Afghanistan Vs China Essay

By the time students in Britain and the United States are in eleventh grade, their Chinese counterparts are three years ahead in Mathematics. The documentary-television show on the BBC, “Are Our Kids Tough Enough? Chinese School,” hopes to investigate whether the Chinese method is truly better. In the process, the program highlighted major differences between Western style of education and the Chinese way. Chinese teacher Yang Jun states at the beginning, “Discipline is very important, without discipline you don’t learn well.” The theme of discipline of Chines students to study versus motivation of Western students to learn is a common theme throughout.

Education in China is one of the most high-level schooling systems in the world. The students are required to put in very long hours of homework, tutoring, and extra-curricular activities. Students have high expectations from their teachers, and as a result they develop a strong work ethic. American and Chinese schools both spend the same amount of time in the classroom per day, but Chinese students go to school more days out of the year and have required extra activities after school, such as music lessons or sports. High schools in China, unlike America, are private and not available to everyone and students are very competitive to get into these selective schools. China also has fewer students in each classroom than the US, which allows for more engagement between

Sri Lanka has accepted inclusive education as a policy which shows different education reforms. Education reforms in 1997 supported the philosophy and practice of Inclusive Education. According to the concept of inclusive education, the responsibility of addressing the needs of all children has to be taken by regular education teachers. But the issues of addressing the diversity in the class room has not been addressed in teacher education programmes which develops a large number of teachers come into the education system. Spratt (2013) pointed out that teachers are not sufficiently prepared to address the student differences in school which is relevant to the Sri Lankan context. Alwis, (2000) and NEC (2003) highlight that there are no special strategies designed for the students with special needs in mainstream schools and classes and that therefore teachers in Sri Lanka are unable to cater to the requirements of children with special needs. However teachers cannot address issues related to diversity with the knowledge that they posses and the consequences will ultimately go to the children with special needs who are included in the regular class rooms. If teachers are equipped well, it may influence them to address the needs of children with special educational needs. According to Booth et al (2003) the way the teachers are empowered

In the book, Who’s Afraid of the Big Bad Dragon? : Why China Has the Best (and Worst) Education System in the World, published by John Wiley & Sons on August 14, 2014, the author, Yong Zhao, states that while China gets the highest test scores on the PISA exam, parents in China often send their children to western schools. In short Yong Zhao, a Chinese native who was born in Sichuan, claims that Western countries, Britain and America, should not try and adopt China’s education system for many reasons. I my opinion this book did not seem important to pre-service teachers, but after further thought and reading, I conclude that this book is valuable to not only pre-service teachers, but to anyone that is involved in education because it provides reasons why we should not try to adopt China’s education system.

The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.

In 1994, representatives of 92 governments and 25 international organizations formed the World Conference on Special Needs Education and called on the international community to endorse the concept of change and inclusion through a new statement called ‘The Salamanca Statement’. As this was the first major international statement of what an inclusive approach to education needs to be, they formed practical strategies to ensure this positive inclusion would take place worldwide.

The United States can serve as a model for both Afghanistan and China. Both can make some specific changes to their special education process that would benefit their students with disabilities. Like the U.S., they could start providing more appropriate educational options to meet the unique needs of their students with disabilities, not just provide inclusion in a general education classroom. China has made some great progress in regards to the services and opportunities they provide for their children with disabilities. However, effective instruction in inclusive settings has yet to be achieved (Deng & Poon-McBrayer, 2012, p. 120). Inclusive

Soldiers are often considered robots, meaning they have no real concern about the battle they are fighting. This is not true, especially in the case of the war on terrorism. If one were to ask a soldier what he thought of the war in Afghanistan, he would immediately tell you that it is a necessary war to keep the United States safe from the terrorists. Unfortunately, Americans do not think the same way soldiers or the families of soldiers do. Most Americans believe the war is a waste of time, money, and American resources. This thought process is not only wrong, but completely unfair to the troops serving. The Afghan war cannot be won by fighting or blood loss, but the war can and will be won by American occupation in Afghanistan.

Afghanistan is the largest, though arguably the poorest, state in Central Asia, and while it does not provide much interest to the global markets, it has long been of strategic interest to foreign powers. Indeed, Afghanistan has been invaded repeatedly for the past 2,000 years by forces commanded by Alexander the Great and Genghis Khan as well as contemporary armies like the British, Soviet, and American forces. Throughout this period, Afghanistan has remained somewhat unconquerable, suffering heavy losses but ultimately sending invaders packing. The following essay compares and contrasts the Anglo-Afghan Wars, the Soviet-Afghan Wars, and the American war in Afghanistan to understand that what unites these conflicts is not necessarily imperialism or their failure but their approach to conquering a land that has resisted occupiers throughout time.

At the time of my writing, the NATO war in Afghanistan has just become the longest war in U.S. history, a status it seems likely to retain for some time. It has been, and remains, a very strange war, all the stranger now that General Stanley McChrystal has been fired as commander of NATO forces in Afghanistan following the lamest Douglas MacArthur impression on record. He has been replaced by General David Petraeus, the father and executor of the doctrine that lay behind the eventual U.S. military success in Iraq, a version of which is now being applied in Afghanistan. The notion that his appointment will lead to substantial changes in the Afghan mission is hence overblown, especially as up until a week ago he was the one telling

Comparison of American and Chinese educational systems is important because the education students receive plays a big role in the way they act in society as adults. In some ways, the educational systems reflect the society’s direction as a whole. The United States, operating under a democratic government that values free speech, follows an educational system that encourages students to express their opinions freely. China, operating under an autocratic government, places more emphasis on obedience and respect. As China’s rapid development and prominence in today’s economy shows, the Chinese educational system has produced many high-achieving, industrious individuals. However, some worry that China will be at a disadvantage if Chinese students

Following the terrorist attacks of 9/11, President Bush declared, and subsequently launched an attack on "the axis of Evil". National, as well as international spotlight shifted to Afghanistan, where Osama bin Laden, the presumed mastermind behind the September 11 attacks, was believed to be harbored. In the following months, Afghanistan became embroiled, for the second time in a century, in yet another major war.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

For years children with special needs were ushered off to separate classes and schools. Children with special needs have the right to attend classes with their same aged peers in the same classroom with support. Students with special needs deserve the same opportunities they would have if circumstances were different. Inclusion gives those students with special needs the chance to be part of the community; able to form relationships outside of the family unit. All students benefit from inclusion; students with disabilities develop social skills and develop friendships while non-disabled students learn tolerance and acceptance.

Inclusion has become a necessity in South Africa as South Africa has a history of violence and the education system has always been politicised and used by the ruling class as a way of marginalising and stigmatising various groups in society (De Lange, 1989). Inequalities in our society, lack of access to basic services and poverty are prevailing historical factors that place our children at risk and still lead to severe exclusion of children with barriers to learning (whether it be economic, social, intellectual, language, socio-economic or physical barriers) (UNESCO, 2005). Today there are still about two hundred and eighty thousand learners with disabilities or impairments that are not in any form of education (Department of Education, 2001). Inclusion is therefore necessary because all learners have a right to an education, to be accepted and given the