To what extent is the novel The Sound of Waves a good depiction of the genre Bildungsroman Essay Example For Students

To what extent is the novel The Sound of Waves a good depiction of the genre Bildungsroman? Essay The Sound of Waves by Yukio Mishima is a post-World War II novel centering on the ill-fated lovers, Shinji and Hatsue. At first glance, the novel appears to be a classical love story of a couple kept apart due to social and environmental obstacles, but a deeper analysis reveals that The Sound of Waves may be better described as a coming-of-age novel, or rather Bildungsroman, compared to a simple love story. The overlaying plot of the story focuses mostly on the star-crossed lovers and how they overcome the obstacles that stood in their way, but Mishima did not want to keep this novel simple. In addition to the focus on the couple and very pure ideas of love, he puts an even greater and rather subtle emphasis on the development and change in character of the protagonist, Shinji. This is a rather subtle emphasis and until the very last sentence of the novel, it is truly difficult to spot Mishima’s true message. The underlying and main point of the entire novel is the growth of S hinji from a shy boy to a confident man. Mishima emphasizes this growth, development and change that The Sound of Waves is a better depiction of the genre Bildungsroman than a romance novel. We will write a custom essay on To what extent is the novel The Sound of Waves a good depiction of the genre Bildungsroman? specifically for you for only $16.38 $13.9/page Order now Bildungsroman is basically a coming-of-age novel â€Å"dealing with the education and development of its protagonists† (Webster’s College Dictionary Def 1). â€Å"Bildung† is originated from German and relates to words such as â€Å"portrait†, â€Å"picture†, â€Å"shaping†, and â€Å"formation† while â€Å"roman† simply means â€Å"novel†. While Bildungsroman is described as a development of the main character, it is divided into subgenres to further specify books. The three subgenres are Entwicklungsroman: a novel of general growth rather than self-cultivation, Erziehungsroman: a novel focussing on training and schooling, and Kà ¼nstlerroman: a novel concerned with the development of an artist and shows a growth of self. The Sound of Waves is a bit of both Entwicklungsroman and Kà ¼nstlerroman; however this novel will be assessed based on the general trend of the genre Bildungsroman. There are several trends of a Bild ungsroman novel. One trend is the growth of a child creating an adult. The growth and development is set within the context of a defined social order, in this case the Japanese culture and values. The growth process is usually spurred by a quest to finding meaning and purpose to life. This is not the exact case. However, there is an observable growth and change in Shinji from a very soft-spoken boy to a confident and courageous man. His growth is not a physical development as since the start of the novel, Shinji has been described as â€Å"tall and well-built beyond his years, and only his face revealed his youthfulness† (Mishima 6). The growth of Shinji is more of a psychological development. Though at only eighteen of age, Shinji was already work-worn and had the weight of a mother and younger brother on him, there was still a boyish characteristic towards him. He was humble and kind and respectable, he lacked confidence and certainty about himself. Shinji had a very soft-spoken and shy pers onality and was very passive to life. He never made the first move and was very hesitant to ask about Hatsue when she first arrived. This flaw of Shinji prevented him from entering adulthood and it was only when the schemas of the village interfered with his relationship with Hatsue. When the entire village became the obstacle, Shinji began to rise above all else. With his reputable profile as being humble and hard-working, Shinji only needed a final push to becoming a man. This push came with the opportunity offered by Hatsue’s father, Terukichi Miyata, to become a â€Å"rice-rinser†, apprentice seamen, to Terukichi’s boat Utajima-maru. During this journey, Shinji showed his courage and strength. His brave actions were rewarded with Terukichi’s acceptance and adoption into the family as Hatsue’s husband. His newly developed confidence and certainty in himself can be observed as â€Å"e knew it had been his own strength that had tided him through that perilous night† (Mishima 182 ). This statement was not made in arrogance or vanity as it was an internal though but one of pride and confidence. The Shinji at the beginning of the novel and the Shinji at the very end are two very different persons. By the end of the novel, Shinji had an entirely different mind-set and personality compared to his beliefs and character at the beginning of the novel. Mishima’s portrayal of Shinji’s growth is evident and fits with Bildungsroman’s most important idea, the development and growth of the character. .u6ff1ce3dae4b7f502b1f4023a72059e3 , .u6ff1ce3dae4b7f502b1f4023a72059e3 .postImageUrl , .u6ff1ce3dae4b7f502b1f4023a72059e3 .centered-text-area { min-height: 80px; position: relative; } .u6ff1ce3dae4b7f502b1f4023a72059e3 , .u6ff1ce3dae4b7f502b1f4023a72059e3:hover , .u6ff1ce3dae4b7f502b1f4023a72059e3:visited , .u6ff1ce3dae4b7f502b1f4023a72059e3:active { border:0!important; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .clearfix:after { content: ""; display: table; clear: both; } .u6ff1ce3dae4b7f502b1f4023a72059e3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6ff1ce3dae4b7f502b1f4023a72059e3:active , .u6ff1ce3dae4b7f502b1f4023a72059e3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .centered-text-area { width: 100%; position: relative ; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6ff1ce3dae4b7f502b1f4023a72059e3:hover .ctaButton { background-color: #34495E!important; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6ff1ce3dae4b7f502b1f4023a72059e3 .u6ff1ce3dae4b7f502b1f4023a72059e3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6ff1ce3dae4b7f502b1f4023a72059e3:after { content: ""; display: block; clear: both; } READ: One of the similarities between the two stories "The Rocking Horse Winner" by D. H. Lawrence and "Araby" by James Joyce EssayThe growth and development is an arduous and gradual maturity of the protagonist often met with many clashes between the protagonist’s needs and desires and the rules of an unbending social order. This was very much the case in Shinji’s situation. The only reason Shinji and Hatsue were destined to be star-crossed lovers was because their social statuses are not favourable. Shinji is poor with an elderly mother and younger brother to take care of while Hatsue is the daughter of the wealthy Terukichi. The match is less than favourable. In addition to the unfavourable match, the way Shinji and Hatsue sneaked around behind the village’s back also played a factor in the obstacles created by society. Scandals are viciously frowned upon in the Japanese culture, especially a small village in seclusion. Though their desire and needs are very pure, the way it was portrayed to the public made it a problem. There is an evident clash between Shinji and the villagers on Uta-Jima. The third trait of Bildungsroman was that eventually the values and standards of the society will manifest in the main character, who will then find a place in society and ending the novel with an assessment by the protagonist of himself and his new place in the society. Eventually the scandals and gossips of Shinji and Hatsue fade away and with Terukichi’s acceptance and adoption of Shinji as Hatsue’s husband, Shinji finally finds his new place in the village. The change is quite drastic from a boy wearing â€Å"a pair of trousers inherited from his dead father and a cheap jumper† to a man â€Å"wearing laundered trousers and a clean white sport shirt† (Mishima 6) (Mishima 176). Shinji is adjusting to his new position in the village and the novel end with an assessment by Shinji on his acknowledgement that â€Å"it had been his own strength that had tided him through that perilous night† and not the protection of Hatsue’s photo and love. Shi nji has definitely shifted his beliefs which in turn helped him adjust to his new position in the society. However, this novel did not fulfill the genre’s idea of the hero suffering some form of loss or discontent to stray away from the home and social norms of the culture. However this was not exactly the case in Shinji’s case. His journey was not spurred by a loss or discontent. Though the many obstacles posed by the villagers may have disheartened Shinji, he is by no means unhappy with his culture and beliefs. What prompted him on his journey did not come out of nowhere, but was rather very expected. In Uta-Jima, â€Å"hen boys of the village reached the age of seventeen or eighteen they began their maritime training in the capacity of â€Å"rice-rinsers†Ã¢â‚¬  (Mishima, 148). Evidently, Shinji would eventually become a â€Å"rice-rinser† and would have joined another ship had he not been offered a position by Terukichi. The journey was not one of loss but one of hope as there were possible hints that Terukichi was going to accept him. In this case what sp urred the quest and journey was not the typical loss or discontent. Even though, The Sound of Waves is not a perfect depiction of the genre Bildungsroman, it is a very good representative of the genre. Perhaps not every single trait of Bildungsroman is echoed in the novel, but it is important to note that Bildungsroman is based on the basic principles of education and development and the journey from childhood to adulthood. These generalizations help to identify the genre but it is the differences that make the novel its own story. Everyone has a different story while going through the similar stages of development to reach maturity and their own niche and purpose within the society.

Vegetartianism essays

Vegetartianism essays Vegetarianism as defined by The World Book Dictionary as "the practice or principle of eating only vegetable foods and refraining from eating meat, fish, or other animal products". This definition, though accurate, seems somewhat limited, as being a vegetarian is so much more: it is a lifestyle choice, a way of thinking, and a way of behaving. Over 12 million Americans and countless others, from all over the world, have turned to the vegetarian diet. People who have become vegetarians have made a conscious choice to be this and, having studied this practice, no one should entertain becoming a vegetarian lightly. Even though there are many benefits to becoming a vegetarian, the decision could also be harmful. There are many reasons for people to choose a vegetarian lifestyle. Some people adopt it as a fad, while others profess to do it because of an aversion to eating animals. There are religious reasons for not eating meat and still others follow vegetarianism as a way to lose weight, using it as a diet. In each case it can be a healthy or a harmful way to eat. The benefits or harm of vegetarianism is associated with two factors: education about nutritional needs coupled with food choices. Even groups like athletes can thrive on a vegetarian diet if they are well educated to the bodies' dietary needs and are well aware of the limit-less choices available on a vegetarian diet. What follows in this essay, is first: a brief, yet insightful look at the vegetarian diet (the nutritional aspect) and then: an analysis of how this diet may, in fact, be a good choice for an athlete. The first thing people need to realize is that there is more than just one type of vegetarian diet. In fact, there are three basic vegetarian diets to choose from. The first is the lacto-ovo diet. This diet includes the use of eggs and dairy products. The second one is the lacto diet, which also includes the use of dairy products but, unlike the ...

Simple Conjugations of Guérir (to Cure) in French

Simple Conjugations of Guà ©rir (to Cure) in French The action of healing is described in French by using the verb  guà ©rir. Literally meaning to cure, to heal, or to recover, it is a useful addition to your French vocabulary. Now, you just need to understand how to conjugate it. A quick lesson will demonstrate the simplest forms. Conjugating the French Verb  Guà ©rir Guà ©rir  is a  regular -IR verb, meaning it follows a relatively common conjugation pattern. When you learn the endings for this verb, they can be applied to many others, including  grandir  (to grow) and  grossir  (to grow fat). As with any French verb conjugation, begin by identifying the verb stem. For  guà ©rir, this is  guà ©r-. To this, a variety of infinitive endings is added to match the subject pronoun with the present, future, or imperfect past tense. For example, I am healing is je guà ©ris and we will cure is nous guà ©rirons. Subject Present Future Imperfect je guà ©ris guà ©rirai guà ©rissais tu guà ©ris guà ©riras guà ©rissais il guà ©rit guà ©rira guà ©rissait nous guà ©rissons guà ©rirons guà ©rissions vous guà ©rissez guà ©rirez guà ©rissiez ils guà ©rissent guà ©riront guà ©rissaient The Present Participle of  Guà ©rir Add -ant  to the verb stem of  guà ©rir  to create the  present participle  guà ©rissant. It is a verb, though, in certain contexts, it can also be used as an adjective, gerund, or noun. The Past Participle and Passà © Composà © The  past participle  of  guà ©rir  is  guà ©ri. This is used along with a conjugate of the auxiliary verb  avoir  to create a common past tense in French known as the  passà © composà ©. Its rather easy to construct: I recovered becomes jai guà ©ri and we have cured is nous avons guà ©ri. More Simple  Guà ©rir  Conjugations to Learn When the action of healing, curing, or recovering is somehow questionable or uncertain, you can use the subjunctive verb mood. In a similar fashion, if the action is dependent on something else also occurring, then the conditional verb form may be used. Those two are great for casual conversation, though the passà © simple and the imperfect subjunctive are literary forms. While you may not use these yourself, its a sound idea to be able to associate them with  guà ©rir. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je guà ©risse guà ©rirais guà ©ris guà ©risse tu guà ©risses guà ©rirais guà ©ris guà ©risses il guà ©risse guà ©rirait guà ©rit guà ©rà ®t nous guà ©rissions guà ©ririons guà ©rà ®mes guà ©rissions vous guà ©rissiez guà ©ririez guà ©rà ®tes guà ©rissiez ils guà ©rissent guà ©riraient guà ©rirent guà ©rissent To express  guà ©rir  in short requests and demands, the imperative verb mood is used. For this, theres no need to include the subject pronoun, so tu guà ©ris can be simplified to guà ©ris. Imperative (tu) guà ©ris (nous) guà ©rissons (vous) guà ©rissez

Research paper about the life of a swordfish in the Medditerrean

About the life of a swordfish in the Medditerrean - Research Paper Example It uses its jumping skill to stun targeted preys such as the barracuda, the flying fish, small  tuna and the squid. It usually hunts its food at night. It also uses its sword-like snout to injure or kill preys and, if needed, to defend itself. While the greatest known predator of the swordfish is the shortfin mako shark, there are also the killer whale or the orca, larger sharks and the sperm whale. A very powerful fish, which can defend itself well against predators, the swordfish always keeps distance from its own kind and, though very agile, it has become a favorite catch among fish catchers. It also distances itself from small boats, though it has become an easy harpoon target to bigger ones and, though there has never been any news of attacks to humans, it remains to be a dangerous fish due to its pointed snout. Until the use of fishnets in catching the swordfish, as well as other fish, there has been a great decrease in its number. In fact, in 1999, a restaurant owner wrote to urge her peers to stop or put a strict control over the serving of this healthy and delicious fish meat. She claimed that in the North Atlantic alone, â€Å" nearly 2/3 of swordfish caught . . . are too young to breed, . . . the average size . . . is just 90 pounds, . . .† and the â€Å"North Atlantic swordfish are now at the lowest levels ever recorded (Pouillon). Up until now, the swordfish is a favourite cuisine across the East Coast of the United States. This popular fish can be served in a variety of ways. Its meat, which is more tough than other fish, is usually grilled and served as steak. At present, the swordfish is no longer included in the list of endangered

Health promotion in mental health nursing Essay

Health promotion in mental health nursing - Essay Example s such as the UK, United States, Australia, New Zealand, and Canada where the neoliberal philosophy underlies government policies in the realm of political and social life (Donelan et al., 1999). Unfortunately, these policies result in the distinct trend towards privatization and weakening of health care systems. At the same time, the need for quality mental health care is steadily increasing. However, the economic trends, coupled with state budget cuts, and limited access to mental health providers in the community do not allow health care systems respond adequately. Emergency departments are swamped with people with mental health problems with nowhere to go; and the failure to treat those with serious mental health problems has resulted in incalculable cost, in terms of real dollars and human suffering, to the community and individuals (Gruskin & Dickens, 2006, p. 1904). The economic aspect is only one side of the coin: abundant criticism poured on the traditional intervention methods and models currently used in mental health care systems suggests that the time has come to search for alternative approaches. One of the available alternatives is the public health model that has already been tested in different environments, but has not yet received universal acclaim. The nature of this model as well as the outcomes of its prior use suggests that it can be effectively used in the field of mental health Over the last decades the developed states have effectively implemented a series of public health approaches to health issues such as obesity and anorexia, seat belt use, drink driving prevention, diabetes and other. However, one highly important aspect of our health has not received due consideration probably because of the fact that it does not belong to the realm of physical health. Although mental health has already been proven to be the key to overall physical health, many people still lack adequate understanding of its importance mental health and are not

Nelson Mandela: Leadership Skills

Nelson Mandela: Leadership Skills Nelson Mandela has been one of the best examples of what a leader is. If I were to describe Mandela in one word, I would say that he was, in everything that he did, a fighter. Throughout his life, he fought a lot of battles to bring freedom to his people in South Africa against the apartheid government. Mandela was born, and grew up, in the Xhosa society in Transkei. It was during his childhood when he first saw the troubles of his country like land deprivation and racism (Limb, 2008). At his time white settlers controlled and owned most of the land in South Africa. Mandela joined the African National Congress (ANC), an underground political movement, in 1942 and became one of the youth leaders in the organization (Boehmer, 2010). In 1948, the National Party implemented the apartheid government, wherein races were forcibly segregated (Boehmer, 2010). At that time, Africans (or the black people) were obliged to bring a passbook with them all the time, which has all of their identifica tion. They were not allowed to participate in the elections and were forced to live in places away from the white (Magoon, 2008). In short, they were forced to be the underprivileged ones and suffer inequality in their own native land. Mandela believed in fighting for freedom through non-violent ways. However, he was arrested and sentenced to life imprisonment in 1964 (Limb, 2008). Nevertheless, even in prison, he became the beacon of hope for the people who continued to fight for freedom. When he was released from prison after 27 years, he told his people in his speech that he was disappointed by the troubles of urban black life. He was against those who were harassing innocent people and burning vehicles, pretending to be freedom fighters. He said, Freedom without civility, freedom without the ability to live in peace, was not true freedom at all (Mandela, 1994). South Africa had their first multi-racial elections in 1994 and Nelson Mandela won, therefore, becoming the first black president of South Africa. Mandelas attitude should serve as an inspiration for a special education administrator. In spite of the trials and problems he faced, he stood his ground, believed in his principles and kept on fighting. As a special education administrator, one will encounter challenges along the way. One has to set standards and policies for special education programs and make sure that these are complied. He will be the one who will fight for the students under the special education program and assure that they get to have all they need in terms of education. It will be a never-ending fight. People will be critical to students with disabilities and they will often be discriminated. However, the special education administrator, as a leader, must be an inspiration and a strong motivator of equality. With this I end with Mandelas famous line during one of his trials: I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal, which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die (Mandela, 1994, p. 181). Special education administrators must depend on positive relations with local community agencies and other forms of social support (e.g., homeless shelters, foster care agencies/DHHS) in order to provide integrated transitional services for adolescents with disabilities. As such, special education administrators must promote, implement, and sustain effective collaborations. Identify how and with whom you should collaborate as a special education administrator responsible for the promotion of adolescents with disabilities and their independent living needs and self-determination. A fight fought by a united front is more successful than a fight fought by one. Just like Mandela in his fight for freedom, he was surrounded with people who he had inspired and continued to fight for their ideals. In special education, the fight for a brighter future for the children is not placed solely on the special education administrators shoulder. It is a collaboration of people, gathering for a purpose. People usually rely on family and friends for help but sometimes, their supports are limited and there is a need to search for additional help within the community. For most people, the Oakland County Community Mental Health Authority, as the administrator of public mental health aid in Oakland County, links this gap by giving assistance to those who need it (Community Housing Network, n.d.). The OCCMHA is in charge of providing services and support to adults with psychological illness, children with severe emotional disturbances and people with developmental disabilities (Oakland County Michigan, n.d.). The OCCMHA Board checks and assesses Oakland Countys mental health needs, regulates public and private services that are required to satisfy those needs, and surveys and recommends the annual budget and implementation of plans (Oakland County Michigan, n.d.). The OCCMHA does not directly provide the services, but it provides funding to a number of different agencies that provides direct services accessible to those who needs help (Community Housing Network, n.d.). It gives extra support for people with disabilities for them to expand their chanc es of relating, learning, working, playing and contributing their best to society. Aside from the OCCMHA, the Macomb-Oakland Regional Center, Inc. (MORC) believes that persons with disabilities are members of the society (MORC, n.d.). The MORC helps the differently-abled and the mentally-challenged to accomplish their dreams and desires. The MORC does an extensive service, education and training, and support. Throughout the years, the MORC has supported many children and adults leave from nursing homes and different institutions and integrate themselves into the community once again (MORC, n.d.). The ideas of Gentle Teaching, founded by John McGee, Ph.D., are being used by MORC since 1986. This teaching is founded on the principles of training the individual to feel safe, to feel loved, to be able to love others, and that it is all right to interact with others (MORC, n.d.). Another one is the Community Living Services (CLS), which is an organization that encourages individuals with disabilities to participate in the community and learn to live on self-reliance in order to have a more fulfilling life (Community Living, n.d.). The mission of CLS is to help each person practice making decisions for themselves, to help them learn to have and maintain relationships with family and friends, and to help them become full citizens of the community (Community Living, n.d.). Scenario: your districts special education rule waivers for resource room caseloads are set to expire in 12 months. You are the new Special Education Director for the district. The Superintendent tells you soon after you were hired that he wants the next round of waivers to be developed behind closed doors, with little of no publicity or involvement from the teaching staff or parents of students with disabilities. He also said that the district needs to save more money from the next round of waivers than the first approved waivers. Should you be concerned about anything? What kind of issues (legal, moral, ethical, practical) can you anticipate ahead in accomplishing this task? Certain problem might arise in this situation. The Superintendent has to be really careful what he puts on those waivers because in the end, his name goes on the signature line below the waivers and if something is wrong, he will get in trouble and that will cost his job. If the waivers are to be developed without the involvement of the teaching staff or parents of the students with disabilities, the school might not get the right resources that can help the students with disabilities with their education. Without sufficient preparation and conceptualization from consultation with the involved parties (the teaching staff and the parents of the students with disabilities), there might be serious complications (Huefner, 1988). According to Huefner (1988), insufficient preparation might lead to the following risks: Ineffective caseload management Any local education agency (LEA) would keep on looking for ways to lessen expenses. The first solution would always be to ask the consulting teachers to handle a bigger caseload than what he or she can effectively carry (Huefner, 1988). In the system of special education, a teacher could usually take on a maximum of fifteen students only for both indirect or consulting and direct or resource services (Lilly, 1977 as cited in Huefner, 1988). If a special educator is doing consulting services only, he or she could handle thirty-five students at most, according to the National Task Force on Teacher Consultation (Idol, 1986 as cited in Huefner, 1988). However, the Teacher Consultation Task Force argues that the number of caseload an educator could carry would be based on his or her experience and collective discernment (Huefner, 1988). Nevertheless, changes in student performance are insignificant with bigger caseloads (Haight, 1984 as cited in Huefner, 1988). Unreasonable and inaccurate expectations with the effectiveness of the program Special educators have a habit of jumping from one bandwagon to another. They use what is currently popular and when it does not deliver the intended results, they tend to jump to the next one (Huefner, 1988). They are just adding more problems to a series of problems, which could have been avoided. Insufficient funds Wang, Reynolds and Walberg (1986 as cited in Huefner 1988) have proposed the use of experimental waivers to allocate funds for integrated categorical programs. Their proposal could include the allotment of funds for consulting special educators that might risk the children in a regular classroom, whether they are special education students or not (Huefner, 1988). To avoid consuming all the accessible special education funds on students who are seriously handicapped, regular education should allot a portion of its funds for the fees of carrying out consultation services (Huefner, 1988). The principles of Universal Design for Learning (UDL), as applied to the schools physical space, technology, and instruction, should insure access to the curriculum for all students. How would you design your schools physical space, technology, and instruction to meet the principles of UDL? Please be sure to address the principles of multiple means of representation, expression, and engagement when you are discussing classroom instruction. Providing the educational facilities should always be one of the top priorities. These facilities provide an effective and well-organized learning environment that would be a medium for quality education. The design should effectively suit the users of the facility. The environment must be constructed in a way that it contributes to the complete development of the individual mental, physical, and spiritual potentials (Perkins, 1957). When designing a school building, these considerations must be included: Accessibility The designer should bear in mind that access must be equally provided to all of the facilities. Ramps should be provided whenever there is a change of level, so people on wheelchairs or crutches will not have a difficulty. Other examples of these are the use of visual and audio signage and tactile strips. Aesthetics Buildings should be visually appealing and should blend well with the surroundings to foster a sense of belongingness to the community that it is part of. Exterior and interior spaces should be clearly defined to avoid confusion to the students. Keeping it simple and straight to the point helps in nurturing a sense of place. Cost-effectiveness In looking for ways to lessen the construction and maintenance costs, quality of construction should never be sacrificed. Giving up quality over quantity has negative domino effects and would greatly affect the quality education the students deserve. Functionality The designers should create a learning environment fit for the students that would help in their learning process and provide them with a quality education. Productivity in order for the school building to be productive, it should provide a comfortable and healthy environment in order to support the quality education provided by the school. Security Safety would always be the most important factor in designing any building. Factors for safety includes fire protection system and resistance to natural hazards like rain, Sustainability It should be taken into consideration when planning for the school building to avoid high cost of construction and maintenance of the building. The use of local and energy-efficient materials should be incorporated into the design of the building. Community-centered Create social spaces to promote a sense of community among the students. Social interaction plays an integral part in maintaining quality education. A student learns in two ways: books and people. Special education administrators are in a pivotal position for influencing and leading policy initiatives that cross general and special education, at a variety of levels. You have been asked to provide policy recommendations to a foreign government about how to include students with disabilities in general education classrooms. Based on your research and knowledge of US law and regulation, what would you recommend? The number of high school dropouts has gradually increased over the years, especially with students with disabilities. The rates when it comes to high school graduation, acceptance to college, and success in career or employment are very low compared to those students without disabilities (National Council on Disability, 2004). The American government has noticed that there was a decline in the quality of education in the country; so in 2001, the No Child Left Behind (NCLB) Act was passed to improve students academic performances. The law requires schools to gather data on how the students are performing by giving out tests which will be sorted out by race and other aspects like native language and disability (National Council on Disability, 2004). Such legislation will aid a foreign government in the inclusion of students with disabilities in general education classrooms. The NCLB helps states and schools prepare their students, as well as those with disabilities, to be able to stand on their own, academically and financially (National Council on Disability, 2004). President George W. Bush signed it into a law in 2002. This act focuses on four basic principles for education reform: (1) greater accountability for outcomes; (2) adaptability and local control; (3) more options for parents; and (4) gives importance on teaching techniques that works (National Center on Educational Outcomes, 2003 as cited in National Council on Disability, 2004). The NCLB is related to the Individuals with Disabilities Education Act (IDEA), which controls services for students with disabilities and gives individual accountability by using Individualized Education Programs (IEPs) that are developed based on the individual students unique needs (National Council on Disability, 2004). The IDEA protects students with disabilities from discrimination and assures them that they will acquire services that are made to meet their needs in special education (American Youth Policy Forum Center on Education Policy, 2002 as cited in National Council on Disability, 2004). The National Center on Educational Outcomes believes that the NCLB complements the provisions of IDEA by giving public accountability to state, district, and school levels for every student with disability (National Council on Disability, 2004). The NCLB, in relation to IDEA, requires students with disabilities to participate in the assessment of states and districts through the tests given (National Center on Educational Outcomes, 2003 as cited in National Council on Disability, 2004). One of the main requirements of IDEA is to allow children with disabilities to be taught in the least restrictive environment as much as possible (National Council on Disability, 2004, p. 16). This means that students with disabilities are to be taught in regular or general education classrooms (National Council on Disability, 2004). The inclusion of students with disabilities in general education classrooms has garnered support from different organizations and this has proved to be doing well in terms of social and educational aspects (Loiacono Valenti, 2010).

Lab Report of the Preparation of Cds

EXPERIMENT REPORT (PREPARATION OF CdS) Experiment Purposes 1. To master the proper operations as well as the suitable situations of atmospheric pressure filtration, vacuum filtration, centrifugal separation & precipitation washing 2. To understand the relation between precipitation state % precipitating conditions 3. To learn the way to examine whether reactants are fully precipitated 4. To learn the principals of powder material synthesizing through room temperature solid phase method & liquid phase method directional growing rystal form of precipitation Experiment Principals 1. the process of precipitation forming constitutive crystal ion accumulating growing forming nuclei sediment particals amorphous precipitation crystal nuclei 2. the classification of precipitations amorphous precipitation, particle diameter smaller than 0. 02 m, ex. Fe(OH)3. the hydroxide of metals of high oxidation number would grow directionally with low rate, but accumulate very fast, forming amorphous prec ipitation curd-like precipitation, particle diameter 0. 02~0. 1 m, ex.AgCl crystal form of precipitation, diameter 0. 1~1 m, ex. BaSO4. Inorganic salts with strong polarizability grow directionally with high rate, forming crystal form of precipitation 3. CdS is a semiconductor material widely use. It can be preparated through room temperature solid phase method & liquid phase method & gas phase method. Use CdSO4 and NaS as reactants, through both room temperature solid phase method & liquid phase method to prepare CdS(s). Compare the two ways of preparation and their influence on product separation. Reactions as ollows, CdSO4+2NaS=CdS+Na2SO4 Chemical reagents: CdSO4(s), Na2S(s), 0. 3M HCL(aq), 0. 5M CdSO4(aq), 1M BaCl2(aq), widely pH tests strips, mortar, centrifugal text tube, bake oven, centrifuge, vacuum filtration apparatus, etc. Experiment Steps And Phenomena Room temperature solid phase method 1. according to the theoretically volume of product should be 1. 44g, weigh certain amount of CdSO4(s) and NaS(s), mix in dried mortal, then grind for 10-20 min. | In the mortal, White particles slowly turned into orange powders, bad egg smell is output. | 2. he product is transferred to a beaker and washed with distilled water for 3 times, until the supernatant is tested pH