Making Physics More Realistic with Fiction

Making Physics More Realistic with Fiction Gabriel Alcantara One of the many questions that students who takes any major or minor subject, particularly physics, either in elementary or in college that actually makes sense is â€Å"When am I going to use what I have just learned in the real life?† But in reality, physics is found everywhere, from our cars and cell phones, the way we walk and interact with things, throwing stuff, to some of the not so familiar topics like in subatomic particles and in comic books. Some teachers and professors are looking into ways on how to present these ideas and concepts without making the student sit through hours of leaden and tedious technical discussions. From fictional examples and situation, to extraordinary cases like lifting a star and preventing falls with a single hand, students slowly realize that physics is just as important as breathing and clothing. And one good example of fictional, but true, example of the application of the concepts learned in physics is found in comic book superheroes. Now, the thought of superheroes is logically impossible, but their actions and their â€Å"super incredible powers† presented in comic books and in movies are actually governed by the laws of physics and nature (Trusted, 1991). From electricity, to lifting heavy objects, to shooting lasers out of nowhere, their power is also present in the real world, but in a less amazing and rather simple manner. In theory and in practice, the concepts of physics found in the stories of comic book superheroes helps in developing the logic of students to understand physics. As more and more teachers resort to more exciting and easy-to-understand examples which the students can relate, more and more students who have the same question above are now finding light in comic book superheroes. As any student who have gone through the first day of physics class, it is clear that physics is essentially the study of matter and energy; physics is an experimental science which deals with the basic elements of the universe and their interactions. (Young Freedman, 2012). There are a lot of theories and laws which govern the interaction of one matter to the other, and one of them is Newton’s laws of motion. There are 3 laws in it, which are the laws of inertia (an object in motion will remain in motion unless acted upon by an external force), acceleration (force is equal to mass times acceleration), and action and reaction (for every action, there is an equal and opposite reaction). Physics also deals with electromagnetism, which is mainly concerned with particles having an electric charge, which is just either a positive or a negative charge property of a particle (Jones Childers, 1993). There are also discussions about momentum (which is the product of the objectâ€℠¢s mass and its velocity or speed), impulse (the change in momentum), and collision between two objects, whose examples are fairly simple, but not as exciting to learn. But, in order to do physics, one must have energy, either potential (energy at rest) or kinetic (energy in motion). With all these examples of the concepts in physics, their examples are just as technical as their discussion. One can deal with the laws of motion by observing the movement of a ball in a vacuum and applying external force, throwing a ball out of a cliff, pushing a wall, and a big winded wire induced by electricity to produce a massive electromagnet. These examples may seem simple enough to comprehend, but the physics in them is what makes them dreary to understand. One can simply put off the explanation by stating that the velocity, time, and height by which a ball drops from the cliff to the ground can be computed using the kinematic equation and the students just substitute values and solve. But one can make things a little more challenging by putting childhood favorite superheroes as examples. By replacing the ball with Gwen Stacy falling and Spider-Man catching her, students will get an essence of just how important these values are in the comics and in the real world. Comic book superheroes didn’t just exist out of nowhere, it also had a history. According to Wandtke (2012), from the early comic strips in England whose purpose varied from entertainment to revolutionary movements, a lot of today’s superheroes came from snippets of these strips. Amazing Stories and Astounding Stories were one of the early comic book novels, which were mass produced in newspapers and in print, and one of the earliest superheroes was Superman, who was a creation of Siegel and Shuster, which came from the idea of a bizarre visitor from another world with powers greater than any man known on earth who came to save humans from evil (Gifford, 1984). Superman first came known to print in the Action Comics #1 in 1938. After Superman, a lot of heroes joined in, like Flash (who had powers of incredible speed), Hawk-Man (power of flight), Captain America (Amazing strength from a â€Å"super soldier† serum, now called steroids), and Batman (with the occasio nal appearance of his sidekick Robin). In 1962, a boy named Peter Parker was bitten by a radioactive spider, who surprisingly lived, and became Spider-Man. Most of the beginnings of superheroes reflected their time, from the Great Depression to the World War, and discoveries in science like radioactivity and quantum mechanics (Daniels, 1995). With the rise of heroes came along with their enemies, like the Joker, the Green Goblin, Electro, Magneto, and many others. The addition of these villains added suspense and action to the stories. Several ages came into play, with heroes ranging from the Silver Age to the Golden Age, with one example of a Silver Age Flash meeting his Golden Age counterpart through an alternate universe (Duncan Smith, 2009). Movie adaptations of these comic books were released, which closely resembles the comic book counterpart with an addition of unexpected scenes. Now, what do comic book superheroes have to do with physics? A professor named James Kakalios of the University of Minnesota, who is an avid fan of comic books, started to use these heroes to conceptualize physics, as most us are unaware that most of the time, comic books gets their science right. While one may think that this is a silly idea, the fact that students can learn such a complicated subject like physics in such a sophisticated and animated way like in comic books is a great way to capitalize on an innovative way to teach something without hurting. Let’s take into consideration the case of the death of Gwen Stacy, Spider-Man’s girlfriend. The story goes as the Green Goblin kidnaps Gwen Stacy, bringing her to the top of Washington Bridge, luring ‘Spidey’ into battle, then dropping off Gwen to her apparent doom, but Spidey manages to catch her, by which to his surprise that she is dead. Supposing that Gwen weighs 50 kg, fell for half a second (0.5s ) and fell from 300 ft., she would have fallen with a speed of about 95 miles an hour, and the force needed by Spider-Man’s web to stop her would have to be 10 times the acceleration due to gravity (Kakalios, 2005). This explains the â€Å"SNAP† sound located next to her on the comic strip of her fall. This shows that it was the webbing of Spider-Man that killed Gwen and the concept of physics involved here were the definition of velocity and acceleration, momentum and impulse, and force. The same discussion also explains the physics behind airbags and how they prolong the time from the impact to rest (Jacobson, 2012). Compared to the earlier examples, this is easier to understand and visualize because most of the students are interested with Spider-Man and the discovery of something new. An example of when they get it right is in an issue of Super Boy (young Superman) where he coils a locomotive with metal wires, induces a current, and gets a big electromagnet. This d emonstrates simple electric induction where some may find it difficult to understand due to the terminologies like induction and repulsion and conductors and charges, but with Super Boy’s example, it all becomes clearer and easier(Weiner, 2008) (Kittel Knight, 1973). But sometimes, comic books get it wrong too. Another way to represent physics, particularly electromagnetism, is through Spider-Man’s villains, Electro and Magneto (whose names obviously represent the concept of physics they embody). In a scene where Electro faces Spider-Man, Spidey throws a metal chair to Electro and Spider-Man says that any metal can act like a metal rod, neglecting the fact that it has to be grounded for it to become a lightning rod (Jones Childers, 1993). But an episode in Superman actually gets it right when he drags someone, whom he tries to get information from, and runs along telephone cable wires, to the man’s panic, but Superman reassures him that they would be electrocuted unless the wires is grounded or when he steps on a telephone wire pole (Daniels, 1995). Students can easily learn electricity through this: wires or any conductor has to be grounded for it to become effective. But one shouldn’t be assured that the concepts presented are true all the time. But then again, Cyclops (a single eyed hero who shoots lasers from his eye band) got Newton’s Third Law of Motion wrong when he blasts a hole through the ceiling of Grand Central. If Newton’s Third Law of Motion holds, then he should have experienced an opposite reaction equal to his action of blasting a hole, unless he has a super neck strength (Booker, 2010). Present day objects are also works of the science that powers superheroes. An example is the MRI (Magnetic Resonance Imaging) where one’s body can be examined live using magnetic repulsion from a user generated magnetic field, polarizing (splitting and dividing) the water molecules, and pinging the target level for examination (Young Freedman, 2012). The same technology is used by Magneto, Spider-Man’s enemy, where he levitates himself using magnetic repulsion. This has not been done by, and to, a human being, but a group of researchers has managed to levitate a frog (Simon Geim, 2000). Another one is through Iron Man. His suit can be comprehended today part by part. The jet boots is something which many have tried doing, but only few have successfully flown 10 feet or higher. The exoskeleton suit is being worked up by the military for defense purposes and also it is being developed for those who have paralysis and body defects. The science behind the helmet, which co ntrols the suit according to the comics, is technologically feasible. Some technologies in Japan and America have done prototypes which allow mouse pointer manipulation through the signals sent by the mind to the helmet ([Distinctive Voices], 2010). And one perfect example for that is Stephen Hawking and how he is able to communicate through signal waves converted to audio through a machine on his wheelchair. But the Arc Reactor is an exemption to the rule, being purely fictional for now, for no technology today, which could explain how something on earth could how such enormous power in a small, confined space ([Russell Scott], 2014). A very complicated topic in physics, which is hard to understand from a simple person’s point of view is quantum mechanics. Quantum physics or mechanics deals with the behavior of a particle, particularly on a molecular, atomic, or in the nuclear scale (Young Freedman, 2012). It has to do with wave functions with the inclusion of Schrodinger’s equation which just simply states that force is equal to mass times acceleration for electrons, much like Newton’s second law of motion. This governs the existence of parallel and alternative universes, which up to now, has not yet been proven to exist. Using Schrodinger’s equation, given the force, there is a huge probability of locating the position of a certain electron in space (Beiser, 1967). Given a radioactive isotope (same element, different mass number) and the equation will give the probability of it having a half-life (reducing the original amount of substance by half through a time interval). Something o n a subatomic particle scale is hard to comprehend and represent, but comic books may provide some light in the teacher’s burden in teaching this topic. On the issue of the Flash # 123, four years after Everitt formulated a theory which states that there is a parallel and alternate universe and using quantum mechanics, one can go from one universe to another on a subatomic level (Booker, 2010). In the Flash issue, the Silver Age Flash meets up with his Golden Age counterpart, through which scientific explanation of Everitt’s theory was presented. The concept of time warp or time travel, which is synonymous to parallel and alternate universe theories, is not new to comics. A lot of science fiction movies have shown the movement of one person to another world through a machine of abduction of aliens. And in another comic book called The Atom, which talks about a physics professor who was trying to develop a shrinking ray, but was missing one key ingredient: a piece of a white dwarf star (because of the dwarf in the name) (Gifford, 1984). Quantum mechanics tells us that dwarf star weighs almost 50,000 tons, thus making it very dense. But the professor was seen huffing and puffing every line that he said in the speech balloon, which adds to the fact that that star was really dense. But essentially, with the white dwarf star, The Atom could exploit quantum mechanics and go beyond the atomic level, shrinking himself proportional to this atomic structure. While quantum mechanics does not disapprove of this, the ability to shrink someone has not yet been done or proven as of today (Wandtke, 2012). With all the given examples, of course not every concept of physics is present in comic books, so one should not rely on comic books to learn physics. One concept that has little instances of comic books is the concept of flight. With many superheroes with capes are seen flying, like in the case of Superman, physics cannot explain this phenomenon since there is no action from nature that could cause a cape to fly a 150 kg man (presumably) over the clouds. The concept of flight of airplanes doesn’t work on capes, and less likely on magic carpets. Another one would be how a normal human being could grow to as huge as hulk in a matter of seconds. Even with a huge amount of radioactive material, there is little chance that someone could be as strong as hulk, save for the bigger probability that a person could die due to radioactive contamination. Another is the explanation of Thor’s hammer. No one on earth could lift up Thor’s hammer, and science doesn’t have the knowledge to tell us what is inside Thor’s hammer (Kakalios, 2014). With an increasingly complicated world, people begin to overlook even the simplest of things in order to go directly to the big picture. With so many technicalities around, people are finding it harder to follow the trend of technology and the science behind them. But if one can present the idea to their audience in a manner which they could effortlessly grasp the main idea, then more people could be educated about a certain topic. Studies have shown that there is a declining rate of the student’s performance due to their teacher’s beliefs and methods of teaching (Caprara et al., 2005). Cases like this should not be overlooked and should be solved within the classroom. There are a lot of fun and meaningful ways to present concepts without the jargons. But when it comes to physics, there is no harm done in presenting it, superhero style. As long as the topic is relevant and correct, comic books can be seen, not just as a nuisance, but as an educational material worth giv ing attention to. REFERENCES: Beiser, A. (1967). Concepts of modern physics (Rev. Ed.). New York: McGraw-Hill. Blackwell, L., Trzesniewski, K., Dweck, C. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78 (1), 246-263. doi:10.1111/j.1467-8624.2007.00995.x Booker, M. (2010). Encyclopedia of comic books and graphic novels. Santa Barbara, Calif.: Greenwood Press. Caprara, G., Barbaranelli, C., Steca, P., Malone, P. (2005). Teachers self-efficacy beliefs as determinants of job satisfaction and students academic achievement: A study at the school level. Journal of School Psychology, 44 (6), 473-490. doi:10.1016/j.jsp.2006.09.001 Daniels, L. (1995). DC comics: Sixty years of the worlds favourite comic book heroes. London: Virgin Books. Duncan, R., Smith, M. (2009). The power of comics: History, form and culture. New York: Continuum. Gifford, D. (1984). The international book of comics. New York: Crescent Books. Jacobson, R. (2012, October 11). Spider-Math and Bat-Physics: Science in a Superhero World. Retrieved April 27, 2015, from http://www.pbs.org/newshour/rundown/getting-superheroes-to-do-their-spider-math-and-bat-physics/ Jones, E., Childers, R. (1993). Contemporary college physics (2nd Ed.). Reading, Mass.: Addison-Wesley. Kakalios, J. (2014, November 12). Finally, Science Explains Why No One Can Lift Thor’s Hammer. Retrieved April 27, 2015, from http://www.wired.com/2014/11/can-hulk-lift-thors-hammer/ Kakalios, J. (2005). The Physics of Superheroes. New York, New York: Gotham Books. Kittel, C., Knight, W. (1973). Mechanics (2d Ed.). New York: McGraw-Hill. Roxas, C., Arevalo Jr., J. (1985). A History of Komiks of the Philippines and Other Countries. Quezon City: Islas Filipinas Publishing. Simon, M., Geim, A. (2000). Diamagnetic levitation: Flying frogs and floating magnets (invited). JOURNAL OF APPLIED PHYSICS, 87 (9), 6200-6204. Trusted, J. (1991). Physics and metaphysics: Theories of space and time. London: Routledge. Wandtke, T. (2012). The meaning of superhero comic books. Jefferson, N.C.: McFarland. Weiner, A. (2008, February 1). The Science of Superheroes. Retrieved April 27, 2015, from http://www.popsci.com/entertainment-gaming/article/2008-01/science-superheroes?image=4 Young, H., Freedman, R. (2012). Sears and Zemanskys University physics: With modern physics (13th Ed.). Boston: Addison Wesley. [Distinctive Voices]. (2010, September 7). Physics of Superheroes. [Video File]. Retrieved from https://www.youtube.com/watch?v=YXd5Y0RXLb0 [Russell Scott]. (2014, August 8). The Physics of Superheroes w/ James Kakalios and Sidney Perkowitz | 1080HD. [Video File]. Retrieved from https://www.youtube.com/watch?v=0GBGUVsnwMI

Stabilization Policy

| Stabilization Policy| ECO311E| | Glen Edwards 201102728| | | Contents Introduction3 What is Stabilization Policy? 3 Keynesian vs. Classical4 Stabilization in South Africa5 Conclusion5 Reference list6 Introduction In an era where growth and stability in the economy are at the forefront of economic discussions, the economic policies and principles that are utilized in keeping with a stable economy must be taken very seriously. The way in which the governments of the world manage their income and expenditure is therefore of the utmost importance. The task of managing money is what stabilization policies are in a nutshell.The two schools of thought, Classical and Keynesian, view these stabilization policies differently and the author will attempt to discern whether or not either of them view stabilization policy as worthwhile. Additionally the author will analyze the stabilization policy efforts within the South African economy in recent years. What is Stabilization Policy? â€Å"Stab ilization policy is the attempt to reduce fluctuations in income, employment and the price level, stabilizing national income at its full-employment level, if possible. † (Lipsey, 1993:659). This can be done through a governments fiscal or monetary policy, or both.As the author understands it, fiscal policy refer to those policies of the government that affect the tax rates, interest rates and expenditure, all used and controlled in an effort to control the economy. Simply put, a reduction in tax rates and/or an increase in government purchases (expansionary fiscal policy) causes the government's budget deficit to increase, or its budget surplus to decrease, while conversely, a  decrease  in government expenditures and/or an  increase  in taxes (Contractionary fiscal policy) will cause the government's budget deficit to decrease, or its budget surplus to increase. Stabilization Policies, 2000) â€Å"Monetary Policy is the deliberate control of the money supply for the purpose of achieving macroeconomic goals which are full employment, price stability, and steady economic growth. † (Gregory, 2011:149). From the authors knowledge, a change (increase or decrease) in the money supply has a opposite effect on interest rates, and this has an impact on the amount of investment spending. Therefore utilizing either (or both) fiscal and monetary policy may help a government stabilize the economy in times of turmoil and uncertainty.The different stages of growth or recession throughout the years is commonly referred to as the business cycle. The business cycle is, according to Roux (2002:25), comprised of four elements: a trough, and expansion (called a boom), a peak and a downswing (called a recession). A stabilization policy could therefore be used to combat the foreseeable trends that the business cycle seems to follow, although the two schools of thought differ in the way in which they believe these trends arise. Keynesian vs. ClassicalWhen compa ring and contrasting the views of both the Keynesian and Classical economists when it comes to the business cycle, it becomes clear that the way in which these schools of thought differ on this topic is crucial to understanding their stance towards stabilization policy. The main difference in their views of the business cycle are the ways in which the trends and stages in the business cycle come about. Mohr and Fourie (2008:512) support this by stating that classical economists attribute the fluctuations in the business cycle to exogenous factors, while Keynesians believe the business cycle to be an endogenous phenomenon.From the above sentence, it becomes apparent to the author that Keynesians would be strong advocates of stabilization policies in the economy as this would enable them to use it in reducing the negative effects that arise out of said endogenous phenomenon. This being said, the government can simply not know enough, soon enough. As a result the problem of policy lags arises. Policy lags are defined as â€Å"Time lags that occur between the onset of an economic problem and the full impact of the policy intended to correct the problem. † (Policy Lags, 2000).With this in mind, the author concludes that while strong advocates of stabilization policy, Keynesians would prefer moderate and general practice in this regard, rather than a constantly changing policy as this comes with many shortfalls, policy lags being one. Classical economists on the other hand would see few, if any, benefits from implementing a stabilization policy, this is supported by Economics USA (2013) that states â€Å"Classical and neo-classical economists believe that there is little the government can do to reduce unemployment and increase GDP/GNP growth, especially in the long run.They maintain that in the long run, fiscal stimulus raises interest rates and monetary stimulus raises prices without affecting real growth. † From this the author can deduce that it bo ils down to the question of government intervention, where classical economists believe little or no intervention is needed, and Keynesians believing the contrary. Stabilization in South Africa â€Å"The South African economy has experienced remarkable stabilisation in the course of the last decade, and since 1999 the economy has been expanding in what is now by far the longest business cycle expansion in the country’s history. (Du Plessis , Smit & Sturzenegger. 2007:5). Leading up to the 1994 elections, many economists were concerned with the sustainability of South African fiscal policy. This had a lot to do with the amount of government debt. â€Å"Government debt was rising fast, and the associated interest burden had risen to more than 5% of GDP. â€Å"(Du Plessis et al. 2007:6). Stability thereafter was a priority, not only in prices but in the economy as a whole.This notion of stability can also be seen in the most recent budget speech of finance minister Pravin Gor dan where fiscal sustainability is again cited as a priority, especially the role of taxation. â€Å"A review will be initiated this year of our tax policy framework and its role in supporting the objectives of inclusive growth, employment, development and fiscal sustainability† (Gordan, 2013). This makes clear to the author that although growth is top priority, unregulated growth is not and that the government still has a role to play in maintaining the sustainability of prices and growth in the country.Government legislature can be crediting in the strengthening and stabilizing of the economy, as Du Plessis et al (2007:7) state : â€Å"An important milestone of fiscal reform was the Public Finance Management Act of 1999, which legislated the need for regular financial reporting, sound expenditure controls and a strengthened system of supervision and audit. † In the authors opinion, although the government has not the part of the government in monitoring and encouragi ng sound fiscal principles. ConclusionIt becomes clear that stabilization policy is worthwhile from the Keynesian point of view, where government intervention is encouraged and seen as part of a healthy and prosperous economy. The author supports these views as he believes that the stabilization policies have helped, either directly or indirectly, in the preservation and stability of the South African economy, as well as many other emerging economies. This is largely, but not limited to, due to the government's ability to influence the budget deficit through taxation and its expenditure and its control of the country's fiscal policy.Reference list Du Plessis, S. , Smit, B. , & Sturzenegger, F. 2007. THE CYCLICALITY OF MONETARY AND FISCAL POLICY IN SOUTH AFRICA SINCE 1994. July 2007 Economics USA. 2013. Stabilization Policy. [Online]. Available: http://www. learner. org/series/econusa/unit26/ [2013, April 10] Gordan, P. 2013 . (2013, February). Budget Speech 2013. Speech presented at Parliament, Pretoria, Gauteng. Gregory, P. R. 2004. Essentials of Economics. 6th ed. Prentice Hall: London Mohr, P. & Fourie, L. 008. Economics for South African students. 4th ed. Van Schaik: Pretoria Lipsey, R. G. 1993. An Introduction to Positive Economics. 7th ed. Oxford University Press: New York Policy Lags. 2000. [Online]. Available: http://www. amosweb. com/cgi-bin/awb_nav. pl [2013, April 10] Roux, A. 2002. Everyone's guide to the South African Economy. 7th ed. Zebra Press: Cape Town Stabilization Policies. 2000. [Online]. Available: http://www. amosweb. com/cgi-bin/awb_nav. pl? s=wpd;c=dsp;k=stabi

Effects of discriminatory practice in Health and social care Essay

The above case study is highlighting discrimination. This is the unequal treatment between individuals and it is a negative action towards members of a certain group. The bases of discrimination include: culture, disability, age, social class, gender, sexual orientation, health status, family status and cognitive ability. The discriminatory practise used in the case of Jeta is predjudice. This is judging someone and making an assumption without having any solid evidence to support the judgement, on the basis of their appearance or what group they belong to. Jeta is experiencing this as her teacher is making a false assumption about her thinking that she is lazy and naughty as her standard of performance in school assesments is decreasing. There are many contributing factors that can lead to the predjudice that Jeta is experiencing. One of these factors is social background. Jeta comes from a â€Å"rough† background, lives alone with her mother who is a single parent and her father is in prison. Another factor leading to predjudice could be socialization. This is when the media create demeaning stereotypes about specific groups of people. The media assumes that if someone is in prison, they are associated with bad behaviour and are automatically given a negative impression on. As Jeta is related to someone in prison, the teacher is assuming that she’s equally as bad and discriminates against her. The teacher is almost â€Å"blaming† the father situation on the poor school work produced by Jeta. Another discriminatory practise that Jeta is experiencing is stereotyping. Stereotyping is a widely held but fixed oversimplified image or idea of a certain type of person. Stereotyping can have a demetrial effect on the individual involved.They involve generalizations about the most common characteristics of members of the group. There are many factors which could suggest why Jeta is being stereotyped. The first is social categorization. This is classifying people into groups based on common attributes that individuals share. In relation to Jeta she is being stereotyped as â€Å"lazy† because the standard of her school assesments are dropping. She is also being stereotyped as â€Å"naughty† and this could be due to the social aspect that her fathers in prision meaning she is being percieved as this naughty child. Another base for discrimination is age. Age discrimination occurs when someone is treated unfairly due to their age without any given justification or reasoning. The fact that the child concerned in this study is of quite a young age of 9 years old means she is more vunerable to age discrimination and this usually occurs because the child is seen to have less social power. Jeta is experiencing age discrimination because she is seen to have less of an authoritive figure compared to her teacher. Children in todays society are more likely to face discrimination due to their dependance on adults and the decisions that are made for them. Children experience discrimination on other grounds including race, gender, social class, health status, disablities and many more. Jeta is being stereotyped as this â€Å"lazy† persona and due to her age, the teacher isn’t listening to her despite being told numerous times by Jeta that she cannot see the board from the back of the classroom. Jeta’s age could be an indicator as to why she is being stereotyped as she is insignificant compared to the teacher and has little or no power so her opinions and views are simply ignored. Another discriminatory practise that Jeta is facing is inequality. This is where people are not treated the same because some individuals have more power, authority, money etc. Jeta is experiencing this as she is not being granted the same opportunities to education and rights to learn as everyone else in her class. Due to this inequality she could be left in a vunerable position as she could be at a risk of falling behind in class and doing even worse in assessments than before. The main base for discrimination is this case study is Jeta’s diability. She has po or sight and this explains her low standard of work in lessons. She is being discriminated for having this disability and this could result in her feeling vunerable and cause low self esteem. She is being segregated from the rest of the class being sent to the back of the classroom and this could knock her confidence. This is also making the situation worse as Jeta will not be able to focus on the tasks set in class as she cannot see what is is being taught. Instead of providing Jeta with the correct additional learning support she requires, the teacher has placed her right at the back of the class, segregated from her other classmates. The Disability Discrimination Act (DDA) makes it unlawful to discriminate against someone who has a disability. This act is covered by most sectors including the education sector which means it should be covered in all schools and organisations. The DDA covers eyesight problems so Jeta’s needs should be met. Initially, Jeta’s teacher is being unlawful as she isn’t adjusting to the DDA standards to suit Jeta’s needs. If no changes are made, Jeta’s eyesight could deteriate and worsen. Jeta currently has no glasses or any form of equipment to help imporve her eyesight so being at the back is not helping the situation in regard to Jeta.

Homelessness Paper - 2330 Words

Homelessness is defined as â€Å"An Individual who lacks a fixed regular and adequate nighttime residence†, (Burt, 1989, p.17). Have you ever stopped to wonder how many people are Homeless? Who are most at risk to fall into this situation? I highly doubt it. While most people really do not care and ignore homeless people, others look at them as motivation, people whom they do not want to become. Another question that comes to mind is, how do homeless people survive and what are their legal rights. What causes people to become Homeless is it a choice or a failure of society? Do homeless individual have the same perspective on life and show the same emotions as ordinary people do. What can we do to help stop homelessness? These are the topics†¦show more content†¦Over time they turned their lives around and were able to obtain a small yet comfortable apartment where she lived with her mother. When my cousin told me all that she went through I felt sorry for what ha d happened, but she said â€Å"It was an experience that I do not wish upon anyone, but it also made me appreciate all the little things that I did not have when I was in the shelter†, (Machado, 2005). This goes to show you that it can happen to anyone, but it becomes an individual’s choice whether to get out of it or simply stay homeless. For the most part I believe that children are most at risk of becoming homeless. An adult man or woman can manage being homeless out in the streets. This would not be the case if it were a child, because a child can not make decisions or have any notion of survival skills. Homeless people are often found in various places. Some of these places include libraries, shelters, soup kitchens, public health clinics, park benches, bus stations and etc. These are just a few of the places that we know of. The Average cost for a night of lodging in a crisis shelter including all services is $19. Costs are slightly lower per night in sh elters with a bed capacity of 51 or more and higher in smaller shelters bed capacity of 50 or less. Homeless people often use Federal Programs such as McKinney-Vento Education, Health Care for the HomelessShow MoreRelatedHomelessness Intervention Paper : Homelessness1134 Words   |  5 PagesHomelessness Intervention Paper Identify the problem Poverty and homelessness are connected when individuals, families and the working poor attempt to live below the poverty threshold. The underprivileged and those living under the poverty threshold are â€Å"frequently unable to pay for housing, food, childcare, health care, and education† (nationalcoalitionforthehomeless.org). 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Introduction: Poverty: There are many people around the world who lack basicRead MoreHomelessness Is A Growing Problem Essay1121 Words   |  5 Pageslatest definition of homelessness is, people who live in temporary house, have no tenure and do not have enough space for social relations (Justin 2006). Homelessness is a growing problem in Australia and it has spread quickly and influences to different kind of people. The rapid increase of homeless issues has influenced various people and the government should put forward corresponding solutions for these causes. This essay will introduce five main reasons which cause homelessness and the governmentRead MoreHomeless Population And The Homeless Families1421 Words   |  6 PagesThis paper will talk about the homeless population and the homeless families. It will explore the multiple causes of family homelessness and the struggle has on homeless family life. The three main reasons for homeless families within America are the following: 1) the lack of afford able housing, 2) low income 3) Inadequate federal subsidy. This paper will also give possible solutions to family homelessness and improvement plans for the future. Home is where the heart is. -Pliny the Elder We haveRead MoreThe Different Types of Homelessness755 Words   |  4 Pageswrapped in a brown paper bag, is what most people envision when they hear the word homeless. Most people are unaware that there are actually categories of homeless; there are sheltered homeless, unsheltered homeless, chronic homeless, and doubled-up is a term excluded from the definition of homeless, but could surely be considered a homeless category. Thousands of shelters exist across the country and they all share one common goal, to shelter the homeless. Sheltered homelessness refers to the categoryRead MoreMain Causes of Why People Become Homelessness Essay669 Words   |  3 PagesHomelessness Definition Homelessness is the condition and social category of people who having no home or permanent place, because they cannot afford or unable to maintain a regular and safe shelter. Causes There are three main causes why people are homelessness. The first reason is housing. There is increasing evidence that a growing number of homebody in the private rental market are in housing stress. For example, many people pay more than 35 percent of their income on renting house. In additionRead MoreThe Homelessness And Substance Abuse1436 Words   |  6 PagesRunning head: DIVERSITY​1 Diversity: Homelessness and substance abuse Centell Brown Kelley Peterson SW- 751 Perspectives/Chemical Dependency Professor R. Chaisson, PhD., LCSW, BACS Southern University at New Orleans December 10, 2014 Abstract ​Homelessness and substance abuse are often two problems that continue to be linked together. According to the Substance Abuse and Mental Health Administration (2011), research conducted in the past five years indicates thatRead MoreHomelessness and Childhood Development Essay976 Words   |  4 PagesThis paper will attempt to explain from an developmental and ecological framework the myriad of issues and obstacles effecting the health and development of those who experience homelessness in youth. Homelessness at such an early and integral stage in one’s life presents lasting consequences and we must work to better understand, prevent and reverse the effects of homelessness on children. â€Æ' Homelessness is a widespread issue that in recent years has only worsened with the downturn in the economy