Obama Care Essay Example | Topics and Well Written Essays - 1250 words

Obama Care - Essay Example The various benefits offered by the act includes the increase in the number of people who can access healthcare, healthcare insurance coverage for those who cannot obtain coverage on their own and various other benefits. On the other hand the law has several disadvantages such as increased financial burden on employers, conflicts with religious beliefs and other negative effects. When Obama Care Act was signed into law, there were more than 32 million individuals without insurance coverage (The White House 1). Due to lack of health insurance coverage, these individuals were being charged higher prices for healthcare services and this was leading to increase in the government’s expenditure on healthcare. As a result of Obama Care Act, these individuals will be able to obtain healthcare services at discounted prices and the government spending on healthcare will even decline. The act has made it obligatory for insurance providers to include ten essential advantages in their healthcare insurance policies and these benefits would help in furthering the wellbeing of the citizens of United States. These ten benefits are to be offered on no yearly dollar limits that are levied by insurance providers. These plans should cover for care that is to be offered to those citizens who are not admitted, care for health issues that need immediate treatment or else the se issues can even lead to death, care for females who are experiencing pregnancy and care that is to be provided to the newly born children (Obamacare Facts 1). Furthermore, these benefits include coverage for all drugs that have been prescribed by physicians, coverage for therapies that help individuals recover from physical impairments such as loss of communication skills, coverage for tests that are conducted on patients in laboratories, coverage for obtaining medical treatment to prevent development of diseases and even coverage for health issues experienced by children

Mixed-sex education Essay Example for Free

Mixed-sex education Essay Coeducation, also known as Mixed-sex education, is the integrated education of male and female persons in the same institution under same roof. Most of the older institutions of higher education were reserved for the male students but now changed their policies to become coeducational. The first co educational institute of higher education was Oberlin College in United States, which was established in 1833. In 1844, Hillsdale College became the second college to admit mixed-sex classes to four-year degree programs. The University of Iowa became the first coeducational public or state university in the United States in 1855. We have co education in many of our universities, a few colleges and some English type schools. It is mostly not available in most of our degree colleges up to intermediate level. Co education gives useful training to boys and girls to work together. While studying side by side in different classes, they learn to co operate for common aims and purposes. After completing their education, they can easily join different professions together. They can work together for common national aims and scientific research centres. Co education is good as it develops self confidence. Boys and girls studying together can discuss their subjects and can help each other in understanding them well. Co education can make boys and girls competitive with each other in studies. Both can try to learn more and do better in discussions and examinations. Co education can save some institutions and can save money and in such a developing country like Pakistan. At present, Pakistani govt. is not in the position to afford electricity for separate institutions for girls. Yet, co education has some disadvantages. First, it is totally against our religion. The system of co-education is not good in the Islamic States of the world. This system has been produced by the non-Muslim states. The concept of Hijab is not there, but in our religion Islam, Hijab (parda) is clearly ordered as presented in the Holy Quran in Surah Nisa. Meeting, talks, relations and other non-islamic tasks between the males and females (Muslim na-mahram) is prohibited in Islam. † A famous Hadith, When a na- mahram man and woman are standing alone, the third one is evil (Ebleese) among them. Finally, I will conclude that coeducation has some advantages as well as disadvantages. It is necessary to make a proper use of co education in our institutions of higher learning. It is possible to get the benefits of co education and avoid most of the disadvantages.

The Antiwar Movement During the Vietnam War :: Vietnam War Essays

The Antiwar Movement in the U.S. - End the War in Vietnam! The antiwar movement against Vietnam in the US from 1965-1971 was the most significant movement of its kind in the nation's history. The United States first became directly involved in Vietnam in 1950 when President Harry Truman started to underwrite the costs of France's war against the Viet Minh. Later, the presidencies of Dwight Eisenhower and John F. Kennedy increased the US's political, economic, and military commitments steadily throughout the fifties and early sixties in the Indochina region. Prominent senators had already begun criticizing American involvement in Vietnam during the summer of 1964, which led to the mass antiwar movement that was to appear in the summer of 1965. This antiwar movement had a great impact on policy and practically forced the US out of Vietnam. Starting with teach-ins during the spring of 1965, the massive antiwar efforts centered on the colleges, with the students playing leading roles. These teach-ins were mass public demonstrations, usually held in the spring and fall seasons. By 1968, protesters numbered almost seven million with more than half being white youths in college. The teach-in movement was at first, a gentle approach to the antiwar activity. Although, it faded when the college students went home during the summer of 1965, other types of protest that grew through 1971 soon replaced it. All of these movements captured the attention of the White House, especially when 25,000 people marched on Washington Avenue. And at times these movements attracted the interest of all the big decision-makers and their advisors (Gettleman, 54). The teach-ins began at the University of Michigan on March 24, 1965, and spread to other campuses, including Wisconsin on April 1. These protests at some of America's finest universities captured public attention. The Demonstrations were one form of attempting to go beyond mere words and research and reason, and to put direct pressure on those who were conducting policy in apparent disdain for the will expressed by the voters (Spector, 30-31). Within the US government, some saw these teach-ins as an important development that might slow down on further escalation in Vietnam. Although several hundred colleges experienced teach-ins, most campuses were untouched by this circumstance. Nevertheless, the teach-ins did concern the administration and contributed to President Johnson's decision to present a major Vietnam address at Johns Hopkins University on April 7, 1965. The address tried to respond to the teach-ins campus protest activity.

History of Internet Essay -- essays research papers

Without a doubt, the Internet is undergoing a major transition as it experiences a tremendous influx of new users. Due to the anarchic, distributed nature of the net, we cannot even begin to enumerate the population of the Internet or its growth. As more of the world's population moves on-line, new concerns will arise which did not confront the earlier generations. The new culture will demand different resources, services and technology than the old generations expected and used. Already we can witness a clash between the emergent culture and the entrenched culture. The largest conflicts occurring now are about sharing resources, the impending commercialization of the net, and the growing problem of computer crime. The Internet was born in the union of government and researchers, and for two decades afterwards remained mostly the realm of those two groups. The net began as ARPANET, the Advanced Research Projects Agency Net, designed to be decentralized to sustain operations through a nuclear attack. This nature persists today in the resilience of the net, both technologically and in its culture. ARPANET was phased out in 1990 and the net backbone was taken over by NSFNET (National Science Foundation). Since 1969 the main users of cyberspace have been involved in research or in the university community as computer experts or hackers, exploring the limitations and capabilities of this new technology. These people formed a cohesive community with many of the same goals and ethics. In addition to the homogeneity of the net, the small size contributed to a strong feeling of community. There has been some conflict between the hackers and the researchers over sharing resources, and philosophies about security and privacy, but on the whole, the two groups have co-existed without major incident. The newest of the members of the so-called old generation are the university users who are not involved in research work on the net. Generally these are the students using the net for email, reading netnews and participating in interactive real-time conversations through talk, telnet or irc. This wave of people integrated smoothly with the community as it existed. Still sharing the common research and education orientation, the community remained cohesive and the culture did not change much, perhaps it only expanded in the more playful areas. These users did not compete ... ...go. For many centuries after writing began, this skill was left in the hands of the educated elite - mainly the church servants. When literacy finally came to the majority of the middle class and some of the lower class, the Renaissance began. Similarly, we are witnessing the opening of a new medium of information to the general populace, and we can only guess at the outcome. References 1.Brandt, Daniel. Cyberspace Wars: Microprocessing vs. Big Brother. NameBase NewsLine, No. 2, July-August 1993. 2.Response from Canter&Siegel's net access providers April 1994 3.Dern, Daniel. ``Myth or Menace? A History of Business on the Net.'' Internet World July/August 1994 pp 96-98. 4.Elmer-Dewitt, Philip. ``Battle for the Soul of the Internet.'' Time Magazine, July 25, 1994 pp 50-56. 5.Hardy, Henry. History of the Net 6.Hirsh, Robert. AOL FTP Access Oct 13, 1994. 7.US State of MD gopher site 8.Meyer, Gordon. The Social Organization of the Computer Underground. August 1989 9.Otto, Justin. post to alt.netcom.conspiracy Aug 9, 1994. 10.Townson, Patrick. MCI Employee Cearged TELECOM Digest V14 #385 11.Taylor, Roger. ``Brave New Internet.'' Internet World, September 1994 pp 36-42.

Rise of Stalin

Essay Topic: â€Å"People can be swept along by events, whilst others use events to their advantage† How accurate is this statement in relation to the rise of power of either Joseph Stalin or Benito Mussolini? Joseph Stalin’s rise to power in relation to the statement â€Å"People can be swept along by events, whilst others use events to their advantage† is that of the latter when taking a look at how he was able to rise to the position of dictator of the Soviet Union.Stalin meticulously plotted his way into power using influential events, such as the occurrence of his promotion to General Secretary in which he displayed political skills to manipulate political situations, and also the influential post of liaising between Lenin and the Politburo with great success. Though his ascent to the leadership of the Soviet Union was neither easy nor inevitable, Stalin’s success was not an accident. He had tactics in place to gain the position, and Lenin’s de ath was the most major of all events that Stalin used to his advantage to take power.Relative to the statement, Stalin climbed the political ranks by being a loyal supporter and member to the Bolshevik party. Stalin, born in Georgia, and educated at Tiflis Theological College until he was expelled in 1899 for his revolutionary ideas, had joined Lenin's party as early as 1903 and thus was one of the Old Guard among Bolsheviks. To begin with, Stalin was one of Lenin’s favourites, and in 1912, Lenin, appointed him to serve on the first Central Committee of the Bolshevik Party. SparkNotes, 27/2/13) Stalin worked his way up the political ranks of the communist Bolshevik Party, gaining respect for doing many of the dirty jobs that no-one else wanted such as robbing banks to fund the Bolshevik Party . Between 1917 and 1922, Lenin gave Stalin three key jobs, People’s Commissar for Nationalities, Head of Workers’ and Peasants’ Inspectorate, and Liaison Officer whi ch gave him a position of some importance amongst the party. However, in 1922, what can now be described as his most influential appointment to occur, Stalin was chosen to be General Secretary of the Communist Party. JohndClare, 27/2/13) His appointment to General Secretary was the most important occurrence in the buildup to Stalin’s battle for power as was the view of British Marxist Historian Edward Carr, who believed the rise of Stalin was due to the Party and the post as General Secretary. At the time this event appeared insignificant, most members in the party saw the job as quite dull and unimportant, but Stalin used it to his advantage with great success. (JohndClare, 1/3/13) The position gave him benefits which allowed him to influence the direction of the Communist Party.The General Secretary position gave Stalin the power to expel or appoint people to posts, and control membership, therefore allowing Stalin to surround himself in the party with his supporters and re move those loyal to his enemies. He had accumulated enormous power into his hands. However, by 1923 Lenin’s thoughts had differed, he had become worried about Stalin, describing him as too brutal and self-serving â€Å"†¦ I am not sure that he will always know how to use that power with sufficient caution. † Fortunately for Stalin, he remained General Secretary until and beyond Lenin’s death.Without the post, Stalin would have found it near impossible to gain enough supporters and authority in order to rise to the heights of power. (Reed, 1967) Stalin was an opportunist, and the deterioration and then death of Lenin surfaced the important question as to who would succeed him. When Lenin died, it created a confused and uncertain atmosphere to the party, however, Stalin was ready. Not only had Stalin claimed to be the true heir of the master’s legacy at Lenin’s funeral, but he also used Lenin’s death to emulate the glow of Lenin’s achievements by skilfully manipulating the dead leader’s legacy for his own ends. Suite101, 4/3/13) This event provided the chance for Stalin to ride on the movement of popular enthusiasm for Lenin and his accomplishments. Though, despite having an accomplished political position, and having effectively executed his tactics of surrounding himself with his supporters, Stalin’s quest for power was hampered by the revelation in Lenin’s Testament â€Å"I suggest the comrades think about a way of removing Stalin from that post and appointing another man. † Through this revelation, Lenin’s death was the time for Stalin to put his plans into practice.Succession of Lenin would be achieved at the defeat of his insufficient political rivals. He would do this by out-manoeuvring them through political brilliance and ruthlessness. Everybody expected Trotsky the incredible leader of the Red Army would take over the leadership. (Reed, 1967) Stalin and Trotsky wer e therefore in competition for leadership as Trotsky was his main challenge. Their rivalry moved from relatively minor antagonisms and jealousies to bitter competition for the role of Lenin's successor. (Pereira, 1992) Stalin furthermore used his additional jobs such as networking between Lenin and the Politburo when Lenin was ill.This meant that he controlled access to Lenin, and in doing so was able to send Trotsky the wrong date for Lenin’s funeral. Trotsky’s noted absence from Lenin’s funeral resulted in him being depicted as an arrogant character, and consequently Trotsky’s colleagues overlooked his excellent leadership for his big-headed attitude. Stalin therefore formed an alliance with left wing Zinoviev and Kamenev to cover up Lenin’s testament and get Trotsky dismissed in 1925. He then jumped ships to rightist side and encouraged ‘Socialism in one country’ as opposed to ‘World Socialism’ which resulted in the dis missal of Zinoviev and Kamenev.Lastly, he used the General Secretary position to argue that the New Economic Policy was against communism, leading to the dismissal of the right wing Bukharin, Rykov and Tomsky. (JohndClare, 5/3/13) Stalin’s political cleverness was the difference between him and his rivals as viewed by historian Chris Ward, â€Å"Trotsky and Bukharin might win the argument, but Stalin invariably won the vote†. Stalin had longed to be a hero and leader, (Reed, 1967) so he used everything he had to his greatest advantage â€Å"He’s not an intellectual like the other people you will meet †¦ but he knows what he wants.He’s got willpower, and he’s going to be on top of the pile someday† as viewed in Author John Reed’s seemingly accurate prediction on the outcome of Stalin. (Reed, 1919, 96) Stalin gained office after office, as he climbed the political ladder, though not until 1929 had he consolidated his position as he ad of the Communist Party. His ambition and highly calculated approach was a major factor to securing power. Though most importantly, his ascent to leadership was based on the various positions he held in the party and his ability to use them as an edge over his opponents with great skill at the death of his predecessor.His desire to become leader of the Soviet Union was developed by his appointment to General Secretary. However, the death of Lenin opened the door for opportunity. Stalin was an opportunist. He was able to rise to the power how he did because he recognised the importance of each event as they came, and used them to his own advantage. Bibliography: Internet * Stalin Takes Power, accessed 28. 2. 13 http://www. johndclare. net/Russ9. htm * Brett Reed,  European History, 1967, accessed 28. 2. 13 http://www. johndclare. net/Russ_Rev_Brett. htm Infoplease, The Columbia Electronic Encyclopedia, Copyright  © 2011, Columbia University Press, http://www. infoplease. com/en cyclopedia/people/stalin-joseph-vissarionovich-rise-to-power. html * SparkNotes Editors. â€Å"SparkNote on Joseph Stalin. † 2005. http://www. sparknotes. com/biography/stalin/ accessed February 27. 2. 13 * Moreorless, Joseph Stalin, Last modified 21 January 2013, accessed 4. 3. 13 http://www. moreorless. au. com/killers/stalin. html * Alan Kinghorn, Suite101, January 30 2011, accessed 4. 3. 13 http://suite101. om/article/stalin-and-the-battle-to-succeed-lenin-a340177 * Norman Pereira, HistoryToday, Stalin and the communist Party in the 1920s, Published 1992, Viewed 9. 3. 13, http://www. historytoday. com/norman-pereira/stalin-and-communist-party-1920s Books * Josh Brooman, 1994, Russia and the USSR: Empire of Revolution, Longman Group Limited, Essex * John Reed, 1919, Ten Days that shook the World, 1919, Boni & Liveright, New York * Dean Smart, 1998, Russia under Lenin and Stalin, Stanley Thornes, Ellenborough * Steve Phillips, 2000, Lenin and the Russian Revolution, Heinema nn

My Siister Essay

My Siister Essay My Siister Essay Connection Paper #1 Management Connection Paper This chapter of the text contained two sections on different styles of management. The first section takes the reader through a long and active day of an Agency CEO. The second section was an account of two women who are in management positions in the NASW. The contributors of the two sections emphasized similar areas of importance: the need to be dynamic and versatile as well as the influence a management position can have over change. The agency CEO operated on a smaller level than that of the two NASW executives; however all of the individuals involved were responsible for implementing new programs, leading meetings, and ensuring that policies were being followed. The two readings differed in what the contributors felt was most important for the individual involved in management. While it is true that all of the contributors encouraged continuing education to improve and increase your skills, the agency CEO declared physical health as an absolute must, whereas the NASW managers emphasized the need to progress and to be mindful of not allowing one’s current position to limit their future career. Before reading this text I had never considered a position in management. It just did not seem as though someone in a managerial position did anything except push papers. However, the readings revealed that there is so much more to a management position than my preconceptions. I was amazed at the level of hands-on work involved in a managerial position. As far as I could gather from the texts, a manager may not act directly with the client, but they are incredibly vital in creating and implementing policies and programs to better serve the client. I was very satisfied with the way that their days were presented to us, because the contrasts in the descriptions and amounts of detail given shows that none of the authors are trying to glamorize their jobs, but that they are remaining realistic and objective in their presentation of the information. The way that the authors portrayed social work management makes it apparent that it is an extremely demanding position. As Janice Fristad and Dr. Marjorie Baney of the second section discuss, it is very difficult on families and personal

Explain Why British Civilians Were Affected by World War Essay Example

Explain Why British Civilians Were Affected by World War Essay Example Explain Why British Civilians Were Affected by World War Essay Explain Why British Civilians Were Affected by World War Essay World War II affected British civilians in a number of ways. It affected every single person including children. There were five main reasons why civilians were affected; this was due to economic impact, responsibility to protect civilians, government preparation plans, the improvement and increase in war technology and the changing tactics of Hitler. World War II was different from World War I; it was a total war. Britain had gone to war because Hitler invaded Poland. Britain had made a treaty to Poland saying that she would protect her if she was ever invaded. Hitler had wanted the 3 million Germans living in Poland, to be united with Germany because he believed that Poland was persecuting the Germans who were living there. Also the Allies had realised that Hitler wouldn’t stop until he got all of Europe and they were afraid of his rising power. It was estimated that 67,800 civilians were either killed or missing, injured or in hospital. One of the reasons that affected civilians was the changing tactics of Hitler. This affected civilians because they were the target now. In July 1940, after defeating France, Belgium and the Netherlands, Hitler planned for an invasion of Britain, called Operation Sealion. He sent the Luftwaffe to destroy Britains Royal Air Force this later became known as the Battle of Britain. It was essential for Hitler to control the sky because this was the only way he could make a successful invasion of Britain. Hitler first tried to defeat the military army however, this didn’t seem to work so he decided to attack the civilians instead, he hoped that these damages to the population would weaken the morale and lead to the British publics demand for surrender. Hitler had before attacked in the daylight however the RAF, who controlled the skies during the daylight, put a good fight and this forced Hitler to change his tactics and start bombing at night. London, amongst Portsmouth, Coventry, Bristol, Manchester and Southampton, were being constantly bombed. London was being bombed every night for 57 days in a row. Hitler decided to attack London on the 7th September 1940; this was known as the Blitz. Now that the war was a total war this would change every aspect of life because Britain would have to fight alone and would have no help from other countries because by now most of the allies were already taken over by Hitler. However Hitler’s change in plans would not have worked if there weren’t any improvement and increase in war technology. Blitzkrieg used new technology such as tanks and more advanced airplanes to get a reakthrough in the fighting, which differed greatly from the stalemate trench fighting in World War I. The changing tactics affected civilians because they were the main target. On May 1941 Hitler decided to end attacking Britain as he was more interested in Russia. He decided to launch operation Barbarossa which was the invasion of Russia on 22nd June 1941. This was based on Blitzkrieg the same way he def eated France, Belgium and Netherlands. Blitzkrieg meant â€Å"lightning war†. This was based on speed and surprise. For Blitzkrieg to be successful light tanks supported by planes and infantry was important. Civilians were affected by war due to the improvement and increase in war technology because more technology had now been developed in such a way that aircrafts could fly over countries for longer times and carry more and more munitions, making it possible to carry out bigger destruction than before. Hitler wouldn’t be able to change his tactics and wouldn’t be able to carry out the Operation Sealion if there wasn’t any improvement in war technology because planes before were unable to fly for long distances, the time they could fly overhead now was 30 minutes which wasn’t that long either. Aircrafts were now being built which could carry up to nine men. Improvement and increase in war technology now made it possible to cause bigger destruction to countries and made bombing much easier than before. Improvements were being made in weaponry, aircraft and tanks. Radar stations were also set up by in Britain. The radar was invented by Robert Watson watt; this allowed Britain to track any German warplanes and time to attack them before they caused too much damage. This was an improvement in war technology because this was never used before. The type of war had changed this would affect civilians because if the type of war changes so will the tactics. Due to all the aircrafts being made and the type of weapons it was going to be a quicker war which involved no trench warfare or stalemate. There were two main types of aircrafts used in the war they were bomber planes and fighter planes. In total there were 18,449 bomber planes and 53,249 fighter planes. Now that aircraft was being used this meant that civilians were more at risk and this lead to the British government taking control of peoples lives in order to protect them. Hitler had a secret weapon which he was going to use on Britain called the V1 and V2 bombers. They cannot be classified as a plane or as a rocket. They didn’t leave the atmosphere neither was it steered by a pilot. The V1 was launched on Britain on June 1944. The V2 was different to the V1; you could not see the V2 after it had been fired unlike the V1. The impact of the V1 was limited because you could see them from a distant and were shot down by anti-aircraft fire, also fighter planes were sent to touch the tip of the wings on the bomber so that they would fly off course. The V2 was designed to bring devastation to Londoners; these bombs were Hitler’s revenge. There were reports coming in about this secret weapon but no one knew exactly what it was so Churchill could not plan anything. The RAF was sent to destroy the sites where these weapons were made. In total 73 were destroyed however 23 still remained. This would affect civilians because they didn’t know what to expect because it could be very devastating or just cause a bit of damage. Also another reason for why civilians were affected by World War II was because of economic impact. The economic impact affected civilians because the government now had to control the amount of food coming in because of the sinking merchant ships which were being attacked by the German U-boats. The government introduced rationing of items such as food, clothing, petrol and cosmetics. In January 1940, food items including bacon, butter were rationed. Later, cheese, fresh eggs, breakfast cereals, milk, sweets, jam, meat, sugar and tea were rationed. Half of Britain’s food was rationed by the end of the war. The government tried to reduce the number of British merchant ships by using the convoy system. However not everyone got what they wanted and this resulted in the black market. It was important to introduce rationing because people who lived in the cities had less chance of growing their own crops compared to people in the countryside. Propaganda was used to encourage people to safe certain costs on certain things, this resulted in campaigns which were set up by the government. An example of a campaign was ‘Dig for Victory’. This was a campaign which urged people to use their gardens and any spare land to grow food. Many people thought that this was a fair system because it meant that many items were controlled at affordable prices. At that time many people kept chickens, rabbits and goats in their back garden. Later on more and more campaigns were introduced for various things e. g. ‘Make Do and Mend’ and ‘Mrs Sew-and-Sew’ which were campaigns to innovate women to create new clothing’s using old material and to repair any old clothes that had holes etc. As well as growing their own vegetable they were told to save on water by only using 12 cm of water while bathing. Propaganda for food was introduced because this the government had thought would free up ships transporting supplies to Britain could be used as military ships and in war. . A man was allowed to buy a new suit every two years, and to buy a shirt every twenty months. Trousers came without cuffs, pleats or zippers. The need to protect British civilians affected civilians because this now meant that there would be restrictions to ensure that the civilians are safe and information was controlled so that any spies wouldn’t be able to know about any plans. Now that new war technology was being used this would make the government take certain precautions so that civilian injuries and deaths were kept to a minimum. To protect civilians the government had blackouts and evacuations. Blackouts were when people were ordered to cover windows with heavy materials and stop any light from going out; people would do this by putting up blackout material which was supplied by the government and cover their windows etc. This would make the job for the German bombers harder to spot where people were and navigate around. At first all usage of lights were banned. Other blackout rules included streets lights being masked to give a pinpoint of light at the base of each lamp post, traffic lights were masked so that only a small amount of colour could be seen, torches had to be pointed downwards and glass covered with two layers of tissue, smoking was banned at first and if you were caught you would be fined, top of pillar boxes were painted green or yellow so that is any mustard gas was present it would stain the paint and show many more precautions were taken. However these restrictions had to be eased up because the number of road accidents went up. The government introduced new rules such as white lines were painted into the middle of the road so that drivers could see where they were going in the dark, Curb edges and car bumpers were also painted white, headlights were permitted as long as the driver had headlamp covers with three horizontal slits. Evacuations affected civilians because families who had children were being torn apart. Evacuation first started in the summer of 1938 by the Anderson Committee. The British Government were afraid that British cities and towns would be targets for bombing raids by aircraft and therefore evacuation was introduced. People who were going to be evacuated were children, some mothers of small children and pregnant women, the elderly, some teachers and invalids. The children were only allowed to take a few things with them including a gas mask, books, money, clothes, ration book and some small toys. Britain was divided in to three zones, â€Å"evacuation†, â€Å"neutral† or â€Å"reception†. Evacuation areas were where heavy bombing was expected. Neutral areas were areas that would not need to send or receive evacuees. Reception areas were rural areas where evacuees would be sent. By 1940 nearly half a millions children who had been evacuated had returned this was because there hadn’t been any air-raids, some were homesick. Evacuations often tore families apart because the children were evacuated and sometimes mothers too so this meant that there was an emotional impact on the British civilians. Propaganda and censorship was also used to protect civilians. This affected civilians because everything was being controlled by the government. The government used the media, newspapers and any other form of advertisement they could to ensure people were safe. Posters were put up to encourage people to join the war for example ‘Your country needs you’. Posters were also put up to encourage women to send their children for evacuation and also for gas masks reminding people to carry them etc. The government would censor any newspaper articles which were likely to weaken the civilians morale for example, the media invented the ‘Spirit of the Blitz’ to boost the morale. Censorship was also used to stop enemies from gathering any valuable information. All images and newspaper articles were being censored by the Ministry of Information. Their job was to make sure anything which could possibly weaken the morale wasn’t shown. The civilians had a limited amount of freedom to express themselves because the government closely kept an eye on them through censorship and propaganda. War preparation affected civilians because now that this war was a total war civilians would be affected and this was inevitable and also the government have a duty to protect civilians. The government had made plans before the war had even started for example conscription, air raid precautions and shelter plans. Air raid precautions were introduced because the Air Ministry had forecast that Britain would be under air attacks and this would cause high civilian casualties and destruction from enemy night bombings. They were being planned in 1938. Over 100,000 air raid wardens and 60,000 auxiliary firemen were recruited. Conscription was introduced in 27th April 1939. Conscription first started for men and then later on women. Conscription affected civilians because families were torn apart as men had to go and join the army. The National Service Act made it part of the legislation that, single men aged 18 to 41 were to be conscripted before married men. Shelters were used when bombings were going to happen during the night. People would be alerted by the wailing of air raid sirens just as German bombers were approaching. The first shelter to be made was the Anderson shelter made by the Anderson Committee later on another shelter was made called the Morrison shelter. People who had gardens used the Anderson shelter. The Morrison shelter could be used indoors and people often used them as a table and when it was time to use them they would just go inside. The government had made communal shelters which could protect up to 50 people as well as underground stations were used later on. Gas masks were used to protect civilians because the British government thought that poisonous gas may be used on the civilians during the war. The government had issued 38 million gas masks by 1940. Adults had black rubbery gas masks whereas children had ‘Micky mouse’ masks with red rubber pieces and bright eye piece rims. Gas masks were also used by babies, which mothers would have to pump air using a bellow. It was often hard to breathe when wearing the gas masks. Air raid wardens would also wear gas masks with a long hose and a speaking box attached to his belt. In the tin canister at the end there would be charcoal which soaked up any poisonous gases. War preparation affected civilians because everyone would be involved in it somehow even if it was just being evacuated. It would appear that the most important reason why British Civilians were affected by World War II would be because the government needed to protect civilians. In order for the government to protect civilians they had to control every aspect of their life, this included what they did to what they could eat. This often restricted people’s free will for example some preferred to go and shelter in the railway stations underground but the government didn’t allow this however, in the end the government had to back down. The government wanted to evacuate children and pregnant women because they wanted to protect the future generation. Without the future generation there would be no one to fight the future wars and work.

Kingdom of Bhutan

Kingdom of Bhutan The kingdom of Bhutan, situated in the Himalayan Mountains, bordered by India, Tibet, and China, is a nation of approximately 672,425 people (Anielski 137). In the year 2005, the nation had a gross national product (GDP) per capita of about $US 3,921 and was ranked 117th in the world.Advertising We will write a custom research paper sample on Kingdom of Bhutan specifically for you for only $16.05 $11/page Learn More By conventional economic measures, Bhutan is a relatively poor, developing country with a resource based economy that relies on forestry, animal husbandry, subsistence agriculture, and now increasingly, hydroelectricity, cash crops and tourism. However, the nation is far beyond developed countries as its physical environment is beautiful. It is also closer to being sustainable than nearly any other country in the world. Bhutan fits the idea of Shangri-La in many respects. It only allowed foreigners into the country from the 1970s, and continues t o restrict the entry of tourists. A hereditary monarchy has ruled the country since the start of the twentieth century. The Bhutanese are mainly Buddhists and the nation has a life expectancy of 63 years for men and 64 years for women. Late in the 1990s, television and the Internet were allowed, and King Jigme Singye Wangchuk installed parliamentary democracy in 2008. Bhutan’s Gross National Happiness Bhutan has adopted an official policy, passed by parliament, of Gross National Happiness (GNH) where by the pursuit of happiness takes precedence over economic prosperity and GDP. Apparently, this isolated Tibetan Buddhist nation, led by King Jigme Singye Wangchuk, is the only country in the world that has made attempts to measure a well-being by GNH instead of Gross National Product or GNP (Anielski 139). Bhutan leaders introduced the idea of GNH in order to strengthen the Buddhist spiritual system of belief. GNH measures and manages what matters most in people’s lives s uch as the quality of life, happiness of people, and good stewardship of the earth. In addition, GNH is intended to encourage debates on how different teachings and ethical beliefs of the Bhutanese people can be factored into the nation’s economy. In essence, GNH focuses policy debate on well-being and the pursuit of happiness rather than the mere acquisition of material things, consumption or production. At its heart, GNH is based on the Buddhist philosophy. In Buddhism, happiness is not determined by what we have and own but rather by the qualities of being. A study by Morrall indicated that Bhutan scores very well in the Happy Index in the Happy Planet Index, which is not surprising given that it has led the way in terms of furnishing a culture of happiness (Morrall 19). Bhutan assesses success through its GNH index instead of the economically driven measurements of GNP and GDP.Advertising Looking for research paper on environmental studies? Let's see if we can hel p you! Get your first paper with 15% OFF Learn More The four specific pillars of GNH as defined by King Jigme Thinley, upon which GNH rests, are good governance, cultural preservation, environmental conservation, and economic development. Each of these pillars has qualities that have never been and can never be quantified, but can be analyzed objectively. According to Bansil, the Bhutan 2020 vision document defines GNH’s role as a single unifying concept to identify future directions of policy (28). The King’s argument is that there are many concepts of development other than the GDP and the aim is to maximize happiness, rather than economic growth. Besides economic needs, the Bhutanese government believes that every single individual has many other needs that must be met. Consequently, development should be seen as the sum total of all the needs that are critical to human existence. The truth is that GNH is an almost intuitive idea to the Bhutanese and their King seeking to reconcile the need for development with preserving the essential ethos of Bhutanese spiritual and cultural life. In philosophical terms, the four pillars would come naturally to the Bhutanese people, living in an environment blessed by nature’s bounty, pride in their culture, and consequences of the benefits of good governance. In Bhutan, inner spiritual development is as important as external material development. Enlightening of an individual, not merely in the religious sense, is thus a critical requirement. At the very least, Bhutan’s contribution has served to stir a new debate on what is happiness and limitations of the fashionable paradigms of seeking happiness by possessing more and more goodies. If life expectancy can be taken to be one valid indicator of the success of GNH, then Bhutan has been a roaring success. From 1984 to 1998, life expectancy increased by 19 years. There are other tangible indicators where the country has also done extremely well. In the year 2006, gross national enrolment rate of primary schools reached 72 per cent, and the literacy rate grew from 17 per cent to 47.5 per cent (Bansil 29). Clearly, Bhutan has demonstrated to the whole world that people centric development is a workable economic model. GNH is, therefore, a multi-dimensional measure that should take the place of GDP. Politic Reforms and Modernization According to MCC, Bhutan is a near absolute monarchy that is in transition toward a democratic system (502). In 2005, King Jigme Singye Wangchuk announced that a constitution would be presented to the people for approval in a referendum. The new system was scheduled to come into effect in 2008. The chief of the state of Bhutan is the king, and the throne is hereditary in the male line of the Wangchuk dynasty, which was established in 1907, when a system of joint chiefs of state was replaced.Advertising We will write a custom research paper sample on Kingdom of Bhutan specif ically for you for only $16.05 $11/page Learn More In 1968, the king created a council of ministers to assist him handle administrative duties. Originally, six ministries were established with an additional four ministries added in 2003. From 1998, the responsibility of choosing members of government shifted from the king to the National Assembly. However, the king nominates potential ministers to the national assembly, and because the assembly is not independent, ultimate authority rests with the monarch. Since 1988, the position of prime minister is held in turns by the cabinet take. In 2005, the king proposed a two chamber legislature commonly known as the Parliament. The National Assembly would have more than 75 members, elected by universal adult suffrage for five years. Each district would elect between two and seven members, depending on its population. Two political parties would be allowed to operate. The upper house would comprise 25 members, one elected from each district for five years, plus five members chosen by the king. Members of the National Council would not be allowed to be members in any political party. The government would be led by a prime minister, whose party had a majority in the lower house. The prime minister would not serve more than two five year terms. The king would retain the power to appoint the principal officials of state and to approve bills from the Parliament. Succession to the throne would be extended to the princess, and the monarch would be obliged to abdicate at the age of 65. Economy Bhutan is one of the world’s poorest states characterized by remoteness, underdevelopment, and lack of resources. All viable land routes to Bhutan pass through India, which economically dominates its neighbor Bhutan. The kingdom depends on India for financial assistance, and is not financially independent. Bhutan’s currency, the ngultrum, is on a par with the Indian rupee, which also circulates in Bhutan. In general, Bhutan’s terrain hinders the nation’s development (MCC 510). More than 97 per cent of the land area is composed of rugged mountains and steep slopes that have no soil or are too cold to be farmed. In 2003, the Bhutanese GDP was $2.9 billion and this came mainly from agriculture, industry, and services sectors. Bhutan has reserves of timber and deposits of dolomite and limestone, gypsum, calcium carbonate, beryl, copper, coal, graphite, iron ore, and lead. This notwithstanding, most of Bhutan’s resources are too small or too inaccessible to be commercially viable. Arable land and land that is permanently cropped account for only 2.7 per cent of Bhutan.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In spite of this, 93 per cent of the labor force is employed in farming. Industry in Bhutan is small scale and employs only 2 per cent of the labor force. The services sector employs 5 per cent of the labor force but provides 45 per cent of the country’s GDP. Preservation of Cultural Value Preserving and promoting culture is generally regarded as an important factor in the development of the Bhutanese nation. This is mainly driven by the general belief in Bhutan that when a nation loses its cultural heritage, people tend to be dissatisfied. As a result, Bhutan zealously guards its culture and the government sees the preservation of culture as a high priority (Biswas-Diener 77). This is strengthened by the school system which requires Bhutanese values to be taught side by side with science, mathematics, and English language. The Bhutanese national language, Dzongkha, is spoken by around 50 per cent of the population. Bhutanese legendary culture is closely related to the Tibeta n Buddhist literature and is mainly concerned with Buddhist themes. Early works are preserved in fortified monasteries that are found throughout Bhutan. Traditional buildings in Bhutan are constructed from either mud bricks for domestic buildings or stone for major public and religious structures. Both types of buildings have colorfully painted or carved wooden doors, window frames, and roofs. The two most characteristic buildings are the farmhouse and the Dzong, both constructed without using nails (Minahan 27). Traditional dances such as the mask dances performed by monks at festivals frequently had a religious significance. The Bhutanese celebrate many festivals, a large number of which are local. National public holidays include the winter solstice, which is celebrated according to a lunar calendar rather than the Western calendar. However, modern public holidays are celebrated according to the Western calendar. The cuisine of Bhutan reflects the relatively limited range of food items available to the nation’s substance farmers, almost all of whom own cattle. Generally, the cuisine is rice based, and dairy foods, such as cheese and butter, feature prominently in recipes. The Preservation of Environment Given that many Bhutanese people depend on the environment for their daily subsistence, environmental conservation is an important undertaking for the nation. This is particularly true for agricultural populations (Biswas-Diener 78). Environmental preservation is easily acceptable to the Bhutanese people who strongly believe that being reckless only creates an unhappy nation. As a result, all citizens have a major responsibility to ensure that the environment is preserved for future generations. This in turn has limited severe environmental degradation such as seen in neighboring countries like Nepal where the denuding of forests on the slopes of the Himalaya has led to landslides that have destroyed villages and taken lives. Environmental benefits th at have been derived from this pillar of GNH include the listing of Bhutan as a world of biodiversity, increased preservation policies, and constitutional protection of the environment (Wiessala 46). Comparing Bhutan to the US, Bhutan’s environment is not polluted and its people are generally happy. Besides having the highest number species worldwide, Bhutan also has a huge portion of its total land under forest cover. Diplomatic Relations There is need for Bhutan to intensify its diplomatic relations with other nations across the world. With support from the Indian community, the nation has been able to establish a number of diplomatic relations with at least 23 countries. In creating these relationships, the nation started by joining the United Nations. Today, Bhutan is a member of several international bodies which IMF, UNESCO, and SAARC (Peksen 15). Conclusion Clearly, there is so much that the world can learn from the Bhutanese society. Its passion to preserve the enviro nment is especially admirable and can help the world deal with the issues of climate change and global warming which now pose serious threats to human existence. Anielski, Mark. The Economics of Happiness: Building Genuine Wealth, Gabriola Island, BC: New Society Publishers, 2007. Print. Bansil, Puran. Poverty Mapping In Rajasthan, Concept Publishing Company, 2006. Print. Biswas-Diener, Robert. Positive Psychology As Social Change, New York: Springer, 2011. Print. Marshall Cavendish Corporation (MCC). World and Its Peoples: Eastern and Southern Asia, Tarrytown, New York: Marshall Cavendish, 2007. Print. Minahan, James. Ethnic Groups of South Asia and the Pacific: An Encyclopedia, Santa Barbara, CA: ABC-CLIO, 2012. Print. Morrall, Peter. The Trouble with Therapy: Sociology and Psychotherapy, New York, NY: McGraw-Hill International, 2008. Print. Peksen, Dursun. Liberal Interventionism and Democracy Promotion, Lanham, MA: Lexington Books, 2012. Print. Wiessala, Georg. The European Uni on and Asian Countries, New York, NY: Continuum International Publishing Group, 2002. Print.

The copernican revolution Essay Example | Topics and Well Written Essays - 500 words

The copernican revolution - Essay Example They made arguments against Copernicus’ writings, whether they were Protestant or Catholic, and overall agreed to condemn them in a religious manner. In addition, these leaders found that Copernicus’ writings disagreed with the ancient theories of Aristotle and Ptolemy, giving their objections not only a religious aspect but an alternative scientific explanation that was more consistent with their beliefs. They showed quotations from the Bible such as Psalm 93 that indicated that the earth was station, also claimed that the science behind Copernicus’ arguments was impossible regardless of the scriptural conflict. Cardinal Bellarmine’s letter comes after Galileo supported Copernicus’ writings. The Cardinal writes to the leader of the Carmelites, who attempted to reconcile the Copernican theories with Catholic scripture. The Cardinal pointed out that making this claim was bound to cause more controversy, and could be dangerous. He also insisted that e ven if some conflicts could be resolved, it would be most difficult to reconcile all scriptural passages with the science, and thus the science would have to be wrong. He warns against the heresy of misinterpreting scripture, and says that there still is no real scientific evidence behind Copernican theory.

How the Spanish Civil war became a literal and symbolic instance of Essay

How the Spanish Civil war became a literal and symbolic instance of the growing worldwide struggle between fascism and democracy - Essay Example Six and a half decades later, the topic still generates debate. The terror began on July 17, 1936 in Spanish Morocco and on the mainland on July 18 by a military coup. Right-winged officers revolted against the democratically elected government of the Second Republic (formed April 1931) and its social reforms. The article stated that the rebels (Nationalists) were supported by Nazi Germany and Fascist Italy, and under Franco’s regime faced strong resistance from the Republican working class and peasantry and from anti-fascist volunteers around the world. The Imperial War Museum further stated that the war ended on the 31st of March 1939 with victory going towards Franco. Franco’s victory saw the establishment of a third pro-fascist power on France’s borders and power in favour of Germany’s third Reich. The rebels (Nationalists) consisted of army, navy and civilian militias from the fascist Falange and from dissident monarchists and catholic organizations. These rebels were financially supported by wealthy landowners, industrialists and bankers, whose interest they defended against the reforming plans of the Republic. The largest group consisted of those ordinary Spanish Catholics who supported the Nationalists as the defenders of religion, law and order. †¦Ã¢â‚¬ ¦ This paper further defines the Spanish Civil War, however extensive emphasis is placed on the literal and symbolic instance the war has on the growing global struggle of fascism and democracy. The Spanish Civil War (la Guerra Civil de Espana) Spanish Talk reported that Spain had a Monarchist government in 1923 with General Primo de Rivera as dictator and Alfonso XIII as King. Rivera’s decisive resignation and flight from Spain came when he started to face growing opposition to his government. The Monarchist government was rejected in 1931, in the popular elections which also caused the renunciation of Alfonso XIII. Spain became a republic for the second time, bu t began to suffer a great deal of political violence as extensive discussions by Splinter groups about the extent and speed of the political unrest took place. A federation was formed by the left-winged parties to bring some amount of social reform. While at the other end of the political continuum, conservative groups threatened this federation and over the years leading up to 1936, Spain experienced some polarized political views. By the time of the 1936 elections, the popular front party had successfully unified various splinter groups in order to elevate their chances of winning at the polls. However, on July 18, 1936, an army revolt started and the Spanish Civil War began. The Spanish Civil War of 1936 could be seen as a literal and symbolic instance of the growing worldwide struggle between fascism and democracy. The Spanish Civil War is the most important fact in the revolutionary march of the Spanish people. It is no longer seen as an old style democratic –bourgeois r evolution but instead as belonging to the era of the proletarian revolution initiated by the October revolution in Russia. It aroused the revolutionary conscience of the Spanish people to unimaginable heights and became an example for the whole world. (Ediciones Vanguardia Obrera, 1969, Madrid, paragraph 1). A web article entitled â€Å"Lessons from our National Revolutionary War against Fascism 1936-1969† by Communist Party Member Ediciones Vanguardia Obrera and translated in English-stated that the victory of fascism in Spain has temporarily blocked the march to socialism. The article stated

Philosophy of the Mind Essay Example | Topics and Well Written Essays - 250 words

Philosophy of the Mind - Essay Example For example there is a reason why I go to school and this is because of a career in the future. The fact that a college graduate would have a better opportunity to have a career is the objective reason that is a universal truth in its most appropriate sense. The subjective is the more agent-relative reason wherein the reason why I want to finish college is to have a higher salary in the future career I hope to be able to get hold, or, it could just simply be for reason of the future career. This is relative and may be different according to each person but the more universal equation of a college degree as equivalent to a career is the more universal objective reason. In the case I will finish college and achieve a career is only incidental to the objective. Had any other person finished college, the principle would still apply. Nagel suggests that people perform actions according to what effects they would bring. The right circumstances compel people to be moved according to such re asons. This highlights the outcome as the ultimate reason in the performance of actions.

Eastman-Kodak Essay Example | Topics and Well Written Essays - 1500 words

Eastman-Kodak - Essay Example In 1975, Kodak invented the first digital camera. Hence they didn’t miss the digital age. But Eastman Kodak didn’t market their new technology. They feared that it would hurt their own lucrative film business, in spite of the fact that the digital products were revolutionizing the market. Sony and Canon took this near-sightedness of Kodak and charged ahead with their own digital cameras (Mui, 2012). When Kodak ultimately realized what mistake it did, it was all but too late for them. They saw their market share plummeting. Kodak didn’t recognize the business which they were in. They focussed more on selling more products, instead of concentrating on the business they were in, sharing memories (Kotter, 2012, p. 1). They were more determined on earring revenues through selling film and they though the photography business didn’t fit their business model. Hence they ignored the coming tsunami of new technology in the market. As their film business went from b eing and essential business into old fashioned one, the company could never recover. What opportunities & why did Kodak miss them? For past 15 years, digital technology has changed the photography business drastically. But Kodak, champion of analogy film business, was left behind. Kodak missed the chance to grab the digital market thrice. First miss was Digital Cameras. In 1995 it launched its first digital camera in the market, DC40. But Kodak never took advantage of this situation. Their whole business model was involving the film and printing business. It was not until 2011, that the company came out with EasyShare line for the cameras. But by them they were too late. The Second Miss is the Photo Sharing business. Kodak in 2005 launched the world’s first Wi-Fi enable camera known as EasyShare-One. Figure 1: EasyShare-One But the camera didn’t earn much revenue for the company. Hence Kodak decided to kill this product. But if the company had to foresightedness of understanding that the photo sharing was going to be the way people interacted with the photo, they might had thought about it twice. The same year when Kodak killed it, a group of engineers’ launched Eye-Fi, which had the same concept as EasyShare-One and became hugely successful. Nowadays photo sharing app is a killer app earning millions of revenues for companies. The Third Miss is Photo Viewing. Kodak was working on digital printers and digital photo frames, though it couldn’t understand the demand of it in the market. But when Kodak started to push for the photo frames with distinguishing features like batteries, Wi-Fi, the prices of the technology were falling, and it resulted in thin margins for the company. What did the competition do differently? Kodak couldn’t enter into the digital market at right time when it should have entered. Rather

Why do leaders lead in different ways Essay Example | Topics and Well Written Essays - 4000 words

Why do leaders lead in different ways - Essay Example This is what the leader does; instilling a sense of togetherness regardless of the dynamic. However, this is a daunting task for leaders who pick a wrong strategy or leadership style as they will struggle so much to lead them with the unsuitable styles. A question that may ring on one’s mind, therefore, is that why do leaders lead differently? What brings the diversity? Why do some leaders succeed while others do not? In this essay, an exploration of different leadership styles and ways in which they influence the followers will be discussed to help unfold the underlying factors behind leadership while at the same time answering these questions. Leadership is not merely being in charge or in a position of authority. Effective leadership requires special skills in dealing with a range of people and the styles one deploy in this regard will extensively affect the team that is being led. To lead is to be in a control tower from which regulation, coordination, management of the followers is derived. Leadership, therefore, is a state of being in control of and in a position to command actions of a particular team for a specific objective. Leaders are mandated to direct and be in the forefront of any action a group or the team plans to undertake (Nahavandi, 2006, p.58). Behavioural theorist put focus on the conducts and deeds of a leader. They countercheck the behaviour of the leader in leadership duties and see if their (leaders) actions are justified. Some leaders dictate, coerce, command and are rude to the followers yet they expect loyalty and collaboration. Robertson (2011) puts forth a conception that classifies leaders in different categories based on their leadership behaviours. These include: autocratic, democratic and laissez-faire styles of leadership. Autocratic leadership according to Robertson (2011, p.73) is a style in which the leader is the sole decision maker. Decisions in this style are

Eastman-Kodak Essay Example | Topics and Well Written Essays - 1500 words

Eastman-Kodak - Essay Example In 1975, Kodak invented the first digital camera. Hence they didn’t miss the digital age. But Eastman Kodak didn’t market their new technology. They feared that it would hurt their own lucrative film business, in spite of the fact that the digital products were revolutionizing the market. Sony and Canon took this near-sightedness of Kodak and charged ahead with their own digital cameras (Mui, 2012). When Kodak ultimately realized what mistake it did, it was all but too late for them. They saw their market share plummeting. Kodak didn’t recognize the business which they were in. They focussed more on selling more products, instead of concentrating on the business they were in, sharing memories (Kotter, 2012, p. 1). They were more determined on earring revenues through selling film and they though the photography business didn’t fit their business model. Hence they ignored the coming tsunami of new technology in the market. As their film business went from b eing and essential business into old fashioned one, the company could never recover. What opportunities & why did Kodak miss them? For past 15 years, digital technology has changed the photography business drastically. But Kodak, champion of analogy film business, was left behind. Kodak missed the chance to grab the digital market thrice. First miss was Digital Cameras. In 1995 it launched its first digital camera in the market, DC40. But Kodak never took advantage of this situation. Their whole business model was involving the film and printing business. It was not until 2011, that the company came out with EasyShare line for the cameras. But by them they were too late. The Second Miss is the Photo Sharing business. Kodak in 2005 launched the world’s first Wi-Fi enable camera known as EasyShare-One. Figure 1: EasyShare-One But the camera didn’t earn much revenue for the company. Hence Kodak decided to kill this product. But if the company had to foresightedness of understanding that the photo sharing was going to be the way people interacted with the photo, they might had thought about it twice. The same year when Kodak killed it, a group of engineers’ launched Eye-Fi, which had the same concept as EasyShare-One and became hugely successful. Nowadays photo sharing app is a killer app earning millions of revenues for companies. The Third Miss is Photo Viewing. Kodak was working on digital printers and digital photo frames, though it couldn’t understand the demand of it in the market. But when Kodak started to push for the photo frames with distinguishing features like batteries, Wi-Fi, the prices of the technology were falling, and it resulted in thin margins for the company. What did the competition do differently? Kodak couldn’t enter into the digital market at right time when it should have entered. Rather

Conflict management strategies Essay Example | Topics and Well Written Essays - 750 words

Conflict management strategies - Essay Example Our sample case study involves the youth and the mass media fraternity. Recently, the content being aired in most developing countries portrays a lot of violence, sexual violence, risky behaviors, and drug abuse among other morally unethical habits. All these have adverse effects on the minds of the youth. For instance, display of violent behavior triggers bullying and fights in schools. This is because the youth mainly suffer identity crises and will mostly want to associate with actions and people they would want to emulate. Such violent acts could develop into dangerous traits in the youths in the later years of their lives if nothing is done to rectify. Research conducted by analysts indicate that out of every 2000 teens interrogated in every span of three years, 700 had had sexual intercourse by the age of 16. Furthermore, out of this total interviewed a percentage of approximately 90 teens confessed to have contracted pregnancies. In fact, according to a statement issued by the Parent Television Council Website wanted action taken by the government on television station airing sexually explicit content (Leas, 1997). The report also wanted regulation of adverts and use of vulgar language. The complaint in this case study was filled by the parents who wanted the mass media to air rated content for the sake of the youth. There has also been the issue of racism, where the media has been accused of portrayed with some certain stereotypes as being associated with sidelined races.... In fact, according to a statement issued by the Parent Television Council Website wanted action taken by the government on television station airing sexually explicit content (Leas, 1997). The report also wanted regulation of adverts and use of vulgar language. The complain in this case study was filled by the parents who wanted the mass media to air rated content for the sake of the youth. There has also been the issue of racism, where the media has been accused of portrayed with some certain stereotypes as being associated with sidelined races (Chaturvedi & Chaturvedi, 2011). For instance, in America, the media has been accused of portraying the African Americas and Hispanics as less educated, use of vulgar language as well as very violent (Leas, 1997). As much as there could be some aspect of truth, the media ought to not make it worse by showing world, but assist focusing on their strong points in the society (Leas, 1997). Further, the media finds this very hard at times dependin g on the location in which they cover and gather information. The parents’ association has gone further and involved the government to intervene and help resolve the situation by striking a balance (Leas, 1997). Conflict management strategies In the case of conflicts, a number of approved conflict management strategies have been used in the past and are highly recommended. For instance, there is accommodating. This entails one of the conflicting parties to forego their concerns and allowing the other party to satisfy their concerns. This strategy is less popular as both parties would want their grievances addressed in every aspect. Secondly, there is collaborating. This strategy entails all parties expressing their concerns in a bid to come up with a fair and

Porter Diamond Essay Example for Free

Porter Diamond Essay Michael Porter put forth a theory in 1990 to explain why some countries are leaders in the production of certain products. His work incorporates certain elements of previous international trade theories but also makes some important new discoveries. He identifies four elements present to varying degrees in every nation that form the basis of national competitiveness. Analyze the current situation of Japan using the four elements of Porter’s national competitive advantage theory. Suggested Answers: 1. Factor conditions Japan possesses relatively weak basic factors but good advanced factors, e. g. availability of high quality scientist and engineers; and advanced rail road and telecommunication infrastructure. 2. Demand conditions High degree of buyer sophistication Strong preference for new product and high demand for quality products and services 3. Related and supporting industries Clusters in manufacturing sector are sustained by abundant and high quality supporting industries. For example, the automobile parts cluster in Ota City and the industrial supply base for construction machinery in Komatsu City. 4. Firm strategy and rivalry Good cooperation in labor-employer relations. Japan has traditionally lifetime employment, which helps to build good relationship between  management and employees High intensity of local competition. There are large number of companies in both manufacturing and service sectors, e.g. car manufacturers and IT software companies CGE25101 Globalization and Business Tutorial 12 Discussion Question: The Porter’s Diamond Michael Porter put forth a theory in 1990 to explain why some countries are leaders in the production of certain products. His work incorporates certain elements of previous international trade theories but also makes some important new discoveries. He identifies four elements present to varying degrees in every nation that form the basis of national competitiveness. Analyze the current situation of Japan using the four elements of Porter’s national competitive advantage theory. Suggested Answers: 5. Factor conditions Japan possesses relatively weak basic factors but good advanced factors, e.g. availability of high quality scientist and engineers; and advanced rail road and telecommunication infrastructure. 6. Demand conditions High degree of buyer sophistication Strong preference for new product and high demand for quality products and services 7. Related and supporting industries Clusters in manufacturing sector are sustained by abundant and high quality  supporting industries. For example, the automobile parts cluster in Ota City and the industrial supply base for construction machinery in Komatsu City. 8. Firm strategy and rivalry Good cooperation in labor-employer relations. Japan has traditionally lifetime employment, which helps to build good relationship between management and employees High intensity of local competition. There are large number of companies in both manufacturing and service sectors, e.g. car manufacturers and IT software companies CGE25101 Globalization and Business Tutorial 12 Discussion Question: The Porter’s Diamond Michael Porter put forth a theory in 1990 to explain why some countries are leaders in the production of certain products. His work incorporates certain elements of previous international trade theories but also makes some important new discoveries. He identifies four elements present to varying degrees in every nation that form the basis of national competitiveness. Analyze the current situation of Japan using the four elements of Porter’s national competitive advantage theory. Suggested Answers: 9. Factor conditions Japan possesses relatively weak basic factors but good advanced factors, e.g. availability of high quality scientist and engineers; and advanced rail road and telecommunication infrastructure. 10. Demand conditions High degree of buyer sophistication Strong preference for new product and high demand for quality products and services 11. Related and supporting industries Clusters in manufacturing sector are sustained by abundant and high quality supporting industries. For example, the automobile parts cluster in Ota City and the industrial supply base for construction machinery in Komatsu City. 12. Firm strategy and rivalry Good cooperation in labor-employer relations. Japan has traditionally lifetime employment, which helps to build good relationship between management and employees High intensity of local competition. There are large number of companies in both manufacturing and service sectors, e.g. car manufacturers and IT software companies CGE25101 Globalization and Business Tutorial 12 Discussion Question: The Porter’s Diamond Michael Porter put forth a theory in 1990 to explain why some countries are leaders in the production of certain products. His work incorporates certain elements of previous international trade theories but also makes some important new discoveries. He identifies four elements present to varying degrees in every nation that form the basis of national competitiveness. Analyze the current situation of Japan using the four elements of Porter’s national competitive advantage theory. Suggested Answers: 13. Factor conditions Japan possesses relatively weak basic factors but good advanced factors, e.g. availability of high quality scientist and engineers; and advanced rail road and telecommunication infrastructure. 14. Demand conditions High degree of buyer sophistication Strong preference for new product and high demand for quality products and services 15. Related and supporting industries Clusters in manufacturing sector are sustained by abundant and high quality supporting industries. For example, the automobile parts cluster in Ota City and the industrial supply base for construction machinery in Komatsu City. 16. Firm strategy and rivalry Good cooperation in labor-employer relations. Japan has traditionally lifetime employment, which helps to build good relationship between management and employees High intensity of local competition. There are large number of companies in both manufacturing and service sectors, e.g. car manufacturers and IT software companies CGE25101 Globalization and Business Tutorial 12 Discussion Question: The Porter’s Diamond Michael Porter put forth a theory in 1990 to explain why some countries are  leaders in the production of certain products. His work incorporates certain elements of previous international trade theories but also makes some important new discoveries. He identifies four elements present to varying degrees in every nation that form the basis of national competitiveness. Analyze the current situation of Japan using the four elements of Porter’s national competitive advantage theory. Suggested Answers: 17. Factor conditions Japan possesses relatively weak basic factors but good advanced factors, e.g. availability of high quality scientist and engineers; and advanced rail road and telecommunication infrastructure. 18. Demand conditions High degree of buyer sophistication Strong preference for new product and high demand for quality products and services 19. Related and supporting industries Clusters in manufacturing sector are sustained by abundant and high quality supporting industries. For example, the automobile parts cluster in Ota City and the industrial supply base for construction machinery in Komatsu City. 20. Firm strategy and rivalry Good cooperation in labor-employer relations. Japan has traditionally lifetime employment, which helps to build good relationship between management and employees High intensity of local competition. There are large number of companies in both manufacturing and service sectors, e.g. car manufacturers and IT software companies CGE25101 Globalization and Business Tutorial 12 Discussion Question: The Porter’s Diamond Michael Porter put forth a theory in 1990 to explain why some countries are leaders in the production of certain products. His work incorporates certain elements of previous international trade theories but also makes some important new discoveries. He identifies four elements present to varying degrees in every nation that form the basis of national competitiveness. Analyze the current situation of Japan using the four elements of Porter’s national competitive advantage theory. Suggested Answers: 21. Factor conditions Japan possesses relatively weak basic factors but good advanced factors, e.g. availability of high quality scientist and engineers; and advanced rail road and telecommunication infrastructure. 22. Demand conditions High degree of buyer sophistication Strong preference for new product and high demand for quality products and services 23. Related and supporting industries Clusters in manufacturing sector are sustained by abundant and high quality supporting industries. For example, the automobile parts cluster in Ota City and the industrial supply base for construction machinery in Komatsu City. 24. Firm strategy and rivalry Good cooperation in labor-employer relations. Japan has traditionally lifetime employment, which helps to build good relationship between management and employees High intensity of local competition. There are large number of companies in both manufacturing and service sectors, e.g. car manufacturers and IT software companies CGE25101 Globalization and Business Tutorial 12 Discussion Question: The Porter’s Diamond Michael Porter put forth a theory in 1990 to explain why some countries are leaders in the production of certain products. His work incorporates certain elements of previous international trade theories but also makes some important new discoveries. He identifies four elements present to varying degrees in every nation that form the basis of national competitiveness. Analyze the current situation of Japan using the four elements of Porter’s national competitive advantage theory. Suggested Answers: 25. Factor conditions Japan possesses relatively weak basic factors but good advanced factors, e.g. availability of high quality scientist and engineers; and advanced rail road and telecommunication infrastructure. 26. Demand conditions High degree of buyer sophistication Strong preference for new product and high demand for quality products and services 27. Related and supporting industries Clusters in manufacturing sector are sustained by abundant and high quality supporting industries. For example, the automobile parts cluster in Ota City and the industrial supply base for construction machinery in Komatsu City. 28. Firm strategy and rivalry Good cooperation in labor-employer relations. Japan has traditionally lifetime employment, which helps to build good relationship between management and employees High intensity of local competition. There are large number of companies in both manufacturing and service sectors, e.g. car manufacturers and IT software companies

The definition of children with PMLD

The definition of children with PMLD Children with profound multiple learning disabilities (PMLD) experience barriers to communication and interaction which prevent them having the full opportunity to an appropriate education. It is essential to remember that as they share the same general aims as other children in school'(Ref), that is, they need to progress to the best of their ability. In Saudi Arabia there are very few centers that provide a successful curriculum for children with PMLD (Rectory Paddock School, 1981)Be careful this looks as if Rectory Paddock school is expressing a view about education in Saudi Arabia and it didnt.). Moreover, all/some/many teachers are inexperienced and lack the ability to develop the full potential of children with PMLD. This confirms that I need to establish a greater knowledge of services in the UK and identify the positive aspects. In the past, PMLD in the UK received only rehabilitation programs that included providing basic necessities such as medical treatment and food. Rece ntly, this practice has changed to providing a successful curriculum that focuses on the needs and abilities of the individuals (Lacey Ouvry, 1998). This essay will therefore provide suggestions on how to achieve a successful curriculum for children with PMLD, helping to understand the wider concepts involved and how these children can eventually reach sufficient independence by identifying their individual needs. This essay will present the definition of children with PMLD, followed by the childrens primary needs including their physical, sensory and communication needs. It will then go on to look at the way of organize the classroom and then it is going to explain some of the teaching approach. The definition of children with PMLD Complicated terminology is used to refer to children who have the greatest difficulties with learning e.g. PMLD, severe learning disabilities (SLD), profound learning disabilities (PLD) and severe disabilities. To understand how to educate the children, it is necessary to address more than one of the associated issues which are related with ill defined terms, variables and unstable definitions. The official terms used for dealing with PMLD may be different in various countries. In America the term severe is used for individuals with an IQ of 20/25 to 35/40 and moderate for those with IQ 35/40 to 50/55. In contrast, United Kingdom refers to children with IQ below 50 as having SLD (Porter, 2009). In Saudi Arabia multiple disabilities is a common term used to refer to presence of more than one disability in a child which leads to severe educational problems which includes multiple intellectual disorder, multi-sensory disabilities, multiplicity of disability associated with severe behavioral disorders and severe disabilities (General Directorate of Special education , 2001) ). The term learning disabilities used in the UK should not be confused with terms used in other countries where they have the same meaning as mental retardation or intellectual disabilities. UK calls problems such as dyslexia specific learning difficulties or specific learning disabilities (Rennie, 2007). Another problem which arises is that many believe that SLD and PMLD are synonymous terms. There is a lack of differentiation between profound learning disabilities and multiple disabilities as the two terms have similar needs and come under the same heading of Severe Learning Disabilities (Evans and Ware 1987). Some writers, such as (Aird, 2001) continue dealing with these two terms as synonymous. On the other hand, Swift(2005) defines the two terms differently. He says that SLD refers to children who have emotional needs, some students may use signs and symbols to support their communication and/or sensory impairments in addition general cognitive difficulties and mobility difficulty. On the other hand, PMLD regards to children who present physical disabilities, sensory impairment or severe medical condition. Although there are similarities in the definitions, it is preferred to use PMLD as it is widely accepted in Britain (Ware, 2009). Furthermore, some children with profound learn ing disabilities are described as PMLD whereas there are few people with profound learning disabilities who have no other severe impairments (Ware Healey,1994). To become more aware of this group of children, it is necessary to identify their characteristics. Children with PMLD have profound intellectual impairment and other multiple disabilities including sensory, physical or autism (Lacy Ouvry 1998. To illustrate that, I will use the example of Rett Autism Syndrome displaying an inability to performer motor functional actions including eye gaze and speech and slowed brain function (Pierangelo Giuliani, 2008). However, they are described as not a homogenous group (SCAA, 1996). In my professional practice, I have dealt with children who had severe physical or visual disabilities but did not necessarily have profound learning disabilities and some who had profound learning disabilities with good motor ability, learning, motor and sensory skills and thus needs differed from child to child. Another approach to a definition suggests that children with PMLD are in the first four stages of Piagets Sensory motor development (What is this_ (Clark, 1991). However, from my experience the pre-process stage, which says that the child in this stage can combining attributes samples of common objects and classifying them. Children with PMLD may have the ability to recognize visual word (MAKTON) system and classify the thing that he/she wants to do as an activity. In relation to PMLD symptoms children may have behavior disorders which are challenging for teachers (SCAA, 1996). The association between behavior and physical disability may or may not be a casual one. For example, disability may lead to depression which further increases the level of disability (Marten, 1980). From my experience, behavior is not only influenced by genetic and neurological factors but is due to the negative interaction and relationships between the child and the society. Another approach to categories concentrates on the IQ in classified the person with PMLD whose has IQ level below 20. Recently the World Health Organization adapted a more social model of disability which classify on the individual strength and the social barriers that may compound a disability. Internationally three criteria are regarded as requiring to be met before learning disabilities can be identified: intellectual impairment, social dysfunction and early onset (The World Health Organization WHO, 2001(. On the other hand people with PMLD function equal to or less than one fifth of their chronological age (Sebba, 1988). This is a rather old referenceSome prefer to down play IQ on terms of the students curricular needs; they call someone with severe learning difficulties if he/she attends an SLD or school. It can also consider what happens to children when they leave school, or we may distinguish pupils with moderate and severe learning difficulties by reflecting on the age at wh ich their problems were first identified (Farrell, 1997). (Quite a lot of this section uses some dated material is this because you can see similarities between those debates and the ones now happening in your country.) Criteria for placing pupils into categories have changed over the time. Children who may have had PMLD in the past may be now regarded as having multiple disabilities but not PLD (Ouvry Saunders, 2001). This last consideration is of enormous importance when considering learning with PMLD: children with PMLD are now classified to be more intellectually able. The current percentage of children with PMLD has increased as a result of high level of health care provided (Lacey Ouvry, 1998) where the number of adults with PMLD will raise from 78 in 2009 to 105 in 2026, as in average 3 in 2009 to 5 in 2026 (centre for Disabilities Research CeDR, 2009). The definition has changed over time linked with the changing of the education system from segregation to inclusion. I will illustrate this by references to curriculum access. Around 1971, children with the most profound disabilities in the UK were excluded from education, cared for in wards as they were considered unable to follow the standard curriculum (Clark, 1991; Lacy Ouvry, 1998). However, after this point, some children who attended schools for pupils with LD also had severe physical disabilities require specialized facilities but which would possible to provide in Educational Sub Normal ESN(S) classes (Rectory Paddock School, 1981)., Historically some writers assume that Special Care Units (SCUs) remain the only setting specifically able to provided for children with PLD and additional disabilities in schools catering for severe learning disabilities (Evans Ware, 1987) In contrast, terms special care is not acceptable as the provision provide for PMLD are varied (Sebba, 19 88). In the UK, the curriculum needs have given more attention to other educational aspects (Cline Frederickson, 2009). Children with PMLD may work with P1-P4 in the national curriculum where P scales provide small, achievable steps to monitor progress (Swift, 2005). Some children may even work at P levels 1-3 for the majority or all of their school life (Ware, 2009). It is hard to reach a clear definition which would be used to describe a group of children who share common characteristics with other categories. However, in my view, supported by this evidence, a child with PMLD has multi-disabilities: learning disability and other disabilities. The most important aspect in planning education is to focus on the childrens requirements and needs no matter how this group of learners is defined.. Children with PMLD primary needs which affect their ability to learn Children with multiple disabilities face many problems which challenge adults who work with them. A careful analysis to their needs is required to understand exactly what is preventing progress (Stone, 1995). There is a wide spectrum of special educational needs that are frequently inter-related. They may fall into at least one of four areas: communication and interaction, cognition and learning, behavior, emotional and social development and sensory and/or physical (The Code of Practice, 2001). Physical needs: There is some physical impairment that can be diagnosed from birth: cerebral palsy, spin bifida, congenital abnormalities of the skeleton and other rare neuromuscular diseases (Hogg Sebba, 1986a). PMLD has a lack of independent, muscle spasm, abnormal reflex activity, inability to control bladder or bowels and congenital abnormalities of skeleton which make people feel uncomfortable and cause other problems (Clark, 1991; Hogg Sebba 1986). Physical impairment affects other parts of the childs life: being unable to move well may be at risk of developing distortions of body shape over a period of time (Rennie, 2007; Fulford Brown, 1976). The teacher needs to understand these problems and focus on basic physical therapy in a curriculum plan (Clark, 1991), with a holistic approach (Rennie, 2007) and lifelong commitment which influences the majority of the individuals time at school and home rather than an ineffective ritual (Lacy Ouvry, 1998). Yet this as I believe does not necessarily mean therapy used in traditional ways. Many creative methods a physiotherapist can use in cooperation with the teacher in the classroom in childrens mobility curriculum and teaching methods. Traditional ways should not be taught in the same order (Stone, 1995)What do you mean?. I would suggest using things from everyday environment would be more suitable for physical therapy, merging skills training for recognizing colour and rolling to tr ain muscles by placing the child on a mat between a green and a red ball and asking them to move in the direction of either ball. This way the child learns colour recognition, exercises and s the game. Children learn more quickly if they enjoy themselves. As a child with PMLD spends most of his time at home, therapy can be successful when the parents have major roles in planning and implementing (Lacy Ouvry, 1998). The best way is to raise parents awareness and to make fully participate in the therapy which lead to greater improvement in the child. Sensory needs Children with PMLD often experience sensory problems. There are a number of different needs arising from sensory impairment, one arising directly from the impairment such as visual or auditory impairment (Lacey Ouvey, 1998) which have adverse effects on linguistic development, behaviour, and emotional adjustment, socially isolated and the general quality of a persons life (Clark, 1991; Ellis, 1992). Other problems are often environmental. Parents and teachers can lose interest in interacting meaningfully with their child who does not provide cues or rewards in the form of a smile. From my experience, children with PMLD are often ignored by their peers and teachers who interact with children who communicate more. Hearing impairment and learning disabilities are not clearly separated (Kropka Williams, 1986) and cannot be underestimated as the hearing impairment is not as obvious to an observer as some other impairments (Sebba,1988). In this matter it is primary aim of managing sensory impairments is to try to allow children to have access to the same quality of life and experiences by using whatever hearing and sight they have to the best of their ability or by helping them to make use of their other senses such as touch and smell (Sebba, 1988). Communication needs When I was in the early phases of my training, I remember there was a teacher who sang to a child with PMLD. I wondered why this teacher was choosing to do so when the child could not hear. The child smiled and laughed at the teacher and reacted positively in her presence. It became clear to me that the child needed to have interaction and could communicate in a specific way as he could interpret some sensory information. If communication fails, then other social activities go away as well. Children with profound learning disabilities show massive delays in communication, which makes it hard to communicate, convey ideas and experiences with other people. (Hogg Sebba, 1986) Despite that in fact every child is a unique case, speech is not the only means of communication (Hogg Sebba 1986). Some children who are described as not having the ability to traditionally communicate are able to show preferences when they are given a choice (Glenn? OBrien 1994). This is confirmed by my experience which shows that these children have a lot of stored energy which just needs continuous attention and time to be displayed or disabilities are likely to deteriorate. The code of practice mentions that most children with special educational needs have strengths and difficulties in one, some, or all of the areas of communication. Children will need to continue developing their linguistic competences (Code of Practice, 2 001). With the knowledge that there is no cure(This takes us right into the medical model is that your intention> for these needs, there are many ways to help these children get the best possible outcome for growth and development, to perform any tasks that are necessary in their daily lives to remaining integration in society. Thus we need to build an appropriate program for children with PMLD on an individual basis to meet individual needs, where in the last ten years there has been a big change in the ways of dealing with children with PMLD and schools are now receiving children who have several needs (Lacy Ouvry, 1998). Teaching and learning is complex. Within this discussion, little attention will be given to curriculum content for two reasons. First, the lack of compatibility between the curriculum in Saudi Arabia and England. Second, because for this group of learners focus on effectiveteaching and learning including accede to several different teaching methods is of prome concern. Even if there are good teaching practices put in place, they will not work if the environment is not suitable for learning (Sebba, 1988). Therefore it will focus on how to organize the learning environment where children should be more familiar with the classroom, and anticipate the activities (Ouvry Saunders, 2001). You have introduced t/l first and then the envornment. Is it logical to write the sections in the same order or to re-order these comments? How to organize the learning environment Children will need to overcome classroom obstacles before they are able to start to learn, this can be handled by the establishment of an appropriate learning environment .There are numerous necessary measures to build and maintain an appropriate environment for children with PMLD it is vital that this environment is well organized to suit their needs. Regardless of whether children with PMLD are educated in a specialist environment or in mainstream school, (Ware, 1994) suggests three core principles in the organization of a classroom: the organization of time, people and material in an environment which can all overlap. The physical environment organization The physical environment plays a role in raising childrens motivation to work. Teachers should define each area of classroom and ensure that the environment is not distracting to help the child to learn easily (Byers, 1998) for example, the work area should not include visual distraction which can confuse and have a negative effect on the learning process (Porter, 2002). In addition the size of the room must be considered, if the room is too large or open this can distraction the child (Nind et al, 2001). From my experience I remember that also the small room encourages unsuitable behaviour, teachers was putting the pupils standers behind the door because the room was very smallwhich can make movement in and out of the room difficult; this subsequently upsets the children and made him react in an unsuitable manner. Another matter is organizing the classroom based on the childs needs. For example, it is often a good idea to place children with the most profound physical needs in easily accessible points in the classroom so they can move more freely (Algozzine Ysseldyke, 2006). For children with visual impairments, strip lighting is unsuitable as it does not provide good distinction between different objects, and so spot lighting, colored bulbs or dark areas should be used to show different areas as well as different textures. Furthermore, I have found that it is beneficial for children with PMLD to have a designated seat in the classroom as this promotes confidence and a sense of familiarity (Nind et, al 2001). But which position are the best for seating. A study found that children who functioned at a lower level worked well in a prone position (Park et al, 2005). Other study suggests that position is not simply a matter of optimizing attention, but the impact on other functions, such as hand use and spinal extension (McEwen, 2002). The position of the teacher and the other staff is significant. They should be able to assess the child and their emotions, so that they can help the child sufficiently. If they are behind the child or to the side, they may not be able to see the Children may need help with their medication if they have to take it through the school day (Algozzine Ysseldyke, 2006). The social environment organization Knowledge of the child is very important in the social environment organization, knowing what they like, dislike, how they interact and communicate; education should happen co-actively (Cartwright Wind-cowie, 2005). Teacher also should not become dominant in the relationship; rather, they should help the child learn in their specific way. There are three main models for the teacher/pupil relationship: the teacher dominating, the pupil dominating or a two way dialogue. The third is the hardest, but if successful, the best (Lacy Ouvry, 1998). The final model requires very strict planning and organization in order that it works well. Rewards are also positive in order to build a good social environment. The teacher should understand that some children with PMLD will find standard encouragement techniques, such as cheering, very discouraging and distracting. Therefore, the teacher should observe signals from the child to discern what they like and do not like (Sebba, 1988). Another matter which is very important in the social aspect is that teachers should understand how the child would react to failure, in this way they can prepare for it. (Corker, 1992) suggests that children should be encouraged to see failure not as a result of inability but because of lack of effort or dedication. In this way, they are empowered to change it and succeed in the future. The time organization The most difficult balance to maintain is how to organize time inside the classroom with regards to the curriculum and the ways of teaching. There should be an appropriate division of time between national curriculum, non-national curriculum based activities and therapy (Ware, 1994). I remember from my experience that children have their own schedule divided between the child needs. Expand Another matter, which is widely discussed, is the way of teaching children. Which way of teaching a child with PMLD is more beneficial? Children with PMLD would benefit from being taught in a group. If the children with PMLD are placed together they may become more perceptive and have a greater interest in what they are doing (Hogg Sebba, 1986). Although group work can be effective, in reality can be deceptive. A child who appears to be working in a group may in fact actually be working alone (Bennet Cass, 1988). Some specialists infer that in teaching children with PMLD, there should be group work involved and also individual work this is seen as the most beneficial practice (Ware, 1994). From my experiences whilst the teacher worked with the class as a whole, the teaching assistant would remove a child from the group in order to provide individual focus to that child. This enables effective and beneficial learning for the children as it advantageous for the childs learning to hav e individual attention. The grouping learning a raises the question of how much time should the teacher spend with an individual child compared to how much time spent with the entire class. I think group work is imperative and therefore time should be devoted to this, particularly because children should be encouraged to develop awareness of their peers, this is realized through group work (Cartwright Wind-Cowie, 2005). However, I realize from my experience the specific method influences the way of teaching; whether individually or in a group. (Ware, 1994) mention some examples for effective grouping are suggested, Scripted or Jigsawing which are used with heterogeneous group without losing the benefits of individual work. In addition, there are also issues about whether the same activities should take place at the same time each day or not. There should be a clear routine established and a consistent timetable, especially at the beginning of the day with registration; so that the child knows what is happening and so therefore is not anxious (Corker, 1992 ; Ware, 1994). However, this can sometimes be problematic because it must be accepted that some activities will take longer for children with PMLD to carry out, in these cases certain allowances must be made. (Orelove et al, 2001). There are other issues related to the timetable of the childrens learning, there is no evidence that children will learn best in the morning. There is evidence that children with PMLD may be best taught if they have therapy in the morning so that they are calm for the other activities. Moreover, there is the issue of medicinal side effects and how this can cause problems with learning (Ware, 1994). All this must be taken into account when time planning to keep the attention focused and to help the child to learn. Teaching approaches The special education literature now focuses more on the teaching methods than the curriculum content. I will mention some of the teaching methods which are used. Task analysis in which a task is broken down into manageable pieces with clear objectives, making it easier for the child to learn (Sebba, 1988). Errorless learning, an exercise in which examples are given to the children yet only require only one possible solution, thus increasing the opportunity of reward for the child. Do you agree with errorless learningRecording, where all the practices are planned and recalled so they are then assessed (Hogg Sebba, 1986). Next is the use of ICT to help with communication and with social interaction. Also to aid choice making as it will help with life skills and requires a lot of concentration (Ware, 2009). Using pictures to communicate choice and show correlation between different pictures and objects has often been effective with the use of commands (Porter Ashdown, 2002). There ar e also three main types of holistic approach: conductive education, patterning and coactive intervention (Hogg Sebba, 1986). Acoustic bells can be used to create an intense sound environment to encourage learning and concentration (Mednick, 2007). It is now necessary to evaluate two teaching approaches, intensive interaction and multisensory approach. Because these two methods focus on the children with PMLD which I mention them previously. I will be used as illustrative examples to examine the techniques that can be employed to optimize the learning experience for the child with PMLD. Intensive interaction Teaching children with PMLD is often focused on communication (Ware, 2009) which is fundamental and makes child learn about themselves and others (Hewett Nind, 1998). However, sometimes children with PMLD are taught a way of communication which they cannot understand or which may be limited and therefore unsatisfactory. In my experience, teaching that solely focuses on the core curriculum was only effective for a number of children, leaving others unresponsive to the teacher. During the activity the teacher would help the child physically whilst using different way of communicating, for instance by photo cards, however this may not be beneficial every time. From my reading I have established that these children were entitled to communicate in their own way; they should not have to be taught a standardized way of communication, at least in the initial stages. By using our body language and gaining feedback by watching others reactions (Caldwell, 2008) this makes communication easier as the child will understand that the teacher can understand their emotions. The standard ways of Intensive interaction refers to when the adult working one to one to with the child to mimics any communication behaviour of the learner of by using the childs own method (Watson, 1994) to makes teaching and learning easier (Hewett Nind, 1998), and to develop sociability, communication, cognitive abilities, emotional well-being, constructive interaction with immediate environment and self awareness (Nind Hewett ,1994). I think this is practical and reality, if we see how the mother contact and communicate with her child, we dont compare between children with PMLD with the infant, What I want to highlight, is how the baby feel happy with his/her mother imitations and his reaction and how he continue in communication. The Strategies: There are two studies which say that intensive interaction is a very good way of developing communication and social skills. It must be employed systematically and used efficiently in order for it to be effective (Watson Fisher, 1997; Kellett, 2003). The focus must be on the quality of the interaction sociability and communication and not the outcome (Hewett Nind, 1998). Records must be kept of all interaction so that any changes, even if minute, can be remembered. It is often difficult to do this without records as the changes can be very small (Irvine, 1998). There must be a limiting of numbers of staff and volunteers so that there is routine and the people can all be fully trained to their abilities (Ware, 1996). Intensity, sensitivity and reflection are key in implementing this method. The method encourages awareness of those around the learner, and ignores ideas about tasks and correct or incorrect ideas, and so puts the precedence on the learning process. (Hewett Nind, 1998). Intensive interaction should be used within a group environment to make it more standard and to ensure that abuse allegations do not occur (Nind Hewett, 1994). The process of intensive interaction is included in this. An advantage to adopting this approach is its simplicity; it does not require materials and therefore can be used in the home. What makes this approach more significant is that it can be used easily at home (Irvine, 1998). There are some problems encountered in this methods, the abilities to make a response is sometimes weak. The adult may be tired or the child may anxious (Kellett Nind, 2008) the child may want to continue to interact when no one is available (Irvine, 1998) so it is necessary for the adults to learn to tolerate a delay (Maggs Samuel 1998). Another problematic issue is that Intensive interaction works for some people but not all. So although there are some overriding principles for using intensive interaction, the approach must be changeable and flexible so that the child can achieve the most possible. (Kellett Nind, 2008). However, for those it does work for, it is still very difficult to prove that intensive interaction is the only cause for improvement (Irvine, 1998). The multisensory approach Some children, who have sensory ability such as sight, may not understand how to use it or how to interpret what they see. Thus teachers should help children to use all the senses to enable good learning. One of the ways of the using multisensory approach is the sensory room. This can be described as a reactive environment (Mednick, 2007). There are two ways to define the sensory room or snoezelen () : the actual space and the impact on the child. The space can be characterized by the physical attributes, size and complexity, size of the room is very important so the child does not feel overwhelmed by the space or out of control. The same is for ideas about complexity; there should not be a sensory overload. There is no set list of things which are including in a sensory space, which can include simple materials or complex interactive electronic equipment (Stephenson, 2002). Other physical aspect are the different type of sensory room, there are six primary kinds of rooms: white room, dark room, sound room, interactive room, water room, soft play rooms finally there are outdoor spaces in the gardens each room have aims and goals (Pagliano, 1999). Although the only limitations on these spaces is imagination, the childs likes and dislikes are the primary influence as some might not like a white room but may love a water experience. If the child can exert control over their environment, they will develop control and autonomy and greater self confidence (Stephenson, 2002). The other aspect of the definition is the impact on the childs ability, which includes good communication, movement, cognitive ability, emotions, behavioral changes, life skills and good expressive arts (Longhorn, 1988). This makes it one of the most effective methods to teach a child with PMLD because it makes learning easier (Fowler, 2008) and fun for