Poem of William Caslos William Essay

William Carlos Williams is a pioneer who creates a whole new realm in American poetry. He is regarded as an important and influential poet because of his unique and usually plain style. The poem â€Å"Poem† is one of the most prominent poems reflecting Williams’ style of writing. In this piece of work, Williams discusses a central contrast between the mortality of life and immortality of art through the image of two roses – in nature and in poetry. It can be said that life is symbolized by the rose, the central image and also the main theme of â€Å"Poem†. The real rose and unreal one are skillfully used to represent two factors: the reality and the art. In nature, a rose which cannot avoid the cycle of time undergoes stages of nature rules. First, it germinates from a seed. Then, it grows up and blooms or blossoms. Next, it fades or discolored. Finally, it dies. â€Å"The rose fades – And is renewed again – By its seed naturally† (Williams, 1983). The issue of the rose fading show that life, no matter what forms, follows the nature changing rule and eventually fades away. Meanwhile, Williams uses the image of the rose in poem to respect the art because the real rose will fade naturally but the rose of art keeps an ever-lasting beauty: â€Å"Save in the poem – shall it go – to suffer no diminution – of its splendor† (Williams, 1983). Generally, the whole poem presents the central contrast of nature versus art, death versus life and cycle of time versus perfection that lasts forever. With respect to the highlighted image of the rose in poetry, it can not be touch but lives forever and remains perfect, fresh, young, and beautiful regardless of time. It has the empowerment of splendor, perfection, and immortality. In fact, Williams’ intention after his words of praising the power of the rose in poem is to advocate the power of art in general. It seems that the poet gives prominence to art whose role is to inspire and guide people through curves of life thanks to its beauty and significance of teaching truth, giving beauty and pleasure, shaping moral characters, showing power of language and showing human experience.

Promoting diversity within a health and social setting Essay

In this report I am going to outline The Mental Health Act alongside this, the procedures and codes of practise and how both of these aim to promote diversity and assessing the effectiveness of these measures in place. The Mental Health Act aims to safeguard the vulnerable, by ensuring they are treated fairly and equally by services and given permission to health care, for example hospital treatment if required. The term mental illness or a personality disorder is used to describe someone with a mental disorder. The key principles of the act include keeping the service users best interest at heart and if unwise decisions are made by the user, the least restrictive option should be made. The mental health acts helps to promote diversity, because it ensures that the individual themselves will not be taken advantage of and their choices are met with full understanding before a decision has been made. This also makes sure that the person who holds the right to overrule the decision making follows under the act closely. The codes of practise aim to provide rules and regulations on how professionals should behave in a health and social care service. Most importantly, they provide specific standards of practise for each situation. For example, there is a code of practise for nursing and midwifery, known as ‘the nursing and midwifery council’. Another example of how codes of practise provide specific rules for each situation is the including standards of practise specially tailored for social care workers. This is known as the ‘General Social Care Council.’ The standards of practise must comply with the employers and employees responsibilities non- discriminatory practise. These responsibilities include staff promoting choices about service users and the care they receive; promoting a sense of self – concept for each service user; promoting diversity by considering their preferences, the service user’s individual needs and their wishes being taken into consideration of every aspect of their care. These responsibilities help to promote diversity, because it prevents victimisation and respects individual’s different views, with providing equality for all and promoting non – discriminatory practise. Overall, this piece of legislation is effective, because it aims to promote diversity by providing important legislation with lawful regulations that helps to meet service user’s needs. For example, the mental health act ensures the individual focused on if necessary, will be ensured to have informed and respectful decisions made based on their needs and preferences. Codes of practise are effective for aiming to promote diversity, because they provide standards of practise for individual situations, which all consequently aim to promote diversity and help staff and carers to use non – discriminatory practices that respect all individual service user’s needs while also aiming to promote and respect differences within each individual.

Pursuasive Policy

To persuade my audience that the fight against bullying begins at home. Central Problem Statement: Due to the increase in bullying in schools, there is a need to prohibit bullying and create a safe and educational environment. INTRODUCTION Attention Step (Pathos) l. Bullies. Dictionary. Com defines bullies as a blustering, quarrelsome, overbearing person who habitually badgers and intimidates smaller or weaker people.I will now share a true story with you and I want you to think to ourselves If this story poses as the definition. A few years ago, on the evening of September 9th, 2010, a boy of Greensboro named Billy Lucas committed suicide by hanging. Earlier that day Billy had been suspended from school for cursing at the bullies that were harassing with â€Å"gay† discourse. Channel 8 news reports that a day before Billy committed suicide that his sister told a good friend of Bills that â€Å"He had a chair pulled out from underneath him and was told to go hang himself. Lat er that evening that Is Just what he did. Reveal the Topic II. There are a few absolution policies that are set In the school systems that prevent bulling from occurring, only to limit it. Relevancy (Logos) Ill. Most schools pretty much have the same policy with in their school system, which is called the Anti-Bully Policy. This policy basically states that any student or employee will not be abused psychologically or physically. Credibility I have had personal V. Experience with this as my friend was a victim In a bullying case.Unfortunately for him, he awaited the same fate as Billy as he committed suicide after being pushed to the edge. Preview For the next few minutes, I will share about the frequency at which bullying occurs without interference not only in the state of Indiana but the entire country. I will also state the obvious by saying the policies set in now are ineffective and new policies with new strategic plans need to be unveiled in order to save lives. BODY Need Ste p (Claim) l. Bystanders don't take the necessary actions to prevent bullying from proceeding In schools.Assertion 1: Bullying Is a concerning issue that happens everyday, whether it is reported or not, it happens. Evidence Logos: A. According to a study done by the Response Ability Act, 86% of children have witnessed bullying at least once (RAP Project) Evidence Logos: B. In 2008, there was a study done right here in Indiana that showed how bullying cases led to suicides. From the ages 10-19 there were an astonishing 1,819 suicides relating to bullying In school, which means there are way too many people not doing anything about It. Evidence Pathos: C.As I have already stated, before I moved here, I had a friend that would constantly be bullied and even while I was around, which made me he bystander. This went on for some time until I saw on the news that my friend had committed suicide. It broke my heart because I was just as guilty as the bully for not doing anything to stand up f or what was right and I have regretted not taking action ever since. Transition: Now tattoo know some statistics and my own personal let Like me, in my story, many bystanders lack courage to step into the situation Evidence Pathos: A.Imagine you are the victim in a bullying situation such as the one I previously stated. I mean you are in the midst of a bully string to ingle as much pain as possible into you. You look up and see your classmates laughing and making fun of you, yet you see your best friend Just watching. Evidence Ethos: B. Now let's switch roles for a bit, you're the bystander or the best friend Just watching this take place. Why don't you do anything? Why don't you stick up for your friend? Well according to Recount. Com, the typical bystander doesn't get involved for various reasons.But the most common reasons are â€Å"None of their business†, â€Å"They will come a target†, and â€Å"It will give them an unwanted stigma, such as a tattle tale†. (Recount. Com) Evidence Logos: C. The U. S. Department of Justice shows the between the years of 1999 and 2003 there had been a 2. 1% increase in bullying cases. So we bystanders have to stop this trend. Transition: Now that you know that not only bullying is a problem but also the bystander that does nothing is a problem, let me explain how we can offer help and or implement policies to eliminate these problems. Satisfaction Step: II.Spending the appropriate time with the kids at mom teaching the correct morals and values will put an end to bullying in schools. A. Psychometric. Com states that the best and most obvious way to stop bullying in schools is for parents to change the way they parent their children at home. A. Good kids who don't get in trouble or start any trouble typically come from households in which these morals and values are presented to them almost daily. B. Bullies usually come from families who fight a lot which is seen as the acceptable behavior and is repeat ed in school. B.However my audience here is probably brothers and sisters ND maybe aunts and uncles. A. The same principles really apply, your apart of the family too so you should have a part too. C. So in order to summarize this up, I'm not asking for money or donations, I'm not asking for you to sign a petition, I am Just asking you to spend time with the kids in your household and to make sure you know that they know what is right and how to handle these situations if they were to occur. Transition: Now that you know the root of the problem of bullying, I want to show you a video that puts everything into perspective.

Legoland’s main target market is families with young children

The families would enjoy a great day out while having fun with there children. The young children will have lots to do as the park is really based around them. Legoland has over 50 fantastic rides and attractions. Families with older children would not prefer Legoland, as they would not gave a fun day compared to, if they went to Thorpe Park. Thorpe Park is a thrill park and would excite them a lot more then Legoland. This is mainly because this is not the age group Legoland has targeted. Only one or two rides would attract the older children compared to nearly all the rides at Thorpe Park. Thorpe Park mainly attracts people from the age of 12 upwards as it is a thrill-seeking park. Young couples again would not have such a great time here purely because the park does not appeal to them. However they can enjoy some rides and have photos as most rides have ride photography. But Thorpe Park would be a better option, as they would enjoy themselves a lot more, with better thrill seeking rides. Legoland's nearest competitor would have to be Thorpe Park but they are two totally different parks as Legoland is aimed at 3-12 year olds where as Thorpe Parks target market is teenagers and adults. Thorpe Park is basically a thrill park as all the rides are quite intense. Some of the intense rides are the Colossus, Nemesis Inferno, Quantum, Detonator and Rumba rapids. The prices between Thorpe Park and Legoland are quite similar but a 14 year old for example would much prefer spend there money at Thorpe Park as it is better value for money for over 12's. Thorpe Park Legoland Adults- à ¯Ã‚ ¿Ã‚ ½26.00 Adults- à ¯Ã‚ ¿Ã‚ ½22.95 Children- à ¯Ã‚ ¿Ã‚ ½19.50 Children- à ¯Ã‚ ¿Ã‚ ½19.95 Seniors- à ¯Ã‚ ¿Ã‚ ½17.00 Seniors- à ¯Ã‚ ¿Ã‚ ½16.95 Legoland is a unique park because it is the only park that offers something for younger children in the Royal Borough and is probably the best known in the UK. The closest family park to Legoland is Beavers Park inside the Pleasure Beach at Blackpool and also Paulton Park in New Forest. Paulton's Park is situated in a beautiful parkland setting of 140 acres with colourful gardens, sweeping lawns and a horseshoe shaped lake. It is a place full of fun, action and excitement. There are a variety of things to see and do for all ages. There are 40 different rides and attractions, fast and slow, wet and dry. Some of the features on offer are the Family Roller Coaster, Raging River Ride, Tiny Tots Town, Kids Kingdom, Clock Maze and there are many more. There are not a lot of comparisons between Legoland and Paulton Park. Paulton Park has fewer rides then Legoland though, but only by a few. Paulton Park is not advertised as much as Legoland and Paulton Park is not well known as Legoland in the UK. Legoland has also a better catchment area then Paulton Park. Legoland is very close to London, the capital of England also only 12 miles away from Heathrow airport. Also Legoland has many attractions nearby as it is situated in Windsor, which is a very popular tourist attraction. Paulton Parks catchment area is Bournemouth, Southampton and Brighton. Poulton Park is not commercialised enough. There are not a lot of improvements needed for Legoland as it is a very successful company and appeals to there target market very well. They are probably the best family park in the UK. To increase visitor figures they could build a couple more rides that would attract more teenagers. Maybe a thrill ride, this will attract a much wider range of people to Legoland. They could also make more rides to expand the park and make their customers day longer and more special. NEW FOREST LOCATION The New Forest is situated in the Southern part of England. A superb family holiday destination, flanked by the sea-faring cities of Portsmouth, Southampton and the town of Poole. New Forest extends to the South coast and the Isle of Wight. The New Forest has 93,000 acres of woodland and open-land brimming with wildlife. It is the largest un-enclosed area in Southern England, with ponies, donkeys, cattle, pigs, deer's and more roaming freely. There are a lot of activities that you can take up when you're at New Forest; the activities include horse riding, camping, walking, cycling and water sports. New Forest was set aside as a special place over nine centuries ago by William the conqueror. When you enter New Forest today, it appears that you're going backwards in time. The landscape is unique and traditions exist here that are unchanged since medieval times. New Forest is well known as an Area of Outstanding Natural Beauty (AONB). The catchment area for New Forest is quite good with a few major towns and cities nearby. Major towns and cities within two hours of New Forest are Bournemouth, Southampton, Brighton, Windsor, Bristol, Dover and London. The District has a resident population of 171,000, distributed between six main centres and many small villages. As in most rural communities there is considerable concern to maintain the unique quality of life, including not only the attractiveness of the area but also local services. Populations: Bournemouth- 163,444 One-Hour Drive of New Forest Southampton- 217,445 Brighton- 247,817 One and a Half Hour Drive of New Forest Bristol- 380,615 Windsor- 133,626 Two-Hour Drive of New Forest London- 7,172,091 Dover- 104, 566 Visitor Breakdown Millions enjoy the New Forest each year. The majority of visits are by local people within the district, this is approximately 10 million a year by the locals. A further 3.5 million are day visits from further afield and 2.5 million are visits by people staying overnight in the area. They come primarily for fresh air, recreation and peace and quiet. The New Forest also has many features and attractions for visitors. I think New Forest is suited to every age group. Some of the top attractions include Paulton's Park, Art sway, New Forest Cider Farm, Setley Ridge Vineyard, Cal Shot Castle and possibly one of the most popular reasons for visiting New Forest is the beautiful wildlife. Paulton Park is a place full of fun, action and excitement. Children would just love it here, with lots to do. It is very similar to that of Legoland in Windsor. There are 40 different rides and attractions, fast and slow, wet and dry. Some of the features on offer are the Family Roller Coaster, Raging River Ride, Tiny Tots Town, Kids Kingdom, Clock Maze and there are many more. Art Sway attracts many visitors who are interested in the modern day art designs and paintings. New Forest Cider Farm and Setley Ridge Vineyard are the ideal places to buy and experience how and where wine is grown, produced and bottled. The main target here is at the adults, it gives them a chance to buy and taste freshly brewed alcohol. Whilst on your visit to New Forest there is a great chance to visit one of Henry VIII's monuments, the Cal Shot Castle. Visitors have the chance to get right up close with the animals, as there are wild ponies and goats roaming free in the wild. The forest offers a number of centres with different animals on show, with Europe's largest gathering of multi-specied otters and owls. There are two beautiful sites you can visit they are Wildlife Park and also Longdown Activity Farm. There are a lot of activities that you can take up when you're at New Forest; the activities include horse riding, camping, walking, cycling and water sports. ACCESS Visitors can come to New Forest by car, rail and sea. By Road The road links for New Forest are excellent with the M3 and M27 providing access from London and the South East. If you are travelling from the Midlands you have the benefit of the M40 and A34. By Rail You can get to the New Forest from all over the country by train. There are over 130 stopping trains a day at Brockenhurst, which is on the mainline from London Waterloo, this is a one and a half hour journey. By sea Wightlink Ferries operate frequent services from the Isle of Wight to Lymington. P&O European Ferries operate services from Le Havre, Cherbourg and Bilbao. Brittany Ferries run services from Caen, St Malo and Santander. By Air The major London airports, Gatwick and Heathrow, are less than 100 miles away. Just outside New Forest there are Southampton and Bournemouth International Airports. These are easily accessible via good rail and coach connections.

Dont Make English Offical Ban It Instead

Heather Schmitt English 1010 Mrs. Zeleznik 2 December 2012 â€Å"Don’t Make English Official – Ban It Instead† The article â€Å"Don't Make English Official – Ban It Instead† by Dennis Baron focuses on the idea of Congress considering to make English the â€Å"official language† of the United States. Baron uses the academic approach in portraying English as a tradition, a functional system of codes that enables people to interact with each other in the society. Using this as his primary thesis, Baron argues that English should not be implemented as the country's national language, since â€Å"it's hardly even English anymore. They clearly state in the article that even though English isn't the official language non-English-speaking immigrants are still picking up. Many people in America want English to be the official language that everyone should speak. I do not completely agree with this. It would be too difficult for everyone to follow th is request. Also, many people learn two different languages, which ultimately increases their knowledge. Dennis Baron's idea is that banning English would have the opposite of effect, that people that speak English would still continue to speak English and those who do not yet speak it will be more tempted to try it out.If we were to ban the English language then people would be more eager to learn it because people want what they cannot have. I personally find the idea of this humorous in a way. It's relating it to a bigger theme or main idea that it is almost human nature to try or do the things we are not suppose to do. Not that Congress would ever ban the English language or really any language in general, I think this piece is really aiming towards the idea of human nature rather than actually wanting to ban the English language.

Classical and post-Classical periods Essay

The Silk Roads were created when classical empires were established, and the scope of long distance trade expanded, connecting much of Eurasia. Throughout the Classical and post-Classical periods, the Silk Roads provided a way for not only goods to be introduced to new lands, but also ideas, religions and technology. The Silk Roads changed drastically due to expanding empires, new technology and diseases. Although the effects and empires with which the Silk Road was connected changed continuously throughout the Classical and post-Classical period, the thing that remained constant was the trade of spices and goods to and from Asia and Europe, and the Silk Road never lost its importance to the economies of the empires. The growing empires directly affected the Silk Roads. The growth and spread of empires was a direct result of who had the most control over the routes and what ideas were being spread, for instance religion. When disease decreased much of a population, that empire would stop trade with other nations and focus on interregional trade, until their empire was back up on its feet, and then it would again join in trade on the silk roads. This constantly happened with the introduction of new diseases to empires throughout the end of the Classical period and all of the post-Classical period. One example of this was China, when diseases were brought to its shore from the ships, its population decimated and they stopped trading with vast nations for luxuries and kept the trade within its empire till its economy grew and then they continued in trade throughout the silk road. The new technology introduced to the Silk Road had the most impact on the trade patterns. Throughout the classical period not many changes in technology occurred, however during the post-Classical, you start to see many new technologies introduced to the Silk Road. Yolks, saddles and stirrups were just some of the new transportation technology developed. In the 600s B.C.E., yolks, saddles and stirrups were used to allow more goods to be carried on horse, camels and ox and allowed them to travel further distance. Saddles were first developed in Southern Arabia for transportation. Then, Stirrups first appeared in Afghanistan, created by the Kushan folk. The stirrup is a piece of equipment that extends from a saddle on both sides, and the person sitting in the saddle can put their feet into the stirrup while riding to gain better control of the animal being ridden and to be more secure on the animals back. Lastly, the yoke allowed for more than one ox to plow fields. The yoke would link the two oxen together and attach them to something heavy, like a plow or a tool used for turning the earth. Another invention, which came from China, was a compass, which pointed north, and allowed sailor to navigate more easily. They also invented better-equipped, long-lasting ships to travel greater distances for the sole purpose of acquiring goods that people at home in China so desperately desired. These boats were called junks, and allowed for the Chinese to sail great distances for the goods they desired. However, they were not alone in the making of these big ships, Indians also began to craft larger and improved boats called dhows. Another major innovation that fueled trade was the Grand Canal. Created under the authority of Sui Yangdi in the Sui Dynasty. The Chinese needed a fast and easy way to transport essential crops, such as rice, from the Yangzi River to the North. Therefore they built the Grande Canal running through North and Southern China, creating an efficient way to transport good through northern and southern China. Other than transportation technology, there was other technology introduced in the post-Classical period. The Chinese invented printing and paper, which created an even faster and easier way to spread ideas, religion, and technology throughout the Silk Roads. Although the Silk Roads had many positive features, along with the spread of ideas came the spread of disease. This occurred throughout the whole period. Unbeknownst to the traders the ships and caravans, with which they traded, brought disease along with their many goods. Worlds apart, neither the two parties, the transmitter and the infected, were aware, at least primarily, of what the devastating effects would be when coming in contact with these diseases. Due to the fact that they were from different parts of the world, and seas away from each other, those who were infected were not immune yet to the diseases the merchants carried, and it had devastating effects of the population. These massive disease outbreaks resulted in drastic changes, beginning at the end of the Classical period. As the germs traveled from one side of the world to the other, they became more dangerous. One of the most obvious examples of what disease did throughout the Silk Road was in the Americas. When European settlers came to colonize America, they brought with them infectious diseases such as the bubonic plague, and malaria, killing off almost 90% of the native people. This made it especially easy to conquer lands and force Natives to work, and when they were running out of native workers, they just imported slaves from Africa. The diseases they brought made it possible for them to conquer as much land as they did and it also made it possible for the Europeans to destroy many of the Natives history, because the Natives could not stop them, for they only had few people left. Other than the natives in the Americas, both the Han Empire and the Roman Empire, tremendous trade destinations, had immense problems with disease in the 100s and the 200s C.E.: most likely these people experienced the bubonic plague, smallpox, and measles. For example, in the 100s C.E., about 45 million people lived in the Roman Empire, but in the 400s C.E. the population dropped at least 5 million. Likewise, the population in China dropped by 10 million in the 200 years following 200 C.E., sinking to 50 million. Unfortunately, the transfer of these devastating diseases to places without natural immunity to them caused devastating population decline throughout the classical and post-classical period. Despite the constant changes in materials traded, the original purpose of the Silk Road remained undamaged throughout the Classical and Post-Classical period. Asian goods were traded with European merchants along the Silk Road and vice versa. In particular, spices from Asia, which were traded with most wealthy empires, particularly Europe, fueled Asia’s economy. These spices were wanted by the Europeans constantly and elaborated the importance of the Silk Road. During the Post-Classical period, many countries like Portugal and Spain, tried to take control of the Spice trade. Although unsuccessful, it shows the importance of the spice trade to the Silk Roads. The spice trade created an economic boom in Asia and every other country wanted that leading to wars and a race to find the quickest route to Asia. Furthermore, Asia’s economy, specifically China’s economy, was dependent on the money from trade on the Silk Road, regardless the type of goods that were traded to fuel their economy. Likewise, Asian trades drove Europe’s economy. Throughout 200 B.C.E to 1450 C.E., the Silk Roads had drastic changes due to its growing empires, new technology and spread of diseases. One thing that remained constant was trade between Asia and Europe and their economies’ reliance on such trade. The effect the Silk Road had on empires and how it allowed ideas, like religion and philosophies, to be spread throughout the Silk Roads also remained constant throughout the Classical and Post-Classical period. Growing empires contributed new ideas, technology and crops. It also controlled much of the influence throughout Eurasia. New technology provided better transportation and faster ways to spread ideas. Lastly, diseases directly affected populations that were not immune to foreign diseases such as the bubonic plague, malaria and small pox and decimated populations.

Laws Special Education Essay

Prior to 1969, there was no special education or related services offered to learning-disabled children. By providing funds, the Public Law of 1969 known as the Children with Specific Learning Disabilities Act has recognized children with â€Å"learning disabilities† (Berger, 2008, p. 302) and enabled them to receive special education and other services such as physical therapy, speech, transportation, etc. In addition, by enforcing mandated education for all children, the Public Law has protected children with disabilities from being rejected or forced out of school as it used to happen before 1960’s (Berger, 2008, p.302). By requiring local educational agencies to offer special education services for students with disabilities (Dunlap, 2009, p. 5), the Public Law provided parents/guardians with the opportunity to receive necessary assistance. As of 1975, the Education of All Handicapped Children Act (EAHCA) required each child with disabilities to have the Individual Education Plan (IEP) written by the multidisciplinary team working with the student, which allowed specifying educational goals according to child’s unique needs. Also, by placing children with special needs in â€Å"least restrictive environment† (a setting as close as possible to a setting designed for children without disabilities), the EAHCA has helped the students with learning disabilities to advance their academic achievement and social skills (Berger, 2008, p. 302). Since the integration of EAHCA in 1975, the parental participation in the writing, approval, and evaluation of each child’s IEP has become mandatory (Dunlap, 2009, p. 91). The EAHCA also guarantees parents the right to sue a district if they feel that the best interest of their child is not being met or if they disagree with decisions regarding services provided to their child (Dunlap, 2009, p. 7). Since 1990, the Individuals with Disabilities Education Act (IDEA) has worked in favor of â€Å"individuals† (previously referred to as â€Å"children†) to assist them with their â€Å"disabilities† (previously referred to as â€Å"handicaps†) (Berger, 2008, p. 302). IDEA emphasized parent’s right and collaboration in educational placement, IEP, and assessment of their child (Dunlap, 2009, p. 11). This law allowed parents to have advocates in schools (trained individuals to work for the welfare of their children). Updated in 1997 and 2004, IDEA strengthened the role of parents and their rights to be involved in educational decisions affecting their children. As these laws have contributed to the present status of Special Education in the U. S. , they continue being crucial in ensuring the help that individuals with disabilities need. While the public law makers have incorporated numerous special services, they keep modifying previously integrated laws to ensure that each child’s unique needs are met. The IDEA of 1990, for example, added autism as classification category to address current disability (Dunlap, 2009, p. 9). Its amendment of 1997 listed AD/HD (attention-deficit/hyperactivity disorder) as a â€Å"separate disability category, making children with AD/HD eligible for services under the health-impairment category Other† (Dunlap, 2009, p. 11). Bibliography Berger, K. S. (2008) The developing person: Through the life span (7th ed. ) (pp. 301-305). New York, NY: Worth Publishers. Dunlap, L. L. (2009). An introduction to early childhood special education: Birth to age five. Upper Saddle River, NJ: Pearson Education, Inc..