Banyan Tree Essay

Minimal advertising, still high level of brand awareness through company’s public relations and global marketing programs. Faced the challenge of translating and maintaining the success of a niche Asian hospitality brand into various market segments on a global scale ‘Innovative niche product that could also bridge the price gap in this market’ Building a resort comprising individual villas with locally inspired architectural design and positioned as a romantic and intimate escapade for guests; ‘Sanctuary for the senses’. Banyan Tree Gallery: ‘local culture and heritage and promoting cottage Crafts, retail outlet showcasing indigenous crafts, works closely with village cooperatives and not-for-profit craft marketing agents. Marketing: high-end travel magazines in key markets – public relations – global marketing programs (increase editorial coverage) – few key wholesalers in each targeted market – agents specializing in exlusive luxury holidays targeted at wealthy customers – membership in the Small Luxury Hotels and Leading Hotels of the World – GDS cose ‘BY’ (own global distribution system used by travel providers to process airline, hotel, car rental and other distribution partners around the world. Actively caring for the natural and human environment, revitalizing local communities, worked actively to preserve, protect, and promote the natural and human environments in which BYT resorts where located. Minimizing the impact on the environment Green Communities = planted trees, engage local communities, associates, guests to share the causes of climate change and actions that can reduce our collected carbon footprint. Green Imperative Fund to further support community-based and environmental initiatives in the regions where it has a presence. The company believed in building profitable resorts that would benefit the surrounding environment and contribute to local economies through the creation of employment and community development projects. Businesses with local farmers and traders by making it a point to purchase fresh produce from them. Community Relations Department was set up to develop and manage community outreach programs. Seedling: BTHR’s formalized program which aimed to help young adults from local communities and motivate them and provide the means for completing their education to successfully enter the labor force as adults. Future: openening city hotels and angsana hotels in Dubai and London (angsana brand in response to the demand for hotel operators in Asia that were keen to introduce spa services in their hotel, it is more contemporary and affordable brand. Musem Shop by banyan tree: joint partnetship with Singapor’s national heritage board to showcase Asi’a rich and diverse cultural heritage through unique museum-inspired merchandise. Banyan Tree Holdings (Banyan Tree) is an investment holding company involved in managing and developing premium resorts, hotels and spas in the Asia Pacific. To date, the Banyan Tree Group manages and/or has ownership interests in close to 36 hotels and resorts, around 73 spas, 91 galleries and 3 golf courses in 28 countries The company operates in Asia, Mexico and Morocco, New Zealand, Africa, Dubai, and the UK. Banyan Tree operates through three business segments: hotel investment, property sales, and fee-based. 1: The hotel investments segment relates to hotel and restaurant operations. 2: The property sales segment comprises hotel residences, Laguna property sales and development project/site sales. Hotel residences business relates to the sale of hotel villas or suites which are part of hotel operations, to investors under a compulsory leaseback scheme. Laguna property sales business relates to the development and sale of properties which are standalone vacation homes in Laguna Phuket. Development project/site sales relates to pure development land sales or development land sales which are fully or partially developed with infrastructure. 3: The fee-based segment comprises the management of hotels and resorts, the management of an asset-backed destination club, the management of private-equity funds, the management and operation of spas, the sales of merchandise, the provision of archite ctural and design services, the management and ownership of golf courses, and rental of retail  outlets and offices. The company’s subsidiaries (dochterbedrijf) include Banyan Tree Spa Bangkok, Banyan Tree Spa Bintan, Banyan Tree Spa Ringha, Banyan Tree Spa Phuket, Banyan Tree Sanya, and Banyan Tree Macau, among others. Banyan Tree Holdings (Banyan Tree) is engaged in the management and development of premium resorts, hotels and spas. The company’s key services include the following. Hotel and restaurant operations Sale of hotel villas or suites – Development and sale of properties – Pure development land sales – Management of hotels and resorts – Management of an asset-backed destination club – Management of private-equity funds -Management and operation of spas – Architectural and design services – Management and ownership of golf courses – Rental of retail outlets and offices. The following companies are the major competitors of Banyan Tree Holdings Limited: Central Plaza Hotel Public Company Limited – Four Seasons Hotels Inc – Associated International Hotels Ltd In the past few years, such events risks as the Tohoku earthquake and tsunami, bird flu, floods and riots in Thailand have been hard on our industry, causing tourism as a whole to dry up in their wake. By comparison, economic recessions are part and parcel of the business cycle, which we are able to take in our stride and counter with a variety of measures. During the year, the world remained mired in the European sovereign debt crisis and American economic weakness. Although these conditions affected our arrivals primarily from Europe, we were able to capitalise on the flourishing Chinese market. At our four resorts in the Maldives, for example, the number of Chinese guests surpassed those from Europe. In our continuing efforts to rebalance the Group’s assets, we made the bar gain purchase of Banyan Tree Seychelles which gave rise to a net gain. We also sold and leased back Angsana Velavaru in January 2013. The hybrid structure of this deal is a first for Banyan Tree, and we are pleased with how it allows us to rebalance our portfolio while still participating in the profits from the operations of Angsana Velavaru. 2012: with overall revenue growing 3% to S$338.4 million. Due to improved results from our hotel investments and fee-based businesses, as well as a higher contribution from completed sales of property units. Group EBITDA was S$74.5 million, up 51% on the back of higher revenue and a gain on the  bargain purchase of Banyan Tree Seychelles. This in turn resulted in PATMI increasing by 856% (S$14.9 million), tempered by higher finance costs and income tax expenses. HOTEL INVESTMENTS Our hotel investments delivered a stronger performance in 2012, with Group-owned hotels posting total revenue of S$187.7 million, up 15% from the previous year. This was due to the higher contribution from our Thai properties and the consolidation of revenue from Banyan Tree Seychelles from 2Q12 onwards. These gains were partially offset by lower revenue from our Maldives properties as Banyan Tree Vabbinfaru and Angsana Ihuru were temporarily closed for refurbishment. As a result of the increase in revenue, EBITDA for this segment grew by a healthy 69% to S$36.6 million. PROPERTY SALES Revenue from property sales was S$42.7 million. The 36% decrease was due to the sale of development sites in Lijiang, Yangshuo and Huangshan to our China Fund in 2011. Excluding those transactions, revenue and EBITDA from property sales saw growth of 43% and 74% respectively, thanks to a higher contribution from completed sales of property units. FEE-BASED Total revenue from our fee-based businesses registered growth of 9% to reach S$108.0 million. This was attributable to an increase in fees from hotel management and architectural and interior design and other services. Accordingly, EBITDA for our fee-based businesses grew by 23%. 2013 appears to be another challenging year for the global economy. We anticipate continued weakness in our European target markets. In Asia, which has been the world’s economic engine these past four years, growth is likely to moderate. Despite the cooling of China’s economy, the tourism market both inbound and outbound is expected to continue to grow. The Chinese government is aggressively promoting domestic tourism as part of its strategy to increase domestic consumption, thereby cushioning the slowdown in export manufacturing. Banyan Tree’s strong branding and rapidly expanding footprint  in China will position us to take advantage of this trend. Our seven regional marketing offices in China will be invaluable in enabling us to tap the vast potential of this market and to enhance awareness of our hotels with key accounts in China. Our strategy going forward will include continuing with our asset rebalancing to unlock value and deploy capital to more promisi ng markets. At the same time, we are exploring the possibility of extending the successful Fund model into other areas. In terms of growing particular segments, we will be focusing on increasing income from our fee-based and property sales businesses. We have built the fee-based segment to a point where it now has an impetus of its own. On the property sales front, we plan to move into selling more primary and serviced residences. Primary residences under the Banyan Tree brand,  Ã¢â‚¬Å"We will also be going forward with the establishment of a third brand of residences to be wholly sold and managed by us.† Rather than compete with local property developers, we will leverage our branding and design skills to market to a niche audience in China. We will also be going forward with the establishment of a third brand of residences to be wholly sold and managed by us. Catering to an entirely new market of price-conscious buyers, these properties will be smaller in size yet deliver the quality and innovation that are hallmarks of Banyan Tree. Strongly associated with our brand is the concept of a triple bottom line. In our pursuit of economic, social and environmental success, we made major investments in resource conservation, training and benchmarking, greening and community efforts in 2012. Under the EarthCheck system of sustainability certification, we also planted in six-year a total to over 220,000 trees. Banyan Tree Hotels and Resorts offer an intimate retreat experience featuring its signature blend of romance, rejuvenation and exotic sensuality. Our philosophy is based on providing a place for rejuvenation of the body, mind and soul – a Sanctuary for the Senses. Placing special emphasis on providing guests with a sense of place, each Banyan Tree property is designed to fit into its natural surroundings, using indigenous materials as far as possible and reflecting the landscape and architecture of the destination. Pioneering  the tropical garden spa concept with Asian health and beauty remedies passed down from generations, Banyan Tree Spa was created as the signature experience in all Banyan Tree resorts, to complement the â€Å"Sanctuary for the Senses† wellness concept. With the emphasis on high service standards and consistency, therapists are professionally trained at Banyan Tree Spa Academies in Phuket, Thailand, and Lijiang, China. The Banyan Tree Gallery supp orts local communities by exhibiting and retailing indigenous handicrafts, which are also found in the resorts. A quintessential highlight of the Banyan Tree experience, Banyan Tree Gallery aspires to recreate the unique Banyan Tree experience with its extensive selection of Asian-style furnishings, Banyan Tree Spa collection, eco-friendly products, indigenous village handicrafts, ethnic apparel and accessories, and objects d’art. Banyan Tree Holdings Limited is a leading, international hospitality brand that manages and develops premium resorts, hotels and spas. Its innovative business model is based on seven business segments generating multiple income streams that is unique in itself within the hospitality industry. This formula of developing and managing complementary product offerings with in-house talent makes it difficult for competitors to duplicate with the same level of success. Banyan Tree’s vertically integrated business model comprises: Hotel investment– Banyan Tree owns and manages luxury hotels under its brands, as well as hotels that are managed by other world-class operators. Hotel management– Banyan Tree additionally manages properties under the Banyan Tree and Angsana brands for other owners. Canopy Marketing Group Pte Ltd – A company wholly owned by Banyan Tree Services, Canopy Marketing Group Pte Ltd provides high-level strategic insights on various global niche markets to drive top line performance of our diverse range of lifestyle products including hotels, resorts, spas, gallery, destination club and residential ownership. It has a full-suite of marketing capabilities specializing in the branding, marketing and promotion. Spa operations– Banyan Tree Spa pioneered the tropical garden spa concept, and has since grown to over 60 outlets worldwide. Gallery operations– The retail arm is consolidated under Banyan Tree Gallery, which comprises five brand segments located in over 70 stores worldwide. Hotel residences – Hotel inventory are primarily sold under the brand name Banyan Tree Residences. Property sales – Properties that are not part of hotel operations are sold by our subsidiary company, Laguna Resorts and Hotels, and its subsidiaries, in Laguna Phuket. Design and other services – Revenue from design services is earned by Architrave, Banyan Tree’s in-house architectural arm. Other service fees include income from operating golf clubs. Real Estate Hospitality Funds – Banyan Tree Capital was set upto tap private equity and other sources of investments in order to provide a cost efficient structure to fund the Group’s future developments. With about 8,000 associates of over 50 nationalities, the diversity of its workforce is a key feature of the Group and helps to inspire its international outlook. To address its talent development needs, Banyan Tree launched Banyan Tree Management Academy (BTMA) in 2008. This centralised training facility located in Phuket, Thailand will train future Banyan Tree leaders needed to sustain organisationa l effectiveness and to meet the demands of its rapid global growth. Part of Banyan Tree’s vision has always been to grow into a global business, with a portfolio of properties strategically placed around the world. The Group’s mission is inextricably intertwined with its commitment to corporate social responsibility and sustainable growth, as it continues to expand globally. The launch of Banyan Tree Residences, which allows investors to buy their own signature villa, townhouse or apartment in Banyan Tree resorts. Banyan Tree Private Collection was launched to cater to the growing niche for destination club membership 2005: Marking the group’s long awaited foray into China is Banyan Tree Ringha, in Yunnan. 2001: Banyan Tree established the Green Imperative Fund to formalise its corporate social responsibility efforts. The Banyan Tree Spa Academy was set up to provide training for new therapists as well as research new treatment recipes and techniques. Banyan Tree Capital is a real estate fund management company established by the Banyan Tree group, a renowned luxury hospitality company listed in Singapore, to focus on hospitality-based real estate investment. Banyan Tree Capital raises, develops and manages branded hospitality funds in key development markets of the Banyan Tree group. With a combination of fund management and asset development cap abilities, Banyan Tree Capital leverages on the group’s expertise in premium hospitality real estate development and  management to generate attractive investment returns for its investors. Banyan Tree Capital is headquartered in Singapore with offices in China and Vietnam. We have successfully achieved higher room rates than the existing market in locations such as Lijiang, the Maldives and Seychelles. We have also found that our iconic brands also help raise the value of the surrounding land. Our innovative city products combine all the iconic elements of our brand and differentiate developers within established, high cost city markets. We have the flexibility and capabilities to adapt our model to various locations so as to maximize returns for the developer. As part of our strategy of enlarging our footprint in China, we will also be launching two more hotels in Shanghai and one in Tianjin, adding to our ever growing presence in various gateway cities. We are also employing our capabilities all across China, where large tracts of land are being developed into gated residences and luxury hotels offered to the Chinese elite. One of Banyan Tree’s prime concerns is its associates. We pride ourselves in providing high levels of service excellence and providing tailor made training and career development programmes for our employees. No stone is left unturned in regards to training and proper introduction before a Banyan Tree is put into operation. Trained to the basic standards of 5 star hotels. Employees were empowered to exercise creativity and sensitivity although the strict administrative rules of the management. Employees were taken to and from work in air-conditioned buses, access to various amenities (good-quality canteens, medical services, childcare facilities). Banyan Tree is one of the world’s biggest and well known spa operators. Our levels of quality and service are unparalleled and uncompromised. We are the only vertically integrated hospitality company with strong capabilities to tackle and anticipate the challenges of master planning and developing an integrated resort. We are able to take a property from inception to delivery with efficiencies that is entirely brand specific. Our  in-house design team, Architrave, and project services team are extremely involved in all phases of the development – master planning, designing, developing and coordinating, to ensure developers a timely delivery of their asset. Being experienced developers, we are able to ensure that efficiencies and economies of scale are maximized along with guest experiences. Bintan, the Maldives and Phuket where the Angsana resort is positioned next to a Banyan Tree resort with shared back of house facilities. This model has allowed us to lower costs without cannibalizing rates, thereby boosting returns for our developers.

Healthy: Nutrition and Correct Relax Method Essay

People do different things to stay healthy. Personally, I think that three ways to be healthy are to do exercise regularly, eat moderately and relax correctly. To begin with, doing exercise regularly is very important so as to maintain a healthy condition. If you activate your body regularly, such as doing exercise every early morning or play sport at weekend, you will become both well-built and healthier. All poisonous substances are given out. that will clear your body, strengthen your bone, tone up your muscle and so forth. Next, a balanced diet is also crucial. in modern life, people have to do lots of things, so they usually run out of energy and work up an appetite at the end of day. Therefore, they need to be supplied the foods that must be both mutritious and balanced to recover and refill energy for a new day. A diet should include high fiber, high protein, lots of vegetable, cut down on fat and keep off smoking and drinking too much. Finally, you have a correct relax method. Especially, you must sleep at least 8 hours per day and shouldn’t stay up late. You should read, sometimes, joke stories; watch comedies or tell jokes with your friends and family because smiling is a dramatic method that help healthier. To sum up , health is a priceless gift of oneself. As long as you have your health, nothing else matters. For wise people, they always know how to do stay healthy. For me, three indispensale things are to activate the body, eat scientifically and refresh wisely.

Beauty Therapy Stone Therapy Assignment Brief Essay

Research the history and origins of stone therapy massage and how it may be incorporated with other therapy related treatments. Massage is one of the oldest forms of hands-on-healing known, people from virtually every culture have used a combination of touch, heat or thermotherapy and stones as therapeutic tools. The three main cultures, which have heavily influenced how modern-day hot stone massage has evolved, the Chinese, the Native Americans and the Hawaiians although Egyptian, Ayurvedic and many other traditional healing arts are also said to have used stones and heat. One of the first recorded uses of stones for healing was by Ancient Chinese a medical practitioner who regularly used various shaped stones known as Bian Stones to treat disease. The use of Moxabustion burning of the herb mugwort helped to add heat to these treatments. Native Americans are well known for their Sweat Lodges, which are similar to modern-day Saunas. The use of heated stones on the lower abdomen to relieve cramps was another common Native American practice. Most therapists who incorporate hot stones into their massage routine agree that the Hawaiians had a major part to play in how this form of massage is applied today. This is particularly true for Hahana Stone Massage. Customary uses included wrapping hot stones in leaves with certain therapeutic properties ti leaves and placing on sore muscles to reduce pain, like using a heat pack. . Modern-day hot stone massage therapy is a truly unique style of massage, has been gaining popularity through-out the world after being re-discovered in the United States in 1993. The story is that a massage therapist named Mary Nelson, who was suffering from repetitive use injuries in the shoulders and wrists, was having a sauna with her niece and which had stones in. Mary picked up some of the hot stones and started massaging her niece with them, she felt great. The first style of modern-day hot stone massages therapy was called ‘LaStone Therapy’. Almost every Spa in Europe, America and Australia  offers hot stone massage therapy on their treatment plans. There are a verity number of different styles of stone massage, hot stone massage and cold stone massage these can be incorporated into different treatments like body massage as a pre heat treatment to warm up the muscle to aid muscle manipulation, manicures placed in between the fingers, pedicures placed in between the toes, facials during the massage to aid lymph drainage over the face, sports or remedial massage to relieve muscle pain or tension in the muscle and Indian head massage to aid in relaxation. 2. Explain how you would prepare the treatment area for stone therapy massage taking into account the following aspects: heating, lighting, privacy, noise level, hygiene and finishing touches. When you enter the treatment room you should check the floor is clean and there is no oil spillages on the floor, if there is wipe up with warm soapy water and dry with paper towels, you should place clean bed sheet on the treatment bed, cover with clean towels and bed roll with modesty towels and a flannel available for wiping over the client feet at the beginning and end of the massage. The sides should be wiped down with surgical spirit, sink should be clean with hand soap available. You need to place an hand towel down or tissue to place the stone heater on, the machine should be clean and pat tested, a quick check of the wires and that the machine is in working order shouldn’t take more then a minute, all stones in the machine should be clean and oil free, you should have a bowl to fill the heater with water, the water should be level with the stones. You should turn the machine to pre heat for them to be at working temperature 55ï‚ °C for the treatment. You should pla ce a towel next to the machine for when you take the stones out of the heater, a bowl of cool water should be next to the towel ready incase the stone need cooling down before applying heat to the client, you should check the thermometer in the machine to see the temperature of the water, if the water is at working temperature change the machine to operating range to keep the stone at the correct heat. You would have a small bowl with tissue and a cotton bud in to patch test the oil the client has chosen. Tissue should be placed on the floor by the bed for when the client gets off the bed to stop then from slipping from any oil still on their feet. Heating: making sure the room isn’t to hot or cold for the client as to much heat can make client feel faint or even collapse, if the room in to cold the client may not receive the most of the benefits from the treatment and they may not fell comfortable. Lighting: there should be mood lighting or a dimmer switch to aid in relaxation during the treatment, as a bright light may cause the client to tense up and not relax which can ruin the experience for them. Privacy: the treatment should take place in a private treatment room so other client or therapist doesn’t disturb the client during the treatment so the client can relax and receive all the benefits of the massage. Some client can feel self-conscious about their body and a private room can make them feel comfortable and not exposed. Noise Level: there sound be no loud noises in or near the treatment room, relaxing music should be playing in the back ground to aid in relaxation but not to loud that it disturbs the client or any other client receiving treatments. Hygiene: all treatment room should be cleaned before and after client enter, the bed cover should be replaced with clean one, dirty towels should be placed into the wash with clean ones to replaced them, fresh bed roll placed on the floor and bed, sinks should be wiped down after every treatment, any oil spillages should be cleaned up with warm soapy water, bins emptied with fresh bin liners in, fresh clean dressing gowns in the room for client use, all side be wiped down with surgical spirit, all stone washed and dried after every treatment and stone heater cleaned after every treatment, therapists should wash hands before and after treatment, therapists should have excellent personal hygiene, sort nails free of nail polish, hair tided up, plain day make up, clean fresh uniform. Finishing Touches: to make yourself stand out you could place battery candles around the room, bath rose soap petals on the bed that the can take home  after the treatment, have an oil burner in the corner to have a relaxing and welcoming smell in the room, offer rose quartz water after treatment or herbal teas to complement the treatment. This will set you apart from other therapist as it is these things that clients remember about the treatment and what will bring them back in future and they will recommend you to friends and family 3. Describe how you would adapt a massage routine to suit the individual client’s physical characteristics to include each of the following: weight, muscle tone, age, health and skin condition. Every stone therapy massage is different as you would adapt the massage to suit the clients needs as everyone is an individual and have different problem areas needing more concentrating on or just having the massage to aid in relaxation, what ever the reason you would always be changing and adapting the massage in order to achieve the client outcome of the massage. There are many factors that could change the routine of the massage: Weight: weight of the client is a factor as this will determine the size of the stones, amount of oil needed and the area the therapist will be working on, you may find that people with endomorph body types maybe sensitive to heat and pressure but have good muscle tone as with someone with ectomorph body type maybe able to stand a lot of heat and deeper pressure. Muscle Tone: clients with good muscle tone will feel the heat off the stones in the muscle in which this will help eliminate any tension in the muscle fibres, younger clients tend to have better muscle tone than older clients as with age the elasticity in the skin and muscle tend to weaken in which when lying down you may not see a lot of muscle areas but more boney areas in which you have to be careful not to cause the client any discomfort as the massage is meant to be both relaxing and enjoyable. Age: age is a big factor in determining the pressure of the massage and the heat of the stones, younger client will have more elasticity and collagen in the skin which helps with the stone to stretch the skin and a smoother  gliding motion over the surface, they will be able to stand more heat on the skin and tend not to bruise from the pressure of the stones on the muscles, older clients have less elasticity and collagen in which during the massage the skin takes longer to go back during the massage in which the skin may bundle up and cause the client discomfort, the client may bruise a lot more easily and more quickly due to age and clients may be more sensitive to the heat from the rocks. Health: if the client is in good health they will and has a good diet stone therapy Skin Condition: 4. Describe in detail stone therapy massage techniques and how these may be adapted to suit your clients considering general body types, muscle tone and skin conditions. Body Types: Taking into consideration the clients body type, you may find they don’t have much muscle on their back if they have an ectomorph body, if they are mesomorph they will have defined muscles or if they are endomorph they may have a bigger frame but not a lot of muscle, client can fall into more than one of these categories, when starting the massage with effleurage you can manual and visually assess the client body type to get a good a idea of how much pressure you should apply during the massage although some clients with a small build may like a firm massage while others with a bigger build may not be able to handle the pressure. Muscle Tone: Effleurage: Effleurage is used for spreading the oil over the client’s body and warming the muscle and tissues, this technique is used to begin the end the massage. Begin with your hand and stroke with superficial effleurage along the area to be massaged first, this is a good movement to manual check the muscle  tone and skin condition of the client, while still doing effleurage pick up the stones and introduce the texture of the stone to the skin. Take care over bony areas and that you can do more transverse effleurage, down the body, working along the length of the muscle fibres. Stroking: A gliding stroke is often performed with the outer edge of the stone, which reduces the amount of pressure applied, and it is really useful for finishing the movement at a lymph node to aid drainage. Combing/ stripping: This is a deep, intense stroke using the stone on its edge, working the muscle along its entire length from its origin to its insertion. This helps pull the muscle fibres outward and removes tension, and is best performed when the stone has lost some of its heat, so use this after the first round of effleurage to create a deep release and stretch of soft tissue. Petrissage: Pressing and releasing of the tissue that you would achieve with the hands can be achieved with the stones either flat or for deep concentrated work using the edges. Though you do not have as much contact with the body as you do with manual massage and cannot judge the extra depth, which the stones give. These kneading movements can be very deep always be aware they can cause bruising, clients may think that pain is part of the treatment and that they must put up with it, there is a certain painful but relaxing feeling in having tension knots removed, it should not be continuously sore. The client should not feel tender afterwards, if they do this is a sign you are going too deeply into the tissue. Frictions: Frictions can be simulated with stones by using the edge of the stone, to give mild pressure for a soothing feeling or more concentrated pressure to stimulate the nerve endings. This will entirely depend upon the client, whether they just need tension released or deep tissue manipulation. Alternatively you may miss this movement out altogether if the client wants  to fall asleep. Piezoelectric effects or vibrations can be achieved with the stones very successfully. Vibrations can also be achieved by rhythmical tapping of two stones together creating sound – one stays in contact with skin while the other taps it at the top. This causes a transfer of energy to electrical vibration that should gently remind the client of the noise. This method is effective at removing tension knots. Stone placing: The stones are placed on or underneath the body, covered by a towel or sheet to prevent burning. Never place stones directly onto the vertebrae or placements before the massage, placement should be after the massage continuing the good relaxing work of the stones and keeps heat in the muscles. Holding: The heated stones can be held in the hands to keep the client warm during treatment or for any specific problems in any region. It is good to keep checking with the client that the stone isn’t to hot for them or burning their hands and keep referring back to the client to check that they are comfortable. 5. Research and explain two pre-blend aromatherapy oils used in stone therapy massage and the effects each blend will have on your stone therapy massage. Stimulating: is recommended for people who feel sluggish, tired and emotionally drained. The benefits and use of this pre-blend is used for strengthening the immune system, uplifting, relieves bloating and indigestion, helps with high blood pressure and asthma, ect. Essential oils: Lemon, Cedarwood, Juniper, Prunus, Citrus Peal, Peppermint and Juranium. Anti Stress: is recommended for people who feel stressed, used for stimulating the lymphatic system, helps reduces headaches, helps reduces cellulite, relieves aches and pains, helps reduce insomnia, respiratory problems, helps reduce panic attacks and anxiety, helps improve self esteem Essential oils: Sweet Orange, Sweet Almond, Lavender, Mandarin, Avocado, Weedjurm, Grapefruit, Petitgrain, Ylang Ylang and Margarin. The effects that the pre-blended oils have on the body when using with stone therapy massage, they will affect the body much quick and spreads though out the body much faster due to the heat stimulating the muscle fibres and blood circulation, the heat enhances the overall effect of the massage faster then manual massage as one movement with the stone massage is equal to ten movements with manual massage. Other benefits of pre-blended oils are: Dramatic improvement in general health and well being, increase in vitality, improvement in the colour and texture of the skin, positive effect on mood and thought, relieves stress, stimulates or soothes the nervous system, eliminates toxic waste from the skin and muscle system, stimulates blood and lymph supply, relieves muscular tension and warms the muscles. 6. Create a client information/after-care advice sheet, to explain the post-treatment restrictions, after-care advice and use of homecare products for stone therapy treatments. There are many physical and emotional benefits to regular stone massage. Stone massage will soothe away stress and tension, leaving you feeling peaceful, relaxed, revitalized and energized and it is becoming a very popular treatment, perfect for promoting a calm mind, balanced emotions, a stress-free body and for maintaining optimum holistic health. Stone massage feels wonderful and healing, it is relaxing and has a positive effect on the mind, emotions, nervous system, circulation and muscles. After your massage you will usually feel relaxed and be enjoying the benefits of the treatment, however to gain maximum benefit it’s a good idea to follow a few simple guidelines for at least 24 hours and preferably 48 hours after you receive your massage. Try to relax and avoid strenuous activity for the rest of the day Drink plenty of water and avoid alcohol, fizzy drinks and those containing caffeine Eat light meals and avoid heavy or spicy foods Avoid heat treatments (hot baths, saunas etc) Avoid smoking or cut down as much as possible Following your massage you may experience some of the following symptoms for up to 48 hours Aches, pains or mild flu like symptoms Stuffy, runny or blocked nose Heightened emotions Tiredness or fatigue Increased visits to the toilet Slight worsening of symptoms Irritable or weepy Increased thirst These symptoms are quite normal and are simply a sign that your body is going through a healing process so try to embrace them as something positive and know they won’t last long. Bibliography http://www.pearsonschoolsandfecolleges.co.uk/FEAndVocational/WorkBasedLearning/BeautyTherapy/Level3(NVQSVQ)DiplomainBeautyTherapy/Samples/Level3CandidateHandbooksamplematerial/Level3BeautyTherapyCandidateHandbookUnitB28.pdf

Philosophy and Media Essay Example | Topics and Well Written Essays - 750 words

Philosophy and Media - Essay Example Neo begins to seriously reflect upon the nature of his identity and existence in the middle of the movie as he is already taken to the Nebuchadnezzar. This rather personal and philosophical search begins with Agent Smith saying that Neo is seeking answers to his own questions although Neo himself does not even realize he is doing this. The point is that Neo’s search for himself and questions about his existence begins with a doubt, much like the 17th century philosopher Rene Descartes who wrote, â€Å"†¦it will be sufficient to justify the rejection of the whole if I shall find in each some ground for doubt† for this systematic process of doubting is â€Å"the only way to achieve clear and well-reasoned conclusions† (Author, Year). This means that if Neo had not doubted his existence, he would have simply stayed in the Matrix and, although such ignorance would have felt like bliss, he would forfeit all the possibility of knowing who he really is and what rea lity is actually like. As Morpheus tells Neo what he and reality are really like as well as what the Matrix is, this is the only time that Neo begins to realize his true identity and only then is he able to start being conscious of his own existence. Besides, â€Å"it would be impossible to be self-conscious if we didn’t have a personal identity of which to be conscious† (Author, Year). After Morpheus explains to Neo what he calls â€Å"the desert,† which is a rather simplistic term for what the real environment looks like in contrast with the virtual environment in the Matrix, Neo is shocked but is enlightened at the same time (Berman & Wachowski, 1999). Nevertheless, as he learns the truth that he is a person of and from this â€Å"desert,† it is only then that he comes to develop true self-consciousness. Moreover, Neo bases his own existence on his mind, or, more specifically, on the activities of his mind, or on his mental faculties. He knows that he exists only through his thoughts and his beliefs. The actions of his thoughts are evident in the scenes where he discovers his hidden abilities merely by thinking through his Kung Fu training with Morpheus and the one where he has to jump from one building rooftop to another. Through these scenes, Neo is able to prove once again a rationalistic approach to reflecting on his own identity. According to Descartes, â€Å"†¦it would even happen, if I should wholly cease to think, that I should at the same time altogether cease to be† (Author, Year). Therefore, realizing that he is a thinking being and that it is through this thinking faculty that he defines his own existence, Neo then proceeds from this and develops his self-consciousness and the various aspects of himself – physically, emotionally and intellectually – from his thinking mind. Furthermore, he also chooses the Real World as the place where he develops aspects of himself and not from the Matrix, wh ere such aspects are fake. In short, upon knowing that his true identity is that of the Real World, Neo has now attained a degree of self-consciousness where he would make choices only based on the context of the Real World and not anymore of the Matrix. The Matrix then, which is represented by Agent Smith

Crippled by their Culture by Thomas Sowell Essay

Crippled by their Culture by Thomas Sowell - Essay Example The focus, or thesis, of the writer is that race cannot be used as a predictor or a descriptor for these forms of difference, as the difference is not prevalent when examining members of the same race who have been brought up under different environments, such as African-Americans and native Africans. The author proposes that instead, the culture that these people are brought up in provides a much stronger driver of their differences, and that this can be self-reinforcing. The author cites a variety of anecdotal examples to provide evidence to his point of view, producing an effective and well researched argument. The author starts the essay by listing some of the main differences that are acknowledged to exist between blacks and whites, although the list is not significantly developed. Instead, the author goes on to discuss how these differences have been presented and explained, both in earlier and in present times. Citing an example of recent research, the author goes on to explai n how these perspectives do not adequately explain all the differences that occur. The example the author was a study that looked at black Harvard alumni, and found that those from Africa or the West Indies, or were children of immigrants from either location, vastly outnumbered African-American blacks. The author goes on to suggest, that this difference and similar differences cannot adequately be explained by either racial differences or by racism. In the following paragraph, the author engages the audience asking them directly what possible explanations exists to explain â€Å"such large disparities †¦among these three groups of blacks?† Here he encourages the audience to consider his previous statements, and come to the conclusion that racism and race are not adequate descriptors of three groups that are very difficult to distinguish visually. The paragraphs that follow address the historical perspective, proposing that disparities within races have always existed, g oing back to differences between the â€Å"†¦Ã¢â‚¬â„¢free persons of color’ in 1950†¦Ã¢â‚¬  and â€Å"†¦those blacks whose ancestors were freed in the next decade†¦Ã¢â‚¬  Following this, the author suddenly changes focus, from considering the past and specific examples, to the present time and the differences between the North and the South of the United States. Furthermore, he goes from considering differences between blacks, to individually considering differences within the blacks and within the whites across the Northern and Southern United States. To support his argument, the author gives a number of statistical examples of differences, such as the time children spend in school and the number of schools. He then considers how these disparities are able to cause other disparities, citing illegitimacy rates and violence examples. The author then restates and reinforces his points that â€Å"none of these disparities can be attributed to either race or racism†, then suggests and subsequently debunks slavery as an alternative theory. He suggests that culture is the only explanation that is left. The second half of the essay takes on a different tone. Up till this point the author focused on cultural differences from a more theoretical perspective, citing a range of examples. In the second half of the essay he talks solely about one specific case, the differences between the North and the South, using the common derogatory term for Southerners, rednecks. The author refocuses his direction on the black population, by considering how the redneck culture was occupied by approximately one third of the white population of the United States, 90% of the black populat

Euthanasia Essay Example | Topics and Well Written Essays - 750 words - 1

Euthanasia - Essay Example Specifically, euthanasia has been defined as, â€Å"a deliberate intervention undertaken with the express intention of ending a life, to relieve intractable suffering" (Harris 2001, p. 70). Globally there are a variety of legal perspectives on euthanasia. In these regards one considers the nature of voluntary and non-voluntary euthanasia. Voluntary euthanasia, when the act occurs with the willful consent of the patient, is permitted in some countries. Conversely, involuntary euthanasia is globally prohibited. The last two decades have experienced tremendous controversy over euthanasia as individuals such as Dr. Jack Kevorkian popularized the practice, gaining significant media attention in the process; still, one must note that even as Kevorkian gained some mainstream acceptance, he was ultimately convicted for his actions. While legal considerations of euthanasia are a major concern, of late ethical concerns have most prominently dominated the collective discussion. This essay exam ines ethical concerns within secular and catholic perspectives. While Catholic doctrine spans a wide array of considerations, one of the most comprehensive perspectives exists in the Catechism of the Catholic Church. Part 3, section 2 of the catechism addresses many considerations related to euthanasia. One considers that the Ten Commandments is a foundational doctrine not simply of the Catholic Church, but of the Christian faith. ... The catechism states, "Human life is sacred because from its beginning it involves the creative action of God and it remains for ever in a special relationship with the Creator, who is its sole end. God alone is the Lord of life from its beginning until its end: no one can under any circumstance claim for himself the right directly to destroy an innocent human being" ("Vatican VA"). One considers that this passage more accurately stands against the act of euthanasia. Rather than simply prohibiting the act of murder this consideration extends the notion to include life as sacred from beginning to end, and granting God specific domain over life decisions. The preceding examples demonstrate that Catholic doctrine prohibits acts related to euthanasia. Still, individuals have argued that the nature of euthanasia – delivering one from their suffering – would be in line with the general mode of Christian thought. Further analytic consideration has been given to this counter-ar gument. While delivering an individual from suffering would seemingly be viewed as a positive step, it has been argued that Jesus suffering on the cross is positioned within the New Testament and larger Christian faith as a necessary aspect of life. In these regards, the suffering resulted in the forgiving of humanities sins. On a broader symbolic level it represents that oftentimes-suffering functions as a means of developing character or for ultimately positive reasons (Pavone). While the Catholic perspective on euthanasia strictly forbids its occurrence, there is a variety differing secular perspectives. In the realm of medical ethics one of the prominent ethical approaches is that of natural law. Natural law as established in Greek antiquity states that, â€Å"man should live life

Sexual Violence in Government and Politics Essay

Sexual Violence in Government and Politics - Essay Example From this paper it is clear that  politics governs the world since most of the policies used to implement the law and order are as a result of political ramifications. However, politics goes beyond the formulation of rules and laws that are used as a benchmark to govern societies. State have their foreign policies that regulate the extent to which they engage with other global allies. In the twenty-first century, sexual violence has become a tool for creating a compromise between opposing groups in the case of political conflicts. For instance, if a conflict ensues between two opposing sides of the government one may kidnap some members of the community’s particularly women and girls to exploit them sexually as an act of provocation to compromise the other group to come to consensus.This essay highlights that  sexual violence is thriving in governments, but most of the cases go unreported since their perpetrators threaten the victims because of the influence they command. It is a common phenomenon in most governments that people have to part with sexual favors in order to receive certain services from government officials. For instance, if one is looking for a job in a government agency, the bosses often demand sexual favors in return for the job. In essence, it is a kind of a barter exchange that occurs, but that result because the victims find themselves in a compromising situation in which they either give in to the demands or else they miss the opportunity, benefits or service that they were to receive.  

Power in my life Essay Example | Topics and Well Written Essays - 250 words

Power in my life - Essay Example Likewise, many a time, I have expended collaborative power to carry out teamwork with my peers and classmates. Transcendent sources of powers have also proved very useful to me, in the form of parental support. I have seen many leaders of impeccable personality use different sources of power. Particularly, I know both Abraham Lincoln and Woodrow Wilson used personal, collaborative, institutional, positional, ideological and transcendent powers, among others. For instance, Lincoln and Wilson used personal and positional power to end the use of slave labor and the unlawful hegemonic state aggression that had precipitated World War I, respectively. According to Tamanaha, collaborative sources of power were used by Lincoln rallying the Republicans to vote against the use of slave labor which was rampant among Southern states. Both Lincoln and Wilson heavily relied on transcendental sources of power, as they were Separate Baptist and Presbyterian, respectively. Ideological sources of power proved very useful for their quest in social justice, since Wilson believed in mutual respect among states as international players while Lincoln believed in the abolition of slavery as being crucial to America’s full emancipation (775). Alongside the ones I am currently using, the sources of power I expect to use in the future are ideological, expert, institutional and positional power. This is because, by the time I get into employment, I will have become ideologically mature, and having immense expertise and positional power needed to muzzle through positive socioeconomic changes into fruition. These forces are not at all coercive, but cooperative in nature. In them, there is no use of instruments of coercion to effect change. Instead, all of them heavily rely on the art of persuasion and teamwork, in order to

College still matter Essay Example | Topics and Well Written Essays - 250 words

College still matter - Essay Example However, the necessity for college level education in employment has brought with it the dilemma of widening the gap between low, middle and upper class citizens. Those poor people, who have intelligent children, but cannot afford to get them into college, suffer from the disadvantage that their children cannot get into decent workplaces. College education basically points toward the middle class position in society, and hence, necessitating college education for employment would mean that people from middle class and upward are only eligible for good opportunities in employment. The gap may not have increased in middle and upper class citizens, but has definitely increased in lower and other classes because they will not be preferred in employment. Educational institutes may not have a role, but the government definitely has a role in making education available and affordable for all people of society, so that those of low socio-economic status may also be able to avail education an d employment opportunities just the same as other

Macbeths diary Essay Example for Free

Macbeths diary Essay I am fighting for my king, Duncan, against the enemies Sweno the king of Norway, Macdthwald lord of the western isles of Scotland and the thane of Cawdor who all are traitors. The battles were very bloody there were lots of dead people most very young soldiers. I have not seen so much blood scenic I became a general in Duncans army. The best thing was that we were victorious and Banquo and I are going home to celebrate our victory. On our way home across the heath the weather was awful there was strange thunder and lightning, Banquo and I meet 3 weird women who said that I am the thane of Glamass, going to be the thane of Cordor and future king to be. They also told Banquo that he will be lesser than me and greater, not so happy yet much happier and he shall father kings but he will not be king. Then they disappeared it was vary extraordinary. Than Ross and Angus arrived and told me that I am now the thane of Cordor. I dont believe it how did they know perhaps king would come true. I must tell my wife about these weird women and what they have told me. I could not believe the welcome I got at the palace at fours from king Duncan, when he made Malcolm the prince of Cumberland and heir to the throne I was vary surprised, because I wanted to be king now it would be more difficult Duncan said that he will be coming to my castle, so set off. My wife was very anxious to tell me her plan for killing Duncan. I did not think I could do it, she was very determined that I should. Duncan had arrived I let my wife greet him because I very upset about killing Duncan. At the state dinner I had to leave I did not think that I could do it. My wife came and found me and I told her I could not do it she then convened me I should and told me how to kill him and she even told me how we should react when we hear the bad news about Duncans death. I was very nerves about killing Duncan because I was committing treason and a sin, on the way to Duncans chamber I saw Banquo and Flenance going to bed as I crossed the tort yard. Banquo gave me some gifts from Duncan for my wife and me, then Banquo about a dream he had about the weird women and some of predictions came true so I told him I not think about the weird women said. After they left I had worst hallucination that I saw a dagger with blood and I tort that I was going mad because it looked so real but I could not hold it. I heard the bell and went to Duncans camber, thing I remember is being back in my room covered with blood and holding a daggers, I know that I had killed Duncan in his sleep I cant come to terms with what I have done my wife tried to calmed me down because I couldnt go and put the daggers back so she had to, we heard banging so my wife took me to change my clothes and helped me wash the blood off me. Some how I had remember how to act when I heard the news of Duncans death that Macduff told me about. So I immediacy went to see what had happened and pretending to be angry I killed the guards so they could not be questioned about the murder. Lady Macbeth fainted saved me from being questioned further about the killing the guars.

Strategies to Integrate Children with Dyspraxia

Strategies to Integrate Children with Dyspraxia Dyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension. The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in normal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation. Dyspraxia can be remedied in part by retraining and advancing the child’s method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level. Chapter 2 – Review of Literature: Teaching Strategies: It is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia. To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of rights. The focus of Hohfeld’s analysis of rights is from an analytical perspective; the main aim of Hohfeld’s work was to clarify exactly what rights are. Hohfeld’s analysis of rights is split into four different categories which are; claim-right; privilege; power and immunity. These rights have been put together into a grid of entitlements  which enables one to understand the nature and content of rights; which the individual has in varying degrees. It is this clear and precise method that makes Hohfeld’s analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfeld’s analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discusses: â€Å"Under Hohfeld’s view†¦ it becomes clear that, traditionally, most freedoms in the UK were merely liberties; one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them†¦ When the Human Rights Act 1998 came fully into force†¦ many Hohfeldian liberties became rights in Hofeldian terms since†¦ public authorities have been laid under a positive duty to respect them† . Hohfeld’s analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kant  and MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender; discrimination; animal; and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing field, because the question concerning the equality of rights is no longer an issue. Instead Hohfeld’s analysis allows for different right-elements to be applied in different situations. Therefore Hohfeld’s analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights. Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity; claim-right; and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courts  would be a lot less likely. In short Hohfeld’s analysis has taken out all the moral quandaries in the nature of rights; and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.   In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with; however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the government’s interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults. The Learning Disabilities Association of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with â€Å"some accommodations and modifications may be necessary†.  They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material. If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level; as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child. The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can. If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.  Therefore one can infer that mainstream integration at the foundation levels would be the best approach. Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aides include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.   The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other child’s education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as follows: Figure One – What the Teacher can do: Make allowances, lower expectations in spite of child seeming bright enough. Allow more time. Adjust quantity of work. Give gentle reminders. Good teaching practices win every time. Listen to parent, who knows this child better than anyone ever will. Break tasks down into more manageable parts simplify! Dont assume the child has understood. Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same; a higher failure rate means a very much lower self esteem, etc., etc. The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching. The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees; otherwise the arguments about the degradation of mainstream education will succeed. The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account . The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabulary  where it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justification  against reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrick  were it made a positive move forward in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Case  where it was held that â€Å"an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.† It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal; hence iterating an objective medical test . In Goodwin v Patent Office  it was held that: The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law. In Cruickshank v VAW Motorcars  a test was created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner; so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side. This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument; however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development of the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).   Problems with Integration: The results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teacher’s attention. Also this may also add further stresses on the teacher’s resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individual’s perfection. This cannot always be dictated by mainstream education; therefore this di scussion will introduce this angle into the conversation, which will be focused on the discussion. The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end; it is for it; not against it†¦ Each creature exists for its own act and its own perfection†¦. Individuals exist for the perfection of the universe†¦ The reason for the existence of a determined substance or determined mode of existence is never to be found in an evil but in a good. This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of God’s creation. Aquinas’ theory is entrenched in religious thought from the Catholic Church of the 13th Century; where science, theology, philosophy and politics where within the church’s domain and the central belief is that man was created for God’s purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education. The theological concern of Aquinas’ theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas’ five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God; however humanity unlike the rest of God’s creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple. In short Aquinas’ theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God; it is this that creates man in God’s image and it is such understanding which allows for the furtherance of scientific discovery; however there are problems when humanity intervenes into the sanctity of life and the determination of life and death; which is the domain of the Necessary Being, the Creator. Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school; if this is going to hinder the child’s development, especially one with a learning difficulty as Dyspraxia. So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture; however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia. The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights – freedom and autonomy in a secular state – is criticized as very Eurocentric and fails to allow for cultural differences.  The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.  Therefore ‘there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid’.   This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.  Also it would view non-citizens as an area that each culture would deal with its own cultural norms.  The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestack  illustrates Claude Levi-Strauss argument in the following manner – all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.   Most would agree that the West should not impose its views, governance and culture upon other cultures.  Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.  Is it fair that in the name of cultural identity that repression should be allowed causing ‘an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics’?  The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.  These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.  As Shestack  argues that violations of individual’s rights are not affirmed in any valid culture and in fact the rel igions and culture basis itself on acting for the good of its people and ‘most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute’.   However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative. The main attack on Universalism is the argument of cultural relativism; it has been argued that there are no universals and all rights are from the construction of society and culture.  Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations. The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind. Chapter 3 – Design of Study: This study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia. This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices; as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best inter ests of the child.   Chapter 4 – Methodology: This discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty. This discussion is from a theoretical perspective and has not dealt with quantitative data; rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question. The search for studies and appropriate research material is done via identifying four types of discussion area; the teaching methods that are available to the teacher; the impacts of the child’s rights of imposing integration v the child rights if the child experiences specialized teaching; the legal implications of imposing new teaching methods and integration; and ethical considerations. The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration; whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion. Chapter 5 – Statement of Results: The results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the child’s educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines. The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class; however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.   Chapter 6 – Discussion: Integrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the child’s development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion. Benefits v Disadvantages of Integration: Human beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew; you had to spend years being taught how to teach . Holt is an ardent believer in home schooling and proposes it has no effect on social development; rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th Strategies to Integrate Children with Dyspraxia Strategies to Integrate Children with Dyspraxia Dyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension. The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in normal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation. Dyspraxia can be remedied in part by retraining and advancing the child’s method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level. Chapter 2 – Review of Literature: Teaching Strategies: It is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia. To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of rights. The focus of Hohfeld’s analysis of rights is from an analytical perspective; the main aim of Hohfeld’s work was to clarify exactly what rights are. Hohfeld’s analysis of rights is split into four different categories which are; claim-right; privilege; power and immunity. These rights have been put together into a grid of entitlements  which enables one to understand the nature and content of rights; which the individual has in varying degrees. It is this clear and precise method that makes Hohfeld’s analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfeld’s analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discusses: â€Å"Under Hohfeld’s view†¦ it becomes clear that, traditionally, most freedoms in the UK were merely liberties; one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them†¦ When the Human Rights Act 1998 came fully into force†¦ many Hohfeldian liberties became rights in Hofeldian terms since†¦ public authorities have been laid under a positive duty to respect them† . Hohfeld’s analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kant  and MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender; discrimination; animal; and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing field, because the question concerning the equality of rights is no longer an issue. Instead Hohfeld’s analysis allows for different right-elements to be applied in different situations. Therefore Hohfeld’s analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights. Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity; claim-right; and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courts  would be a lot less likely. In short Hohfeld’s analysis has taken out all the moral quandaries in the nature of rights; and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.   In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with; however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the government’s interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults. The Learning Disabilities Association of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with â€Å"some accommodations and modifications may be necessary†.  They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material. If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level; as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child. The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can. If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.  Therefore one can infer that mainstream integration at the foundation levels would be the best approach. Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aides include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.   The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other child’s education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as follows: Figure One – What the Teacher can do: Make allowances, lower expectations in spite of child seeming bright enough. Allow more time. Adjust quantity of work. Give gentle reminders. Good teaching practices win every time. Listen to parent, who knows this child better than anyone ever will. Break tasks down into more manageable parts simplify! Dont assume the child has understood. Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same; a higher failure rate means a very much lower self esteem, etc., etc. The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching. The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees; otherwise the arguments about the degradation of mainstream education will succeed. The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account . The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabulary  where it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justification  against reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrick  were it made a positive move forward in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Case  where it was held that â€Å"an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.† It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal; hence iterating an objective medical test . In Goodwin v Patent Office  it was held that: The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law. In Cruickshank v VAW Motorcars  a test was created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner; so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side. This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument; however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development of the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).   Problems with Integration: The results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teacher’s attention. Also this may also add further stresses on the teacher’s resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individual’s perfection. This cannot always be dictated by mainstream education; therefore this di scussion will introduce this angle into the conversation, which will be focused on the discussion. The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end; it is for it; not against it†¦ Each creature exists for its own act and its own perfection†¦. Individuals exist for the perfection of the universe†¦ The reason for the existence of a determined substance or determined mode of existence is never to be found in an evil but in a good. This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of God’s creation. Aquinas’ theory is entrenched in religious thought from the Catholic Church of the 13th Century; where science, theology, philosophy and politics where within the church’s domain and the central belief is that man was created for God’s purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education. The theological concern of Aquinas’ theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas’ five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God; however humanity unlike the rest of God’s creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple. In short Aquinas’ theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God; it is this that creates man in God’s image and it is such understanding which allows for the furtherance of scientific discovery; however there are problems when humanity intervenes into the sanctity of life and the determination of life and death; which is the domain of the Necessary Being, the Creator. Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school; if this is going to hinder the child’s development, especially one with a learning difficulty as Dyspraxia. So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture; however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia. The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights – freedom and autonomy in a secular state – is criticized as very Eurocentric and fails to allow for cultural differences.  The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.  Therefore ‘there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid’.   This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.  Also it would view non-citizens as an area that each culture would deal with its own cultural norms.  The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestack  illustrates Claude Levi-Strauss argument in the following manner – all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.   Most would agree that the West should not impose its views, governance and culture upon other cultures.  Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.  Is it fair that in the name of cultural identity that repression should be allowed causing ‘an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics’?  The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.  These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.  As Shestack  argues that violations of individual’s rights are not affirmed in any valid culture and in fact the rel igions and culture basis itself on acting for the good of its people and ‘most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute’.   However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative. The main attack on Universalism is the argument of cultural relativism; it has been argued that there are no universals and all rights are from the construction of society and culture.  Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations. The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind. Chapter 3 – Design of Study: This study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia. This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices; as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best inter ests of the child.   Chapter 4 – Methodology: This discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty. This discussion is from a theoretical perspective and has not dealt with quantitative data; rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question. The search for studies and appropriate research material is done via identifying four types of discussion area; the teaching methods that are available to the teacher; the impacts of the child’s rights of imposing integration v the child rights if the child experiences specialized teaching; the legal implications of imposing new teaching methods and integration; and ethical considerations. The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration; whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion. Chapter 5 – Statement of Results: The results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the child’s educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines. The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class; however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.   Chapter 6 – Discussion: Integrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the child’s development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion. Benefits v Disadvantages of Integration: Human beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew; you had to spend years being taught how to teach . Holt is an ardent believer in home schooling and proposes it has no effect on social development; rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th