Should Women Be Allowed in Combat Essay Example for Free

Should Wo manpower Be Allowed in Combat Es citeFor centuries our women rich person been going into combat, so how come all of a sudden the conflict on whether they should or shouldnt has become much(prenominal) an uproar. When the women in tribes fought over food and men during our beginnings, those women were undoubtedly in combat. And as the centuries went on, women warriors were not considered that unusual, for example at least 400 women soldier fought in the civil war along side their male comrades, completely to be know there gender once killed. So how is it that in todays society, we argon so caught up with the though of women making their way into a male dominant world. Some say it is that women could not deal with the emotions of killing another human creation, that we be not mentally strong generous to handle the conditions of a war z ace, and although physically they may not be a mans equal except when shooting a gun and being shot at there is no difference. Stat istics have not been able to prove that men would be better at the military jobs, but exclusively that accounting shows the solitary members of the soldiers being men.However with modern technology warfare has greatly evolved and it relies more on So how is that our on There fore howcome, our main arugment is that women are not strong enough to fight, women are not capable of the emotions brought through war This helps to show that women in combat are nothing new, and it is unaccompanied modern times that we have thought of women as fragile and over emotional. Real women have save lives, gone in to space, fought wars, invented, financed and designed everything from nuclear fission to radium, and from DNA to COBOL.Real women have overcome as many, if not more, obstacles and hardships than have men. Women pioneered, starved, reigned, battled, spied, strategized, and taught, doctored, nursed, reared families, started churches, and won political rights, yet few magazines, books, mo vies and television productions tell these stories. Its not a gender thing, its not a sex thing, its not a strength thing a passing trained, highly intelligent, strongly motivated person can do any job the military has to introduce and do it well.After all, the Amazons didnt cut off their breasts any more than the Legion of Thebes cut off their testicles and both(prenominal) groups won battles galore Women have been fighting for the right to be seen mentally and physically equal to the men in the Military, however how can they be seen as equal when the basic physical test has been adapted so there is a chance for some women to be accepted in. Women on average only have 60% of the physical strength of men, and when put to the test the top 20% of women equaled to the bottom 20% of men.Men are taught to honor and protect women, boys are taught not to hits missys. I think this makes good comprehend and is an es displaceial element of our civilization. Sending women into combat u tter destroys those values and morals. Women are not suited by temperament or by physical characteristics for the highly aggressive, ultra-violent pursuit of victory in battle. Much of an armys success depends upon intimidation of the enemy. A force composed of women is far less intimidating than one consisting of macho men.Intimidation of the enemy saves lives in wartime. Already, the side effects of abandoning traditional female sterotypes likes the notiona that giels are extremely sensitive or have a unique role in nurturing an protecting children are unmistakable however girls are increasing becoming more in touch with their aggreseive instincest, leading to more girl on girl physical violence. Women should have every right to serve the country, however I do feel that service should stop when it come to front epithelial duct battle.And those determined to make it to the front line should have to meet the exact same physical and mental critera of those as men. Australia is so terrified of being accused for sexism that we refuse to acknowledge that most of us shudder to the idea and thought of women being sent of to war. If a draft was reinstated, the women who have so called fought to show how men and women can be equal have now placed every other women in a position they were not fighting for.

Petitions of African Chiefs Essay Example for Free

Petitions of African Chiefs Essay1. When the slave allot was abolished in certain regions of Africa, the Africans were strained to find other alternative sources of livelihood such as entering in a decriminalise trade of shipping various products. Instead of selling human beings as merchandise, the Africans accepted the timber trade when it was introduced by the Europeans. However, when the timber trade did not succeed, they turned to growing and exporting ground nuts and when this in addition did not come through, the Africans resorted to palm oil trading the subject of King Ockiyas letter to the Earl of Derby. 2. Since the abolition of the African slave trade, Africans having been trying to find other sources of income and livelihood. Among such is the valued palm oil which they smooth from the hinterlands. However, greedy British traders wanted to bypass them and go directly to the source of these valued commodity. Hence, the African leading were asking the British to l et them have their own source of livelihood, free of intervention from the Europeans who were already march on on their trading posts thereby stopping the African trade completely. The petitions and demands of the African leaders show how regent(postnominal) the Europeans are that level building huts or places of abode are considered taxable. Nonetheless, these ruthlessness of the Europeans paved the way for the Africans to energise up and saw all of these as an assault to their customs, livelihood and traditions.Lins Letter to Queen capital of Seychelles1. The rise of the opium trade in China according to Lin has poisoned and injured its plurality. The laws of the country have been disregard in lieu of the temptations and addiction of the opium drug.1. Lin tries to convince Queen Victoria to stop the opium trade by appealing to their sense of right and wrong and strict morality. He tries to emphasize that since opium is forbidden in Britain and brings harm to the British peop le, the Queen must reprobate it as well especially its importation. As Lin proudly said, China has only exported things that are beneficial to the people and opium is not one of them.By giving the impression that China only exports things that are beneficial, from which the world has undoubtedly benefited, Lin thinks that Queen Victoria and the rest of Britain might be convinced of his argument. However, the tone of Lins letter is as well threatening whereby he gives the appearance that China in consonance with its laws will not hesitate to litigate anyone caught selling and using the prohibited drug. Hence, the response of the British will naturally be to disregard Lin and his contention, even get angry at such preposterousness.

Healthy Lifestyle Essay Example for Free

Healthy Lifestyle EssayThe Role and Issues that arise of the GetFitCrossFit Organization among adults in Brunei. Health, a fortune I wish upon every woman or man I imagine for without it she or he bequeath not be fit to explore the seas. Although the ideal concept would be for every oneness to live a sanguine lifestyle, the world is evident that this is difficult to achieve. The leading causes of worldwide deaths are diseases which I believe can be pr neverthelessted (Grifantini, 2010). Simply, health is a necessary commodity to carry out cursory tasks, and if one would like to carry out a task well, one contracts to confound a healthy mind, body and soul (World Health Organization, 1948). In Brunei, in the recent years, the government keeps campaigning for healthy lifestyles, banks and other companies hold marathons, GetFitCrossFit institution has been rising and is very popular now.However, although these efforts have its percentage and aim on maintaining and achievin g a healthy lifestyle, it whitethorn not be affective. Hence, this essay will elaborate on the role and the effectiveness on the GetFitCrossFit constitution among adults in Brunei. First and foremost, it is the members responsibility to understand the elements of seaworthiness, examine their present fittingness status, decide to begin or continue suitable exercise habits and lastly to determine their health behaviors that need to be changed following appropriate steps (Howley Franks, 1991, p.10). The role of this organization is basically to keep fit and traffic pattern a healthy lifestyle. Adding to that, their aim is to make people fast and strong. This organization concentrates on mainly on three fundamental factors that must collaborate in order to benefit from workouts which are exercise, nutrition and recovery. Weightlifting, gymnastic exercise and running are the components used for the exercise in balancing strength and conditioning. Balanced diet is in reality meanin g(a) in terms of reducing processed food and sugar and more natural foods (Rodriguez, 2009). As for the recovery, proper sleeping habits are needed, stretching and make the soft tissues work by massage therapy.The GetFitCrossFit organization is organized and thorough with what they do. Members will have a full fitness assessment before head start because each individual will have a safely designed workout done by the committee. Not only will the members be coached during the workout just similarly in and out of the gym. Everyone in this organization motivates one another and improves by working hard, having determination and a persevering attitude. This organizations slogan isForging Elite Fitness (GetFitCrossFit, 2012). An individual that enters this organization has definitely made a significant move towards improving or maintaining their present fitness take aim but there are issues that may arise among adults in Brunei (Howley Franks, 1991, p.10).Firstly, setting goals is important so that there is an aim to strive. If there are no goals, there is no want and a clear plan. This will lead to not being able to see any results from start although GetFitCrossFit assist one person in making healthy changes one person still have to decide on what changes to make. Secondly, some people are afraid of pain, crack and torture that they might encounter hence not wanting to join this organization. Some people may go for the starting time and after finding out what it is all about, they give up as they do not have the mindset of putting in efforts to be fit and healthy. Thirdly, GetFitCrossFit has a determined time resulting in the main biggest reason to not join or stop this organization is that they have no time. This shows that prioritizing is unfeignedly poor among adults in Brunei. Fourthly, some people are afraid of their reputation. They may be embarrassed on their appearance, the mistakes they may make, having weak health and poor stamina (Why peopl e stop usage, 2012). permit go of bad habits such as reductions in smoking, alcoholic drinking, weight, eating unhealthy food and distort are also the major issues (Howley Franks, 1991, p.211). Lastly, this is rare but some people cant dedicate the membership payment which costs hundred dollars per month. Moving on will be the effectiveness of this organization. GetFitCrossFit organization meets every day except on Sundays after 6pm onwards and in the mornings on Saturday. Amazingly, every Tuesday, the GetFitCrossFit out-of-door session is held at the University of Brunei Darussalam. The rest of the days, it is held at their gym which is called the box (GetFitCrossFit, 2010). This organization has a blog which will be updated daily to guide their members before the actual workouts in the evenings occur. According to Tobey (1920, p.649), Emerson once stated The first wealth is health.Therefore the members in this organization do not take this as an expense but instead a necessit y and money well spent. They see this as an activity of making bare-ass friends and having fun as well as protrudeting or keeping fit. Some people get motivated by having a group of people in an organization having to follow rules and regulations rather than exercising alone (Too, 2011). Exercisingand keeping fit does not only improve and maintain fitness level but it can have a huge impact on living longer even not losing weight (Gard ner, 2011). Besides that, GetFitCrossFit wins its organization really well. For every first Tuesday and Wednesday of the month, eligible students and unemployed may attend their sessions for free (GetFitCrossFit, 2010). The Social Medias such as Facebook, Twitter, Ranoadidas and Bruneitweet plays a big role in denote their organization (Sheridan, 2012). Even the bruneitweet, Delwin Keasberry, is a member of this organization. Current members share their experiences and goals with their colleagues at work, school and their social peers which really motivate them and hence joining this organization.GetFitCrossFit are also known through the newspapers as they help for charities. They also hold motivational talks to different institutions and participate in road shows. In conclusion, exercise and fitness are necessary elements in order to lead a healthy lifestyle. It is definitely clear that in order to live long, one needs to have a healthy life. Although Brunei is trying their best to promote and campaign for healthy lifestyles, the issues as mentioned above may arise. GetFitCrossFit organization has a very good intention, motivation and role but it really depends on how effective the organization is. Advertisement and promotion is really important to show adults in Brunei what GetFitCrossFit clearly does and their aim. To wrap it all up Benjamin Franklin once said that An ounce of prevention is worth a pound of cure. (

The Computer Forensics Investigator Career Essay Example for Free

The reckoner Forensics tec C beer EssayThe career of a computer Forensics tec is that of a specially trained professional who works with various law enforcement agencies as well as private firms to retrieve data from computers and other types of info storage devices. electronic computers and equipment enkindle often be dishonored externally as well as internally corrupted by hacking or viruses. The calculator Forensics Investigator is most well-known for working within the law enforcement industry. They can also be tasked to test the certificate of a private companys information systems. The Investigator should have an excellent experience of all aspects of the computer including catchy drives, networking, and encryption. The Computer Forensics Investigator recovers and mental testines data from computers and other electronic storage devices in order to use the data as evidence in criminal prosecutions. Following data retrieval, the Investigator writes up technical repo rts enlarge how the computer evidence was discovered and all of the steps taken during the retrieval process. Patience and willingness to work dogged hours are qualities that are well suited for this profession.Common Certifications for a Computer Forensics InvestigatorSome roughhewn Certifications for a Computer Forensics Investigator are the Certifications of Ethical Hacker, brainwave tester, Computer Forensics Examiner and Reverse plan analyst. The Certification of Ethical Hacker is achieved after completing a program involved with popular information security and hacking training. Investigators are taught techniques that are used by malicious, black hat hackers.The Certification of Penetration Tester is achieved after taking a course that is designed to certify that candidates have expert level knowledge and skills in relation to penetration testing. An expert penetration tester is a person who is highly proficient in methods of evaluating the security of computer systems , networks and software by simulating attacks by a malicious user.An Investigator can earn the Certified Computer Forensics Examiner Certificate by taking a course that tests a candidates fundamental knowledge of the computer forensics evidence recovery and analysis process.The Certified Reverse Engineering Analyst Certification is gained by taking a multiple part exam. The first portion consists of multiple prize style questions. Candidates have 2 hours to complete the exam and must achieve a 70% course or higher in order to pass this part of the exam. Candidates that pass the first portion of the exam can receive the practical portion part of the exam. The practical examination consists of an encrypted archived zip file which contains a live malware sample collected in the wild. The password for the file is infected. Investigators must solve the issues to pass the consequence part of the exam. Links to all these certifications are listed below* Certified Ethical Hacker (CEH) * C ertified Penetration Tester (CPT) * Certified Computer Forensics Examiner (CCFE) * Certified Reverse Engineering Analyst (CREA)Associations that Support Computer ForensicsSome associations that support this career are the IACIS, the ISFCE and the National Center for Forensic Science. The IACIS is The International Association of Computer Investigative Specialists. IACIS is an international volunteer nonprofit corporation composed of law enforcement professionals dedicated to education in the field of forensic computer science.The ISFCE is The International Society of Forensic Computer Examiners. The ISFCEs members conduct enquiry and produce developments of new and emerging technologies and methods used in the science of computer forensics. This development is reflected in the certifications that are offered by this organization at a tokenish fee to Computer Forensics Investigators.The third association that supports Computer Forensics is the National Center for Forensic Science. T his association provides innovative solutions to forensic science problems through high lineament research. This associations members are dedicated to pushing back the frontiers of forensic science by consolidation high level research, technology, and scientific working groups. Certification testing is offered to Computer Forensics Investigators at a minimal fee by this association.

Strategy of Corporate Social Responsibility Essay Example for Free

Strategy of Corporate neighborly Responsibility proveWe all know that profit an enterprise clear ups is not only made by itself, but to a fault by a result of the interaction between consumers, politics and the society environment of the enterprise universe at. If an enterprise wants to operate in the long run, it adopts to be concerned about the problem of its ring environment. Also, only a corporation which can shoulder responsibilities of society and obey the rule of ethic deserves to obligate support from the society. In this essay, I am going to discuss about whether if the strategy of Corporate Social Responsibility is relevant. The concept of Corporate Social Responsibility (CSR), like ethics, is easy to understand it means chance upon right from wrong, and doing right. It means being a good corporate citizen. The formal definition of social righteousness is managements obligation to make choices and take actions that will contribute to the welf atomic number 18 and interests of society as well as the organization (Szwajkowski, 1986 Davis et al., 1979). CSR is a kind of philosophic conception, it does not take up tangible administrator criteria and rules. A lack of the spirit of CSR, we cannot find the meaning and reputation of why this enterprise exists.Companies and state need profounder meaning of exist. Nowadays, CSR strategy is overall acceptable by the managers of every enterprise. However, there are numerous of stack have been arguing about their different beliefs, many of the experts debate about CSR. Milton Friedman and others have argued that a corporations habit is to maximize returns to its shareholders, and that since (in their medical prognosis), only people can have social responsibilities, corporations are only responsible to their shareholders and not to society as a all. Milton Friedman have pointed out this in his book, Capitalism and Freedom There is virtuoso and only one social responsibility of subscriber line to use its resources and engage in activities designed to ontogeny its profits so long as it stays indoors the rules of the game, which is to say, engages in open and free contention without deception or fraud (Friedman, 1962). Most of the managers and laws supported this concept in the early days. Only people can have responsibilities. A corporation is an artificial person and in this sense may have artificial responsibilities, but business as a whole cannot be said to have responsibilities, eve in this vague sense. (Friedman, 1970)In addition, in the 1996 speech of Roger Kerr, the argument that the activities of private business are socially beneficial so long as they are get byed under the rule of law and within a framework of open competition. When subjected to those disciplines, business by and large promotes its interests in a way that promotes the interests of the whole community, and, moreover, promotes the community interest more efficiently and reliably than any other economic arrangement.(Kerr, 1996) If the corporate business take too much responsibility of society, then Basically, the function of an enterprise organisation is to create profit, and governing body should solve the problem of society by the taxes it imposes. I wonder if the more responsibility the enterprises take, then there are no much differences between an enterprise and government, moreover the enterprise will end up being a monopolizing organisation.On the other hand, R J Hubbard presents a different point of view from Milton Friedman and Roger Kerr. shareholders arent the only group of people that have a stake in the success of a company and that other stakeholders are employees, customers, suppliers.(Hubbard,1996) And business owners and business managers should try and reconcile the interests of the various stakeholders. (Hubbard,1996) as shareholders in a company one gets certain privileges from society as delivered through government. limited liability, the ability to earn a dollar over and above that of the average wage or salary earner and a host of other benefits. Thus, one should not only receive these privileges but also give covert to the society that has made them available.(Hubbard, 1996) The social responsibility of business encompasses the economic, legal, ethical, and discretionary expectations that society has of organizations at a given over point in time. (Carroll, 1979) To sum up, I consider Corporate Social Responsibility to be a sensible strategy.But we should not solely put emphasis on CSR without considering businesss inclination of maximizing profit. CSR will be desirable if corporate increase its profit though such conduct and society as a whole is the beneficiary. Nevertheless, how much responsibility should a corporate burden with? This is a constantly difficult problem to grasp. To a corporate, it should evaluate capacity itself and balance the benefits inner and outer beforehand taking certain responsibilities. Word count 769 Reference List Friedman, M. (2002) Capitalism and Freedom. Chicago University of Chicago Press. Hubbard, R J. (1996)The business of business is not just business Samson, D., Daft, R L. (2003)Management South Melbourne, Victoria

Benefits of computing gross profit on sales in contrast to contribution margin Essay Example for Free

Benefits of computing crude profit on sales in contrast to piece beach EssayThe computation of gross profit on sales, which can be derived chthonian the assiduousness costing begin, is a profitability measure normally conducted under financial compend. This accounting ratio outlines the gross profit generated from every $100 of sales. Such measure is highly useful in financial analysis, because it provides indications on the profitability potential and cost efficiency of the company. For instance, if there was an increase in sales of 10%, only if the gross profit margin declined by 4%.This indicates that the cost efficiency of the organization deteriorated during the period. Such analysis can non be conducted under the region margin approach, because gross profit is not present. However, under the contribution margin approach one can calculate the contribution to sales ratio which indicates the contribution determined from every $100 of sales. This would also provide i ndications on the control of variable costs once compared over time. oddment in Net Income arising from different approaches.In the example of ABC Company the profit under the two methods is the same. However, this is not always the case. Profits under the two methods differ whenever there is movement in enrolment. This is ascribable to the fact that since under the absorption costing technique fixed manufacturing costs are included in the cost of goods sold, a proportion of fixed costs will be included in inventory leading to such a difference.Contribution margin approach not deductible for external reporting.The contribution margin approach, despite being highly useful to provide valuable information for decision making, is not acceptable for external reporting. This is due to the fact that it does not comply with the Generally Accepted Accounting Principles (generally accepted accounting principles).For example, under the GAAP the income statement layout should clearly outlin e the gross profit do by the company. Under the contribution margin method this is not highlighted. Another important reason why the absorption approach is allowable for external reporting and not the contribution approach is due to the way in which the income statement is classified.The GAAP state that the income statement is classified by function, like under the absorption method. In the contribution approach it is classified by cost behavior. Indeed separation between fixed and variable costs is made under such method. This conflicts with another requirement of the GAAP.ReferenceDrury C. (1996). Management and Cost Accounting. Fourth Edition. New York world-wide Thomson Business Press.

Culture and Special Education Essay Example for Free

Culture and Special procreation EssayIn this paper we concern ourselves with the ship keepal in which schoolings in general and finical teaching procedures in particular t hold on to non be succeederful for those of our students who atomic number 18 from a different culture. ( musical composition we localize on Canadian autochthonics, we also extend our thinking to those minorren who come from different races, ethnicities, socio-economic scenes, etc. ) We break throughline the stories that rush brought us to this go in. We then go on to suggest that the adoption of different understandings and plan of attackes could lead to the academic supremacy of children from a variety of different cultures and backgrounds. We conclude with almost direction for channel. In this paper we, two white-hot educators, concern ourselves with the knowledge of those students of ancient descent who argon advertn by the school system as extra. Our concerns ar establish on the st ories we use to understand ourselves and our make a motionions stories of mistold history, socio-political issues, racism, the misuse of science and the ways those stories disadvantage those who be different. Our hold is that we cornerstone begin to explore different more hopeful and empowering stories.There are many reasons to be concerned about the existing state of peculiar(a) education, particularly with our Aboriginal students. Currently the fol impressioning are common 1. Our special education classes are top-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the deficits in otherwise children sooner than on the possibilities. We could embrace the position of William Glasser (1986) we choose to be whom and what we, and others, believe we are. 1 3. We do not concern ourselves with the differences brought to school by children from other than the dominant culture.2 4. We are asking unless handsome school children to do the pretty much the same( p) thing at pretty much the same time and to meet some arbitrary standard of what they should or should not be adequate to(p) to do. We act de smart current research concerning physiology and early childhood experience, which suggests that children are not leasey for the same parturiency at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are f altogetherible and cultur abetter _or_ abettor insensitive and subjective. 6.A label tends to freeze a child in the definition attached to the label. 7. We set about a tendency to blame the victim or to blame the social background rather than aspect at ways we can change. Clearly we need to adjust another way of viewing children and their learning. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, in that locationby beginning a dialog concerning alternative stories of strength, knowing and power. Stories that birth in the Way biography StoriesMalia Kaniaupuni (2005) tells us how archeologists and historians knowledge accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the open seas. This in spite of turn up to the contrary, which makes it clear that the early Polynesian explorers did indeed live the sophisticated system of navigation postulate for a planned and favored voyage. Malia Kaniaupunis point is that the presumption of a slew with no learning, no culture, no anything simply maybe good luck, made it possible for colonizers to take on in their lower minds the mantle of rescuer.Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous history and science. She wants us to challenge those assumptions that the colonizers engraft a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years study the preserve of oppression on the colonized. In the name of saving a backward people from themselves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story continues to impact on how the dominant cultures act out their oppression.History is written by the winner, therefore we need to be full(prenominal)ly critical of the history we read. While more blatant misrepresentations of the history of Canada are beginning to disappear, the whole story of colonization is not cosmos told or written or disseminated. Instead, we are still turn uping to save lost Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education.We suppose schools are places where children are educated. just what are children educated to do or be? Gitlin (2005) gives a disturbing answer to this question Public education is not intended to fill the young of the species with experience and awaken their intelligence Nothing could be only from the truth. The aim is simply to reduce as many individuals as possible to the safe level, to breed and instruct a standardized citizenry, to put down dissent and originality. That is its aim in the United States and that is its aim all over else.(p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to endure fecund citizens. plainly citizenry becomes problematic when referring to Aboriginal peoples it seems clear that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. further success is politicized.Skovsmose (2005) outlines how schools practice both classic3 and progressive4 racism. Such practice allows us as educators no t to have to take any responsibility for the failure of the child, as clearly the child brings the cause for his or her vague performance into school. Therefore Many deficiency theories (theories of the deprived child) follow the approach of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So The epistemic interpretation of learning obstacle is not the only one possible.However, processes of exclusion in education can be dressed up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not oblige on students. Instead, exclusion may appear as a consequence of some students so-called low achievement. (p. 4) He goes on to say that this leads to a particular way of organizing teaching/learning processes in ways that prevent students from acting like learners. In other words our story leads to actions that support the story. A sci entific Story A scientifically rigorous story dominates special education practice.The story, in brief, is that learning impediment can be attributed to biologic and environmental factors. Current models of ab normality are often based on the premise that a person will have a biological disposition toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, Weaver, 1999). Brain occasion consists of biological processes involving genetic tendencies, chemical substance levels and electrical activity. Normal brain function can be represented according to normal biological processes.In other words, we assume that learning dis powerfulness is at least(prenominal) partially caused by excessive deviation from a normal range of biological processes. These biological processes can be measured in terms of genetic profiles, chemical levels (e. g. , hormones entrap in blood) and electrical levels in the brain. Hence, it is assumed tha t learning dis faculty can be measured using physiological properties of the brain. These ideas are support by a dominant scientific culture, where scientific curtilage generates facts that cannot be refuted.Special education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a stainlessly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in three ways. First, the story of scientific rigor is told by a dominant culture.The colonizers write the books of knowledge, thereby attempting to establish without doubt what is true and what indicate is required to make a truth study. Cultu rally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently superficial scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels.The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, succession special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to detect genetic make-up, chemical levels or electrical activity in the brain, generating a diagnosis based on deviatio ns from a normal range.We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that put down in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a moment of fear (Kalat, 1988). found on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections between emotional states and learning (Zimbardo Gerrig, 1996). evidence of a connection between learning and emotion is accumulating to such an extent that there is a dissever of ps ychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth.Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glassers (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we steadfastly believe that a child could do something and bring them to the same belief, then learning previously eyeshot impossible takes place. We suspect other teachers, based on their personal experiences, have similar beliefs concerning the potential of children to learn. spousal relationship the physiological and behavioural evidence above suggests that a label is as much responsible for a childs learning success as a ny other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability.We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no doubt in our minds that we are working with the best of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things.We may be comfortable with some tinkering. But we see ourselves as educated people who are neither anti-Semite(a) nor biased, and who are working in a good system, but with damaged and/or deficient people this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are expected to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful.If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. Racism gets in our way. Scientism gets in our way. We are not noticing alternative stories.Previously we wrote (Betts Bailey, in press) about using a different simile for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in terms of quantum mechanics and funny farm theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is really a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by definition a tirade model so nothing is more important than anything else, all is of equal value. Each member of the confederation is an essential part of the whole.Earth, flora, fauna, human are all part of the circle of life required for existence. culture was a part of the whole, an on-going component of life (Courtney, 1986, Graveline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern horse opera thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change.It is clear to us that the foreground must be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the seduction of an entire race practiced over the years by the European colonizers. We all know the go that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. 5 We see what we are doing now in schools as an extension of that destructive process. Our governments are slowly beginning to allow for the full pa rticipation of Aboriginals in our world.But in many small and highly destructive ways we continue to contribute to the marginalisation of that population. The world of special education is one place where we continue to do so. Knowing that a high proportion of the identified special population is Aboriginal, we continue to act as we always have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to sustentation for and govern themselves.In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. solely would be right if only kids would come to school and on time. all(a) would be well if their parents would stop drinking.All would be well if so much money wasnt being squandered on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to split up the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out meanings of learning, meanings for students, and each students meaning production must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground).Meaning production takes place in terms of what the students see as their opportunities, including motives, perspectives, hope and aspiration s (p. 8). Therefore in suppositionualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the thorough ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2.Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the volume and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task. 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about.If we consistently make it clear to children that they are capable of succeeding at the tasks we give them, sooner or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. 6 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning we give them agency. This is a difficult task for us to undertake. It means giving up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity.But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsibility and determining what they need to be successful. 7 7 . Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kaniaupuni (2005) strongly advocates for using the heritage and knowledge of the childrens cultureAs others before me have done, I end by calling for a new framework that brings to the fore Native Hawaiian strengths that have been as well as long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a social structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First lets be clear that by strengths based, I do not mean glossing over problems in favour of a rosy picture.Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. As such it means empowering communities.(p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attention is very difficult. We know that you will be surrounde d by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place.We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesnt work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past.However, with kindness and deep concern we are using the special education system to continue to interact and discredit a large number of Aboriginal children8. We are suggesting that maybe things could be better. References Bishop, A. (2002). Becoming an ally Breaking the cycle of oppression. Fernwood Publishing Halifax Bloom, B. (1981). All our children learning A primer for parents, teachers and other educators. McGraw-Hill unexampled York. Courtney, R. (1986). Island of self-reproof Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed.Herder and Herder tonic York Freire, P. (1998). Pedagogy of Freedom. Rowman Littlefield New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. harpist and Rowe New York. Goleman, D. (1998). Working with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works Transforming Eurocentric consciousnessHalifax Fernwood. Iseke-Barnes. J. (2005). thaumaturgy of Indigenous history and science Public broadcasting, the internet, and education.Discourses studies on the cultural politics of educa tion 26 (2), pp. 149-165. Kalat, J. (1988). biological psychology (3rd. ed). Belmont, CA Wadsworth. Malia Kanaiaupuni, S. (2005). Kakalai Ku Kanaka A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The set apart circle An Aboriginal approach to healing education at an Urban high school. In M. Battiste J. barkeep (Eds. ), First nations Education The Circle Unfolds (pp. 313-330. (Vancouver UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles.For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , Weaver, C. (1999). Psychology (5th ed. ). New York Harper Collins College. Zimbardo, P. Gerrig, R. (1996). Psychology and life. New York Harper Collins College. 1 Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kaniaupuni (2005) is concerned that if you focus on a deficit-base d approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of fixing our problems.2 Including Aboriginal, Black, Hispanic, recent immigrants and the poor. 3 Classic racism assumes that the obstacles to learning are to be found in the child. 4 Progressive racism assumes that any weakness in the child is the result of social background. 5 In July 2005, the posterity of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers.6 Anne Bishop in Becoming an Ally Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is somewhat self-explanatory 7 Children also fall into the patterns of self-excuse I have already been told that I cant read so why would I work at it. Dont you know I cant do that. 8 We do believe that this is the case wi th all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to envision at squarely.