ktmeng/mec huggingface dataset:
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people with rickets may have weak and soft bones, stunted growth, and in sever case, skeletal deformities. vitamin D helps your body absorb calcium and phosphate from your intestines. You can get vitamin D from various food products, including milk, eggs, and fish. Your body also produces the vitamin when you’re exposed to sunlight.A vitamin D deficiency makes it difficult for your body to maintain sufficient levels of calcium and phosphate. When this occurs, your body produces hormones that cause calcium and phosphate to be released from your bones.
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The beginnings of inclusion can be traced back to the 1960s when policies of educational segregation began to be questioned. In the UK the Warnock Report (DES 1978), followed by the 1981 Education act radically changed the perception of special educational needs (SEN). The result was a policy of integration, with increasing numbers of pupils with SEN joining mainstream schools. From integration developed inclusion, whereby there was a movement away from medical models of disability towards social and educational models. Inclusion has since continued to evolve with its aims now widely perceived to provide all learners with equality of educational opportunity (Glazzard 2014).
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However, performance in these tables informs school accountability and inspections by OFSTED with schools who are deemed to be underperforming facing various sanctions including increased scrutiny, potential takeover by neighbouring schools or even closure’ (Leckie & Goldstein, 2016). This has caused attainment levels to become high stake targets in schools. This marketisation and accountability of schools has created a potential conflict with inclusive policies. In this paper I will outline why I believe that the standards agenda and inclusion are mutually exclusive, but first I will examine some of the arguments in favour of the agenda.
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There is some evidence that publishing league tables along with accountability measures does in fact raise standards (Burgess et al, 2010). Following devolution in Wales, the decision was made to abolish the publication of league tables in 2001. Research undertaken by Burgess et al, then compared GCSE results in the following years with those in England, where publication remained. The findings showed that the reform significantly’ reduced schools effectiveness, with there being a fall equivalent to 1.92 GCSE grades per student per year (Acquah, 2013). Overall the study concluded that school accountability policies hold promise for raising school performance, and that publication of league tables appears to be a cost-effective policy for raising attainment, with the fact that schools are held to account being a driving force (Burgess et al 2010).
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It has been argued that there are several flaws and assumption made when formulating this judgement. For instance the exam boards for Exam boards for England and Wales are not the same, therefore different tests were used and thus are incomparible (Goldstein & Leckie, 2016). Also there are many other factors at play which were not considered. For instance the drop in results could be due to Welsh students simply becoming less accustomed to taking high-stake tests and were therefore less prepared for their GCSE examinations (Goldstein & Leckie, 2016). So even though that the removing league tables and accountability measures may have resulted in a fall in achievement results at GCSE level in Wales, the reasons for this appear to be more complex than at first may appear.
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Other studies have suggested that the standards agenda and inclusion can in some cases be complimentary, with attainment targets and accountability being seen as a driving force for inclusion (Dyson & Gallannaugh, 2007). In a target school they studied, achievement was seen as a priority with inclusion representing a way to achieve this. Here achievement targets were viewed as a way of assessing and identifying areas of weakness and marginalised students, allowing more focused remedial actions to be deployed.
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However, as I will argue, although it may be possible for the standards agenda and inclusion to exist side-by-side, the barriers to inclusion that are created are such that in many cases groups of pupils become marginalized and teachers attitudes towards inclusion can decline. Standards Focus on Core Subjects It has been argued that the advent of the standards agenda has results in a tightening of the curriculum (Runswick-Cole, 2011; Reed and Hallgarten, 2003; Glazzard, 2011; Lloyd, 2008). This is due to the promotion of a narrow view of attainment biased towards the core subjects of literacy, maths and science which are covered in Statutory Assessment Tests (SATs).
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A broad curriculum is essential in order to meet the needs of all students in order to celebrate and engage their diversity of their strengths and interests. Government literature has continually emphasised the importance of a broad, balanced curriculum (DfES, 2014, for instance). This has been backed up by recent calls from OFSTED chief inspector, Amanda Spielman in her address to the Association of School and College Leaders (2017), however by focusing assessment for schools so narrowly and by having high-stake implications for not reaching set targets this is being sidelined by many schools, leading to teaching to the test’ practices.
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Furthermore, according to findings published by the National Union of Teachers (NUT, 2015), accountability measures disproportionally affect disadvantaged pupils and those with SEN or disabilities with teachers reporting that these children are more likely to be removed from lessons to be coached in maths and English at the expense of a broad curriculum.With the focus being firmly placed on the three core subjects are we truly celebrating pupils diversity or indeed are we meeting the needs of all individuals? Standards as Attitudinal Barriers to InclusionGlazzard (2011), examined perceived barriers to inclusion by conducting interviews with a focus group of teachers and concluded that the standards agenda represented the key barrier to pupils’ participation and achievement.
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The interviews showed that the standards agenda was in fact promoting exclusive practices amongst some schools, and having a knock on effect of building attitudinal barriers of teachers towards inclusion. This can be illustrated by an interview with a SENCO in one of the study primary schools: I was at a meeting before the child (who had special educational needs) started school and the teacher who was going to be involved with John actually put up strong barriers before he arrived. She said she couldn’t cope with him before he started at the school and that she had to focus on getting her class through their SATs.Reflecting on this, it could be stated that the current education system celebrates high achievement over the valuing of difference (Goodley, 2007), which forces teachers to focus their time on pupils who will produce valued outputs’.
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Promotion of a Focus on Valuable’, Borderline ChildrenIn order to hit demanding targets schools are being said to focus their efforts more on some children as oppose to others (Dyson & Gallannaugh, 2007; Glazzard, 2011, 2014; Reed & Hallgarten, 2003). They concentrate their efforts on children of middle ability’. This group of pupils can make the most significant difference to a school’s overall results as they can be pushed to higher levels of attainment with focused time and effort. However, it can be argued, that this comes at the expense of lower attaining (or indeed the highest attaining) students who may be left on the sidelines, being seen as beyond able to achieve desired standards. This is also illustrated in the following extract from an interview with a primary school teacher, Sally.You can raise standards if you ignore the rest and work with your borderline groups. These are the children who some teachers target. Some teachers just teach the middle ones and hold the others. You hear them talking about it in the staffroom (Glazzard, 2013).
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A further question has arisen whereby if schools are to be judged on results will this affect their willingness to take on pupils who may adversely affect this? High attainment targets and publication of league tables has led to the marketisation of schools, resulting in them becoming effectively in competition with each other. This, many argue, results in low-attaining students becoming unattractive with schools wary of accepting them (Ainscow, Booth and Dyson, 2006; Hodkinson, 2010; NUT, 2015) Some have gone as far as stating that SEN children are characterised in policy as both deficient and potentially dangerous’ (Runswick-Cole, 2011). This potential danger’ can promote exclusion from schools, as Glazzard (2011) reported in an interview with a teacher:
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For a lot of teachers inclusion is not a priority. They have to focus on getting resultsAll you have to do is say a child is disruptive and you can’t handle himThey voice loudly to parents about the effect the child is having on the others and then they have parental backing to get the child out. This was echoed in research by Runswick-Cole (2011), who concluded that when the standards agenda meets the inclusion agenda in schools, the competing demands are often results the exclusion of children.There has furthermore been much recent attention on the so called off-rolling’ of students in secondary schools (The Guardian, 2018; The Mena Report, 2018; House of Commons Education Committee, 2018).
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The emaphasis on standards, league tables and the accountability of schools and teachers has been with us for some time, and shows no sign of abating. League tables put schools in direct competition with each other and this risks marginalising those who need extra support even more. Although it can be argued that the standards agenda may increase attainment levels and, as I have stated above, there are ways the conflict between standards and inclusion may be effectively traversed, I do find them fundamentally mutually exclusive.
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Furthermore, the narrow focus of league tables on core subjects undermines the promotion of many other skills and achievements pupils make. Surely this is the antithesis of the fundamental inclusive belief of supporting individual needs, by limiting what we see as valuable’. There is a clear contradiction when schools are being demanded to drive up their academic results whilst at the same time are required to include those whose academic abilities fall outside the core subjects.When teachers and schools are held directly accountable for perceived failures in attainment it has been shown to lead to marginalisation and even off-rolling of students.
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The solutions to this dilemma are difficult, with a possible broader focus on accountability, (Aquah, 2013), the developing and broadening of what is meant by success and achievement or the way in which it is measured’ (Lloyd 2008, p234), or to reconceptualise achievement in a way that is attainable and accessible to all’ (Lloyd, 2008, p229).There has recently been signs for encouragement with Ofsted’s Chief Inspector, Amanda Spielman, admitting school inspectors have been placing too much weight on exam results and vowing to overhaul the way schools are currently monitored (The Guardian, 2018). Hopefully this will help to solve some of these problems and increase the focus on fully meeting each child’s individual needs.
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Parents have no right to control the lives of their children above 16 We can always argue on this topic when you look at it from different point of view. You can either disagree or agree to it. I choose not to agree on this topic as we parents are still responsible for teens even when they are 16-17 years old. In Malaysia 21 years old and above are considered and adults and until then they are still in the guidance of their parents.
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We hear many cases in Malaysia that children run away from home at this age and with lots of disciplinary problem among this teenagers. Parents still support them financially even until they go to University, only after they start to work or above the age of 22 they have some sort of maturity within them. I have two daughters age 7 and 12 respectively. With having daughters in the family I have to be extra cautious and careful when I bring them up.
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The world that we are in now are not like how I grew up. Freedom was given to us but at the same time we are aware of our limits and do not break the rules set by our parents. They know when to let us go and pull back the string whenever it is necessary. We see adolescents in today’s era have been too free with their outside world. Including the criminal cases they always do. The beginning is the need to educate parents at home to monitor them and their activities.
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One of the worst crimes known to man is murder. Could there be someone in the world worse than the average killer? In fact, there were two individuals who were far worse than an average killer and their names are Albert Fish and John Wayne Gacy. This paper will be about the lives of Albert Fish and John Wayne Gacy. Now let’s examine Albert Fish life, his crimes, and his punishment. The life of Albert Fish was all but normal to the average man.
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Albert Fish was known for being one of the vilest pedophiles. Albert Fish was viewed by many as a molester to hundreds of children. Most pedophiles have a troubled childhood that often times carry over into their adult life. In fact, research has shown that “the orphanage was, in Fish’s memory, a place of brutality where he was exposed to regular beatings and sadistic acts of brutality and it was said that he began to look forward to the abuse because it brought him pleasure” (Montaldo, Charles, Biography of Serial Killer Albert Fish).
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Albert Fish seems to have experienced the worse childhood that any person should ever live through. Because of his cruel childhood, it is no wonder that Albert Fish turned to a life of crime. A crime was nothing new for the horrific mind of Albert Fish. Molest is one of the worst crime for serial. Albert Fish” started to molest children in New York City around time 1890″ (Montaldo, Charles, Biography of Serial Killer Albert Fish). Albert Fish has molested over four hundred children but he doesn’t just molest them rape them. Albert Fish tortured the children as more than one time he molests ever day. As a molest he started working as a prostitute and began to molest boys. But also as a child Albert Fish as a child mental illness, as was his whole family fish eventually found himself in an orphanage. The children that he molest he was encouraged the children to hurt each other. Now that we are done with his let’s talk Albert punishment he was in a was in his first court trial began and he pleads innocent by the reason of insanity. Albert Fish although he claimed fish was convicted and sentenced to death for the murder of ten year old Gracie Budd. In 1928, Fish abducted and strangled the young girls Albert Fish was electrocuted for molesting children and for rape them but there was something ever wrong with Albert fish he was a serial pedophile, a cannibal, a fantasist, irredeemably masochistic, and, ultimately, a child killer.On March 11, 1935, fish was on the assistant district attorney, when he opened and for murder and molest a fifteen year old girl the state of his case. Albert Fish was not stranger to the police he has had a record been arrested more than six times. After Albert fish was arrested for molesting and murder a fifteen year old he was going to be acquitted but it was best to give him the
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Researchers are now beginning to answer these questions. Violent video games and television shows can increase aggressive behavior in children. Since children spend so much time watching and playing these inappropriate things, they end up being influenced in many harmful ways. The people who are influenced the most are more often teenagers, rather than younger children. The video games and television shows have become very realistic; however, this is a bad thing. Children are able to witness things like Osburn 2people killing and abusing other people or even animals.
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Another thing on these video games and television shows is violence towards women. If kids never view these types of things, they will not do or think of doing them when they become older. Since the children play these games so often, they become accustomed to seeing these things, and they begin to not think about what they do or say in real life. On average, girls spend an hour a day or more playing these violent video games. Boys spend even more time than this, spending on average two hours a day on a video game console (Video Games and Children: Playing with Violence). Parents should be mindful of how long their children are spending each day on these games. This could be an effective solution to solve this problem (Do Violent Video Games Make Children More Violent?). Although many children and adults do not realize it, there are many long-term and harmful effects that violent video games and television shows cause on the users’ minds.
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Spending excessive time watching television and playing video games can cause people to spend less time talking and hanging out with friends and family, leading to poor social skills. Eventually, after watching and playing these violent things so much, kids will start to have Osburn 3aggressive behaviors and thoughts. This problem causes people to show less empathetic feelings towards other people. These issues have been showing up in Western and Eastern countries all over the world (Goldbeck and Pew).
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Playing these games can also show negative effects on everyday children’s lives. It can cause children to have lower grades. This is because the children seem to spend less time studying and reading, and more time playing games and watching television. Not only does it affect children’s grades and social skills, but it also decreases the amount of sleep that a child needs. This could lead to major problems in the future. Studies show that a huge problem with the time spent on these gaming systems and television is that they tend to lead to obesity in children; this is because of the lack of exercise and physical activity they do.
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Even though most of the games and shows out today are harmful to a kid’s mind, there are many of them that seem to help the minds of children. (Video Games and Children: Playing with Violence). Many violent cases and incidents in the past by children and adults have led researchers to believe it was because of violent video games and television shows. One example of this is the Parkland shooting. This event took place in the state of Florida on February 14, 2018. The shooter of this horrible crime ended up killing seventeen faculty members and students of the Marjory Stoneman Douglas High School.
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The Entertainment Software Rating Board, or ESRB, is almost positive that what caused the shooter to show this aggressive behavior is because of violent video games (Goldbeck and Pew). Another video game that recently came out, that many researchers have turned their focus to, is called Fortnite. One hundred players are dropped into a certain place or arena. As most teenagers in the United States know, the game is made to look like a cartoon; this does not change that fact that the main goal in this game is to kill all the other Osburn 4opponents. So far this game has already attracted over 125 million gamers since last September.
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In 2015, a group of workers form the American Psychiatric Association, or APA, said that playing violent video games and watching inappropriate television shows can cause children to have more aggressive moods and behaviors (Do Violent Video Make Kids More Violent?). Other people seem to think that this study is completely wrong. Whitney DeCamp is an associate professor of sociology from Western Michigan University. He says that no matter how much blood, violence, and inappropriate behavior the games shows, it does not cause children to show aggressive behavior (Scutti). In conclusion, violent video games and television shows are starting to cause more and more problems in the United States and also around the whole world.
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Americans need to find a way to get young children and teens away from these two things; if they do not it, will continue to grow worse and worse. Parents need to learn how to stop their children from these two types of technology; it could be things as simple as screen time limits, avoiding video games for very young children, or simply just taking the video games completely out of their lives. Aggressive behaviors of children will start to dwindle if parents will take notice of how much time their kids are actually spending on these game consoles and televisions. If Americans will do these simple steps, the problem of violent behaviors with violent video games and television shows will begin to decrease.
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not guarantee protection of individual rights. This is all the more apparent where poverty and unemployment is rampant.Whilst xenophobia has been described as something of a global phenomenon, closely associated with the process of globalization, it has been noted that it is particularly prevalent in countries undergoing transition. According to Neocosmos (2006), this is because xenophobia is a problem of post-coloniality, one which is associated with the politics of the dominant groups in the period following independence. This is to do with a feeling of superiority, but is also, perhaps, part of a scapegoating’ process described by Harris (2001), where unfulfilled expectations of a new democracy result in the foreigner coming to embody unemployment, poverty and deprivation.
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Internal causes of xenophobia in South AfricaSocial factorsHigh unemployment An increased unemployment rate in South Africa is one of the factors that has caused anti foreigner attacks in South Africa. According to (1-Net 2009) because of the free economic system of South Africa has emerged the economic powerhouse of Africa. South Africa naturally has become the land of opportunities as well as a haven of peace for those fleeing from war torn countries, political conflict and or ethnic based violence.
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NAME: PRUDENCE MBINGU SEMBUASTUDENT NUMBER: 657092COURSE: FIN4120 ” PENSIONS AND INSURANCEINSTRUCTOR: JOHN KURIASEMESTER: SUMMER 2019TASK: INTERNATIONAL PUBLIC SECTOR ACCOUNTING STANDARDS (IPSAS)DUE DATE: 18/07/2019CONTENTS1.0 INTRODUCTION 3OVERVIEW OF IPSAS 3ENTITIES THAT APPLY IPSAS 10CHALLENGES FACED IN IMPLEMENTATION OF IPSAS IN THE PUBLIC SECTOR 11EXAMPLE OF A STATEMENT OF FINANCIAL PERFOMANCE 12STATEMENT OF RECEIPTS AND PAYMENTS 12REFERENCES……………………………………………………………………………………….15 INTRODUCTIONInternational Public Sector Accounting Standards (IPSAS) are issued by the International Public Sector Accounting Standards Board (IPSASB) which is supported by the International Federation of Accountants (IFAC).
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The International Public Sector Accounting Standards Board works to improve public sector financial reporting worldwide through the development of IPSAS, international accrual-based accounting standards, for use by governments and other public sector entities around the world. From 2015, IPSASBs strategy is to increase public financial knowledge and and management universally through adoption of accrual based accounting International Public sector accounting standards through:1. Developing high-quality public sector financial reporting standards2. Developing other publications for the public sector; and3. Raising awareness of the IPSASs and the benefits of their adoption.
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IPSAS have been implemented in Kenya since 1st July 2014.Prior to that, the government was relying on Public Finance MANAGEMENT Act, 2012.OVERVIEW OF IPSASThere are 42 Standards that guide reporting in the public sector.1. Presentation of Financial Statements:This standard specifies that financial statements should include, Statement of Profit and Loss and other comprehensive income Statement of financial position Statement of Cash flows and Statement of Net Assets Publicly available comparison of budget and actual amounts Notes to the accounts. This standard is based on IAS 1.
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and InnovationSuccession in Family Business: Difference between Indian Family Business and Foreign Family BusinessIntroduction: 542 wordsThe family business is a business in which the dominant part of a business is managed and overseen by family members. Family business is the oldest surviving economic system and is one of the most important forms of business practices nowadays. As the development of the modern family business, scholars give a more boarder definition. Chakrabarty said a family business is a business in which one or more members of one or more families have a significant ownership interest and significant commitments toward the business’ overall well-being.
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Nowadays, family businesses are a very important part in every country. In the view of research of the Forbes 400 richest Americans, 44% of the member fortunes were determined by being a member of or in relationship with a family business. In the free economic of the world, estimated impact on global GDP of family business is expected to be over 70% (Tharawat Magazine, 2016). And there are many famous, historical, great brands come from family business. For example, Wal-Mart, BMW, Ford Motor, Samsung, LG Electronics, Hermes, TATA Groups, Godrej, Gap, The New York Times, Lenovo are all family-owned or family- controlled. And there also are millions of smaller and less well-known businesses which, however, are just as successful in their own industrial field.According to the CS Family1000, report submitted by Credit Suisse Research Institute (CSRI), India has the third highest publicly-listed family-owned business with 111 companies as China tops the chart with 159 companies followed by US which has 121(Eugene Klerk, 2018). Based on study done by CSRI, in terms of market capitalization, India accounts for around USD 839 billion which is believed to be increase in future. Although India being home for the large number of family businesses, India as well as many other countries are facing succession problem. Generally the primary issue is succession problem. In India, most family businesses belong to small and medium-sized enterprises. In these kinds of enterprises they do not have a professional manager, and they also do not trust people who do not belong to the family. So it is very hard to handle succession problem when their child lacks the ability to take over the family business or their child has no interest in family business. In short, there are many different situations or conditions in India and succession might be a complex problem worldwide.Aim and Objectives of the research: 84 wordsNot all family business that is not passed down to the next generation goes on to close their doors, but many do. Worldwide just 30% of family business could hand over their business effectively. To overcome this problem and solve the ongoing issue, our major objective of research is to study succession in family business, explain family business and later on we will examine the foreign family business and Indian family business by distinction between both across the areas like culture, structure, management, etc. Research questions:day12
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First documentation of this therapy in the U S is done by Florsheim on behalf of American Occupational Therapy Association.Drama therapy was first introduced as a therapeutic approach called psychodrama by psychiatrist Jacob Moreno. Moreno was born in 1889 in Romania and in 1925, he moved to New York City, where he practiced psychiatry and experimented with some of his odd and innovative ideas. Moreno’s psychodrama technique called drama therapy was born.
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While psychodrama focuses on the person the protagonist ,in drama therapy Psychodrama was , an idea that went against the grain of current psychological practices, because it is focused on the present rather than the past.In 1979 The North American Drama Therapy Association was established followed by the formation of dance therapy and art therapy associations.This gave drama therapy its recognition a as a specialized therapy.Principles of drama therapy;The word Therapy is derived from the Greek word heal or in other words to care.The word Psychomeans soul.Therefore psychotherapy means soul-healing. William Shakespear wrote the famous lines The world is a stage.
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In that sense ,all personality traits in human beings contributes to the melodrama of nature.Using Drama techniques bring out the positives in human nature suppressing the negativity. This therapy has significant important in people with depression ,addiction, criminal records ,intellectual disability and in our context children with special needs.The principle involved in drama therapy is the use of creative drama towards personal growth,emotional intelligence and physical integration.Drama therapy broadly includes any form of therapeutic use of role-playing. However, the term drama therapy is best used for those approaches which stress the appreciation of creative theatre as a medium for self-expression and playful group interaction and which base their techniques on improvisation and theatre exercises. Drama therapy helps people struggling with addiction,,anxiety,depression, eating disorders,low self confidence,relationship issues,schizophrenia, and traumatic experiences. Some famous books on drama therapy are Drama As Therapy by Phil Jones, Child Drama by Peter Slade, Persona And Performance by Robert J.Landy, Expressive Therapies by Maclhiodi ,Kathy.  There and hundreds of research studies and books published on therapeutic approach of drama over the last 50 years.
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Basic characteristic of a drama therapist must be patience, understanding and proper training.They should have the passion to help others to bring out their feelings and emotions.These therapists create channels of communication through performance,mime story telling etc.They provide a safe environment for the clients struggling with a range of emotions, social or personal difficulties.Responsibilities of a drama therapist Support and encourage clients through using therapeutic techniques such as story telling, acting out, play rituals,improvisation ,mime etcTherapist initiates to explore the clients self worth ,feelings and relationships.Supervise the clients in a playful yet positive way Write reports on clients progress.Take referral from other professionals.Help clients to try out new ways of thinking and behaviour. The role of therapist on healing clients through art is highly acclaimed.They get to act,they get to play and meantime they are helping to heal clients with their difficult experiences.
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A Registered Drama Therapist (RDT) must have a Master’s degree capability with a coursework in psychology and dramatization treatment, involvement in theater , temporary job and work understanding. These enrolled specialists are board affirmed in the act of drama therapy treatment and pursue the NADTA Code of Ethics. The enlisted drama specialization is granted by the North American Drama Therapy Association and demonstrates that one needs to meet the instructive prerequisites and ought to have the capability in the act of drama treatment.
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The goal of drama therapy is the relief from suffering in general population.Main group of people benefit from drama therapy are the following People with mental health issues such as schizophrenia including both children and adults.Adolescents with emotional and social problems or post traumatic stress.People with autism and other learning disabilities.Older people with dementia and depression.Convicts ,offenders or people with criminal records.People with physical or neurological disabilities.Children with terminal illnesses in their last stage.People who are at the end stage of life.Aside from attaining larger goals ,drama therapy benefits participants by giving opportunity to express their feelings,tell their life story,workout issues,achieve emotional and physical enhancement,experience catharsis,boost self confidence,workout relationship issues and improve interpersonal skills.
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Prisons and schools across the world benefit from therapeutic drama techniques.In prisons inmates can act out a play with the application of drama therapy techniques proved to be a promising tool for treatment and rehabilitation of these people shunned by society forgotten by outside world.Schools around the world are adding concepts and exercises from drama therapy to their curriculum, or adding dedicated drama therapy programs into extracurricular activities.One of these programs is Diana Feldman’s ENACT method, which appoints specially trained actor into classrooms to interact and engage with the students. Groups of special needs children who can benefit from the therapy;There are 13 categories of special needs children as defined by the Individuals with Disabilities Education Act In order to qualify for special education, the IEP team must determine that a child has one of the following:
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The use of drama classes in the curriculum for children with special needs is sometimes automatically equated with drama therapy. Such an assumption may arise from the mistaken thought that if a child has some kind of learning disability, the only type of drama of any benefit for them must be designed to help them with their particular individual need. Drama therapy, is a developing technique to the treatment and education of special groups based on the work of J.L. Moreno.Some children with special needs might benefit from the approach, it is not to be assumed that every child needs drama therapy .Monitored work in drama therapy is therapeutic’.
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Individual get a greater sense of accomplishment in the activity, being focused upon ,resulting in heightened self worth. Provided that drama is a social art form, active engagement in dramatic activity can result in positive social outcomes like sense of belonging to a group. A major problem encountered in any discussion concerning special needs is that of terminology. By categorising young people under the heading of special needs’ we are in danger of implying that they are in some way similar, whereas, in truth, the specificity of their needs may make them a wildly disparate group or individuals, and that their needs are grounded in some deficit on the part of the individual, rather than resting in the educational system . Most usually, this occurs as a result of one, or a complex combination of any of the following:
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It is worth noting here however that special educational needs (SEN) and special needs are not interchangeable terms. Special needs may be arise in children in a similar socio ,cultural or linguistic context. A recently relocated child for whom similar socio ,cultural or linguistic context. A recently relocated child ,for whom English as an extra language but whose physical and mental capabilities are in noway impaired to be considered to have a special need. Special needs are very distinct from the individual experiences of learning difficulties.Theatre Therapy for those with special needs, increasing their comfort level ,where theatre therapy provides opportunities to learn , to grow not only in speaking larger groups, but also improving life enhancing skill sets as well. Involvement in theatre, into a such a creative and dynamic learning platform or environment strengthens life and social skills. By engaging in a unique and fun new experiences, which is itself a excellent form of exercise and self-expression; nearly all areas of life are positively impacted.
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Children with autismCindy Schneider who is a pioneer in the field of drama therapy for people with autism, she is the author of Acting Antics: A Theatrical Approach in Teaching Social Understanding to Kids and Teens with various intellectual disabilities .Her classes in theater and movement are available to kids and adults of all ages, with a wide range of diagnoses including autism spectrum disorder, social communication disorder and ADHD. According to Cindy, participants may gain;self-confidence not only in performing but in interactions ,improved self-esteem; pride in their accomplishments, improved recognition of emotions in others ,improved identification and labeling of own emotions new leisure activity in a group where they can be successful ,new awareness of volume levels and modulation, new skills for functioning as part of a group, new skills for following directions, improved ability to interact with peers ,and increased self-confidence through successDrama therapy is helpful in neurotypical students. It is also applicable for those on the autism spectrum disorder. The use of acting, role playing, movement and body language, and focus on learning how to interact and interpret the communications of others makes it a great fit for those with Autism Spectrum Disorder (ASD).
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Autistic people who also have complex needs and are non-verbal benefits from drama therapyWithout formal language, an alternative channel for communication is sought, so the client and therapist can truly be alongside each other. Research uncovered thirty different creative interventions offered to autistic people, including appropriate touch, movement, recorded music, holding, objects, voice, mirroring, song and percussion.When someone has no spoken language, movement can be important for communicating thoughts and feelings.
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Crime is an unauthorized act punishable by a state /authority. Based on an abstract from study moose there are several features that subsidize to corruption in a society. Leaving school and cannot find a job so individuals turn to crime to sustain themselves, like to rob and sale drugs to make a living. Poverty is known to be dominant among Jamaican families especially for single parent families. Which according to sociologist are the main contributors to disjunction in civilization.
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Abuse will often come into play especially for children that have a violent household, a drug addictive surrounding, face sexual harassments or forced to prostitution to provide for their family. With a low self- esteem of that child he/she will find themselves in situation that is not accepted by the society which they will plunge in the hands of the authority which often periods make situation worst. For the lack of proper justice system that is put in place for troubled individuals. The authorizes does not take the time to grasp the problems of citizens instead thy throw individuals into correctional institutions for months even years while others walk freely which seems unfair to the affected citizens are even unfair to the general public.
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Which will cause crime to growth and no awareness of resolving problems without stirring up another. In other cases politics, racism television violence and music are also great influence to individuals. Based on the social learning theory (Bandura 1977), which explains behavior in terms of observational knowledge and social reinforcements, situations that environmental impacts and strengthening shape the way you behave regardless of an individual personal traits. Sociologist E. Durkheim believes that crime is normal part of a civilization and it is essential and indispensable. He accept as true that society needs violence to function normally. Crime affects the development of several communities, on Friday 19, 2018 the Gleaner made mention that the cost of crime is in direct which cause the value of production to lessen because of criminals and the need for higher security measures increasing. This cause society development to remain the same or decrease rapidly, for poverty is increased which is caused by lack of employment.
Topic: family

Individuals are not employed because they come from low ” trust society. They are also brand as criminals or of criminal intentions because of where they come from. These societies are not often recognize by the state so little are no investment is made. This cause the community to worsen.This impact on residents negatively in many ways for there is a high rate of brain drain and unemployment, which cause the environment to remain the same. Depression or even drug abuse are just a few results after the impact. E. Durkheim believed that this is aspect called development is up to the residents of the given society to use the norms and values to develop the community. It is said to be an aspect that should cause an individual to use the negative to grow strong and seek different ways to develop social consensus.There are several ways in which crime can be reduce, this is not and individual take but more a community objective.
Topic: family

Authorizes believe that if residents of a given community speak up about violence other than covering it up, crime can be resolve quicker than they know it , because the perpetrators will desist from doing the act. Being more involve in the neighborhood and keep up to date with what is happening in the surrounding and getting involved in community watch programs, will help to lower the rate of crime in the area. Community meetings and nighty group patrols will help to highlights the issues of the community. Organizing activities in the area to reduce idle individuals activities is said to keep individuals occupied and help to develop community togetherness and unity.
Topic: family

Based on data collected, there was an equal amount of respondents but, different age variation with 5% females, 10% males of group 12- 16, group 17- 20 had 15% females, 10% males and group 21- 50 had an equal response of 30%. According the years of residence from respondents 63% are from group 21- 50 lived in the community for more than a decade,11% less than a year, 5% less three years and 21% five years of residence. The 37% of the population was for ages 12- 20.
Topic: family

Gathering information based on research questions, information gain showed that 50% of the respondent believed that crime is caused by a lack of education, unemployment and dysfunction families, this response came from the older respondents. Lack of employment and dysfunction families had equal amount of response of 25% and unemployment with the least of 15%. Results showed that respondents believed that crime is a normal factor of the community whereas 45% strongly agree and 35% agree. In all 20% of the respondent disagree.Based on respondents’ response 60% of the believed that crime do affect the development of the community while 40% disagreed. All respondents believed that government should contribute to the development of the community, 40% agreed and 60% strongly agreed. Reponses are the same whereas, increase death of persons with potential and have less job opportunities at 25%, community remains the same 5% more and get little or no investment at 5% less, respondents believed that these are crime factors affecting the community of Greenwich town.Responses showed that residents of Greenwich town community is affected by crime
Topic: family

Children with limited English language skills may be aided with information text where the English text is accompanied by the translation alongside. At my setting pupils for whom English is an additional language (EAL) have competent spoken language but they are often supported by being given the new vocabulary they are going to hear during guided reading or comprehension and an explanation for key words they will hear. TAs are important in checking that such children have understood the information and learning objectives conveyed by the class teacher. At my setting, information has had to be reiterated using simple language and at times instructions have needed to be broken down into smaller steps. Children with dyslexia may be provided with blue or yellow paper rather than white.
Topic: family

Oral descriptions of information and similarly accompanying a body of text with visual images. Learners should be supported with visual photographs for key words and phrases. This also serves to benefit those children who are visual learners as well as those who acquire information better through auditory means. At my setting a child with crossed eyes is placed close to the whiteboard during class carpet sessions. This is to ensure the child is not disadvantaged but has equal access to information and is able to join in during the interactive yoga sessions that the class participates in as a whole. At my setting school meals are set by the LEA. Although they are varied and pupils have choices according to dietary requirements, most of the mealtimes represent a challenge for some children of different cultures.
Topic: family

If necessary often the environment or the task must be adjusted to meet the needs of the child. Barriers to inclusion may include funding. The costs involved in making adjustments may result in a school being unable to accommodate a pupil. However, whilst identifying these under-represented groups may be seen as stereotyping, they are often used by schools as a source of access to additional funds. They are also used during planning stages to ensure that any barriers to inclusion may be successfully overcome.
Topic: family

Organisational drawbacks and adjustments to tasks may be necessary to aid inclusion. These may also be overcome by presenting lessons as a multi-sensory task. This would ensure that no one is disadvantaged and allow all pupils, including those with additional needs and those that are under-represented, to benefit from a provision. Information regarding the adjustments to a provision must be readily available. The adjustments ensure that pupils are able to access all resources which would enable them to be fully integrated within the educational provision.
Topic: family

For example, they may rebel against their parents. They also will look outward that is to their friends, who are usually of the same sex. Peer approval becomes very important. This child may try new behaviors to be part of “the group.” This can also be the time that parents or teachers recognize learning disabilities or behavioral problems in children (Bornstein and Genevro 1). These problems can get worse as time goes on, so it is important to get help when the children is still young.
Topic: family

Early childhood is mainly refer to the period from birth through age five. A child’s cognitive development during early childhood, which includes building skills such as pre-reading, language, vocabulary, and numeric, begins from the moment a child is born. Developmental scientists have found that the brain acquires a tremendous amount of information about language in the first year of life even before a baby can speak. By the time babies speak or understand their first words, they know what is the sounds of the language they use (Leo 34).
Topic: family

Team sports is an ideal setting in which to develop social skills like co-operation, compromise and leadership. “Discover why the child is not interested. If the child is good at sports but he or she is fearful that others will judge him, then encourage, but do not force the child to sign up,” advises anxiety expert Martin Antony. (qtd. in Tacio 62) The child may surprise himself and discover that he loves sports. Therefore, the child can build his self-confidence as well as social skills.
Topic: family

Moreover, parents can teach their child how to speak by practice speaking at home through ordinary conversations. The dinner table is the best place to do it. For example, parents should try open-ended questions like, “What should we do this weekend?” to see how their child will respond (Lye Ching 45). This lets a child to offer his own ideas without feeling stressed. Also, jokes will lighten up the conversation and mood for a child. This will encourage a child’s creativity and verbal expressions.