Should Names of Rape Victims be disclosed in Public

Rape, a heinous crime committed against women involves forced intercourse which causes physical and psychological pain to the victim. The aftermath of the crime can continue to be a cause of distress for the victim as a result of police investigations. Rape has a stigma surrounding it and the attention which rape victims receive makes it hard for them to get back to their daily lives. The shame associated with rape attracts unwanted public and media attention, making victims susceptible to more psychological distress.Advertising We will write a custom essay sample on Should Names of Rape Victims be disclosed in Public specifically for you for only $16.05 $11/page Learn More There is an ongoing debate between the protection of rape victims’ individual’s right to privacy and the right to freedom of press guaranteed by the first and fourteenth amendments (Denno 1993, p. 1115-1116). The issue of revealing a rape victim’s identity is a ma tter of controversy. Proponents argue that information about the rape victim should be disseminated in an honest and truthful manner while opponents assert that the identity of rape victims should not be revealed given the serious nature of the crime. However, research and studies indicate that rape victims could receive â€Å"negative reactions from formal support providers† which could be â€Å"particularly harmful for them† (Ahrens 2006, p. 264). The media does practice voluntary restraint when reporting rape crimes; however, there is no law governing the disclosure of rape victims. Some states such as South Carolina, Florida and Georgia have statutes which prohibit media companies from publicly announcing the names of alleged rape victims (Denno 1993, p. 1115). However, the lack of concrete laws preventing disclosure of rape victims’ identities has sparked a conflict. Some journalists debate that disclosure of victims is an important obligation for maintaini ng the accuracy and credibility of news. Overholser (1989) asserts that since â€Å"rape is an American shame† it is not appropriate to â€Å"hide† or â€Å"hush it up† (para 15). She further adds that it should be revealed in all honesty to the public since hiding information related to rape will only result in muting â€Å"public outrage†(Overholser 1989, para 15). Overholser’s strong position in favour of revealing the names of rape victims stems from her belief that an act of non disclosure will only undermine the serious nature of the crime and promote shame for the victim. Moreover, underreporting is tantamount to silence and an indication of shame to the innocent victim. She asserts that in order to remove the stigma associated with rape it is important to treat is as any other crime and report the news in all honesty (Overholser 1989, para 5). She states that rape should be treated equally like other crimes such as abortion and murder so th at public awareness will increase and the rate of rape crimes will reduce. She urges women who have suffered from this â€Å"awful crime† to speak up, and â€Å"identify themselves† so that the stigma associated with rape can be eradicated (Overholser 1989, para 12).Advertising Looking for essay on law? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, some scholars argue that rape victims have already been through an ordeal due to the heinous crime and do not bear the responsibility of removing the stigma attached to rape by disclosing their identities and compromising their right to privacy. Analysts who vouch for the non disclosure of rape victims’ identities base their stance on the stigma and trauma associated with rape. There is an ongoing debate about the consequences of revealing a rape victim’s personal details. Research indicates that victims could receive negative reactions such as blami ng the victims for the crime (Ahrens, 2006). When victims of rape are subjected to blame, they feel doubly victimized (Campbell, 1998). Research also confirms that rape victims’ apprehend public disclosure due to the fear of rejection by friends and family since â€Å"the great majority of rapes are committed by an acquaintance or relative and, therefore, the consent of the victim is often presumed† (Denno 1993, p. 1125). Studies indicate that 71% victims had concerns about their identity being disclosed to their family, 69% worried that society would blame them for the crime while 68% expressed fears of invasion of privacy from outsiders upon disclosure of their names in public (Denno 1993, p. 1125). A National Women’s Study affirms that majority of the women in the United States favour a legislation to ban the media from publicly disclosing personal information about rape victims (Denno 1993, p. 1130). Many rape cases are not reported to the police due to the stigma associated with the crime and the embarrassment it brings to the victim. Non disclosure of names could serve to be an added incentive to victims to report rape cases without the fear public exposure. Both proponents and opponents of the debate surrounding the disclosure of the victims in rape cases hold justifiable views. Naming a rape victim could cause problems like trauma and shame to the accused. Hence, in the best interest of the victim and the accused, I support the view that names of rape victims should not be revealed to the general public. Privacy of victims remains to be a primary cause for concern in rape crimes while journalists press for disclosure of victims based on the right to freedom of press. So far the media has not been held accountable for disclosure of rape victims’ identities. However, considering the serious nature of the crime and the trauma associated with it, serious thought should be given to state legislation for protection of victims†™ privacy. Works Cited Ahrens, Courtney. â€Å"Being silenced: The impact of negative social reactions on the disclosure of rape.† American Journal of Community Psychology 38 (2006): 263-274. Web.Advertising We will write a custom essay sample on Should Names of Rape Victims be disclosed in Public specifically for you for only $16.05 $11/page Learn More Campbell, Rebecca. â€Å"The community response to rape: Victims’ experiences with the legal, medical, and mental health systems†. American Journal of Community Psychology 26 (1998): 355-379. Web. Denno, Deborah W. â€Å"Perspectives on Disclosing Rape Victims’ Names†. Fordham Law Review. 61.5 (1993) Web. https://ir.lawnet.fordham.edu/cgi/viewcontent.cgi?referer=httpsredir=1article=3032context=flr Overholser, Geneva. â€Å"Why Hide Rapes?† New York Times. 11 Jul. 1989. Web. https://www.nytimes.com/1989/07/11/opinion/why-hide-rapes.html?mtrref=undefinedgwh=2F7D4 C4EE92E4C6BD958CD9409FCD80Cgwt=payassetType=REGIWALL This essay on Should Names of Rape Victims be disclosed in Public was written and submitted by user L10nheart to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Japans Meiji Era

Japan's Meiji Era The Meiji Era was the 44-year period of Japans history from 1868 to 1912 when the country was under the rule of the great Emperor Mutsuhito. Also called the Meiji Emperor, he was the first ruler of Japan to wield actual political power in centuries. An Era of Change The Meiji Era or Meiji Period was a time of incredible transformation in Japanese society. It marked the end of the Japanese system of feudalism  and completely restructured the social, economic, and military reality of life in Japan. The Meiji Era began when  a faction of daimyo  lords from Satsuma and Choshu in the far south of Japan united to overthrow the Tokugawa shogun and return political power to the Emperor. This revolution in Japan is called the Meiji Restoration. The daimyo who brought the Meiji Emperor out from behind the jeweled curtain and into the political limelight probably did not anticipate all of the repercussions of their actions. For example, the Meiji Period saw the end of the samurai and their daimyo lords, and the establishment of a modern conscript army. It also marked the beginning of a period of rapid industrialization and modernization in Japan. Some former supporters of the restoration, including the Last Samurai, Saigo Takamori, later rose up in the unsuccessful Satsuma Rebellion in protest of these radical changes. Social Prior to the Meiji Era, Japan had a feudal social structure with samurai warriors on top, followed by farmers, craftsmen, and finally merchants or traders at the bottom. During the Meiji Emperors reign, the status of the samurai was abolished - all Japanese would be considered commoners, except for the imperial family. In theory, even the  burakumin  or untouchables were now equal to all other Japanese people, although in practice discrimination was still rampant. In addition to this leveling of society, Japan also adopted many western customs during this time. Men and women abandoned silk kimono and began to wear Western-style suits and dresses. Former samurai had to cut off their topknots, and women wore their hair in fashionable bobs. Economic During the Meiji Era, Japan industrialized with incredible speed. In a country where just a few decades earlier, merchants and manufacturers were considered the lowest class of society, suddenly titans of industry were forming huge corporations that produced iron, steel, ships, railroads, and other heavy industrial goods. Within the reign of the Meiji Emperor, Japan went from a sleepy, agrarian country to an up-and-coming industrial giant.   Policy-makers and ordinary Japanese people alike felt that this was absolutely essential for Japans survival, as the western imperial powers of the time were bullying and annexing formerly strong kingdoms and empires all over Asia. Japan would not only build up its economy and its military capacity well enough to avoid being colonized - it would become a major imperial power itself in the decades following the Meiji Emperors death. Military The Meiji Era saw a rapid and massive reorganization of Japans military capabilities, as well. Since the time of Oda Nobunaga, Japanese warriors had been using firearms to great effect on the battlefield. However, the samurai sword was still the weapon that denoted Japanese warfare up until the Meiji Restoration. Under the Meiji Emperor, Japan established western-style military academies to train a whole new type of soldier. No longer would birth into a samurai family be the qualifier for military training; Japan had a conscript army now, in which the sons of former samurai might have a farmers son as a commanding officer.  The military academies brought in trainers from France, Prussia, and other western countries to teach the conscripts about modern tactics and weaponry. In the Meiji Period, Japans military reorganization made it a major world power. With battleships, mortars, and machine guns, Japan would defeat the Chinese in the First Sino-Japanese War of 1894-95, and then stun Europe by beating the Russians in the Russo-Japanese War of 1904-05. Japan would continue headlong down an increasingly militaristic path for the next forty years. The word meiji literally means bright plus pacify. A bit ironically, it denotes the enlightened peace of Japan under Emperor Mutsuhitos reign. In fact, although the Meiji Emperor did indeed pacify and unify Japan, it was the start of a half-century of warfare, expansion, and imperialism in Japan, which conquered the Korean Peninsula, Formosa (Taiwan), the Ryukyu Islands (Okinawa), Manchuria, and then much of the rest of East Asia between 1910 and 1945.

A narration of St Marys miracles

A narration of St Mary's miracles Religious storytelling was one form of popular religion used to teach commoners. Simple stories connected religious ideas to ordinary people, events, and objects that were relatable and also taught moral lessons in a way that commoners could understand, much like a Biblical parable. The content and intended purpose of the stories and lessons depended upon the intended audience as well as the teacher reaching out to that audience. Jacques de Vitry’s religious purpose of writing The Virgin Mary Saves a Monk and His Lover differs from King Alfonso X’s political purpose of including Song 159 in The Cantigas de Santa Maria, but they are both able to accomplish their intended purposes by telling stories of miracles performed by Saint Mary and using the characters, their actions, and story outcomes to teach a moral lesson. Jacques de Vitry, a Christian priest and scholar, wrote The Virgin Mary Saves a Monk and His Lover to teach lay people about moral living.[1] Because of the high cost of producing Bibles and high levels of illiteracy among commoners, many commoners â€Å"had a simple understanding of their faith† and religion.[2] Commoners depended on priests for biblical knowledge and instruction.[3] As a priest, de Vitry’s duty was to teach his parishioners, but he was also a scholar. He was challenged to the teach the people at a basic level that they could understand, a level of understanding more basic than his own. Stories about â€Å"saints’ lives reached a wide audience†, and clergy â€Å"encouraged the writing of vernacular poetry on biblical themes which could be recited publicly†.[4] Commoners were interested in listening to these stories, and the stories were memorable, easy to understand, and easily spread. De Vitry’s writing was able to fulfill his purpose by effectively reaching and teaching commoners. King Alfonso X of Castile and Leon compiled The Cantigas de Santa Maria, which contains Song 159, to praise the Virgin Mary and to unite his subjects. He was a Christian king and â€Å"a great patron of law, science, and the arts†.[5] Lyric poetry from Song 159 incorporated his value of art as well as Christian values— praise to the Virgin Mary. Popular saints like Saint Mary â€Å"could unite a country, bolstering its political order†.[6] King Alfonso could unite religious and political communities throughout his kingdom in their common belief and praise of the Saint Mary. Additionally, he could gain political support as king. Alfonso’s purpose for compiling these songs may have been personal but was more likely to promote himself politically. In The Virgin Mary Saves a Monk and His Lover, pious (moral) attitudes and actions were encouraged through praise of approval and reward. The â€Å"pious matron came frequently to the church frequently and served God most devoutly, day and night†, and the monk was the â€Å"guardian and treasurer of the monastery, had a great reputation for piety, and truly he was devout†.[7] Through repeated acts of service, which demonstrated devotion and humility, the monk and matron both had positive reputations for being pious. Even after the scandal, their pious actions were rewarded. When they confessed their sins and prayed to the Virgin Mary, she was â€Å"overcome by their prayers [and] summoned the demons who had caused the deed† to â€Å"bring the infamy to an end†.[8] They were rewarded with the forgiveness of sins and a miracle from Mary, which saved their reputations as well as the reputation of all religious people. The people were taught that if they follo wed the examples of the pious matron and monk that they too would be looked on favorably, praised, and rewarded. Through disapproval and punishment, immoral attitudes and actions were discouraged. The devil temped the monk and matron with carnal love and caused them to steal possessions from other before abandoning their positions of treasurer and wife.[9] Their acts of service became acts of lust and selfishness. When the people they had wronged brought them back, they â€Å"threw them into prison. Moreover so great was the scandal throughout the whole country and so much were all religious persons reviled that the damage from the infamy and scandal was far greater than from the sin itself†.[10] In addition to the punishment of being thrown into jail, the monk and matron has to suffer the shame and guilt of tarnishing their reputation as well as the reputations of other religious people. The people were taught that if they followed the immoral examples of the scandalous matron and monk they too would be frowned upon, shunned, and punished. In Song 159, the pious actions and attitudes of the pilgrims are, like the monk and matron, recognized and rewarded as encouragement. The nine pilgrims â€Å"were going to Rocamador to pray simply and humbly as good Christians†.[11] By praying simple prayers in a humble manner and going on a pilgrimage, which is beyond essential practice, they are credited with the reputation of being â€Å"good Christians†.[12] When they again pray to the Virgin Mary to find the missing steak, she makes the steak miraculously hop inside the trunk where it had been hidden.[13] They find the steak in answer to their prayer and are rewarded with a spectacular miracle. The pilgrims were examples for the people to follow if they wanted favorable outcomes. The immoral actions and attitudes of the pilgrims were privately recognized, and although unpunished, they were still discouraged because they had the chance of being discovered by someone else. The narrator stated that the pilgrims asked Mary for their pious prayers to be heard, and as soon as they had finished their prayers, they hurried â€Å"back to the inn where they waited for dinner impatiently†.[14] The narrator discretely mocked the pilgrims by highlighting the irony of offering prayers of self â€Å"piety† to the pious Saint Mary and by noting their ability to be impatient in prayer and in waiting for their dinner. The pilgrims’ impatience was far from piousness. The idea of the narrator being able to see the pilgrims’ secret actions and attitudes, with or without them even knowing, was similar to the Christian belief of being unable to hide secrets from an all-knowing. The potential for a secret action or attitude to be discovered was almost as dangerous as if it had been discovered, and the risk would deter some people from immoral behavior. Jacques and Alfonso were both Christians in positions of authority, and they both used popular stories about the Virgin Mary to teach a moral lesson. They both encouraged behaviors that convey attitudes of obedience, servitude, and humility and discouraged behaviors that convey attitudes of disobedience, selfishness, and greed, but their motivations for teaching these lessons were different. Jacques was teaching people how to live as â€Å"good Christians† while encouraging praise for the Virgin Mary, but Alfonso was teaching people how to live as â€Å"good citizens† while encouraging praise for the Virgin Mary and ultimately himself. They teach morals lessons to their audiences, and they also demonstrate their personal morals through their purposes and motivations.

World War II Pacific Campaign Essay Example | Topics and Well Written Essays - 750 words

World War II Pacific Campaign - Essay Example The resultant effect of any war may be positive or negative depending on the actual causes and the main reasons as to the breakout. Positive effects of wars occur if by the end of the specific war, the participant embraces peace on the account of fearing each others’ strength and war capabilities. Sometimes the end of the given war may prove blessing moment for the particular participants especially upon achieving economic stability derived from increased production activities and sales of war equipments to the other participants. The negative effects of any war involve the massive loss of lives of the soldiers participating in the given war. Economy of some of the participating parties may also end up crushing beyond repair, thus marking the error of economic struggle. World War II was one of the magnificent types of war having been fought across all the six world’s continents. The reasons for the outbreak of this war related to the Global economic depression that begu n in 1922, and shook the world’s unity and trust1. The result of the untrustworthy among nations especially in Europe was the fight for economic and military dominancy over the region and world in general. Following the massive destruction witnessed, friendly nations across the world begun to initiate alliances that would enable them fight the common aggressors and attain peace. Attaining this peace took a very long process that saw increased devastation of properties and lives of the conflicting alliances. However, after the long struggle and massive devastation, the world finally achieved the long lasted peace, but leaving behind scars that have never disappeared to date. Fascism defined the benchmark of power organization across the world upon the onset of the World War II. The spirit of fascism first occurred in Italy in 1920, when country was under the rule of Benito Mussolini. This antidemocratic spirit then spread to Germany as embraced by Adolf Hitler, Spain as adopte d by Francisco Franco and Japan under Hideki Tojo. Remaining countries major countries like Britain, France, and Russia and by extension USA opposed fascism. 2The spirit of fascism saw countries like Italy and Germany breaking the initially signed Versailles Treaty intended to limit imperialism of the parties. Japan also being under the military rule, planned to increase its territory across China and elsewhere in the world to consolidate land for its industrial raw materials and market. 3These quests for power saw the world into the WW II, with Germany shaking Europe with great war force. Japan also continued to break through China and some parts of Europe while at the same time killing and torturing innocent citizens. In response to this feud in Europe and desire to restore peace, the Soviet Union lined up with Communists countries in Europe, Britain, France and USA to form the Popular Front. The group mainly comprised of members who condemned fascism and its effects in Europe and world in general. The Popular Front however stumbled upon the official inception of World War II, when France and Britain attacked Germany with USA withdrawing to take a neutral position. In 1940, USA tended to favor and side with Britain after signing pact that would allow USA offer military assistance and supplies to Britain. In 1941 after the US Presidential elections, Presidential elect Roosevelt sensed danger to the US security earmarked by increasing attack on Britain. For this reason, he instituted the Lend-Lease Act that would see USA provide direct assistance to Britain4. After facing severe attacks from Germany, Soviet Union (Russia) also sought for inclusion in the Lend-Lease Act

District curriculum, instruction, and assessment leader to develop a Research Paper

District curriculum, instruction, and assessment leader to develop a comprehensive menu of district data needed to - Research Paper Example Each indicator has a goal, and districts that fail to meet that goal receive a point deduction from their Overall Accountability Score. Goals were set by looking at statewide data and establishing thresholds that identify districts contributing the most to lowering Wisconsin’s overall performance in the areas below. Every district has a goal of 95 percent participation in the Wisconsin Student Assessment System (WSAS). The districts performance is measured by the participation rate of the lowest-participating student group. If this rate is less than 95 percent, but at least 85 percent, five points are deducted from the districts overall score; if this rate is less than 85 percent, 10 points are deducted. This indicator describes the proportion of students in the district who attend school less than 84.1 percent of the time. If the absenteeism rate in the district is 13 percent or more, five points are deducted. The absenteeism rate is different from the attendance rate because it measures students who are absent from school a certain amount of time, not how often students are present in school. The goal for all districts is to have a dropout rate of less than six percent. A district not meeting the goal has five points deducted from its score. Note that dropout rate is not the opposite of graduation rate. A dropout rate includes any student who leaves school in grades 7-12 without expecting to earn a high school diploma, while a graduation rate counts students who earn a high school diploma within a certain time (four or six years) after starting ninth grade. The Albany district is under the Wisconsin Department of Public Instruction (DPI) which uses the Wisconsin Student Assessment System (WSAS) as the basis for its instructional data analysis. The Wisconsin Student Assessment System (WSAS) includes test results from both the Wisconsin Knowledge and Concepts Examination (WKCE) and the Wisconsin Alternate Assessment for Students with Disabilities

Unethical Business Research Essay Example for Free

Unethical Business Research Essay Research is important in any business to interpret data being collected to improve or make new discoveries. The article read was about Dr. Woo Suk Hwang who used unethical research to enhance his career in the world of science. Hwang hurt everyone who was involved in his work. Leading people to believe that his research was real he provided false hope into his new discoveries. Trying to figure out why he would want to ruin his career and how this could have been avoided is important to why he used fabricated research. Looking into the unethical decisions made by Dr. Woo Suk Hwang will help people see what could be possible consequences for using false results in research material. Dr. Woo Suk Hwang, a professor of theriogenology and biotechnology at Seoul National University (SNU), began his work in 1999 when he told how he could clone an animal (Logan, Park, amp; Jeon, 2010). People began to treat Hwang like a hero after publishing two papers about stem cells in 2004 and 2005 in Science and later a paper in Nature where it was talking of how he cloned the first dog (Logan, Park, amp; Jeon, 2010). In late December 2005, Hwang was found to have falsified data by an internal investigation at SNU (Logan, Park, amp; Jeon, 2010). SNU formed a panel to investigate the charges and within about four weeks they compiled a fifty page report (Kukak, 2009). The results of SNU’s investigation released in late December 2005 which was followed by the withdrawal of Hwang’s work by Science in January 2006 and Hwang’s acknowledgement of scientific fraud in March 2006 (Logan, Park, amp; Jeon, 2010). While conducting his research Hwang falsified his results by not citing accurate results and not providing the participants with information on the serious risks of egg donation. South Korean’s National Board of Bioethics indicated that not all the donors received information on the serious health risks of egg donation, furthermore, sixteen donors required treatment for effects from the procedure( Kukak, 2009). By not providing people accurate risks Hwang failed to protect his research participants. Hwang also falsified the papers in Science which were illed with false research that has never been accurately recorded. This could lead to people going off research that had never been tried and cause harm to new researchers. Hwang hurt several people by the inappropriate research that was acquired. Before the results of SNU’s results of the internal investigation Hwang was considered to be Korea’s most important scientist (Logan, Park, amp; Jeon, 2010). When it was uncovered to be false data and that the research was not real it hurt everyone who believed in him. This helped the community to see that further actions needed to be taken to see that this could no longer negatively impact the entire scientific community. The society saw that wanting to push further in stem cell research was important but making up false information was not the way intended to achieve this important landmark. The first reactions to the scandal focused on the case: the detrimental effects on public trust toward science and stem cell research, the economic damages in the field’s funding, the loss in the market value of the biotech industry, and also the negative effects on the policy debate (Kakuk, 2009). The unethical behavior committed by Hwang has caused scientific magazines and the press to be careful when publishing information for their articles (Kakuk, 2009). After the scandal the journal decided to establish an independent panel to evaluate the publication process (Kakuk, 2009). Dr. Hwang was affected by having his papers editorially retracted form the Journal after the huge amount of fabricated data was found (Kakuk, 2009). Hwang later admitted to various deceptions and was fired form the university on March 20, 2006 (Kakuk, 2009). The society was also negatively impacted because now further movement in this field may not be researched. This in turn can take away form the funding and jobs that might of developed upon successful results of the correctly gathered data. Unethical behavior used by Hwang could have been avoided by correctly reporting the gathered data. This case helped to highlight a need for internationally accepted guidelines for the conduct of research (Kakuk, 2009). If Hwang would have valued his coworkers and his own abilities as a scientist this case would have failed to exist. Hwang became pushed by the society to produce results and ended up letting everyone down. Trying to please others led to the dismissal of Hwang’s job and the respect of his believers. Dr. Hwang’s case showed how unethical research can lead to the dismissal of your livelihood and career. A highly talented individual is now living a life of what ethics can do when you decide to abuse them. Looking at his research people were amazed to hear what was being accomplished and saw him as a hero. Shortly after Hwang was dishonored and made to show the consequences of not using strong ethics to make positive decisions. Hwang affected his coworkers, scientists, and his society by using governmental funding to create false data that people used before the realization that what they thought to be true was only determined to be a lie.

Standardized Testing and No Child Left Behind :: Standardized Testing Essays

Policy Identification and Explanation Every year, students are required to participate in standardized testing. Why would each student be forced to take such tests every year? This is because of the No Child Left Behind Act of 2001(NCLB). In the NCLB Act of 2001 Public Law 107-110 115 Stat. 1445-6, it states that, â€Å"each state plan shall demonstrate that the state has adopted challenging academic content standards and challenging student academic achievement standards that will be used by the state, its local educational agencies, and its schools to carry of this part† (The NCLB LAW). The NCLB Act of 2001 Public Law 107-110 115 Stat. 1445-6 is based on the development of state content and academic achievement standards which are measured by state assessments and compared to the â€Å"adequate yearly progress† expectations. Each state is allowed to develop their own standards. History/Background Standardized tests date back as far as 2200BC, when the Chinese government administered written exams to candidates interested in being in the Civil Services (Young, 2005). The exams were mostly memorization of established wisdom. By 1803, exams were widespread throughout Europe as a way to get into a respected college. Standardized tests didn’t appear in the United States until the mid 19th century. Written exams were introduced in Boston in 1845 for government funded schools and in 1851, Harvard started the first entrance exams. From 1900-1915, psychology was a big influence on the tests that were administered. During this time, Lewis Terman helped expand Alfred Binet’s ideas about an intelligence test. This later, in 1916 became known as the IQ test. In 1926, colleges began using the SAT, a multiple-choice exam. This was a great advancement in the form of standardized tests. The SAT made grading easier and the testing more consistent. The SAT replaced any written test for college entry. For the next 19 years, the number of IQ tests increased substantially (Young, 2005). During these 19 years, different tests are created from the inkblot tests to the scholastic multiple choice test. At the start of the 1960’s, a book was published called, The Tyranny of Testing (Young, 2005). This book started the criticism due to the issue of standardized testing. The strongest criticism was standardized testing wasn’t helping students to achieve and reach their full potential. This statement was backed by the Russians launching of Sputnik in 1957. American’s began to wonder why the Russians had beaten us into space.

BTEC Business Level 3 Unit 1 P1 Essay

In this assignment I will describe the type of business, purpose and ownership of two contrasting organisations. My two chosen contrasting businesses are ASDA and Oxfam. ASDA is a British supermarket chain which retails food, clothing by George, toys , car wash and general merchandise such as electrical products and cooking appliances. ASDA also have branched out into telecommunications with a mobile network called ASDA mobile. ASDA is Wal-Mart’s largest non-U.S. subsidiary, accounting for almost half of the company’s international sales, in this sense ASDA can be classed as a National business as it can be found all over the country or an International business as it is a part of the Wal-Mart Conglomerate which can be found in America and Canada. Founded as Hindell’s Dairies in 1920 by a group of Yorkshire farmers to protect their incomes due to the decline after World War 1. After a sucessful period which saw them expand and diversify the company was floated in 1949 becoming Associated Dairies and farm Stores Ltd. In 1968 Associated Dairies bought out the Asquith Brothers stores and became the company we know today as ASDA (ASq uith + DAiries). They are currently the 2nd largest chain in the UK. ASDA is what is known as a Ltd Company which means it is a private limited company, a Ltd is owned by family or friends and are quite often larger in size than a sole trader or partnership company. Being a Ltd company gives the owner(s) much more control over decisions and the directions in which the company is going, though you are answerable to shareholders they will be friends and family as they are unable to sell any stock shares on the London Stock Market. From this we can ascertain that it is a profit based company which means it is not under governmental control and run by individuals for purely profit making purposed. Oxfam is a charity organisation that works for no money. Oxfam was originally founded in Oxford, UK, in 1942 as the Oxford Committee for Famine Relief by a group of Quakers, social activists, and Oxford academics; this is now Oxfam Great Britain, still based in Oxford, UK. It was one of several local committees formed in support of the National Famine Relief Committee. Their  mission was to persuade the British government to allow food relief through the Allied blockade for the starving citizens of Axis-occupied Greece. The first overseas Oxfam was founded in Canada in 1963. The organization changed its name to its telegraph address, OXFAM, in 1965. Oxfam falls into the voluntary sector. The voluntary sector consists of self-governing organisations some being registered charities some incorporated non-profit organisations. Voluntary sector work includes things like delivering services, Community and economic development and also advancing in religious faith. Oxfam is an international organisation meaning it spreads across the world. Oxfam is an international confederation of 15 organisations working in more than 90 countries worldwide to find lasting solutions to poverty and related injustice around the world. In all Oxfam’s actions, the ultimate goal is to enable people to exercise their rights and manage their own lives. Oxfam works directly with communities and seeks to influence the powerful to ensure that poor people can improve their lives and livelihoods and have their say. A contrast to either Ltd (private limited company) or the voluntary sector you can also have a business which is known as a PLC; this stands for Public Limited Company. This means that not only do you need a capitol of  £50,000 to start the business up there will be share holders who can have just bought shares on the London Stock Market and can put pressure on the company to make a higher profit so the value of their shares increases, giving less control over the business objectives to the owner(s). In both cases of being a Ltd or a PLC this does offer some benefits to the owner(s) in the way of Limited Liability. This means that even if things go badly for the business and it ends up in debt the business and the owner(s) are classed as legal separate entities, so the debt collectors cannot take any personal money or belongings for the debts owed by the business.

Study into education and people with disabilities

This essay will look at what supports are available for the parents of a five twelvemonth old male child with a physical disablement to enable him to go to mainstream school. The essay will look briefly at the historical position sing instruction and people with disablements, how constructs such as standardization and inclusion impacted on the integrating of people with disablements in mainstream school, therefore the term mainstreaming and the policies and supports that run alongside these constructs and if these policies are brooding of a rights based attack. Commissariats are in topographic point for kids below school age ( up to age 6 ) with physical disablements to go to particular pre-schools that have installations that support their demands ( National Council for Special Education, 2006 ) . But commissariats are non in topographic point for pre-school services within mainstream schools hence in relation to this subject the term school will associate to primary mainstream schools.Main BodyIn the Census 2002 it was estimated that about 324,000 people in the population were populating with a disablement ( National Disability Authority, on the Web, neodymium ) . Disability in relation to people is considered to be a â€Å" limitation in their capacity to take part in economic, societal or cultural life on history of a physical, centripetal, acquisition, mental wellness or emotional damage † ( Commission on the Status of People with Disabilities ( 1996 ) cited in Finnerty and Collins, 2005:277 ) . McDonnell ( 2003:28 ) suggests that disablement is non the existent â€Å" damage † but really the barriers within society that dis-enable the individual to take part within mainstream society. Harmonizing to Barnes and Mercer ( 2003 ) the political and societal perceptual experiences of people with disablements was challenged from the 1960 ‘s onwards in that the general position at the clip was to see the individual based on their sensed restrictions. These perceptual experiences were challenged by disablement groups on achieving rights that were attributed to other citizens to besides be attributed for people with disablements. One of the challenges to the traditionally held positions of disablement is the construct of standardization which Walmsley ( 1997 ) provinces was developed by Nirje ( 1969 ) to foreground that people with disablements should hold chances to bask the mundane happenings of life. In that what is the norm for the bulk should be available to people with disablements ( Mitchell 2004 ) . A cardinal component within standardization is inclusion ( Walmsley, 1997 ) . Inclusion became a cardinal component in the development of an integrated educational system ( Finnerty and Collins, 2005 ) . A cardinal factor in inclusion is to take the invisibleness that surrounded people with disablements in the yesteryear and that programmes such as incorporate instruction are a manner of leting kids with disablements to hold a more seeable and positive profile ( Dare and O'Donovan, 2002 ) . The Warnock Report ( 1978 ) cited in Dare and O'Donovan ( 2002 ) reviewed the educational demands of kids with disablements and found that kids with disablements should go to a mainstream school unless it could non supply satisfactorily for their peculiar demands. Education in the early 1900 ‘s was within a unintegrated format of particular schools for people with disablements that reinforced their exclusion from mainstream society. The construct of mainstreaming in which kids with particular demands were catered for within mainstream schools was introduced in Ireland in the 1970 ‘s and was regarded as a more appropriate manner of supplying incorporate instruction ( McDonnell, 2003 ) . But this proviso for particular educational demands within mainstream school still created exclusion in that the format was through particular demands categories and still created distinction ( McDonnell, 2003 ) . Although harmonizing to the Salamanca Statement ( 1994 ) on instruction for people with disablements, inclusion was regarded as proviso within mainstream schools ( National Council for Special Education, 2006 ) .Rights Based ApproachThe European Social Charter ( 1996 ) states that people with disablements have â€Å" a right to independenc e, societal integrating and engagement in the life of the community † ( Lawson on the Web, nd:8 ) : and that it places an burden on its member provinces to set in topographic point supports that overcomes barriers to inclusion and engagement. Unfortunately this Charter has merely been signed off by a few member provinces and that the rights included within it have no legal demand. Harmonizing to Lawson ( on the Web, neodymium ) the rights based attack with respect to disablement provinces that people with disablements should hold the same rights as the bulk and that in order to accomplish this that three factors are cardinal. Engagement in their community should non be limited by social barriers such as attitudes towards disablement, or limited by handiness of supports. Engagement is affected by handiness. In that public services should be inclusive with respect to supplying entree for all, for illustration that public conveyance make proper adjustments for the demands of people with disablements. Underscoring the constructs of engagement and handiness are that authorities societal policies allow proviso for disablement issues within mainstream policy formation instead than specific disablement policies which in their nature create greater segregation of people with disablements. ( Lawson, on the Web, neodymium ) . Harmonizing to De Wispelaere and Walsh ( 2007:521 ) when services for people with disablements are still determined within a â€Å" societal public assistance theoretical account † in that the handiness of services are still decided by public organic structures that a rights based attack is non in topographic point. The rights based attack theoretical account would propose that the rights of a individual with disablements are specified in jurisprudence and that a deficiency of this proviso of those rights should let for resort through the general legal system. In Ireland there are presently three models for proviso of instruction for people with disablements, foremost the pupil can go to mainstream school with support from a resource instructor or particular demands helper. The 2nd option is the pupil can go to a particular category within the mainstream school or thirdly the pupil may go to a school designated as a particular school with supports for peculiar disablements ( The National Council for Special Education, 2006 ) . Assorted statute laws have impacted on the proviso of instruction. The Constitution of Ireland ( 1937 ) states that every kid should hold entree to instruction ( National Council for Special Education, 2006 ) .Education Act ( 1998 )The Education Act ( 1998 ) stated that instruction was to be provided for all kids and specifically references that kids with particular educational demands be provided for and â€Å" have the same right to avail of and benefit from appropriate instruction as do their equals † ( National Council for Special Education, 2006:79 ) . The Education Act ( 1998 ) allowed that support would be available for extra educational resources such as appraisals of pupils, proficient AIDSs but these excessively were assessed as to what was appropriate and were non an automatic entitlement ( De Wispelaere and Walsh, 2007 ) . The Act besides provided for the puting up of the National Council for Special Education that would move as an independent administration that would within its maps co-ordinate the allotment of educational supports ( National Council for Special Education, 2006 ) . The Act ( 1998 ) stated that kids with disablements had a right to education but the term â€Å" appropriate † allowed for measuring based on what resources were available ( De Wispelaere and Walsh, 2007:532 ) . Therefore this would propose that the Act was non rights based in that the proviso of supports were decided non by factors of engagement or inclusion but by resources.Education Welfare Act ( 2000 )The Education Welfare Act ( 2000 ) although its chief purpose was to advance attending at schools, is of effect to kids with disablements in that many kids with disablements are non go toing schools because no appropriate school is available. The enrollment procedure within the Act allows that such kids that are being schooled at place are to be assessed by the Health Service Executive to guarantee that the kid is having a criterion of instruction expected, although there is no index of the expected minimal criterion for kids with disablements ( National Council for Special E ducation, 2006 ) .Equal Status Act ( 2000 ) and ( 2004 )The Equal Status Act ( 2000 ) amended in ( 2004 ) promoted equality and prohibited favoritism in relation to entree and proviso of services with respect to nine factors of which favoritism because of disablement is one ( Government of Ireland, 2000 ) . In relation to education this considers admittance policies, entree for the pupil to school, edifice or supports ( National Council for Special Education, 2006 ) . But the Act besides states that favoritism can non be considered if it is judged that â€Å" sensible adjustment † was made to let for entree or a â€Å" disproportional load † would be placed on the service supplier to do adjustments, ( National Council for Special Education, 2006:81 ) . For illustration in relation to the scenario, the kid that has the physical disablement might non be able to go to his local primary school because although adjustments such as a incline were installed, that in order to supply other adjustments that it would put a disproportional load on the school. Bruce ( 1991 ) cited in Quinn and Redmond ( 2005:145 ) suggests that the entree right besides relates to back up that provide for â€Å" engagement in the societal and cultural life of the community † . Therefore certainly the attending at a local school could be seen as a agency of inclusion for the male child and that exclusion by the school because of no duty to supply services beyond their resources could be considered a misdemeanor of rights with respect to entree as per Bruce ( 1991 ) cited in Quin and Redmond ( 2005 ) . But the fact that the proviso of services is non rights based eliminates the duty of the school to supply services beyond their resources ( De Wispelaere and Walsh, 2007 ) .Education for Persons with Particular Educational Needs Act ( EPSEN ) ( 2004 )Harmonizing to the National Disability Authority ( 2005 ) the Education for Persons with Particular Educational Needs Act ( EPSEN ) ( 2004 ) set out through its purposes of appropriate instruction, appraisal of identifying of demand, single instruction programs, general allotment system and entreaties to present inclusive instruction for kids with particular educational demands. The Act set out that schools have a responsibility to include kids with particular educational demands and that adjustments are to be made to let inclusion, that the school principal in peculiar had a function to place kids with particular educational demands and arrange appraisal. The appraisal would let the school to use for extra support ( National Disability Authority, 2005 ) . A â€Å" General allotment system † was established that would apportion lasting instructor stations based on the degree of high incidence disablements within the school and the allotment of hours for resource instructors or particular demands helpers for low incidence disablements ( National Council for Special Education, 2006:41 ) . Harmonizing to the National Disability Authority ( 2005 ) the Act stated that the school in p artnership with the parents and other professionals would pull up an single educational program to let for the instruction of the kid. The school could be designated by the National Council for Special Education to supply a topographic point in their school for a kid. The Act besides introduced that parents could inform the instructors if they were unhappy with the instruction provided for their kid and that the school was required to turn to this issue. The procedure of entreaties and an Appeals Board was set up to let for referral of differences and possible declaration of differences ( National Disability Authority, 2005 ) . A study by the National Disability Authority ( 2006 ) to reexamine the EPSEN Act ( 2004 ) highlighted assorted facets that were positive and negative. That the General Allocation System was positive in general in that it recognised that supports were needed. But that establishing allotment on degree of high incidence disablements in attending could ensue that pupils that are non within the high-incidence bracket will lose supports that otherwise let them to go to mainstream schools. For illustration described within the low incidence disablements are physical disablement, hearing damage, moderate general acquisition disablement and autism. Concern was raised by parents that kids that were described within high incidence disablements would be more likely to be go toing particular schools that would be more able to supply for their demands. Therefore the degree of high incidence attending would be by and large low in mainstream schools which would impact on allotment of resources as pe r the General Allocation system ( National Disability Authority, 2006 ) . The study stated that the disablements listed within low incidences does non reflect the diverseness of demand sing supports for integrative instruction and that the General Allocation System by its nature excludes instead than includes ( National Disability Authority, 2006 ) . Many parents report that entree to mainstream schools for their kids with particular educational demands is hard in that the appraisal of demand for kids is the necessity of the Health Service Executive. Parents are holding jobs deriving appraisal and secondly that the waiting clip for such appraisals is long ( National Disability Authority, 2006 ) . The appraisal of demand will non needfully measure up that the kid can so travel to a local school in that the school may non be able to supply the adjustments required. With respect to kids with physical disablements the perceptual experience seems to be that if the school provides a incline that it has provided sufficient supports. That the burden is non on schools due to allotment of resources to supply services that have been assessed as needed by the kid and can ensue in the kid being marginalised and excluded if the kid were to stay in mainstream school. Besides that the general physical environment within mainstream schools was non needfully suited to the demands of a kid with disablements and that the inclusion within the school would non be in the kid ‘s best involvements. The assessment procedure is harder to entree for Particular Schools unless they are portion of a clinic that has a resident psychologist. The assessment procedure is in itself labelling in that the p erceptual experience of appraisal of demand automatically deduce an educational restriction within the kid which may non be the instance ( National Disability Authority, 2006 ) . The inclusive construct of the EPSEN ( 2004 ) was positive in that it gave kids with disablements an chance to socialize with their equals but that the deficiency of supports consequence in exclusion as the kid can non to the full incorporate without these supports ( National Disability Authority, 2006 ) . An inclusive educational system provides for the diverse demands of all the kids in attending and by offering different supports for the kids needs it celebrates diverseness and encourages engagement harmonizing to Florian and Rouse ( 2009 ) . But allotments based on available resources could propose that the Act has failed in its purposes of inclusion ( National Disability Authority, 2006 ) . The troubles in deriving entree and supports has resulted that the duty frequently falls to the parents of kids with disablements to supply the educational support ( Power, 2008 ) . Besides the Act states that the particular needs helpers will hold no function in proviso of instruction but th e proviso of attention for the kid ( National Council for Special Education, 2006 ) . But the functions of the particular demand helpers have become education proviso in that resources have impacted on educational supports and that the particular needs helpers are non trained for this function ( National Disability Authority, 2006 ) . It had been forecasted that the Act would be implemented by 2010 budgetary restraints have delayed the execution of many elements of the Act ( National Council for Special Education, 2008 ) . The system of specifying low-incidence and high-incidence is non rights based in that it does non turn to the single demands of the kid regardless of what incidence they are within and that the allotment of extra resources such as instructors, particular needs helpers and resource support instructors based on the incidences of grades of disablement is non declarative of an participatory programme. The General Allocation System is non rights based in that the system of allotment of resources based on figure of kids with high incidence disablements is prejudiced towards the kids with disablements within the low incidence bracket ( National Disability Authority, 2006 ) .Disability Act ( 2005 )The Disability Act ( 2005 ) although non straight linked to instruction does hold mention in that it provided for the right to supply for an appraisal of demands sing wellness and instruction, roll uping a service statement, but it does non automatically imply proviso of services to fit demands. Be sides the right to appeal determinations sing appraisal and service statement but that there was no resort through the legal system ( National Council for Special Education, 2006 ) . The Disability Act ( 2005 ) although supplying for appraisal of demands sing wellness and instruction have non allocated a minimal degree of service bringing as per the Irish Human Rights Commission ( 2004 ) cited in De Wispelaere and Walsh, ( 2007 ) . That although the appraisal of demand is a definite right that it is undermined by the clause that the Service Statement after the Assessment Report allows that services may non be provided if it is â€Å" non possible or practical to supply † ( De Wispelaere and Walsh, 2007:532 ) and would therefore suggest that the Act is non rights based statute law. Harmonizing to De Wispelaere and Walsh ( 2007 ) with respect to the Disabiltiy Act ( 2005 ) that although a right to appeal is mentioned that the entreaty procedure is drawn-out, in that an entreaty will hold to be addressed by a liaison officer, ailments officer, and entreaties officer whereby the determination made is concluding and that so the lone resort is an entreaty through the High Court. That a individual with a disablement is prevented from availing of an independent justice such as an Ombudsman until the internal entreaty procedure is completed suggests that the entreaties procedure is â€Å" dis-abling † ( De Wispelaere and Walsh, 2007:534 ) . Harmonizing to De Wispelaere and Walsh ( 2007 ) the rights based attack that proviso of services should be a legal right based on demand appraisal has two defects. First that the outlook of bringing of services could ensue in a continual demand on public resources. Second that the warrant of bringing of service could be considered to â€Å" undemocratic † if the proviso of â€Å" disablement rights † were to dispute the rights of a authorities to make up one's mind â€Å" economic and societal policies † ( De Wispelaere and Walsh, 2007:523 ) . They proposed that a rights based attack should instead than guarantee that all demands are met, that people with disablements should wish the bulk of people have the right to dispute when services are non in topographic point through the general legal system. With respect to the scenario at the start of the essay for the parents of a male child aged five to go to his local primary school and what supports would be available to him. The Disability Act ( 2005 ) allows that the male child ‘s demands are to be assessed but that the bringing of services will be dependent on the equal resources available ( De Wispelaere and Walsh, 2007 ) . Therefore the kid might be assessed to hold a peculiar demand but it would non be the duty of the local primary school to supply the services required for his demand if it was beyond their abilities and resources. The fact that there is no legal demand on a service supplier to guarantee service bringing that would let this male child to go to the school would propose that there is no rights-based attack with respect to disablement statute law and policies in Ireland ( De Wispelaere and Walsh, 2007 ) .DecisionLegislation has been put in topographic point within the Irish system that aims to supply instru ction for people with disablements. In order to to the full take part entree to instruction and acquisition is overriding but it would look that the rights of the individual with a disablement to hold an equal opportunity of full instruction is determined by standards that measures degrees of disablement instead than diverseness of demand and that adjustment of supports is determined non as a right but as to what resources will be deemed appropriate by Government Departments. Besides that the purposes of the statute law to turn to peculiar issues sing instruction of people with disablements are weakened by the inclusion of clauses such as â€Å" sensible adjustment † and â€Å" disproportional load † ( National Council for Special Education, 2006:81 ) and would propose that the right to instruction is non as clear cut for kids with disablements. Besides disablement rights in Ireland have non received a unequivocal standard sing which rights must be protected and to what grade and that in order to be genuinely rights based this must be the instance ( De Wispelaere and Walsh, 2007 ) .Mention ListingBarnes, C. , and Mercer, G. , ( 2003 ) , Cardinal Concepts: Disability, Cambridge: Polity Press. Dare, A. , and O'Donovan, M. , ( 2002 ) , Good Practice in Caring for Young Children with Special Needs, ( 2nd ed. ) , Cheltenham: Stanley Thornes Publishers Ltd. De Wispelaere, J. , and Walsh, J. , ( 2007 ) , ‘Disability Rights in Ireland: History of a Lost Opportunity ‘ , Irish Political Studies, 22, ( 4 ) 517-543. Finnerty, K. and Collins, B. , ( 2005 ) , ‘Social Care and Disability ‘ in Share, P. , and McElwee, N. , Applied Social Care An Introduction for Irish Students, Dublin: Gill and Macmillan. Florian, L. , and Rouse, M. , ( 2009 ) , ‘ The Inclusive Practice Project in Scotland: Teacher Education for inclusive instruction ‘ , Teaching and Teacher Education, 25, ( 4 ) , 594 – 601 available from hypertext transfer protocol: //0-www.sciencedirect.com.acpmil02web.ancheim.ie/science? _ob=MImg & A ; _imagekey=B6VD8-4VS3P0D-2-1 & A ; _cdi=5976 & A ; _user=885332 & A ; _pii=S0742051X09000353 & A ; _origin=search & A ; _coverDate=05 % 2F31 % 2F2009 & A ; _sk=999749995 & A ; view=c & A ; wchp=dGLzVzb-zSkWb & A ; md5=c293d3d6d7d0f038a88dbfde27e20cea & A ; ie=/sdarticle.pdf. [ Accessed 22 October, 2010 ] . Government of Ireland, ( 2000 ) , Equal Status Act, Dublin: Government Stationery Office. Lawson, A. , ( neodymium ) , The EU Rights Based Approach to Disability Some Strategies for Determining an Inclusive Society available from hypertext transfer protocol: //www.make-development-inclusive.org/docsen/RBADisability.pdf [ accessed 19 October, 2010 ] . McDonnell, P. , ( 2003 ) , ‘Education Policy ‘ , in Quin, S. , and Redmond, B. , Disability & A ; Social Policy in Ireland, Dublin: University College Dublin Press. Mitchell, D. , ( 2004 ) , Particular Educational Needs and Inclusive Education: Systems and Contexts, London: Routledge Falmer. National Council for Particular Education ( 2006 ) , Implementation Report: Plan for the Phased Execution of the EPSEN Act 2004, available from hypertext transfer protocol: //www.ncse.ie/publications/Reports.asp [ accessed 19 October, 2010 ] . National Council for Special Education, ( 2008 ) , Annual Report, available from hypertext transfer protocol: //www.ncse.ie/docs/2008 % 20Annual % 20Report.pdf. [ accessed 25 October, 2010 ] . National Disability Authority on the Web, ( neodymium ) Census, available from hypertext transfer protocol: //www.nda.ie/cntmgmtnew.nsf/0/5419C80ECE72C05D802570C8003E1D36/ $ File/02_equality.htm [ accessed 17 October, 2010 ] . National Disability Authority, ( 2005 ) , Disability Agenda Issue 2.2 – Education and Disability available from hypertext transfer protocol: //www.nda.ie/website/nda/cntmgmtnew.nsf/0/9262573A6838EE2780257089003D259F? OpenDocument [ accessed 10 November, 2010 ] . National Disability Authority, ( 2006 ) , Particular Education proviso for kids with disablements in Irish primary schools – the positions of stakeholders available from hypertext transfer protocol: //www.nda.ie/cntmgmtnew.nsf/0/5B4CE56E1452B0E18025717E00525CDE/ $ File/primary_ed_report_04.htm [ accessed 20 October, 2010 ] . Power, A. , ( 2008 ) , ‘Caring for independent lives: Geographies of caring for immature grownups with rational disablements ‘ , Social Science and Medicine, 67, ( 5 ) , 834 – 843, available from hypertext transfer protocol: //0-www.sciencedirect.com.acpmil02web.ancheim.ie/science? _ob=MImg & A ; _imagekey=B6VBF-4STCNP5-8-1 & A ; _cdi=5925 & A ; _user=885332 & A ; _pii=S027795360800275X & A ; _origin=search & A ; _coverDate=09 % 2F30 % 2F2008 & A ; _sk=999329994 & A ; view=c & A ; wchp=dGLzVzz-zSkzk & A ; md5=de26d19922edfedcd2473611744c2216 & A ; ie=/sdarticle.pdf. [ accessed 25 October, 2010 ] . Quin, S. , and Redmond, B. , ( 2005 ) , ‘Disability and Social Policy ‘ in Quin, S. , Kennedy, P. , Matthews, A. , and Kiely, G. , Contemporary Irish Social Policy, ( 2nd ed. ) , Dublin: University College Dublin Press. Walmsley, J. , ( 1997 ) , ‘Including Peoples with Learning Troubles: Theory and Practice ‘ , in Barton, L. and Oliver, M. , Disability Studies: Past, Present and Future, Leeds: The Disability Press.

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