Horror Versus Terror in Gothic Literature Essay -- Gothic Literature

Horror Versus Terror in Gothic Literature  Ã‚   Gothic literature can be described as literature that is used to terrify people by portraying situations that border between reality and unreality. The purpose of Gothic literature is to terrify people, not to horrify them. The definition of horror and terror is often misunderstood, many people think they have the same meaning. Devendra Varma, in the Gothic Flame described the difference between these words as "an awful apprehension and sickening realization." A situation that is horrifying is usually described very distinctly. It usually deals with something that is grotesque and may be so appalling that is it unrealistic. It gives an exact portrayal of what is being described, usually by physical characteristics. Its intention is to appall and scare the reader. A situation that is terrifying is also used to frighten the reader, but it instead suggests something that will happen instead of describing it exactly. It allows the readers imagination to determine the story so that there is a sense of uncertainty. It seems to give a feeling of dread instead of an alarming feeling as with horror. William Faulkner, in "That Evening Sun", uses the distinction between the words terror and horror to portray Jason's, the child, feelings of terror concerning racial differences by creating a situation that would be terrifying to the reader. The feeling of terror, similar to the terror that Jason feels about race, is exemplified several times throughout the story. Faulkner wants the reader to understand the meaning of terror so that they understand Jason's terror. He especially utilizes sound to terrify the reader. "One night we waked up, hearing the sound. It was not singing and it was... ... the possibility of being put in their position. The difference between the words terror and horror is essential to the understanding of "That Evening Sun" as Gothic literature. Varma further explains this distinction by saying, "Terror thus creates an intangible atmosphere of spiritual psychic dread, a certain superstitious shudder at the other world. Horror resorts to a cruder presentation of the macabre: by an exact portrayal of the physically horrible and revolting, against a far more terrible background of spiritual gloom and despair." Faulkner uses the definitions of these words to communicate that people who are prejudice are not scared of people from other backgrounds because of what they look or act like. They are instead terrified of being treated like they are treated. They are also terrified because they are uncertain of what makes them so different.

History of Special Education Essay

It was not until the middle decades of the eighteenth century that Europe turned, for the first time, towards the education of persons with disabilities. The spirit of reform, crystallized in the philosophy and precepts of the European Enlightenment, created new vistas for disabled persons and the pioneers who ventured to teach them. Although special education emerged in a number of national contexts, France was the crucible where innovative pedagogies to assist those deaf, blind, and intellectually disabled emerged and flourished (Winzer, 1986). Following the French initiatives, movements to provide services for those in the normative categories of deaf, blind, and intellectually disabled were contemporaneous in continental Europe, Britain, and North America. Prior to the mid-eighteenth century, individual deviations were rarely tolerated and little was done for those who in some way disrupted the norms of a society. Disability was not an innocuous boundary; rather, it was a liability in social and economic participation. People perceived as disabled – whatever the type or degree – were lumped together under the broad categorization of idiot, scorned as inferior beings and deprived of rights and privileges. This early period is replete with innumerable stories of healing, many imbued with an Indeed, many special educators seem curiously disinterested in the foundations of the field; historical knowledge is learned incidentally and unintentionally (Mostert & Crockett, 1999–2000; Winzer, 2004). To some, history becomes increasingly selective, with the past made over to suit present intentions; others speak to the ‘lack of history’ (Renzaglia, Hutchins & Lee, 1997, p. 361). At the same time, some contemporary writers disparage earlier events, programmes, and pioneers in favour of contemporary models. Some point to fossilized traditions; others hold that if today’s inclusive movement embodies the best ideals of social justice then the past, by extension, had to be unjust (Winzer, 2004). Implicit to this position is a steadfast unwillingness to learn from the wisdom of the accumulated past. The middle decades of the eighteenth century witnessed the pervasive influence of the European Enlightenment. While the intellectual project of the Enlightenment was to build a sound body of knowledge about the world, its humanitarian philosophy prompted ideas about the equality of all people and the human responsibility to take care of others, particularly individuals outside the private circle of the home and the family. Reform movements sprang up, aimed at the improvement of the well-being of groups of individuals, varying from poor people and slaves to prisoners, the insane, and disabled people. In France, the Abbe Michel Charles de l’Epee (sign language) assimilated Enlightenment ideals of equality, as well as novel concepts about language and its development. He joined these to the sensationalist philosophy of John Locke and the French philosophers to promote innovative approaches to the education of deaf persons. If de l’Epee’s doctrine promoting a silent language of the hands was not unprecedented, it was nevertheless revolutionary in the context of the times. In devising and instructing through a language of signs, the Abbe gave notice that speech was no longer the apex of instruction in the education of deaf persons. Simultaneously, he influenced and guided innovations for other groups with disabilities, specifically those blind, deaf blind, and intellectually disabled. Following de l’Epee’s successful mission with deaf students, Valentin Hauy in 1782 initiated the instruction of blind persons using a raised print method. Somewhat later, in 1810, Edouard Seguin devised pedagogy for those considered to be mentally retarded. The French educational initiatives travelled the Atlantic to be adopted by pioneer educators in US and Canada. Rejection of French innovations did not imply that British advances were minor. On the contrary. Building on the prerogatives of earlier pioneers, teachers and clergy such as Thomas Braidwood and John Townsend promoted education for deaf persons. Schemes to assist other groups soon followed. By the close of the eighteenth century in Europe and Britain, the instruction of disabled persons was no longer confined to isolated cases or regarded merely as a subject of philosophic curiosity. Permanent facilities were established, staffed by a cadre of teachers experimenting with novel and innovative pedagogical methods. The French endeavors formed the core of systems and methods adopted in the United States and much of British North America (Canada). In the latter, however, the Maritime provinces of Nova. Scotia and New Brunswick initially adopted British pedagogy (see Winzer, 1993). Founded on a humanitarian philosophy, evangelical commitment, and unbounded philanthropy, they established from 1817 onwards a complex of institutions designed to cater to the unique needs of exceptional individuals. Pedro Ponce de Leon(1578) in Spain created the first documented experience about education of deaf children (from nobility) AbbeCharles Michel de l’Epee(1760) in Paris created the â€Å"Institutpour sourds†(Institute for deaf) Louis Braille invented â€Å"Braille script†(1829). Pioneers in Special Education Jean-Marc Itard [pic] – DECS Order No. 1, s. 1997 – Organization of A Regional SPED Unit and Designation of Regional Supervisor in-charge of Special Education -DECS Order No. 14, s. 1993 – Regional Special Education Council -DECS Order No. 26, s. 1997 – Institutionalizing of SPED Programs in All Schools -DECS Order No. 5, s. 1998 – Reclassification of Regular Teacher and Principal Items to Special Education Teacher and Special School Principal Items – DECS Order No. 11, s. 2000 – Recognized Special Education (SPED) Centers in the Philippines. -REPUBLIC ACT NO. 7277 – AN ACT PROVIDING FOR THE REHABILITATION, SELF DEVELOPMENT AND SELF-RELIANCE OF DISABLED PERSONS AND THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES http://www. deped. gov. ph/default. asp SPED teachers to sharpen tools in a national conference PASIG CITY – Teachers and school administrators handling children with special learning needs are expected to further hone their skills during the 2013 national conference on Special Education (SPED) being put together by the Department of Education (DepEd). â€Å"We are opening the conference to public and private school teachers and administrators and other SPED service providers in line with our policy to continue to create a culture of inclusive education,† said Education Secretary Br. Armin A. Luistro FSC. The conference aims to engage teachers and school administrators in the discussions of the evolving practices in handling SPED learners with the end-view of producing inclusive policies. Preparations are now underway for the conference to be held in November in Iloilo which carries the theme â€Å"Special Education: A Bridge to Inclusion. † One of the conference highlights is the awarding of prizes to the winners of the Search for the Most Outstanding Receiving Teachers, as well as Outstanding SPED Teachers and SPED Centers. The national finalists will be awarded certificates while the national winners will receive plaques of appreciation and cash prizes. The conference will also be a venue to discuss current trends, skills and practices on the management of inclusive education schools. â€Å"We can also expect presentations on researches on inclusive education which others may adopt or adapt,† added Luistro. The Philippines, as a signatory of the Salamanca Statement of Action on. Special Needs Education, recognizes the principle of equal educational opportunities for â€Å"all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions† (Salamanca Statement, 1994). This framework was adopted in the Philippines through the Department of Education Culture and Sports (now DepEd) Order no. 26 which institutionalized inclusive education. The order required the organization of at least one SPED center in each division and implementation of SPED programs in all school districts where there are students with special needs. Special education started in the Philippines in 1907 with the establishment of the Insular School for the Deaf and Blind. The school started with 92 deaf persons and one blind person. Today, DepEd serves 11 types of children with special needs in public schools. As of school year 2006-2007, there were 162,858 students with special needs at the elementary level, 51% or 83,231 of whom are in the gifted program. The remaining 49 % were students with various disabilities such as hearing impairment, visual impairment, learning disability, mental retardation, behavior problem, autism, and cerebral palsy. Students with learning disabilities comprise 25% of students with special needs. However, up to this date, many children with learning disabilities, mental retardation, and autism remain unidentified in public schools (DepEd, 2006a). The inclusion of children under these three categories of special cases were among the major concerns of the TEEP-SBM-Inclusive Education (IE) project. Historical Foundation of Inclusive Education Based on the book of Teresita G. Inciong, Yolanda S. Quijano, Yolanda T. Capulong, Julieta A. Gregorio, and Adelaida C. Jines entitled Introduction To Special Education, it was during the year of 1902 and under the American regime that the Filipino children with disabilities were given the chance to be educated. Mr. Fred Atkinson, General Superintendent of Education, proposed to the Secretary of Public Instruction that the children whom he found deaf and blind should be enrolled in school like any other ordinary children. However, the country’s special education program formally started on 1907. Mr. David Barrows, Director of Public Education, and Miss Delight Rice, an American educator, worked hard for this program to be possible. Mr. Barrows worked for the establishment of the Insular School for the Deaf and Blind in Manila and Miss Rice was the administrator and at the same time the teacher of that school. Today, the school for the Deaf is located at Harrison Street, Pasay City and the Philippine National School for the Blind is adjacent to it on Polo Road. During the year 1926, the Philippine Association for the Deaf (PAD) was composed of hearing impaired members and special education specialists. The following year (1927), the Welfareville Children’s Village in Mandaluyong, Rizal was established. In 1936, Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School for the Deaf and the Blind (SDB). In 1945, the National Orthopedic Hospital opened its School for Crippled Children (NOHSCC) for young patients who had to be hospitalized for long periods of time. In 1949, the Quezon City Science High School for gifted students was inaugurated and the Philippine Foundation for the Rehabilitation of the Disabled was organized. In 1950, PAD opened a school for children with hearing impairment.

Power Of The President And Congress - 1303 Words

Power of the President and Congress In the United States, a knowledgeable and reliable president should bring a country into economic development and give citizens truth. It is easy to see how a president affects foreign policy. The President has the highest power to decide how to manage, control, and to solve problems. The president and Congress play important roles in running the country regarding foreign policy making. Foreign policy is very significant because it provides peace between countries without going to war. In order to develop the nation’s economy and increase job opportunities, effective foreign policies help to acquire more investments from foreign investors, and it also affects the world’s economy; therefore, foreign†¦show more content†¦The president can make decisions regarding, â€Å"Executive agreement or trade agreement† as long as they are beneath â€Å"treaty level† with senate confirmation (Welch et al. 335). Even though the president has his own power on hand, Congress still needs to check to see whether the president faithfully performs his bills (Welch et al. 335). As a result, the president’s treaties take effect only if they are passed by â€Å"two-thirds of the Senate†¦Ã¢â‚¬  (Welch et al. 335). Furthermore, veto power is another way to effect the lawmaking of the president, but the only exception is that two-thirds of each house can cancel the â€Å"president veto† (Welch et al. 309). However, the president is advised that they should not abuse veto power because â€Å"president who use the veto too often may appear isolated or uncooperative or may seem to be exercising negative leadership† (Welch et al. 352). Therefore, the â€Å"oversight† of Congress is so important to check and control whether the President practices making foreign policy appropriately. Second, Congress should continue to assert its own role to oversee the president’s work in controlling budget making. Budgeting is one of the most important factors effecting national activities. For example, the government cannot work without a budget; therefore, â€Å"the Constitution gave Congress the power to appropriate money and to account for its expenditure† (Welch et al. 311). Congress also oversees the federal budget by using the budget effectively. For example, itShow MoreRelatedThe Three Branches of the United States Government913 Words   |  4 Pagesensure a separation of powers. The executive branch, headed by the President, and Congress of the legislative branch both share responsibilities to govern the nation, both domestically and abroad. In terms of foreign policy, Congress and the President have different powers that ensure that each branch works in conjunction in handling foreign affairs. The President, as Commander-in-Chief, commands the armed forces and can negotiate and sign treaties. The President also has the power to recognize foreignRead MoreThe Executive Branch Of The United States Constitution1493 Words   |  6 Pagesconsists of the president, vice president, and cabinet members. Article II of the United States Constitution gives the general idea of executive branch, such as the procedures, requirements, powers and limitation of the president. The president is given some powers in Article II Section 2 of the Constitution such as making treaties, vetoing laws, and being Chief Executive of the Executive branch. The president is also the Commander in Chief of the United States Army and Navy. Despite the powers grantedRead MoreEssay on The Power and Significance of Congress1192 Words   |  5 PagesThe Power and Significance of Congress Firstly it is important to look at the power and significance of congress as a legislative body. This includes the creation of law, and the scrutiny of the executive. Because the US federal system is ruled by separation of powers, it is important that the legislative - congress - acts as a good check and restraint on the executive - the president. The most significant power that congress has is to create and pass legislationRead MorePresident And Congress : An Era Of Polarization1394 Words   |  6 PagesThe president and Congress work together to accomplish tasks in the legislative arena. However, such task of working together has become more difficult and has diminished throughout the years. Several factors are the cause of this, and an argument can be made that the relationship between the president and Congress has become defective. Congress has the tools to make president’s job more difficult. Consequentially, presidents have their own tools to attempt to undermine such difficulties. InRead MoreAnalysis Of Richard Neustadt s The American System1495 Words   |  6 Pagesâ€Å"separated institutions sharing powers†, this implies a hopeful sense of cooperation between the three branches of government (cited in Andres et Thurber, 2000:554). However, political realities led scholars to dispute Neustadt’s claim, proclaiming the system as â€Å"separate institutions competing for power† (Murphy, 2007:9). Political paralysis, particularly between the US president and Congress, has become increasingly common in the modern era. â€Å"President proposes, Congress disposes† famously sloganisedRead MoreThe Constitution Of The United States1054 Words   |  5 PagesThe Constitution of the United States divide powers between both Congress and President in a way to prevent tyranny. The legislative and executive branches have major roles in America’s form of government. Each have significant roles but would overlay within each other especiall y when it comes to foreign policy. In the process of foreign policy, both sides tend to collide whether it may be Congress against the executive branch or vice versa. It becomes something contradictory in which Political ScientistRead MoreJames Madison s View On The President864 Words   |  4 PagesJames Madison s view on the president, that he or she is the head of the branch most prone to engage in the dealings of war, has been substantially manifested in the degree to which the executive has taken war power from Congress. In Article I Section 8 of the Constitution, Congress is stated to have the power to â€Å"declare War,† to â€Å"raise and support Armies,† and to â€Å"provide and maintain a Navy.† By explicitly listing these powers to be reserved for Congress, the Framers exemplified their preferenceRead MorePresidency and Foreign Policy Making Essay1692 Words   |  7 Pagesthe U.S President is considered to hold dominant authority in regard to foreig n policy making, and whether the Congress ought to hold a significant role in the foreign decision making process, it is imperative to take into account the executive powers vested on the U.S presidency. This paper posits that the Presidency should be considered to be dominant, while at other times the Congress should be considered to be the dominant authority. In this perspective, it is essential that the Congress playsRead MoreChecks and Balances678 Words   |  3 PagesCivilization. Checks and balances The Constitution separates the power of government into three branches: the legislative power is vested in the Congress, the executive power rests with the President and his bureaucracy and the judicial power is granted to the Supreme Court and other federal courts. Whereas each branch of government has separate and particular powers as listed in the Constitution, each branch is also given the power, duty and ability to control and balance the other(s) in a systemRead MorePresident Of The United States1283 Words   |  6 Pagesgovernment had a president (Welch 326). George Washington, in 1789 became the first president of the United States, as well as the commander in chief, and one of the Founding father of the United States. As a democratic country, USA has a political system where power is divided in between a legislative, executive, and Judiciary. In the beginning the presidency was not very powerful office in a fledging country that had few international ties and virtually no s tanding Army. Today the President of the Unites