Week2 Term Paper Example | Topics and Well Written Essays - 500 words

Week2 - Term Paper Example When brand attachment occurs, the consumer will often participate in brand communities, such as discussing the merits and benefits of the company and its products in social media. This is free word-of-mouth advertising that is highly valuable to a business brand. When a business includes social responsibility and ethical behavior as part of its strategic plan, trust in the company’s integrity is developed. According to Riegelsberger et al. (2005, p.383), trust is built on â€Å"reliability and predictability† of an organization. As one example, a company that contributes a small margin of their profit toward urban development can use press releases and promotional advertisements to illustrate their sponsorship or investment support in building a better local infrastructure. When consumers witness that the business believes in improving the human condition and lifestyle, trust in their brand, product and leadership is developed especially when these activities happen recurrently. Thus, having an ethical focus and a belief in social responsibility can assist in developing promotional strategies, charity as competitive advantage, and better consumer relationship development. One example of a company that overstepped ethical boundaries is Pulte Homes, a major national home and commercial builder with a significant profit margin. In 2006, the former president of Pulte Homes, Steve Seymoure, determined it would be a positive strategic decision to develop a variety of first-class, luxury vacation getaways in Mexico. Pulte Homes conducted considerable ethical and responsible preliminary research and legal negotiations to ensure that a disputed area of land cleared all ownership and construction laws for development of high-class condominiums for American tourists. However, well into the construction phase, a variety of expired commercial leases on the existing property where Pulte was building were

Spiderman Analysis-Engish Essay Example | Topics and Well Written Essays - 1000 words

Spiderman Analysis-Engish - Essay Example Like most lonely, somewhat nerdy fellows, Peter is in love with a beautiful, popular young woman, who just happens to be his next door neighbor, Mary Jane. Peter does not have parents; he lives with his Aunt and Uncle, a slightly older couple. Peter is used to being ignored, and even pushed around. He has very little self-esteem and would prefer to take photographs of other people living life, then live life himself. And yet, by fate, he is bitten by the â€Å"super spider† and inherits the amazing abilities that the spider possesses. The change from Peter Parker having the powers of Spiderman and Peter Parker becoming Spiderman was evident. While Peter Parker was enjoying his new abilities (climbing walls, being able to suspend mild flight, spin webs, perfect vision and hearing, amazing reaction time), he doesn’t automatically come to the assumption that he should use his powers to protect the innocent. He, like most people in his position would do, first thought of ho w this new gift would most benefit him. While investigating that possibility, he made a decision that cost him the life of his Uncle Ben. After accepting the pain of the loss, Peter realized that there was a huge amount of injustice in the world and that there was no one fighting for the people, no one to scare those that would do others harm. That gave way to the birth of Spiderman and all of the â€Å"great responsibility† that comes along with being a superhero. Spiderman, despite his best efforts, begins his superhero career with a very skeptical crowd. Most of the miraculous things that he does are misinterpreted and even presented to be a problem that was caused by him, so that he could fix it and be a hero. In the beginning, Spiderman is saving the lives of the faceless, no one that Peter Parker would have any personal connection to. However, when the faceless become Peter Parker’s loved ones, the issue of keeping the superhero and the regular

Family and friends Essay Example for Free

Family and friends Essay Katherine had done exercise which was more than necessary. She went to the gym about 5 times a week, which had really been a waste of time, as she was underweight and there was no need for her to exercise. This is because she did not have many calories which needed to be burnt off by exercising. Her diet was mainly made up of; unnourished foods and she did not eat as much as she did not either have the time, or did not enjoy eating at all. She was anorexic and also had the eating disorder of being bulimic. Although, my client is a very clean and hygienic person; she likes working in areas which are clean, and thought this was very important. However, my client was a very heavy smoker and alcoholic. Intellectually:  My client worked 6 days a week and only gets Sundays off to spend with her family and friends. Although, the Sunday Katherine sort off she did not make any use of it as she slept most of the day as she was very tired. My client was a very independent person, and did not at all try to be dependents he did not think she was self-worth and she had a low self esteem. Katherine was often stressing about either work or her family this made her become a very paranoid and anxious person. However she was a very hard working person. Emotionally:  Katherine was always depressed because, she is always being caught up in her work. My client does have the ability to go out and socialize; but feels that she does not have the confidence to go out and make new friends. By doing this she thinks bad of herself, which makes her feel disappointed about herself. Katherine was always sad and unhappy, most of the day which did not improve her motherly skills with her children. Socially:  My client had some friends but didnt have a close nor good relationship with both her family and friends. And had a problem against talking to other people and making new friends, as she did not feel self-worth and didnt have the self-esteem to boost her confidence. She wouldnt organize day trips to enjoy her holidays, and whenever she tried something would go wrong.  AFTER:  My client- Katherine Lewis  But now my client is doing more of this. Physically: Katherine now does a regular amount of exercise. My client takes part in more exercise activities; she has also widened her variety in activities, which has been really good for her physical status. She takes part in things like: swimming, aerobics, dance- for about an hour each session, and jogging, walking for about- 30 minutes each day. Katherine has improved her diet dramatically as, she now eats more than usual and has a very spread out and balanced diet plan. Her diet is mainly made up of now, more nutritious and healthy foods; she also replaced her diet of made up of mostly liquids, to fruits and nuts. On the whole Katherine has a stable weight which is really good for her body, and is slowing becoming a much healthier person from before. Intellectually:  My client now gets up earlier and goes to bed quicker, as this refreshes her for the morning activities which lay ahead of her. This also gives her the opportunity to think straight, and get ready for the challenges which may come ahead of her. She has begun thinking more about the positive things in life, rather than always thinking about the negative sides of things. She has stopped stressing so much about her work and home life, so this gives her a better view upon things, such as how to go solve a problem, or how to spend more time with the family. Her intellectual thinking skills, has improved massively, as she feels more confident about herself. Emotionally:  Katherine goes out more, and opens up her feelings much more than she used to. She feels that she has become a more self-assured person, so this encourages her more to go out and spend some time with her family and friends. My client, who used to feel that she had no one to discuss problems with, has now realised that her family and friends are always there to talk to and to confide with. She used to always be depressed, but now has found resolutions to that, and is happier than before. She emotionally is aware that she has many people around her, who will support and provide her with company if she ever needs it. Overall, my client is a supplementary joyful person, than before.  Socially:  Katherine has now started socializing more than she used to. She invites family and friends over to her house, to get to know them better. This has assisted her a lot, in her socializing skills; she goes out more and has meet many new friends; which are all from different backgrounds. She has the confidence, and the assurance to create a relationship with new people.

The Inclusive Education Policy In Myanmar Education Essay

The Inclusive Education Policy In Myanmar Education Essay This research focuses on the primary and lower secondary level students with disabilities for the purpose to address the educational needs of CWDs in Myanmar. In addition, one of the most important concerns in the Myanmar educational sector is how CWDs can be provided with opportunities to take responsibility for their learning throughout the concepts of community involvement and technical assistance to achieve a sustainable future. The political and social context is discussed in terms of international policy reforms and initiatives, especially the Salamanca Statement that agreed to ensure a basic education for all children, including CWDs. The Salamanca Framework for Action (1994) was a significant milestone in the education for CWDs and recommended the mode of service delivery of timing and intervention that linked to inclusive practices. National-level policy and laws as they relate to CWDs are briefly described in service delivery, and increase awareness about the educational opportunities for them. Moreover, the government tries to make the concerted efforts harmoniously for the quality of life of PWDs at pleasant. According to the guidance of the EFA-NAP, the following activities are being implemented: Providing primary school textbooks worth over 1835.51 million kyats in free of charges for over 5 million primary students to initiate free, compulsory primary education; Preparing the programs for scholarships and stipends which will be implemented starting from 2012-13AY in basic and higher education sectors; and Enacting the private school registration law and developing rules and regulations in coordination with concerned departments to contribute the education services by the private sector. For improving the quality of school education, monitoring and supervision mechanism has been strengthened since 2006-07 AY by focusing on the teaching and learning process. Basic education schools were classified by 5 levels (A, B, C, D, E) based on applying the following monitoring and supervision criteria such as Accomplishment of the school principal; Level of school attendance; Implementation of monthly lesson plans; Students achievements; Use of teaching aids, facilities laboratories; Cultivating morale and ethics; Capacity of teaching staff; Adequate classrooms and furniture; School sanitation and tidiness; Adequate teaching aids and multimedia facilities; Greening of a school campus; and Good physical setting of schools. Myanmar has made progress in the education sector to fulfill MDG 2: Achieve universal primary education with the target of ensuring that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling: however the dropout rate still high in secondary school level. A total of 92 governments including Myanmar and 25 international organizations reaffirmed commitment to the goals of Education for All (EFA), recognizing the necessity and urgency of providing an education for children and youth with special needs within the regular education system. By the official data on net enrollment in primary schools was 84.6% in 2010 (MOE, 2010, EFA in Myanmar) and the gender discrimination has mostly been removed from basic education enrollment. However, the net enrollment rates in secondary and tertiary education are very low. The quality of education at all levels remains a serious concern. Inclusive education (IE) is to support education for all, with special emphasis on removing barriers to participation and learning for girls and women, disadvantaged groups, children with disabilities and out-of-school children. The core point of IE is the basic right to education, which is rooted in many international human rights treaties since the UDHR adopted in 1948. The Dakar Education Forum (2000) reaffirmed that education was a fundamental human right and underlined the importance of a rights-based government actions in implementing EFA activities at the national level. The agreements on the principles and standards of IE spelt out the international human rights instruments and a rights-based education system. Myanmar government applies a rights-based approach to education in their programming and planning processes. It will also briefly discuss possible entry points and tools to move forward. In addition, it is hoped that this research will increase understanding of human rights importance in underpinning development cooperation programming, as well as fostering a discussion on the practical aspects of implementing such programming. Many of the problems are related to the lack of education quality, relevance and exclusion of learning. There is a well-recognized link between overcoming the barriers of learning and achieving the EFA goals. Government and schools principals must, therefore, pay special attention to children who should be in school, and are not, and to children who are in school, but are unable to succeed there. At the present, MOE is making special arrangements for the disabled and other excluded children to attend formal schools and to continue their education receiving special care and attention. In Myanmar, IE programs were formulated to accommodate for all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. These programs include all vulnerable children such as CWDs; children form mobile families, orphans, street children, and other disadvantaged children. No.25 Basic Education Primary School (Yangon) is the best witness of MOE in implementing IE. A new multi-pronged strategy for the capacity building in Teacher Education can promote the progressive adoption of effective teaching and learning methodologies for all CWDs at all levels. MOE and other partners strengthen educational management for the Basic Education Sector Plan that supports the Governments education service delivery to meet commodities needs at the school level. IE is a programme that creates opportunities for CWDs to pursue education together with non-disabled children in mainstreaming schools. It can bring about the educational opportunities for them. Nowadays, CWDs who have completed their primary education through special schools are now able to continue their education in mainstreaming schools by keeping abreast with other non-disabled children. IE According to the statistics data from MOE in 2011 showed that, there were 801 disable children in mainstreaming schools, 1450 children in special schools for the blind and the deaf, 30 disable students in universities and colleges and 6 disable students in master degree courses in 2010-11 AY. The government policy was developed and practiced with policy reform to fill the gap in legal and policy development. As par hearing from the media, the advocacy for helping disabled issue more and more in Myanmar. The government policy and legal change occur on resetting criteria for definition of PWDs. Out of nine criteria (international norms), some implementation processes of IE use four criteria to define the PWDs. To be more specific about educational opportunities for CWDs, the government agrees to provide all children (including all regardless of physical condition) equal opportunity to learn basic education. In the actual situation, there has a gap between policy and practice. The concept of IE means welcoming all children, without discrimination, in formal schools. Indeed, it is a focus on creating environments responsive to the differing developmental capacities, needs, and potentials of all children. Inclusion means a shift in services from simply trying to fit the child into normal settings; it is a supplemental support for their disabilities on special needs and promoting the childs overall development in an optimal setting. It calls for respect of difference and diversity of individual characteristics and needs. This has to include a consideration of overall organization, curriculum and classroom practice, support for learning and staff development. By the collaboration and cooperation of MOE, DSW is implementing inclusive education for the students with disabilities especially for the Blind and the Deaf students. Also, inclusive education workshops were held throughout the country and the teachers from the MOE and the staffs from DSW were also attended. Myanmar is now implementing six sectors for PWDs across the nation such as Enhancing Education Standard, Improving Vocational Trainings and Job Opportunities, Promoting Health Care Service, Enhancing Reintegration into the Society, Upgrading Capacity Building and Morale, and Providing Social Needs. In this situation, if the service providers can make the concerted efforts harmoniously, the life quality of PWDs will surely be enhanced and pleasant. Inclusive education can bring about the educational opportunities for CWDs. Some NGOs and DPOs are collaborating with the Department of Social Welfare, the Department of Basic Education and the Department of Health for CWDs, who have completed their primary and lower secondary education level through special schools, able to continue their education. 3.6.1 Implementing processes of IE by I/LNGOs TLMI is involving a little part in this area of IE implementation processes. They only conduct trainings for teachers on disability issues, the importance of CWDs to get the opportunity to attend schools like any other children and providing some barrier free arrangement in selected schools. TLMI is working with the parents of CWDs to convince to send the formal school and on the other hand they also try to engage with school principals to accept and pay attention for those children. Also they proposed the education need of PWDs in the Draft disabled law, advocate the decision makers and teacher, and we are working together with U Tin Nyo, retired DG from MOE who is very interested in IE for CWDs. Myanmar Independent Living Initiative (MILI) has concrete plan to implement the IE programs for children with cross-disabilities, they could not take shape it yet fully because their organization is just one year old still young. But, some executive members of MILI organization are actively involved in comprehensive disability law drafting process to ensure the educational rights of PWDs. The Long experience of disability inclusive education for five years, the community-based rehabilitation programs mainly supported poor children with disabilities to go to mainstream schools, advocated parents and education teachers for disability inclusive education and renovated the schools to be accessible for students with disabilities in collaboration with Department of basic education, DSW, local PWDs Self-help Organizations and other relevant stakeholders. That organization has planned to work in IE policy for PWDs by following kinds of strategies; Awareness raising and advocacy for disability inclusive education policy law Capacity building of educational officers and staffs, and parents as well Support children with disabilities for their mainstream and special schools Change the schools as accessible friendly places for disabled children Strengthen the collaboration among government departments, non-government sectors and relevant stakeholders to ensure the educational right of disabled children Eden initiated the project of IE implementing in formal schools and the plan for barrier free renovation such as walkways, seat toilet and one handrail that fixed in the toilet. In that project, 80 IE students were gathered at Eden Centre for CWDs. Also Eden celebrated the township level awareness meeting for introducing to the teachers for successfully implemented IE policy. It means that the principals and teachers from 21 schools are introducing IE awareness about IE at their schools. Therefore, IE process can only succeed through strong collaboration and cooperation amongst all shareholders especially from the government site and the donor site as well. Eden is cooperating with DSW and MOE. According to their advice, they held workshops and trainings for awareness raising workshop with DSW and MOE and shared awareness about IE and disability issue to other I/LNGOs staff, local authorities, other stakeholders and teachers from mainstream schools. EDEN organizes a series of mobile training courses throughout Myanmar aimed at helping improve the lives of disabled people which focus on activities such as CBR, IE and disability development. Through the help of DSW and Department of Basic Education No. (1), (2) and (3), awareness training not only about IE but also the Social Model of Disability was conducted in mainstream schools. PWDs in Yangon have more chances to access this information with help from NGOs and DSW, but those living in rural areas having difficulties due to inconvenient transportation and lack of mobility, U Hta Oke said. Im pleased about the growing number of people working in the field, but most of them are using a charity approach, which involves giving food, money, tools and other necessities, he said. Not many are using a life-based approach, which means providing training so they can stand on their own feet. Moreover, for the educational status of children with hearing/seeing/ intellectual disabilities in Myanmar is inadequate and behind-the-times. There is only the DSW has one project on sign language especially for people with hearing disability. There is no standard educational practice. Teachers learn by copying the methods of older teachers. According to the UN CRPD agreement emphasizes bi-lingual/bi-cultural education for people with hearing disability. The Mary Chapman School in Yangon uses the philosophy Total Communication that is method has been a widely adopted language policy in deaf education from the 1970s. But this philosophy is out-dated. Graduation rates are very low. In Yangon Division, only 14 students with hearing disability have passed high school and only six have graduated from university until 2011-2012 academic years. Undertaking All School-age Children in School Program In Myanmar, all school aged children in school project (ACIS) was implemented by the MOE by collaborating with UNICEF since 1994 with the aims of reducing the number of over-aged out of school children, eliminating non-school going populace, ensuring that all school aged children to attend school and increasing the enrollment rate of primary level students. They designed the last week of May as the Whole Country School Enrollment Week. 3.6.2 Special schools which are supported IE for CWDs Myanmar has a policy of IE, which means disabled students, including those who are blind, are allowed to attend classes in mainstream schools. This study found that mainstream schools are not properly equipped to cater for students with disabilities which mean that most CWDs are forced to attend special schools, despite the policy. There are challenges to implementing the policy, since schools lack the required resources and facilities. Myanmar Christian Fellowship of the Blind (MCFB) was founded on 4th August, 1975, to upgrade the basic level of education afforded to blind people in order to increase opportunities of leading independent in life styles. That foundation encourages beneficiaries in education specific to their needs including vocational training, as well as a focus on how to cope as a blind parent and job placements. The MCFB accepts children aged five and above and enrolls a similar method to the government mainstreaming schools. At that school, students can learn from grade 1 to 5 and then they can continue their secondary education in formal school. That school charges Kyats 15,000 a year for day students and Kyats 40,000-50,000 for boarding students, which covers accommodation, meals and tuition fees. However, there are over 700 blind and visually impaired students receive a formal or vocational education. The schools should be equipped with teaching materials in Braille, and teachers who know how to teach the blind by using Braille, said Mr. Thein Lwin, the general secretary of MCFB. Also in an interview with the principal of the Kyee Myint Daing School for the Blind found that the school accepts children from age six to 16, who are taught to the fourth standard. After they finished the primary education, they are sent to a formal school to continue their secondary education. The school and provides has both day students and boarders with free of charges for all fees of food and accommodation. The school can accept 200 students for one academic year. Mary Chapman School for the Deaf accepts children from the ages of five to 18. At that school, children can learn regular curriculum that is taught in formal schools together with speech reading, finger spelling and sign language. Moreover, children at that school over 10-year of aged are taught reading, writing and arithmetic and vocational training such as tailoring, knitting, book binding, bag-making, cooking and massage. The school fee is Kyats 6,000 per month including meals for students. The School for Disabled Children in Mayangone Township in Yangon is operated by the DSW. That school accepts both physically and mentally disabled children between the ages of six to 18 and teaches the standard curriculum up to the fourth standard. It has developed a special curriculum for children with a learning disability that take into account the extent of their disability and their capacity to learn. The current admission fee is Kyats 10,000 for one academic year. Further, while the study found that, the technical for education and training initiatives are not new to Myanmar. As a result of some recent educational developments and reforms, it is new to some teachers and learners both in curriculum and methods of delivery. Special Program for Over-aged Children This program is one of the branches of all school aged children in school especially for over-aged children. It was started in 2003-04 AY at basic education schools. If the child has between the age of 7 and 8, he/she will complete the primary education within 3 years and if the child has over 9 years of age, this accelerated program enables to complete his/her primary education within 2 years. Monastic Education System Under the supervision the Ministry of Religious Affairs, the monastic basic education schools are initiated by collaborating with the MOE. They use the formal basic education curriculum of MOE but the schooling hour is flexible according to the students availability. This program is so benefit for the marginalized children including CWDs that is complementary to the formal education system. In 2010-11 AY, there were about 1431 Monastic schools (1071 primary schools, 246 post primary schools, 112 middle schools and 2 high schools) with 0.215 million students including novices and nuns. Currently, at least 40% of all students in Myanmar are attending at these monastic schools. The research found that it is still very few opportunities for CWDs if we compared to the entire nation. 3.7 Problems of accessibility to education faced by PWDs The principle of basic education as a right based approach has been accepted internationally. However, a large number of CWDS are not able to complete a minimum number of school years in most developing countries. They face a variety of barriers before coming to school and even within the school. This research findings highlighted the problems of CWDs to access education that although the regulation and laws on inclusive education for all excluded children have been well established in Myanmar. The government runs the IE as the national level education development plan, however, there is a lack of educational assistive materials such as Braille books, Braille writing frames and syllabuses, qualitative/standard papers for writing in Braille, assistive devices for mathematical teaching or learning, and sign language interpreters. For these reasons and because of the lack of skilled teachers, the IE systems benefits have not been realized. Learning through the restricted environment has also been one the most critical issues of educational opportunities for PWDs that needs to be addressed in order to create equality and equitable education in Myanmar. The current education system does not suit for PWDs in rural area, specifically in promoting the education standard of CWDs. In fact, there are several factors that influence over the education opportunity for CWDs. In addition, the researcher tries to explore what are those factors, challenges, and obstacles in pursuing education in the community. The following data are contributed by the PWDs and community representatives during the field research. Towards the attainment of MDGs, many challenges still remain with regard to special focus which is required on hard-to-reach areas. A need of advocacy with more focus on duty bearer is a strategy to make sure of the long term commitment. The policy needs to be rewritten with a better understanding of authorities, duty bearers and duty holders. Moreover, the accessible services for PWDs in Myanmar is very little, only those who live in cities could access to those services and even then they need to get to such places where by need a lot of barriers to overcome to get there and money factor is another big barrier. In 2008, there are only 100 Physiotherapists appointed in hospitals under ministry of health. According to the First Myanmar National Disability Survey 2010 showed that there were only 50% of PWDs in Myanmar never attended school, out of which 66.5% enrolled in primary schools, 22.2% in secondary schools. Some kind of problems concerned with CWDs. A large percentage of those who do attend mainstream schools soon drop-out because of unfriendly attitudes and environments in educational settings. They often encounter negative treatment from their peers who are not sensitized to disability issues. Most teachers and school principals are not familiar with the idea of including. In Myanmar, one of the Southeast Asian countries, most of the people are still discriminate and exclude the CWDs traditionally. They believe money can make CWDs to be happy. Its not right. In special schools, there have IE projects for all CWDs. It can only the way to make in those childrens lives to be valuable. While the enrollment rate increase almost 100% every year at school opening seasons, there is alarming about 40-50% dropping out before they completed in their primary education so one could imagine for students with disabilities. There is little help for schooling opportunities for students with disabilities with the current situation because of the low awareness about the disability issue, wrong traditional believes and practice, less accessible resources (Brielle, sign language, teaching aids, Buildings, etc.), Low prioritization and no special law and regulation to protect them. Among the four types of disabilities, accessibility for physical disability, blind and deaf disability may be about 3. For people with intellectual disability is 0.05. The vast majority of CWDs never attended school and that a large percentage of the ones who do attend mainstream schools soon drop out due to inaccessible school infrastructure, lack of learning scopes, improper learning process and unfriendly school environment. But amongst the children that are not in any form of educational setups, a large majority shows a keen interest to acquire education. CWDs may have many of the problems that affect children at risk. The difficulties and problems are not because of their impairments but because of several barriers around their environments. During this field research, the researcher notified that there is an absence of reliable and consistent data on the educational status of children according to their disabilities. This makes it difficult for educators, policy-makers and programmers to understand the nature of the problem, and identify possible solutions. Moreover, the current teaching methods are not addressing to the individual needs of students with disabilities by lacking training and experience of teachers in teaching and handling them. Currently, the education of CWDs is concerned by DSW. For this reason, it is difficult to mainstream the program. Education for CWDs needs to be addressed by the MOE by collaborating with DSW and other stakeholder organizations. Economic Factors The high cost of instructional materials of CWDs further curtailed their access to all inclusive education services. Some representatives from DPOs were also presented about the cross section of economic factors of CWDs families to access education. To summarize the various agreements on poverty issues that is seriously hindering the CWDs from accessing education. Poverty is not only affected on the accessibility of basic education for CWDs but also for other children. In other the school drop-out CWDs case, many of them are suffering from an unrecorded or undiagnosed disability. If the community aware more about the disability issue, they could try to improve education for those children, but right now the illiteracy rate of this population is so high and that caused an economic burden on countries. In the failure to include those CWDs, most of the community members are ignoring an important step in our attempt to eradicate poverty. Poverty and lack of knowledge on disability issues are the major problems accessing education for CWDs. Poverty would stand out on top as there are livelihood opportunities for parents who are poor and having CWDs in the family. The researcher agrees with the respondents that because of the perceived added costs of health related problems, the problem is relatively deeper when the CWDs are involved. More than half of the population of PWDs lives in rural areas detached from the benefits of information and communication, transportation, and certain advanced technological facilities. Indeed the high cost of equipments, coupled with the rampant poverty predetermines the near or total absence of instructional materials. There does not seem to be a policy to ensure the massive distribution of these materials. School infrastructure The lack of matching infrastructure necessary for the integration was identified as a key challenge to all inclusive education services. Most of the schools infrastructures are not comfortable for children with physical and visual disabilities. There are many environmental barriers for wheelchair movement. In schools that are at least two stories high, there is no way to climb up the stair by children in wheelchairs or using crutches. Parents of physically disabled children have to be carried up stairs and the doors are also not large enough for wheelchairs to pass through. Lack of classroom adaptations hinders the movement of children with disabilities including the furniture of the classrooms and accessible toilets. These barriers are so difficult to access IE. A key problem is the lack of clear policy guiding I/LNGOs interventions in education for students with disabilities. Another barrier is the lack of reliable information and statistics which could back up planning and funding processes. All schools are under the Ministry of Education, but the development issues of CWDs are still under the DSW. Existing policies related to education and disabilities were found to be contradictory to each other. Appropriate policy formulation adaptation is required to overcome the barriers. Moreover, the budget for education is the basic need and awareness of duty bearers and duty holders need to be promoted along with its legal and policy development. It is somehow, inclusion is not a subject of Teachers training college, training methods tools are not available in Myanmar. Insufficient knowledge of inclusive teaching methodologies, lack of public awareness about the needs and opportunities of this target group and lack of funding to support inclusive education for CWDs are all preventing these children from receiving an education and being included in wider society. It is found that to be depended upon the individual teachers or school principals interest to initiate and include in the mainstream education system. Most of the services are available only in Major City such as Yangon, Mandalay and Sagine where 27% of PWDs are aware of existing social services, while only a third of those ever contacted the agency. Isolation and negative attitude by peers According to the EFA strategy, all schools are found to be enforcing IE process regarding the CWDs but there are no insulting them, special support for them, no strenuous work for them. In some cases, some non-disabled children perceive some CWDs as contagious and fear that they will transmit from those disabilities. Some superstitious parents of non-disabled children want to prevent their children from making friends with CWDs. This is one factor that upsets one of CWDs. Information and awareness sector As to the awareness of NGOs who provide services for PWDs, 14.7% know of their presence but just over 1.7% of those who are aware of the services had ever contacted NGOs. Concerning special institutions, 20.2% of PWDs have knowledge about special institutions but only less than 1.7% of them ever had contact with them. Only 14.6% of PWDs know about the existence of organizations for and of PWDs whereas only 2.5% of them ever been involved with those organizations. Participation of PWDs in IE policy is not a big problem for physically disabled persons. The big problem is IE and vocational training for ID. Government, I/LNGOs and DPOs need to do a lot of it. Unavailable trained teachers in adopting students with disabilities The lack of enough trained teachers has predetermined that CWDs lack the specialized care they need. This could be explained by lack of awareness and disability related facilities like ramps, special toilet facilities, learning materials by the parents. Teachers can integrate the virtue of education levels, roles and responsibilities by being exposed the requirements of CWDs in the community. In almost all schools, the students with disabilities allow to sit in front of the classrooms. Nevertheless in some schools, there was no effort to support for CWDs in this regard. The researcher noticed that one student with hearing disability was sitting at the back of the classroom that worsen her learning skill. When the researcher asked her class teacher about it, she said that the child had not told her about it. Teaching method Another problem faced by CWDs is the traditional methods of teaching and learning that has little scope for addressing diverse learning needs of students, lack of continuous assessment of individual learners, and a serious shortage of assistive devices and learning materials all act as major barriers to CWDs. There is no special curriculum for CWDs in mainstream schools but there are some special schools for CWDs, which unfortunately those schools are not located in and around the rural area. If CWDs can able to access formal education in the mainstream schools, they can gain not only education, but also the opportunity for social inclusion with their non-disabled friends that are so important to practice for their life-skills. Summarizing the interview with one student with intellectual disability from special school shared his feeling that he wanted to attend the school and he would like to live with his friends. If he stays at home, he feels so lonely and bored because he has nothing to do at home. He wants t

State-Sponsored Terrorism: The Relationship between Hizballah and the I

Most of the countries involved in state-sponsored terrorism make modest attempts to disassociate themselves with terrorist organizations. These countries do this in hopes that the United Nations will not place sanctions. More often than not, these countries continue their support of various terrorist groups. They support the terrorist organization in various ways: financially, training, supplies. Iran has remained the most active state sponsor of terrorism to date (State Department, 2013). Iran supports several different terrorist organizations, including Hamas, Palestine Islamic Jihad, Popular Front for the Liberation of Palestine-General Command and Hizballah. Often times, Iran is involved in the planning and support of different terrorist attacks. Iran has most notably assisted the terrorist organization, Hizballah, with training, weapons and funding. The Iranian government has also allowed Hizballah to use Iran as a safe haven for any terrorists that might need to go underground to hide if they have been involved in terrorist attacks and are currently on a watch list. This paper will first define terrorism, as well as state-sponsored terrorism. Second, the paper will give background on the terrorist organization of Hizballah; to include why the organization was first created and what attacks the organization is responsible for. Third, the paper will discuss the ideology and goals of Hizballah and how their ideology and goals fit into those of the Iranian government. This paper will also exam the relationship between Hizballah and the Iranian government and how that relationship affects the United States and its interests in the Middle East, mainly Israel. There is not a definition of terrorism that is used universally. Th... ... terrorism. It went over some background on the terrorist organization of Hizballah; to include why the organization was first created and what attacks the organization is responsible for. It discussed the ideology and goals of Hizballah and how their ideology and goals fit into those of the Iranian government. It examined the relationship between Hizballah and the Iranian government. It also examined how that relationship affects the United States and its interests in the Middle East, mainly Israel. Works Cited "Country Reports on Terrorism 2013" Bureau of Counterterrorism U.S. Department of State 2013 Web. http://www.state.gov/j/ct/rls/crt/2013/224826.htm "Lebanon 2006: Unfinished War" MERIA Journal Volume 11, Number 03 (Sep 2007) Snapper, Jessica. "The Hezbollah Dossier" December 15th, 2009 Web. http://jessicasnapper.com/the-hezbollah-dossier/

Wright Brothers Essay -- American Aeronautics, Invention, Flight

The brothers Wilbur and Orville Wright, possibly the two most renowned representatives of American aeronautics, were the first to experience controlled, continuous flight of a powered airplane in history. Despite being autodidactic in the area of engineering, the duo proved to be extraordinarily successful, testing and refining their strategies to overcome successive challenges that arose with the building of a plane (Crouch 226). The two were so far ahead in the race for flight that they even anticipated and found solutions to problems that more learned scientists could not have even begun to predict. Successful, man-controlled, powered flight was a fundamental turning point in history; it transformed the methods of how the United States fought its battles, powered developmental and technological change, revolutionized travel and trade, and provided help in forming the world into what it is today. Wilbur and Orville Wright grew up in Dayton, Ohio, in a home that allowed for the two to pursue their intellectual interests. The boys’ parents, Milton and Susan Wright, allowed their children to follow their creative instincts, and helped filter their energy into being creative. Mrs. Wright was a top mathematician in her class and very creative herself; she assembled many household appliances and even built playthings for her children (Garber 1). Both Wilbur and Orville frequently requested help from their mother for counsel on any problems they encountered in their undertakings as children. Their father, Bishop Milton Wright, who would normally bring home toys to help spark their creative interests, gave the two brothers their first material inspiration, a rubber band toy helicopter, early on in childhood (Garber 1). They created ma... ...se across the globe, only taking a few days for the packages to arrive at their destination. Since the time of the World Wars and the Wright brothers, aviation has become a huge part of global society. The Orville and Wilbur Wright’s names will forever be remembered into United States history as the first men who were the first to fully realized human flight. Their successful invention of a working, powered airplane brought about whole new ways of wars, including new strategies for both offense and defense. Many technological advances might not have occurred without the need for new weapons and systems for airplanes. Travel and commerce would be much slower without the usage of airplanes. Orville and Wilbur have made a lasting impact on the world with their invention of a working, human-controlled, powered airplane; who knows what the world would be without it.

Journeys End Courseowkr Essay

Explain the ways in which R. C. Sherriff conveys a sense of the horror of war in Journey’s End with detailed reference to three extracts from the play. How could a film director enhance this sense of horror on the screen? Journeys End, the seventh most famous play written by R. C Sherriff in 1929, set in Saint-Quentin, France, in 1918, gives us brief glimpse into the experiences of the officers of a British Army infantry company in World War I by showing us 6 days in a dugout of the front line. It is about a 21 year old Captain Stanhope, and after having spent nearly three years in the trenches without any significant leave, has taken to drinking heavily to control his nerves and to ease the stress of trench warfare. The play brings us through many different themes and genre’s throughout, from death, to love and friendship, comadeship, to ‘class’, and the scarring effects of war, and to the horror’s of war. What interests me is that the play stays only on the single set of what is the dugouts. They are dark, underground rooms where the officers of a British company eat, sleep and talk about what is going on in the trenches just outside, yet you can still, yourself, experience what the war was like. You are not faced with your usual heroic commander who saves the day in the end, instead there is Stanhope, a heavy drinker, affected by three years of war. And the play doesn’t have courageous battle scenes and huge explosions, or a valiant death bed scene. Instead, the horror’s of war are portrayed through the waiting and the suspense of not knowing what’s going to happen next, the characters trying to find security and comfort in anyway possible, the way they would do anything to get out of there. Fear and cowardice is shown a lot in this play, which is very different from your usual courageous soldiers, ready for battle. The authenticity of the play is what makes it original. It actually shows what really went on in the trenches. A particular, during act two, the audience experience a one of the soliders, Hibbert, trying to get out of the war but pretending that he had neuralgia. Hibbert is becoming effected from the war, and is generally scared of having to go up and fight. By now in the play, the men are expecting an attack in about two days, and as it draws closer, Hibbert is becoming more nervous and terrified. At first, he tries hinting the fact that he is supposedly â€Å"ill† towards the commander, Stanhope, but in the end, he almost impatiently declares that he has to â€Å"go down† the line to a hospital, when he says â€Å"It’s no good. I’ve tried damned hard, but I must go down. † Stanhope, a commander three years, has already seen this sort of behaviour and many men trying to get out of going to battle, and obviously see’s past this or does not think that neuralgia is an excuse to go to hospital. The scene goes on to the point where Stanhope and Hibbert get into a struggling fight, where Hibbert asks Stanhope to shoot him. This shows the horror’s of war because the character Hibbert is desperate to get out and go home because he knows that the attack is near. It’s not the actual war and the actual battle that is particularly horrifying, but having to wait for it, knowing that it’s going to happen, and being not completely one hundred percent sure that you’re going to come out alive is what is haunting Hibbert. The director could develop the horror of this scene on the screen by making the sounds of the distant guns and explosions a bit more taunting, almost as if Hibbert is getting more and more scared as the attack comes closer. Hibbert should also be shorter than Stanhope because Stanhope is more of an intimidating figure who is in charge, whilst Hibbert is a cowering soldier trying to get home. The actor playing Hibbert shout also be stuttering, not sure what to say or do because Stanhope is telling him that â€Å"No man’s sent down unless he’s very ill. There’s nothing wrong with you. † Hibbert is inconsolable and should be acting like he’s trying to make up more excuses why he should be sent home, almost pleadingly, as he says lines like â€Å"Stanhope – if only you knew how awful I feel – Please do let me go by -. † Hibbert gets very distressed and says things like â€Å"What the hell-! † and Stanhope and him get into a fight. Stanhope should be stronger and more skilled than Hibbert as he is trying to get away and disobey him, so the thrusting and the struggles from Hibbert should be pathetic and weak, quivering, and Stanhope should be firm and almost unfazed. The whole point of this scene is having to face reality and not really believing what you waited for, for so long, and feared was going to finally happen. The lighting should be dark and there should be shadows on Hibbert’s face, showing how distraught he is and possibly the lack of sleep. There should be a lot of close up shots as well to see character reactions, and some long shots to show the character’s difference and maybe, their similarity, how they are both afraid but are reacting but are handling it in different ways. A lot in the play, we see a lot of how the men cope with the dread of being in the war, and the upcoming attacks. The constant talk of food whenever the topic of attacks and the war comes into the conversation, Stanhope’s drinking problems, and pretending they have illnesses so they could have a shot at trying to go home. Osborne is seen as an â€Å"uncle† figure between the officers for his avuncular manner, and at one point in the play, Osborne is reading an extract from Lewis Carroll’s Alice in Wonderland. Raleigh questions him on why he is reading a children’s book which doesn’t make sense, but it seems that Osborne is comforting himself by going back to times where he was safe and secure in his childhood memories. Before Osborne reads the extract from Alice In Wonderland, Raleigh and him were talking about the raid, possibly lots of dramatic pauses, trying to avoid eye contact, when Osborne quickly changes the subject and reads more of Alice In Wonderland, leading them into a completely different conversation about Raleigh’s home town. This scene should be acted as if Osborne is showing his first vulnerability in the play, taking comfort in his childhood memories, when he was away from the war, and in a safe and secure environment. When Raleigh comes over, he tries to adopt his fatherly figure. Raleigh is still very new to all this, so he is very naive and almost acts as if he is looking forward to this raid. The actors should say the lines from Alice In Wonderland as if they were haunting and not comforting at all. Osborne and Raleigh should be quite awkward and trying to avoid eye contact, sadly contemplating what they miss. Another horror of war portrayed in this play is the lack of certain possessions and things that the men cannot have whilst in the dug out. It being good food, comfort, sleep and even women. Throughout the play, the men are constantly referring back to food or their lives back home, and at one point, looking at pictures of naked women together. In the war, the men are deprived from these things. The deaths of two of the most important characters in the play Osborne, the paternal figure, and Raleigh, the figure of innocence and naivety are extremely important, as are their effects on Stanhope and are another horror of war. When Raleigh is dying from a shell hitting his back, he is paralysed, and is with Stanhope in his dying moments. Stanhope, who, from his drinking and paranoia, had always been very distant and cold towards Raleigh because he thought that he could write home to his sister about how much of a wreck he was, was now showing a new and comforting side of himself, calling Raleigh â€Å"Jimmy† and â€Å"old boy. † Even now, Raleigh is naive, thinking that there is something on his legs as he cannot move them, saying that he is â€Å"feeling rotten, lying down here when everyone else is up there. † By now, Stanhope would be desperately trying to comfort Raleigh, hoping that he would get lucky and possibly survive his injury, but through this scene you can tell that Raleigh’s voice is getting even more distant and softer as he is slowly getting weaker. The lighting should be soft and with some shadows to represent Raleigh’s fading life and the sound of the raid should still be going on. When Raleigh dies, Stanhope is left alone to face the rest of the war on his own, another revulsion of war. This student written piece of work is one of many that can be found in our AS and A Level War Poetry section.