Gay, Lesbian, Bisexual issues - HIV Positive Children Must be Allowed t

HIV Positive Children Must be Allowed to Attend School Do you remember when Ryan White tried to attend public school in the 80's? Remember the media blitz and all the panic of the community? Parents and teachers were afraid to let HIV+ children attend public school. There was a fear that children with AIDS would somehow infect their healthy classmates. The truth is, AIDS is a disease which is not transmitted by casual contact. Normal play and interaction with HIV+ children is no threat to healthy children. So in recent years, fears have subsided and the policies of many school districts have changed. In Oklahoma for example, the Putnam City School District now allows HIV+ children to attend its schools. As a result of the District's decision, the people involved in the schools are reaping life-enriching benefits. First of all, the healthy children who attend Putnam City schools experience significant benefits by routinely interacting with classmates who have AIDS. Perhaps the most important benefit healthy children gain is they learn to fear the disease itself, not persons afflicted with it. Healthy children soon realize they can not only talk to but also study beside and even play with their AIDS infected classmates without fear. On the other hand, they clearly learn to fear the disease itself, for children who are friends with HIV+ children watch their friends slowly die. Christy's experience with her friend, Mark, is a typical example. Christy had known Mark since they were in kindergarten. Mark was a hemophiliac who had contracted AIDS at the age of seven via the clotting factor medication he had to take for his condition. When he was 11, Mark developed full-blown AIDS, and AIDS claimed him when he was only 15. Christ... ... and they are included in social activities beyond the school environment, such as going to the mall, the movies, and restaurants. These opportunities help the AIDS infected young people enjoy a happier life, even if it is tragically short. It is unquestionable that Putnam City School District's policy of allowing HIV+ children to attend their schools has benefited all involved. First, parents' fears that their healthy children would be in grave danger from casual contact with AIDS infected children have been proven false. Second, healthy children have gained a respectful fear of a deadly disease, a wisdom they probably would not have gained had they just been isolated from the horrors of AIDS. And finally, HIV+ children have taught their peers and adults alike that it is people who count, that all people need friends, and that all have the right to be educated. Gay, Lesbian, Bisexual issues - HIV Positive Children Must be Allowed t HIV Positive Children Must be Allowed to Attend School Do you remember when Ryan White tried to attend public school in the 80's? Remember the media blitz and all the panic of the community? Parents and teachers were afraid to let HIV+ children attend public school. There was a fear that children with AIDS would somehow infect their healthy classmates. The truth is, AIDS is a disease which is not transmitted by casual contact. Normal play and interaction with HIV+ children is no threat to healthy children. So in recent years, fears have subsided and the policies of many school districts have changed. In Oklahoma for example, the Putnam City School District now allows HIV+ children to attend its schools. As a result of the District's decision, the people involved in the schools are reaping life-enriching benefits. First of all, the healthy children who attend Putnam City schools experience significant benefits by routinely interacting with classmates who have AIDS. Perhaps the most important benefit healthy children gain is they learn to fear the disease itself, not persons afflicted with it. Healthy children soon realize they can not only talk to but also study beside and even play with their AIDS infected classmates without fear. On the other hand, they clearly learn to fear the disease itself, for children who are friends with HIV+ children watch their friends slowly die. Christy's experience with her friend, Mark, is a typical example. Christy had known Mark since they were in kindergarten. Mark was a hemophiliac who had contracted AIDS at the age of seven via the clotting factor medication he had to take for his condition. When he was 11, Mark developed full-blown AIDS, and AIDS claimed him when he was only 15. Christ... ... and they are included in social activities beyond the school environment, such as going to the mall, the movies, and restaurants. These opportunities help the AIDS infected young people enjoy a happier life, even if it is tragically short. It is unquestionable that Putnam City School District's policy of allowing HIV+ children to attend their schools has benefited all involved. First, parents' fears that their healthy children would be in grave danger from casual contact with AIDS infected children have been proven false. Second, healthy children have gained a respectful fear of a deadly disease, a wisdom they probably would not have gained had they just been isolated from the horrors of AIDS. And finally, HIV+ children have taught their peers and adults alike that it is people who count, that all people need friends, and that all have the right to be educated.

Knowledge and Assessment Essay

1. Understand the principles & requirements of assessment 1. 1explain the functions of assessment in learning and development Determining level of knowledge & understanding †¢ Ensuring that learning is taking place †¢ Checking progress †¢ Adhering to course criteria 1. 2define the key concepts and principles of assessment 1. Explain the functions of assessment in learning and development. Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body. The anticipated outcome of assessment is that the learner will complete assessment to City and Guild standards within the time frame stated, with no assistance and show through answering questions that they have full understanding of the subject. 2. Define the key concepts and principles of assessment. Assessment has to remain fair, consistent and valid to ensure all learners have an equal and fair chance of receiving a fair assessment. An assessor cannot be swayed 1. 3 explain the responsibilities of the assessor The role of the assessor is to assess the learner’s knowledge and performance in a range of tasks. This includes, ? Ensuring that the learner has demonstrated competence and knowledge in the assessment to the standard of City and Guilds criteria. ? Assessments need to be planned between the assessor and each learner; the learner needs to be fully aware of his/her responsibilities in the collection and presentation of evidence. ? The assessor then needs to observe the learners performance in their workplace or similar environment and can ask questions to confirm a learners understanding. ? Accurate and constructive feedback needs to be given to the†¦ 1. 4 identify the regulations and requirements relevant to assessment in own area of practice 2. Understand different types of assessment methods 2. 1 compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners 3. Understand how to plan assessment 3. 1 summarise key factors to consider when planning assessment 3. 2 evaluate the benefits of using a holistic approach to assessment 3. 3 explain how to plan a holistic approach to assessment 3. 4 summarise the types of risks that may be involved in assessment in own area of responsibility 3. 5 explain how to minimise risks through the planning process 4. Understand how to involve learners & others in assessment 4. 1 explain the importance of involving the learner and others in the assessment process 4. 2 summarise types of information that should be made available to learners and others involved in the assessment process. 4. 3 explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of l earning 4. 4 explain how assessment arrangements can be adapted to meet the needs of individual learners 5. Understand how to make assessment decisions 5. 1 explain how to judge whether evidence is: †¢Sufficient †¢Authentic †¢Current 5. 2 explain how to ensure that assessment decisions are: †¢Made against specific criteria †¢Valid †¢Reliable †¢Fair 6. Understand Quality Assurance of the assessment process. 6. 1 evaluate the importance of quality assurance in the assessment process 6. 2 summarise quality assurance and standardisation procedures in own area of practice 6. 3 summarise the procedures to follow when there are disputes concerning assessment in own area of practice 7. Understand how to manage information relating to assessment 7. 1 explain the importance of following procedures for the management of information relating to assessment 7. 2 explain how feedback & questioning contribute to the assessment process 8. Understand the legal & good practice requirements in relation to assessment 8. 1 explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare 8. 2 explain the contribution that technology can make to the assessment process 8. 3 evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment 8. 4 explain the value of reflective practice and continuing professional development in the assessment process.

How does Shakespeare present tension Essay

      The contrast in speech also applies to the language of the spirits of the Island which are shown to be quite delicate and poetic â€Å"wild waves whist†, Shakespeare uses alliteration of the letter ‘w’ to slows the pace of the speech and produces sounds that makes Ariel seem less human or earth-bound but instead of the air or the waves. In contrast to the way Prospero treats Caliban, Prospero treats Ariel with affection, â€Å"my dainty Ariel†. Shakespeare uses the emphasis on the word â€Å"my† to suggest that Prospero is fonder of the possession of Ariel than Ariel himself. If the Island can be taken as a metaphor for humanity versus nature then the differences in the way Caliban and Ariel are treated by Prospero defines humanity’s ambitions and fears. Prospero treats Ariel with love because he is an asset to him, â€Å"fine apparition, my quant Ariel†, and because of the power that Prospero gains through that control that makes him appear almost God-like. Humans control the elements to gain a level of direction in their lives, to make sense of the meaninglessness of life. It is this direction that leads Prospero to believe and aspire to be like God because it strangles the connection between him and the repulsive beings of nature he has power over, such as Caliban. Equality leads to lack of control and it is Caliban’s adamant rebellion to be seen inferior that sickens Prospero. In the Tempest, Caliban represents people’s natural state and when Prospero oppresses Caliban, Shakespeare is creating an image of civilisation repressing their natural selves and concluding that the tensions between civilisation and nature only exist because of the way civilisation resents it’s natural state. When Gonzalo speaks of his golden age he is explaining a world where nature and civilisation could exist as one without the tensions that are so apparent in the rest of the play. Gonzalo would have â€Å"use of service, none†, â€Å"no occupation† but rather live innocently with nature bringing â€Å"forth of its own kind, all foison†¦ † Shakespeare uses the structure of the speech, interrupted continuously by Antonio and Sebastian, to perhaps mock the idea and highlight its faults. The idea itself comes from a French philosopher who describes how the Europeans corrupted America with its advanced influence. Through Sebastian and Antonio, Shakespeare is undermining his words and this implies that his own opinion could be that nature and civilisation can never both exist without the differences or hostility between the two. I believe Shakespeare presents the tensions between Civilisation and Nature not as to highlight their difference, but rather to highlight the tension that is created by society’s denial in their similarities. Perhaps the repulsion of Caliban is seen as a rejection of each of the more civilised characters untamed selves, their more ‘sophisticated’ selves portrayed as wit, cunning or power. By this, I could say that Shakespeare is presenting Caliban as the only true character in the whole play, though coarse and unrefined he is evidently not a master of politics or scheming, such as the characters of Antonio and Sebastian, which has been learnt through the highest classes of civilised society. In this, Shakespeare is saying that both nature and civilisation are equal, the only difference being that nature is not in a state of self denial. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE The Tempest section.