sounds through different means. The ear anatomy and physiology along with how sound waves are transmitted into meaningful sounds will help one understand how hearing loss occurs. The ear is made up of three areas: the outer, middle, and inner ear. The outer ear is very important for collecting sound waves. It is made up of the pinna and the ear canal. The pinna, the actual physical outward appearance of the ear, receives sound waves and begins to funnel them into the ear canal. The ear canal is also known as the auditory meatus which is basically a convoluted tube. The next part of the ear, the tympanic membrane, is the beginning of the middle ear. The ear drum is crucial in the ability to hear. The tympanic membrane leads to a chain of small bones known as the malleus (hammer), incus (anvil), and the stapes (stirrup). The stapes is ended with the footplate, a bone that looks like a stirrup. This area is known as the middle ear or the tympanic cavity. Located at the bottom of this area is the Eustachian tube which leads down to the throat. Its main purpose is to maintain the equalization of pressure between the tympanic cavity and the atmosphere as the air in the cavity is absorbed by the cells of its surface. The next area is the inner ear. This area contains many important structures to the hearing process. It begins with the oval window which is struck by the footplate of the Stapes. The cochlea is the area where most sound is transmitted from waves into impulses. W... ... environment. In order to do that we must know the anatomy of our ear and how it functions. An important function is how the sound wave is transmitted into meaningful information through means of frequency, amplitude, and location. By understanding how the ear functions people are able to understand and prevent hearing loss. WORKS CITED David, Edward E. Jr., John K. Pierce, and William A. Van Bergeijk. Waves, and the Ear. NY: Anchor Books. 1960. p- 34-50 Kirkpatrick, Larry D. and Gerald F. Wheeler. Physics: A World View, 4th ed. Orlando, FL. Harcourt College Publishers: 2001. p- 365-71 Littler, T.S. The Physics of the Ear, v3. NY: Macmillan Company. 1965. P- 1-9 Pickles, James O. An Intro to the Physiology of Hearing. NY: Academic Press. 1982. p- 264- 79 Sataloff, Joseph. Hearing Loss. Philadelphia: J.B. Lippincott Company. 1980 P- 67; 75; 175-77;

How to Write a Movie Review

How to Write a Movie Review Writing a movie review is a great way of expressing your opinion of a movie. The purpose of most movie reviews is to help the reader in determining whether they want to watch, rent or buy the movie. The review should give enough details about the movie that the reader can make an informed decision, without giving anyway any essentials such as the plot or any surprises. Below are our guidelines and tips for writing a good movie review. 1. Watch the movie The first step in writing the review is to watch the movie. Watch the movie in a relaxed environment you are familiar with.You do not want to be distracted by an unfamiliar room. Watching the movie a second time will help you to absorb a lot more detail about the movie. Most movie reviewers take notes as they watch the movie. 2. Give your opinion Most movie reviewers will give their opinion of the movie. This is important as the reviewer can express the elements of the movie they enjoyed or  disliked. How ever, as in all good journalism, the reviewer should also give impartial details, and allow the reader to make their own mind over an issue the reader liked or disliked.Opinions should be explained to allow the reader to determine whether they would agree with your opinion . Many regular movie reviewers will  develop a following. If one can find a reviewer who shares a similar taste in films, one can confidently follow the reviewers recommendations. 3. Who is your audience? You need to consider who your likely readers are. Writing a movie review for children requires a different approach than if writing for a movie club. Ensure you report on the factors that matter to your likely audience. 4. Give an outlineGive the outline of the movie, but don't give away essential details such as the end or any surprises. If there is a big surprise you want to entice readers by telling them something special happens, just don't say what. 5. Actors If the movie contains actors, as most do, detai l who is starring in the movie and how well you think they acted. 6. Structure Did the movie follow a regular predictable story line, or did it  get you  thinking like a Quentin Tarantino movie? 7. Cinematography and lighting Give details about how well the movie was shot and directed.Was the lighting good in the moody scenes? 8. Music Did the movie have its own score like Koyaanisqatsi or ET, or did it feature songs from popular artists? 9. Read, read and read Read and check your review thoroughly. It can be embarrassing to find errors in your work after it has been published. This is especially important for reviews that will be published on the Internet, as search engines are always looking for the correct spellings of keywords. wikiHow https://login. yahoo. com/config/mail? &. src=ym&. intl=au

Mark Prior

Luck has had little to do with Mark Prior’s success as a ballplayer. It was his dedication and  talent that landed Prior in the major leagues and perhaps a lack of luck that attributed to the right-  handed pitcher being sidelined during the peak of his career. But at age 26, Prior is optimistic of  a comeback. When Prior debuted with the Chicago Cubs on May 22, 2002, he was nothing short of  impressive which should have been expected considering he was the second overall pick in the  draft. His record earned him all-star status as he was chosen to play in the 2003 All-Star game in  only his first full season in the major leagues. Prior’s pitching technique seemed flawless and was considered a combination of the styles of  Greg Maddox and Roger Clemens. His first full season with the Chicago Cubs ranked him third  in the National League’s Cy Young Award voting with a record of 18 wins and only six losses.  Prior became well known for his 90-plus mph fastball, curveball, slurveball and changeup. But freak accidents and injuries began to disrupt his career in the making. Numerous stints on  the disabled list and now an entire season on hold to recuperate from shoulder surgery have  many questioning the future of the once valued Cubs pitcher. Born September 7, 1980, Prior attended University of San Diego High School where he  excelled on the ball field. As a 1998 graduate, he had a 0.93 earned run average. Prior was then  drafted by the New York Yankees in the amateur draft but a contract was never negotiated and  signed. He began his college education at Vanderbilt University, the same school his father attended.  During his sophomore year, Prior transferred to the University of Southern California (USC).  There he was honored as one of the best collegiate athletes in the country. Prior pitched for USC for two seasons and earned numerous awards including seven national  Player of the Year awards. As a junior, his record was 15-1 with six complete games and three  shutouts. His ERA was 1.69. He earned the prestigious Golden Spikes Award. He also led the  team to the 2000 College World Series. Prior entered the draft again and this time he was chosen as the second pick overall in the  draft. As he concentrated on his baseball career and the hope of one day being called up to play  for the Chicago Cubs, Prior continued his college education on a part-time basis and eventually  earned a business degree in 2004 from the USC Marshall School of Business.  In 2003, his first full season as a pitcher for the Cubs, his talent was obvious as he tallied an  18-6 win-lose record despite missing three starts due to an injury. Prior was injured when he  collided on the field with the Atlanta Braves second baseman Marcus Giles. Both Prior and Giles  were scheduled to play in the 2003 All-Star Game but missed due to their injuries.  Prior was voted Player of the Month in August and September. He went on to earn a 10-1  record as the Cubs made their way into the playoffs. That led to the infamous fan interference  incident in which Steve Bartman caught a fly ball hit into the stands that could have easily been  caught by the Cubs outfielder. The Cubs ended up losing the game and Prior suffered through the  loss. In 2004, Prior missed the first two months of the season with an Achilles tendon injury.  Although rumors surfaced that Prior needed reconstructive elbow surgery, he returned to the  mound with a less than stellar performance with six wins and four losses and an ERA of 4.02.  Again in 2005, Prior started the season on the disabled list. He returned and was pitching up  to par until May 27th when another misfortune came his way. Prior was pitching to Brad Hawpe, an old rival from LSU who hit a three-run homerun off  Prior in the College World Series. As they faced off in the major leagues, Hawpe drilled a pitch  and sent a 117 mph line drive back to Prior, hitting him in the right elbow and putting him on the  disabled list with a compression fracture. Prior finished the season 11-7 in 27 starts.  During spring training the following year, Prior began to feel a stiffness in his throwing  shoulder. He was put on a slow pitch program and sent for tests that revealed he had a strained  shoulder. He was put on the disabled list for 15 days in March missing the start of the 2006  season. When he returned, he gave up six runs to the Detroit Tigers in the first inning. He went  on to earn a devastating 0-4 record with a 7.71 ERA and was once again put on the disabled list  after straining his left oblique during batting practice. He returned to the minor leagues and three  games later, Prior earned his first win of the year against the Pittsburgh Pirates. By August of 2006, he was back on the disabled list with tendonitis for the remainder of the  season. His record was 1-6 and ERA was a high 7.21.During the off-season, he complained of a loose shoulder and when conditioning did not  improve the situation, Prior sought medical treatment and discovered he would need arthroscopic  surgery on his right shoulder. In April, Prior underwent surgery and it was successful but put an early end to the 2007  season before it even began for him. Because of his age, doctors see no reason Prior cannot  return to pitching in 2007. RESOURCES MLB Advanced Media, LP (2001-2007) Chicago Cubs. Retrieved May 8, 2007 from http://chicago.cubs.mlb.com/team/player.jsp?player_id=407578      

Free Essays on Beowulf - Herot The Antagonist

Herot the Antagonist Beowulf was said to be written around the 700’s but was created long before that time. Past down from generation to generation by word of mouth until it was composed in Old English by one of the monasteries in northeast England. The poem itself is based in a time well before the sixth century, with most of its material based on early folk legend. The author of the epic of Beowulf uses characterization to show the world what Grendel was like and possibly his deeper side. â€Å"Grendel†, the name itself sounds evil or at least unfriendly and is perfect for the monster of the story. At the beginning of the story, Grendel is described as â€Å"a powerful monster, living down in the darkness (1).† This starts the very lengthy wording of how evil Grendel is and how much the audience is suppose to not like him. Grendel was â€Å"the demon, the fiend that haunted the moors and lived in hell but on earth (16).† This is eye candy to the mind, which brings life to a character that doesn’t exist except in our heads. Grendels first killing at Herot was merciless act in which he â€Å"snatched up thirty men, smashed them and then took their bodies back to his lair (38).† Grendel sounds truly like a monster until the author takes him down to size with a vivid metal image of the battle that took place. His description of how Beowulf rips off his arm shows that Grendel wasn’t entirely all he was cracked up to be. He had the spell where no mortal weapons could hurt him but apparently wasn’t smart enough to make it where no mortal could hurt him. †¦to the edge of the lake where he’d dragged his corpselike way, doomed and already weary of his vanishing life. The water was bloody, steaming and boiling in horrible pounding waves†¦ (525) Grendels retreat to the lake brings an end to his reign of terror of the people of Herot. The lake represents his passage onto hell and final resting place. There was also a sad side to ... Free Essays on Beowulf - Herot The Antagonist Free Essays on Beowulf - Herot The Antagonist Herot the Antagonist Beowulf was said to be written around the 700’s but was created long before that time. Past down from generation to generation by word of mouth until it was composed in Old English by one of the monasteries in northeast England. The poem itself is based in a time well before the sixth century, with most of its material based on early folk legend. The author of the epic of Beowulf uses characterization to show the world what Grendel was like and possibly his deeper side. â€Å"Grendel†, the name itself sounds evil or at least unfriendly and is perfect for the monster of the story. At the beginning of the story, Grendel is described as â€Å"a powerful monster, living down in the darkness (1).† This starts the very lengthy wording of how evil Grendel is and how much the audience is suppose to not like him. Grendel was â€Å"the demon, the fiend that haunted the moors and lived in hell but on earth (16).† This is eye candy to the mind, which brings life to a character that doesn’t exist except in our heads. Grendels first killing at Herot was merciless act in which he â€Å"snatched up thirty men, smashed them and then took their bodies back to his lair (38).† Grendel sounds truly like a monster until the author takes him down to size with a vivid metal image of the battle that took place. His description of how Beowulf rips off his arm shows that Grendel wasn’t entirely all he was cracked up to be. He had the spell where no mortal weapons could hurt him but apparently wasn’t smart enough to make it where no mortal could hurt him. †¦to the edge of the lake where he’d dragged his corpselike way, doomed and already weary of his vanishing life. The water was bloody, steaming and boiling in horrible pounding waves†¦ (525) Grendels retreat to the lake brings an end to his reign of terror of the people of Herot. The lake represents his passage onto hell and final resting place. There was also a sad side to ...